001Thank you. >> Can I get a motion to reconvene the committee of the whole meeting of the Proviso Township High School Board of Education? >> Second. Miss Smith, please call the RO. >> Malo, >> Imple. >> Hi. >> Miss Morris. >> Hi. >> Dr. Fisher. >> Hi. >> Farmerhead. >> I hear. >> We're back in open session at 7:15 p.m. Please stand for the pledge of >> allegiance. Right here. [clears throat] I 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. >> We do not have a public comment this evening. >> So, we will move to updates. >> All right. Um, I do have Dr. here but right now we are still combing through
002all the financials for the um provides west holiday tournament. Um it was a well I I thought it was a well-run tournament. Um I think that we did see less participation from um ticket sales. Ticket sales were down here since last year. However, we did save significant amount of money um and staffing. I think a big hit was having vendors here. Um what we heard from from from the participants was that they appreciated the variety of food and you know the ability to eat something more than just you know a hot dog and a hamburger and nachos and popcorn which is typically do. Um so I think that was a win. Um and also it was a financial gain for us not have to pay our own um custodial or not custodial our own kitchen
003staff and uh we didn't have to come out of pocket food. We did charge our vendors a fee. I think we're going to actually meeting tomorrow um to kind of do a debrief for the entire term. Um I think part of that is going to be was it the right right price point for vendors um so those are things that'll be discussed um as Dr. bill gets closer to getting us some of the receipts, we will be able to give you a more full fuller picture, hopefully a final picture of the expenses and profits or loss. >> Yes, that's true. I'll meet with the same tomorrow at 11 a.m. So, my next board meeting, I have more information for you. >> Are there any questions about determining? >> Oh, yes. I was up here yesterday.
004Do we rent those lights that's in the parking lot? >> I believe so. >> Why are they still here? >> I don't I would have to ask the uh the school leadership team here. >> Yeah, we definitely if if I understand correctly, normally it's a per day type of deal and the time has been over over a week and they're still there. I don't know if someone's supposed to call or what, but that's extra money. I'm voting for LT. Um I will look into it. >> I would not be in favor of paying for something else. >> Exactly. >> And then also I I was at the time every day and um I want to thank our security and it was a lot to keep up. Thank you. Keep clean. Okay. Um you're being clean.
005Um so thank you all and thanks to the administrators for all showing up and stepping in to try to cut the cost down. That was definitely something else. Oh, one suggestion that I do hope that you consider and look at is um it's great for everyone to invite their family and friends. Um but it's also a paid event. Um, and I noticed quite a few people and a lot of people in the doors. So for us to just, you know, if we're going to do it, you know, if you say, okay, I'm working, my kids, my spouse is coming. We have a list so that security is aware who's coming in. So they're not constantly call this person at the door. My friend is >> Yeah. That was a recommendation made payment. I know it's
006something we'll discuss about having everybody have some type of some type of of wristband or >> to show that they're here. The vendors need to have one. The referees need to have something. So no one can come in and say, "I'm with this vendor. I'm with this referee. I'm with this." Right. Yeah. So, I think everybody that's here is going to have to be someification some way to define what they're so that I know that one of the things that we're going to talk about. >> Was any feedback requested from the vendors and how they felt the four days went? >> Yeah, I think it was that form. >> I haven't looked at that. >> They and they received quite a bit of revenue. >> Okay. From here. >> Good. So, that kind of will
007adjust our fee. Yeah. [laughter] >> And we appreciate all of you that showed up. I appreciate the administrators for giving up their time over the holidays. Someone like Jen did every single day. Swanson did it every single day. Um in addition to some of our board members that were there every day. I appreciate you guys being here. Um, and you know, this year the goal was to cut costs. I think we we won't we don't have final numbers, but I do believe we'll be somewhere in the $60,000 range of reductions. Um, and I think next year we're looking to just rebuild to, you know, everyone I heard from, especially as I was talking to some of the old-timers, is, you know, they they reminisce on 20 and 30 years ago. So, we need to figure
008out a way to get back to that knowing that there's increased competition. But, you know, I did think we were able to attract some really great teams. St. Louis in particular was >> they were a phenomenal team. Unfortunate that Warren walked away at the last minute. I think that would have been great for Warren St. Louis. you know, we're we're doing everything we can to attract better teams to be looking at the market a lot. >> Yes. >> I think it helps that we have stronger state leadership in some key roles here. I think it's going to help us move forward. Any other questions? >> I know Liz has an update on facilities about our virtual town hall. So, I know it's I know it's short notice um but tomorrow at noon I'll be doing
009the virtual town hall um to make sure that we get that out there. it will be recorded so that way it could be on the website as well. Uh but that way there's two versions of it in person and now this one we won't be able to have the roundts as we did the last time around but at least we'll get some feedback from others out there. Any questions about the town hall? It says there's a design proposal join us to review design proposal. >> Well, we're trying to get feedback on what that design proposal. >> Oh, okay. Okay. From from our community. >> How often are we going to have these town halls? >> Hopefully this will be the last one. >> This will be recorded. >> Oh, okay. will be the last one.
010>> Um well, at some point we need to come, right? So, you know, we've done the surveys, we we had the in person, we're hoping that we get enough people here, but if not, we were hoping to have more, but we do need to move from, you know, putting this out and start getting cost associated. What's the time >> for the what? Um, >> we're currently developing that. I know we're getting a lot of emails from interested parties, but they they right now we need to develop an RFQ. Um, I'm going to be asking one of the board members to support that endeavor. Uh, so that we could send that out quickly to everyone and then choose based on whoever. Right now, there's probably about 30 architects that are interested. interested. Are we supposed to
011send email? >> Yeah. So, some of them are sending an email then saying when will can we receive an RFQ and then some of them are saying where is the RFQ? Um, and my response has been the same. So, I'll say that we are going to provide you the RFQ. Please be patient basically and that you would receive it soon. >> Yep. So, in that we want to be able to see the quality of their previous work. Have they worked with other districts? projects like this and then put a team together for review all of those and then make so you know is we're going into this wide open and open to work with anyone criteria what we're doing right now is just finalizing that criteria was me Dr. mentioned just positive when that money
012would be here. >> Yeah. So the money is set aside for us. >> Okay. And so once we there's an application process that we have to to go through which we're starting to do now. But with that application process we have to we have to submit specific things. >> You have to have your design you have to have your contract. You have to have your architect. So we have to go through all of that. Once it's there then they'll start releasing. >> Right. I have a question. Is the sports conference and maybe this is going to be a part of the town hall. Will we be needing to hire employees employees to work at this company? Will this be an additional um cost that will be taken on for pretty much the life of the
013complex once we have once the 40 once the 40 um million is done and still cover payroll. So that'll be a true expense. So I think that's kind of wrapped up right with like we want to see what future elements design and how it's designed and how we maintain it. >> I think more of the cost will be in maintenance >> and maintain [clears throat] over year. Make sure that you're building up a fund each year so that you have money set aside for when you have some of the bigger projects that that needs need to be done. Right. What I've noticed in in our district in particular is that we've had projects that have language that have never been done. Um, and there's never really been a plan for how are we attacking all
014of our projects and we have money. So, with the sport complex, yes, it's great that we're getting this $40 million building uh or or area, but we still have to make sure that within our yearly budget, we're setting adequate money aside for the upkeep of when you think about additional staff. I mean, I I argue that right now we have a sports complex, right? We have football fields and soccer fields and baseball fields. So, we have a sports complex. What we're doing is we're getting an update, an upgrade in the sports complex, which I would assume that more people are going to want to use. And so, that's why it's going to become increasingly important that we that we tighten up our rent to facility program, lowering costs, and making sure that we doing the
015right thing. A little bit later today, CA is going to walk through an updated form that we're it's in draft still for our rentals and our field trips, but just kind of showing you the direction we're going so that we're using technology in a federal way to kind of oversee and monitor the rental. Any other questions? Okay, moving on. I know at the at a previous board meeting we talked about an organization called Alira who does some construction management work. I'm not pointing their phrasing their work appropriately. Um but something that they're also doing for districts is they're coming in and doing at no cost a overview of all facilities. And so I I asked them to come here today to present uh their work and answer any questions you may have. All right. Thank
016you for inviting us. My name is Sharon. This is Leah. Um we're here to answer your questions and give you an overview of what we do and how we partner with school districts. Um, I've been personally working exclusively with uh school districts throughout the state of Illinois for the past 22 years with the same company. And I can tell you anything that you would like to know about our process and how this is beneficial for school districts. Um, the reason why we start with a nocost opportunity assessment is because we want to give you a sense for what it might be like to proceed with the type of project that we do, which is a guaranteed turnkey approach [clears throat] from design all the way through completion. And it's a lot different than what you
017might be accustomed to, which is the traditional design, bid, build approach, or what I call the low bid approach. So, I'd like to go over that with you today, talk a little bit about the no cost opportunity assessment, but really allow you to ask me questions and leave it open for for questions and feedback. So, as I mentioned, we've been partnering with school districts over the last 22 years. And tonight, we want to talk to you about the potential to form a long-term partnership with your district as well and why that might uh be of benefit to you. As you um look at, you know, you talked about an RFQ or an RFP process. When school districts are looking at companies that do what we do, they look for something that's very specialized because it's
018very difficult to be that person that's accountable for a project all the way from start to finish. And I'll show you a little bit about what that means. This is our team of people. Um, it's not just Leah and myself. It's a whole team of people. We have designers, we have construction managers, we have engineers. Um, and we handle every aspect of the project from start to finish. One of the really cool things about what we do is that as part of a renovation project where we're modernizing your school district, we also include programming that enhances your curriculum and helps students become more um adept at uh topics like STEM or learning about construction and engineering. and that becomes part of the project at no additional cost to the district. Typically with a high school
019district, we will do a high school paid internship program and they get to learn about construction and engineering right there in their school district from a live project. So we call it a living lab because you're creating a living lab out of your own school buildings. So how do we do this? Um, part of what we do is kind of help you with a master planning approach. So, you probably know that as a school district, you have a lot of a long laundry list of deferred maintenance or a list of wants and a list of needs. And it's very challenging to prioritize what those projects are. So, part of the nocost opportunity assessment is helping you to develop what that master plan might look like. And what we do as we do this evaluation of
020your facilities is we look at the age and the condition and the expected useful life of all the different assets and the systems and structures throughout those buildings so that you can get a sense for where you have greater risks versus other areas. And that's what helps you prioritize what needs to get done now versus what can be pushed off into a future phase. So, if you think about a typical project, there are eight major steps that must take place if you're going to renovate your buildings. And it goes all the way from step one, planning, all the way through number eight, which is final completion. And so, as I mentioned, what's different about this approach is that we take accountability for all eight steps of the project. And under a traditional low bid project
021or that design bid build approach, you have a handoff. So if you think about a relay race where baton number one is getting handed off to runner number two and that baton gets handed off in that relay race, you're all trying to get to the same end goal. But if you have a handoff eight different times during a project, there's a greater chance that somebody's going to drop that baton and then you have people pointing fingers at each other and you have change orders and you have legal issues and you have the time gets extended and then you have disruption of school programming. So what we do by taking accountability for all eight steps of that project process is we can help you compress the construction schedule that helps avoid uh the risk of inflation
022and we also guarantee that there are no change orders on our projects. So we have to be accountable for the whole project from start to finish which means we have to do a much more thorough job of investigating all the potential issues that might arise during that design and construction phase of the project. That's why the no cost opportunity assessment is so beneficial. It gives us a chance to see what it might be like and it also gives you a chance. So, we're not asking you to get married today, but we're asking you to go on that first date so we can start thinking about it and then if you like us, maybe one day we'll get engaged and then maybe one day we'll enter into a marriage and we'll have that long-term partnership. But
023many times when we do these no cost opportunity assessments, we figure out uh it's not a match here and it's fine. So it won't cost the district anything and it gives us a chance also to see what's happening at your district. Any questions about the accountability and the single source accountability? Um so I mentioned about compressing the construction schedule. So if you think about a typical project, you're about to engage in this process of designing a new sports center. um you won't know what the total cost of the sports center is until the very end of the project. So let's say it takes you two years to get all the way through the RFP and the design and the construction. You won't know what the timeline is or the cost of that project is until
024it's completed. And so it makes it very hard as a superintendent to manage your budget when you don't know what all these costs are that are rolling in over the next 24 months. In our process, we come to you at the very beginning and we say we figured out what the scope of work is because we've been working with you on this no cost opportunity assessment. Now, we're going to give you a guaranteed maximum price. And so, you know, right in right right away what that cost is of that project. And then we design and construct to that project, which allows us to compress the construction schedule. We get the project done sooner and you're left without any issues or change orders on the project. So this reduction of time and this reduction of risk
025are probably the two main reasons why school districts really love this process and why twothirds of our partners come back to us again and do a second or even third and fourth phase of work because the process is a lot more pleasant to be honest with you. One of the things that many communities ask us to do is to engage with local and preferred providers. So if you have here in your district or in your county or in your neighborhood, you have maybe you have HVAC providers or you have electricians or you have plumbers or you have uh any kind of subcontractor or consultant that you want us to engage as part of the project. Once you've selected us as your qualified provider, we can then engage who you'd like us to and we can
026also avoid problematic contractors where you've had suboptimal results in the past. We like to partner with school districts and we like to engage your local economy because it takes those dollars from the project and it funnels them back into the local [clears throat] community and it helps create jobs and it helps create learning. So, it's a workforce development issue, it's a job creation issue, it's an economic growth issue, and it's all designed to benefit you and your community simultaneously. And we couple that with an education program for your high school students, and it's a win-win for everybody, and it takes your project to that next level. So this is just a diagram that shows about engaging your preferred providers. Once we know what the scope of work is, we know what kind of subcontractors and
027consultants and experts that need to get engaged in the project. We engage them early and it's a much more collaborative approach versus the traditional low bid approach where it's kind of combative. So at the end of the project you can design you can um give us what your desired outcomes are and then we can design and construct to those outcomes. So in this case it's not all about well we want the cheapest which is what the focus is for a low bid project. It's about well we want to make the learning environment better or we want to create a lot of local jobs. We want to create a learning environment for our students and create a great high school internship program. all of those outcomes that you provide to us, that's how we design the
028project and that's how it will end up for you. So, one of the aspects that we include as part of the no cost opportunity assessment is looking at how it's going to impact you over the next 20 years. I really loved your question about the sports complex. You're thinking about well, not just well, what is it going to cost to construct that, but what's going to happen over the next 20 years as we're 40 years as we're using this building? Are we going to have to staff it? Are we going to have to maintain it? And that's the same approach that we take. We're projecting out over the next 20 years when you're using these renovated facilities at the end of the project, what's it going to cost you to maintain it? What is the
029repair and maintenance cost impact? What's the utilities cost impact? And of course, what is the cost of the project? And we're also looking at what are the systems that we are replacing. That's probably the most important part of the study that we're going to do, which is what is the age and the condition and the expected useful life and the risk for replacement of each of these systems and what should we prioritize as part of this project based upon what we find during this no cost opportunity assessment. And of course, we're al also going to look for grants and rebates and incentives. Um, the district sounds like they've already uncovered quite a lot that might apply to the project like HBAC incentives and we would help uh defray the upfront costs of the project by
030utilizing those grants and rebates and incentives. So, this is a picture that describes what the long-term opportunity cost or the replacement cost impact is. So again, we're going to model your buildings and your systems and structures using our um longstanding engineering models that describe the risk of replacement for certain types of ages and conditions and expected useful life. And we'll come back to you with the results of those modeling exercises. So the process itself just talked about assessing the opportunities. Um we have discussed this with the district. One of the things that we do as part of the opportunity assessment is we will have a brainstorming and kickoff session. We will collect some data from the school district and that data is outlined here such as your health life safety survey, your utility bills, your
031fund 20 expenditure report, information about existing grants and rebates and incentives and information about existing work that has already taken place at the district in terms of renovations. This is what we will come back to you with. It's really a who, what, where, why, when. That's what we do when we come back and we touch base with you several times during the no cost opportunity assessment. We want to touch base with you, make sure that we're heading in the right direction, tell you a little bit about our findings, and as we continue to get back together again, the findings become more and more refined and more and more detailed as we go along. So again, it's about engaging the community, staff, and students. It's about increasing the life cycle safety and compliance. It's about adding
032flexibility and control so that you can bring in local and pervert providers. And it's about eliminating the risk and burden. So right here are the reasons why we think this might be a good approach for the school district and why we're willing to offer approach. And what I'd like to do is open it up and see if you have any questions. So, first off, um, thank you. Secondly, will we get copies of the >> Sure. That's my immediate question. >> Yeah. In the back of this, this is a really long presentation. Yeah. >> Um, there's a bunch of school district examples um from um I think the I think the one closest neighboring district that we um that you might recognize in that de How long does the assessment process take from start to finish?
033>> Well, great question. Um, typically speaking, it depends upon when your targeted date of renovation is. It's probably too late for us to do anything in the summer of 2026. So, we could we could probably take our time with this assessment and it would be questions. >> Thank you so much. It's a muscle. [music] All right. Good evening board. My name is CIA. Happy new year. My name is CIA. I am the director of professional development and evaluations. I'm here today to talk to you a little bit about Let's Talk, also kn also known as Omni, which I'm sure a lot of you already know about. So, um they've gone to OnFlow. I'm sorry, Enflow, not Omni. And then as of next school year, they will be publicly known as Enflow. So um onflow is
034our um community platform for communication. The purpose of this this is new to proviso as of this year. The purpose of this is to help school leaders listen and respond to stakeholders either um complaints um it could be a compliment or just some feedback. um they seek some feedback from teacher from teachers, community members or from teach or from students. [clears throat] Um the purpose is really to support communication across the district um and engage in communication. So um my purpose today is not to talk so much about the um dialogues that we receive but a a different aspect on the on on flow called forms. So right here, what you see um in front of you are just a few forms. This year, we've created maybe two forms that we're looking to pilot to
035our teachers. They're not quite ready yet. They're still in draft form. So the first one I wanted to show you is something called the field trip request. This is something teachers need to complete in order to go on a field trip. So um I'm just going to show you this version. Just remember this is still in draft form and in the spirit of communication, it's a way for us to systemize our communication across the district. This is a form that would be only shared with teachers. There are other forms that could be sh me community members or with students. This is something that we already have. It's on jot form and uh jet form. Um why we've decided to kind of move it to onflow or um yeah Onflow is because um Jot Form doesn't
036really allow the um opportunity for several people to have access to this form. Right now the only person who has this form and can work on this form and receives this form and can send this this form out is Mr. Ashawa. Um if we move it on to which we are we move it on to onflow um this could be of a workflow of people. So let's say it directly goes to Mr. Ashock. Once Mr. Ashoff's done he can send it to the next person all the way back until it's approved and it allows for very effective communication throughout our school district for teachers to just complete it. Why it's not done yet is because there's a um portion on here that requires chaperones to um look through and sign some documents, read through the
037agreement, sign some documents and it needs to be we have it on our website in Spanish and in English and Anfield right now is helping me just put that onto um a plat an aspect of our platform. So, it could just be uploaded to this document. And once it's all good to go, I'm going to sit down with Mr. Ashoff and if he likes it and enjoys it, public form to our teachers so that they can use it. Um, any questions about that form. There's one more that I want to show you. Okay. The next form is um something that I've been working with with Mr. Taylor. This is the application to rent one of our spaces. Um, it's our rental agreement form. Um, this is kind of like a wonky form. I've been working
038on this for quite some time because it just needs, um, a little more caressing, I guess you could say. So, um, on this form, this is something that's publicly on our website, and anybody who wants to rent a facility or a space in one of our schools, they would have to complete this. But, it's a lot of like a back and forth between um operations, the person who or the organization that's wanting to rent the agreement, and then going to the business office. Um, so what we've done is we've put this as it sits on our website onto Onflow. And um, why this is holding up a little bit is because what we're trying to create is after an organization or a specific person adds their personal information, adds their insurance information, and um, decides
039which school they want to or the space that they want to rent from a specific school. What we're trying to do is after they click east is to take them to all the spaces that could be rented at east and the cost. Right now it's like I want to be at east and then there's a portion actually it's right here that says okay run the gym so on and so forth. But if they pick East and they're saying, "I want the little theater." There is no little theater at East. So, it'll just make more sense to the community if everything's more aligned. That's not something that I have access to do. This is something that I need help from um Enflow to do. And this is actually kind of new to them. So their designers
040and their engineers are actually working on it right now to get that more flow with our with our um with our form. And then the other aspect are some like mandatory um additional fees um that we're still working through um to determine um how those are going to be given to the renter because at the end the goal is for the renter to know how much approximately is this going to cost me if I want to rent a space. So, we're still kind of working through some of these kinks and then at the end it just they're required to um sign some agreements um and then eventually they can make a payment. Either they can go to the business office or they can actually make the payment through an online source that we have on
041our website and then just signing signing signing so that we um lower the liability level on our end. Um, so I'm just kind of quickly going through this form so you can just quickly look at it. There's a part to read and um, agree to. And on the very bottom it just says like you need to sign it by entering your name. Um, you are agreeing to the terms that are provided to you. So still a work in progress with both of the forms. Um but I just wanted to share this with you guys with the board so you guys are aware of um the platform and a different aspect to it other than the communication and dialogues that we address on a regular basis. Does anybody have any questions? >> Uh yes. um estimated
042time for to get the rental agreement done with envelope. >> Yeah, I spoke with them today and their engineers are almost there. So, I'm assuming within the next week or two. >> Okay. >> Yeah. >> And uh say all done. An organization wants to rent the space. They have to keep a paper copy on them to prove that they're, you know what I mean? >> So they would fill Yeah, they would fill this would be something after I meet with him and we look at the form, he would be like that first contact and he would take it from there. So this is definitely something that can be printed after it's done, but he would handle it from there. On this could also be the principal, which is on our paper forms right now. the
043principal's involved, but there's a lot of like emails. So, it would be very easy for us to add the principal of the school on here so they're aware and could be engaged at the same time. >> Yeah, good question. >> I would say also like security covers, right? All the parties who would need to engage to ensure they are aware of this. >> So, yeah. And in part of the process, so there's rental form, but there's also a process. Okay. Okay. And in that security, you have to make sure the principles are aware of all of those things. But you know, one of the early stages is first and foremost this this application comes, they have to go to the principles. The way they tell us if the space is available, if the space is
044not available, we ask them to give us alternative times. This protects all of us, right? Because it makes sure that Liz and her team are the ones making the final decision whether the the entity that is requesting the space is eligible. The struggle could be if we allow autonomy in this space that we we could run a foul where we're allowing one group to use it at east and that same group not to use it in wet like you know often I would like to give time to make decisions within their own within their own building but for this specific case we need to just make sure that we are solely have one person that's making sure following policy so that we don't get into problems. >> Yes. >> I have a question about form.
045How long do you expect someone to fill out that form? Because I saw 47 questions. >> Not questions, but this is all um information that is currently on our form. I will sit down with LT, Dr. Alvarez, and our team, and we could change language. we could minimize, but I didn't really want to take anything away from what our current form is. I just wanted it to get on here and make sure that it flows accurately. And then I can sit down with the operations team and we can talk about look, oh, maybe this needs to go first. And I mean, that's all very doable on our part. And um how we want to address all the security, maintenance, all that is on the hourly basis. >> Yeah. I have a question when we facilities
046and our goal is always first and making sure that our students can access our facilities because the facilities are technically they will be getting priority usage. So if the principal says their facility is not available, what's next steps? If you said they're not making any decisions, okay, but if the principles are saying, hey, this facility is not available, we need some alternatives. Are we respecting that? Because I want I keep hearing how what not well practice they want to utilize facilities but it seems like everything's always being used. So, do we have a clear calendar so that district office knows that, hey, this season is about to start this sport. The chances of that particular facility being available because we can't get mad at our teams for not performing well if they have to fight
047to use facilities technically theirs to use for our students. >> Yes. So, as long as I've been here, our students have not been displaced by an outside group. Our students always get first priority. Our coaches get first priority to those spaces. The question we're asking is, is the space available? Because we don't know that. The principles and the athletic directors, they know if the spaces are available. So, if it's not available, that's fine. If it's not available, tell us when it is. So, we can go back to that outside organization and say, "It's not available at this time. However, it's available on this other times. Recently we had a group that tried to rent. So they were asking for a Sunday. We denied that. Well then I asked the question who is using the building
048on s on Sunday and nobody was. >> So was the reason why wasn't available? >> That is why we are reemphasizing this that if you if we say no we need to know why it's not available and alter alternative dates that can be used. >> Also make sure in on that also because our facilities need to be maintained also. It can't just be a open season always. I mean I've been over here I'm going be honest at this particular location the entire break. I don't think this facility has closed and to me that's not fair to maintaining our facility. They have to have some time to actually maintain if it's always being used. How can they ever properly get stuff clean? They're constantly constantly having to pay a ton of overtime out for them to
049do the things that they could be doing, but instead they're cleaning up or trying to maintain all these outside. I'm not saying no outside facility, but just so we can be mindful um that the staff deserve the opportunity to enjoy their holiday, too. Um or to be able to Like if you go I can't say hey you know I notic that this area isn't painted like the paint should well come in here and maintenance is constantly working time to do all these other tasks and things always something going on they have to clean up they're constantly going I was exhausted so I can only imagine how exhausted they could possibly be. >> Yeah. And so, and I know in in the instance of this organization, we did explain to them when the fieldhouse needs to
050be cleaned that they may be displaced. Understood that. So, our we will always take priority. We just need to speak up and say when we need it and that's why we put this process in place, right, to to have the principles and ads at the forefront telling us if the space is available or not, right? So, but then also LT is part of this. Liz is part of this so they also know if the space is available or not if there needs to be something needed, right? But what I think is important for us is being transparent to our community and explaining the yes or the no, right? And so if it's a no because of cleaning, our community will understand that. But if we just say no with no explanation, well, that's a challenge
051and that's that's something that we cannot continue to do. We have to be more transparent and we can't be transparent unless we have the information from the schools. So that's why that need processing things. I believe in step three or four where we're sitting down and creating the event planning to make sure we know what maintenance is going to be there, where security is going to be staffed, how are we securing the remainder of the building if the fieldhouse is being used so people aren't walking in a hall all right so where having all those conversations so we have a clear plan moving forward we're working on that now >> each school does have a anthletic >> a facility. >> Do you have access? >> I do. >> Okay. >> But I just ask for
052tools. >> Okay. >> And then I'm sorry. So when when outside organizations do use these facilities, [clears throat] is it a requirement for security? >> Yes. >> Charge up for security, we charge up for maintenance. >> Okay. And it's by the hour. So even if they need like let's say they use and it's all in here. So even if they use like they need the gym but they're going to be doing a game for example and they need the bleachers taken out or they need a podium. All that is included here and it's charged by the hour. >> Is this overtime for for our security guards or is this a part of their standard? >> No, typically it's over time. >> It is overtime. >> Okay. I hope you guys spoke. So is it sometime
053is it where they they choose to select this overtime or how is that process? >> Yeah. Hey, I want over time for this weekend or are they mandatory over time? >> It's a rotation. >> Okay. That gets done for security. I know for a fact for custodians. >> Yeah, the same thing for operations and maintenance. We have a rolling list and a time clock. Every week we post it and the individuals that want to work that week for anticipated and unanticipated overtime they sign the list and we select the employees related to their seniority first or the craft that we need for that event. after the event is over. Who comes behind these events and take pictures to prove what we need to charge organization for clean up? >> So that's been implemented um about
054two months now. Um Jose does it here at Riso West. I do it at Janet Science Academy and Al McDonald does it at Viso East and we have a rolling list that Dr. Alvarez reviewed that can actually show when we went in there and what we saw. Um we do need to do a better job taking pictures uh because this is relatively new to us about about two months but we're doing our best to make sure we get in those spaces and making sure that back charging people or at least notifying Dr. Alvarez that there's damage in that space. West gets the most use and so Jose has sent pictures and our all our equipment for cleaning is ready and season. >> Yeah. So typically we have a preventive maintenance schedule that's on direct with
055our equipment. We also like to be ahead one season. So, right now we're thinking about softball, think about baseball coming in March, making sure that we have the proper equipment. We have balls in stock, things like that. We're also playing field renovation over at Proviso East High School because Proviso West received field renovations last year just to be equitable. So, we're thinking ahead of the ball game versus just waiting until something is needed. >> Is there any update on the um we had an RFP for the fieldhouse for the grouping and the deep clean is that >> yeah we did uh we put the RFP out we didn't have any responsive biders but since then key has come back with their quote um they they required us an updated quote was which was under the
056threshold of $25,000 that requires bidding so we will move forward with that plan to be in this week's >> I'll Are there any other questions about the form or aspects of the form that you'd like me to go through? >> How long does it you think it will take the average person to kind of get in there and go through? Yeah, it depends on if they have all their materials because I think what from what I've spoken with LT part of the pro part of the holdup might be like uploading their insurance documents or making sure that the right person um is listed or like some people don't want to share their phone numbers or their addresses. So, it really depends on um the actual renter and getting their materials together. >> And it looks
057like this can be saved and then come back to it later. >> So, this is what I see as a creator of this document. Uh we haven't um rolled it out yet even as a test product. I'm not sure if they're able to to save it. Um I'm I'm I'm quite not sure. >> That would be feature that hopefully we can look into because I know and then they have to stop. >> I'm sure there is. I'm sure there is a save feature. I just don't want to say yes and there's not. >> Y >> just something on this kind of product. I would be very surprised. I would be surprised that I was thinking about >> it say yeah >> I love technology and I just wonder for our older community members that may
058not be as you know computer >> savvy >> that they could use let's talk and say I need help filling this online form help for him. >> And our previous form was also electronic also. >> So like we're moving from a paper form to this online form. It's always been an online form. Before it was a Google app. Well, I'm just wondering if you know you had to go older. >> I've seen I'm sorry. >> And this we're going to add as a topic onto um the other side which is called the ticket. So this could be added as a topic. It could go directly to Dr. Alvarez or someone in the operations team. And the nice thing about how Let's Talks is if Dr. Alvarez um for some reason doesn't know the answer, she
059could forward that request to LT and LT could certainly respond. And that's kind of how the form um like workflow works as well. So once this goes to let's say it goes to Dr. Alvarez, she could send that to the next person who needs to take a look at it and approve it and then it can go back to Dr. Alvarez to communicate with the um renter like you've been approved and these are your next steps. >> Yeah. Will the requesttor have visibility as to whist like if it goes to LT or goes to whomever will the requesttor know where it's at? >> No. >> Yeah, unfortunately it doesn't have >> it doesn't work like that. Yeah, it's all internal. So, we could have like a workflow within ourselves, but it doesn't say to the
060Yeah. to the renter like, "Oh, right now it's at stage two." Um, yeah. No. >> Will it tell the renter like you're expected to get contact within time? >> Three days. >> We're worried about turnar around time. We're looking to do this all within 10 business days. >> Yeah. >> And we could also include that on our form. Um, like you know, once you've submitted, expect a response within 10 days. Yeah. >> Does it does it get added to the less top metrics? Yeah, it will. >> So, we'll be able to monitor public. >> And since this isn't live, do they go through the legacy the current? >> This isn't live on the website. So, how does someone if they have a request? How do they go? >> They're going to still use the old
061model which is going onto our website and there's like a Google form that they can complete. Yeah. And it still goes through our regular workflow which I'm not sure how not sure of that. Um I just Yeah. >> So we have a rental agreement form landing page when once this is ready we just swap out the links right and so on we're looking to as he also showed you the the field trip. Did you get to the field trip? >> So as you get to the field trip we've done so much today. Um, you know, Enflow has the ability for us to essentially bring all of our forms in the 21st century, right? And so it's it's a nice added feature at no cost with Let's talk now. We're able to modernize our system. [clears
062throat] So putting all of those forms onto the system is going to be global in the future. >> And if anybody decided you no longer want to use, is there a way to still maintain and kind of keep up with the archive. I'm not sure how it all works. Like the archives, >> well, the archival data will always be ours, >> but if we wanted to switch to this different system, then we would have to rebuild all these. >> But, you know, the hope is that as we're using onflow, we may be able to save cost in other areas and just kind of sunset some of the other programs that we're using and just use this one. And I feel like if we start with the like um the field trip request form is pretty
063much ready to go. We're just waiting for one small thing that I think will get cleared out by the end of the week. And once I meet with um Mr. Ashoff, I think we could test it with a few teachers to just see how it works, work out any kinks and then put it on to our like staff intro web part and then teachers can start using them. [clears throat] Yes. >> Yeah. >> Um, any other questions about the forms or even the tickets or onflow all together? >> The last thing I have on the facilities is just a reminder that the press will be voting on that. Uh, next up is educational services. I know Mike is getting our PowerPoint back together, but first up is the school year 2627 and 2728 calendar. >>
064All right. So, as we're pulling up uh the PowerPoint there, I think each of you also have the proposed calendars for the 26 27 school year and the 272 28 calendar, which we are very excited to have two being presented to you. Uh these calendars were developed to maintain alignment with our foundation school districts and to support families with consistent scheduling across supervisorship. Mr. Modic did have an opportunity to meet with the foundation school superintendent to share these proposed calendars and collect their feedback. >> We also are you saying we're going to have spring breaks that match? >> Yes, that's the goal. >> That is the goal. >> That's double woo. very excited about. >> Yes, we are all very excited. [laughter] >> We also had a calendar committee uh for this. We have met
065five times. Uh we have one final meeting scheduled actually this Thursday, January 8th to incorporate several potential refinements uh to this process after some feedback from meeting with the superintendent and uh discussing with Mr. Mo. So I do want to thank Miss Alto, Miss Jeffrey Stober, Miss Lauren Dei, Miss Scoopus, and Mr. Hull for their thoughtful work uh reviewing state requirements, contractual obligations and stakeholder feedback. Uh both calendars have do meet the view requirements with 176 instructional days and comply with all of our collective bargaining agreements. At this upcoming January 8th meeting, the committee is going to review four possible updates. Uh we're looking at moving the April 23rd institute day to August 10th. So again, we're having an additional institute date at the start of the school year, which would be three uh at
066the at the start of the school year, which then would just subsequently move new teacher orientation uh back to August 6th and 7th. Uh on there right now you do not see bring your parents to school day. Uh we will be looking at adding that to October 2nd and then lastly looking at moving the January 4th institute day to February 12th. So couple of these will come through as we reach our board meeting upcoming next week. I expect that we'll have a more refined calendar for you. And just one just one thing to add it may be so we're making some recommendations but I know there's also some possibility that the um the March date would um would stay I'm sorry the January date would stay and only have two days for teachers to these
067questions that we need to work through with the union. The reason that we're doing this is because I'm asking for February 12th to be a PD day. Um the reason is because we're working with all of our foundational schools to try and align as many hopefully all of our foundational schools to have February 12th off uh next calendar year. The reason so having all of our teachers and all of our administrators come together in one space and co-plan co-design sessions for other educators and other administrators with improvised culture. And so I know the the as I talked to the the foundational superintendents that were there, they were all really excited about that. There were some superintendents that were not um at that last meeting, but we we are going to move forward with as many
068districts as we can. And so this is the need for that change boards coming together after this one provisal. Um I believe that's January 21st. um having the ability to have all of our schools and proviso come together and and do a joint professional development conference. I think that will just I think that will I think have benefits for for all of us. Sorry. >> What about the two and a half weeks from 27 to January 28? So that's essentially two weeks >> to talk to and negotiate with our union that informal conversations. It sounds like teachers continue want to have that Monday as a professional development day right after >> but then they're getting the Monday and Tuesday and the student attendance starts on Wednesday of January 2020. But that's extremely long. I think
069that's something we can refine. >> I know that one day I'm sure this week threw off a lot of school and I didn't have school yesterday. So I like to thank you guys. I I feel with a lot of >> I would y that's why I for my own right. I was like >> we were all surprised in my seventh grade school. [laughter] >> I just see the two like I understand the pressure. They're already [music] Saturday. >> Yeah. There's like a rule about holidays that I think if it land on Saturday, you have to >> maybe school district >> because it's like a federal league. You can't be. So that's why >> we'll look into that. >> Yeah, >> we'll look at that by January. >> And then we're going to be clear with
070graduation camping before the end of school about that of what those graduates >> Yeah, we've already reached out to we've already reached out to see the dates are. >> We're trying to have our seniors So the end of school year being a senior >> they're coming out very >> I'm just joking got to come back >> like two weeks for everyone back you graduated like two weeks before school again. >> Yes. Some families are concerned about missing dates. Um we have >> So just a couple more notes on that for those familiar we have emergency days with with school calendar institute days back in services. Uh we are looking to continue our parent teacher conferences that was very wellreceived having in person and the virtual in the afternoon. And then also looking at doing something
071we did this school year with holding a freshman orientation uh prior to an all student attendance day where that doesn't count as an important support for students entering the high school experience. Lastly, we will have to hold a public hearing uh because there are five specific holidays uh that the state says that they have to recognize. So, if we are deciding to slide any of those like day or Lincoln's birthday and just making a slight shift there, we do have to hold a public hearing uh for the for the next item here for summer school. Uh we are looking at all right for our summer school 2026. Our goal is to provide a comprehensive program that supports original credit credit recovery and enrichment while also responding directly to what our student data is telling us
072because uh for this coming school year we are looking at model. Uh we have analyzed our semester 1 uh freshman failures across all three campuses. And at Proviso East, we saw the highest concentration of freshman failures in math with hundreds of students followed by English at 57 and social studies at 53. Provisor West shows similar patterns with 67 math failures and uh 52 actually in wellness. PSA did have significantly fewer failures. The status confirms that freshman students particularly in the core content areas do benefit from can benefit from in-person instruction which is while freshman private recovery will be offered live on campus rather than utilizing our online platforms. Right now we've been using edgeuity for that we are looking at we have a task force currently looking at possible other credit recovery program is whether
073it's or something else whether our task force decides and we examined overall semester 1 failure trends to help guide staffing and cost projections. So, also in your packet, you will see the proposed staffing recommendations based off of those semester 1 failures. Um, from last year to this year, when comparing the school year 2526 to 2425, we did see a notable decrease in total failure, 174 to 1,159 failures. So, cutting it in half based on the decrease and the shift of freshman to in-person recovery. We did reduce the number of sections for those online portions from 28 to 20 uh staff members. The this combination of targeted inerson instruction for freshmen and scaled online credit recovery for upper uh grades allows us to much better match resources and student need to exceed 800,000 as we are
074expecting some slight shifts. I think somewhere right now it's around $750,000 funded through our local and any available grant funds that may be available. >> Overall, we believe this approach to strengthen executive improves instructional questions. >> On the list that we received, there's no summer school nurse. And I know that was talked about previously, especially during >> there's 12. >> Yeah, they are. Yeah, >> so they're not on here because they're 12. >> Okay. >> I just want to make sure we had one to keep that paperwork. >> Thank you. >> Okay. >> Thank you. >> You know, one thing I will add about this is, you know, our ability to be able to to move towards our freshman getting live in person. Teachers want to get the best, right? We didn't want to just
075make this shift overnight to do all of our our courses or all of our grades in person. Um I think we need to just as a district get used to this and you know the plan is to continue. It's also why we have been our freshman on track. And so you know looking at where we are now compared to where we were at probably the highest on track rates we have right now for our freshmen as a district you know as I came in we were at 61% that was the 24 report card. Right now, as a district, we're at 87% of our freshman on track. So, no change. Um, I'm still pushing for 90. So, we're we're going to we're going to get some work. Uh, we're going to continue this to see how
076we can recover some credits for those freshmen that have already failed. Um, and see if we can catch them up before the end of this year. Freshman on track and provisal west of about 88% are on track and PMSA about 98% are on track. when I look back to where so looking at West because that was a a school that we were heavily focusing on last year. This time they were at 56%. So now they're at 88%. So you're seeing that we're we're finding more success with our freshmen, which is going to lead to less students needing to recover credits and going to summer school. That's going to our goal for this is not to recover credits. It's to recover skills and credits. We want our students to be able to have the skills going
077into their next semester to be successful in that next level course. And so what was happening in the past was the online credit recovery was mainly recovery credits. If our teachers would tell you our students were moving forward in credits but not necessarily having the skill our kids were stuck in the cycle of just failing courses, doing credit recovery and then never really mastering those skills they need to be successful in the future. So we're hoping that through this but you know the reason we're able to do this is because we have such a focus right now on our failure rates especially with our >> question the estimated cost of mostly grants. Yeah, I think that the most the majority will come from local uh funds, but we will explore any local funds for how
078you're um to have school. I mean, I'm just wondering to >> Yeah, it's a very fair question. We last year we did charge for summer school and we intend to do that in addition this year. So we'll have a early versus a late registration uh fee and that I think it was already approved. I don't know the date. We can get back in uh next week update as far as what those previously approved with registration. >> Okay. I see that. No, thank you for that. >> Any other questions? >> Next, we are asking Miss Angela Marino, director of curriculum, to present our renewal of status math resources. >> Thank you. The district adopted the envision map for our integrated math classes 1, two, and three in the spring of 2023. At that time, we utilized
079ESTER funds to pay for that. It was a three-year contract that included textbooks, workbooks, and digital licenses. So, at this time, we are seeking a three-year renewal contract to align with the ELA textbooks and online program with status for a total investment of $446,28. the status envision math curriculum. It is linked so you can see all the different score points and score bands that envision math has received um from that report. As far as the usage across the district, it has the strongest and most consistent digital usage of all subject areas that utilize the status resources and we use them in English, we use them in math and we use them in science. This strong usage shows strong alignment then among the curriculum, the instruction and the platform integration. It is aligned to the gradual
080release of responsibility. Essential questions and learning objectives are provided. PowerPoint slides are provided for the teachers and lots of practice associated with those specific skills that are scaffolded throughout the integrated math one, two, and three series. We also provide ongoing professional development for our new and our returning math teachers uh through the savis package. Our teachers are very pleased with this uh coaching and the professional development that's been provided focused on the gradual release of responsibility. So there is again direct alignment with this curriculum and with our instructional framework. Um we've also checked with area foundation schools. We're going to continue to build our articulation layers with them, but many of our foundation schools are also using the envision math from status. So the students are even more familiar [clears throat] with the sequence of
081events with gradual release and the way that it's presented in the textbook. So a very very strong curriculum and at the same time we can do a comprehensive review prior to the expiration of that contract to do more comparison and looking at other vendors and other curriculum at that time to see what we want to do moving forward. >> Any questions? >> Questions? Yes. >> If we're aligning the the contracts at the same time the price then is that something budget for I think we're we don't have like a staggered renewal. >> Yeah. that >> is there through it that it was successful and effective and I love to see that. So we can show people hey here's what it is rather than just our words. >> Absolutely. We can definitely provide that for you
082so you can see the progression and the positive impact on student achievement in math. We still have a ways to go. We're working on it. It's a work in progress. We know that with math and with reading, but there's definitely been steady growth since the adoption of this curriculum because it does align with best strategic regarding students skill levels and then independent practice as well. >> Yes. And I would just add you just keep in mind a curriculum is only as strong as its implementation by saying, right? So we can buy the best materials, but we also need to make sure that we're we're implementing it correctly and the and the instruction delivery is appropriate. So we believe that this is a solid program. We went to Edwards as well >> and Ed reports is
083a independent organization that reviews education curriculum materials for those who don't know at home. >> It is a third party review of choice among the educational fields. Yes. Thank you. Um, next two I have are just some updates in policy. We talked about this one previously. As a reminder, we're not changing the authority. We're just making more clear what would lead to a recommendation to the regional office of education for someone that is for a removal of last at our last meeting in December around the student board members. And so this is just making sure and more plans in place for making it more inclusive so it's not just in student council that we have a plan in place for a student needs to come off the board um and then make sure we have
084those alternatives any questions moving on >> yeah sorry so assuming that is approved we would start the process immediately to run elections and hopefully could have somebody start as early as Okay, moving on to school improvement updates. >> Good evening, board members. Um, tonight I'm presenting a proposal as an information item that we will request action on in the month of February at the full board meeting and then that ended. Now it has been reinstated and so we have the grant again. This was a project that we funded this grant previously. It specifically focused support some of our highest need students who attend our evening school program. It focuses on providing social emotional learning opportunities in particular mental health awareness in the mental health field. Uh the total cost for the project is $44,000. No
085district funds are required because it is fully funded by the grant. Um we do [clears throat] have um some report and some data from this program previously. We provide that in updates. You can review that before we ask for action. Um but ultimately what we're looking for here is increased graduation rates improved emotional regulation teaching and practice specific healthy coping skills um and reduce behavior disruptions which will lead to greater success in programs overall. The the evening school program is supporting uh 74 students at this time which is which is fairly significant than there was in the past and it's important that months we continue this important service. Any questions? So specifically um this is at east right school all students go >> yes program physically located in east serves students from all >> any
086questions next we have like I'm crazy like that around our framework >> effect be a combination this is a school improvement academics aligned effort here both teams update on the instructional framework something like so we're excited to share that >> good evening happy new year >> so uh I was here I think 19 October so I'm glad to be back to provide an update on the work. Um I think today we are going to be able to share very briefly how we are moving from um you know the instruction improvement division to systems and going to spend the first minutes providing a quick update and then I'm going to we're going to focus mainly on the program the program evaluation aspect. So on this slide you can see uh the three core layers of u
087instructional improvement. We have a shared instructional framework. The second one coaching and professional learning and the last one professional relation. Uh something that is very important to say is that we are being we are intentional in aligning these three core levers. to really create uh cohesion and sustainability. If you may recall, I introduce we introduced this uh instructional framework back was introduced back in the summer and this is aligned with the gradual lead of responsibility and this framework is allowing uh educators and everyone apprisal to have a common language about how uh great instruction looks like in all classrooms. This framework has been implemented carefully and they were introduced past fall. I introduce focus instruction and I'm glad to share that next week we are going to introduce collaborative learning. So uh we are facing
088these stages in a strategic way because you know learning uh is want to honor the the learning process for for everyone and and teachers and like everyone like us to learn and we need to provide a space and time to understand internalize and to practice the educators and professor they're very familiarized with the graduate of responsibility. Um the good thing about this framework is that it was um created and a web teachers uh and they had a huge part in educators embrace differently when they're part of of something that they design. So um I I'm very excited that we are in a new stage of this work that is going to allow us to create coherence and to have a systems that collaboration is taking place. We have some something that I would call inter
089departmental um collaboration where we are having a collaboration and intentional planning not only with executive leadership, school leadership but also with department curriculum uh special education but I am very optimistic that uh we are going to have a really important plans in the coming weeks and months that are going to create cohesion in the district. I think ultimately what we are looking for is that we want to avoid conflicted um initiatives at the school level and that the schools feel that we are just stream uh streamlining the work. department chairs uh are having a very critical role and they are really the champions at the school level because they are the teacher leaders they are the ones that are developing as coaches and also they are developing as facilitators of professional learning. So um we
090are very excited about that. um in a transparent way I can share with the board that we are in the process of establishing systems and structures around coaching and professional learning. Uh and by this I mean protocols, um data systems, um different tools that are available for to the department chairs and uh something that is very important for us is that we want to do we are doing this work taking into consideration um psychological safety. uh we want to create we have the conditions for the department chairs and ourselves myself to be learners in this process and to reflect continually about the work. We understand that the work is not going to be perfect but uh the I think a norm that we have in place is that we want to learn from those things
091that may not work sometimes so that we can modify and move forward. Uh I I feel very honored to work very closely with the department chairs. I'm learning a lot from them and with them and and I'm optimistic about the work that is happening. This is the coaching timeline. Again, just to reiterate, we are in the process of developing establishing structures and systems around and you talk to a department chair, they're going to talk to you about their classroom visits. that are going to share their insights about their coaching sessions and how they're building these relationships with with teachers uh on a on a regular basis and how they see little by little that even those educators that they're going to the classrooms that teachers are visiting each other asking about why they have as
092anchor charts on the walls. So I I work on the FBI passion to all that because that's probably that you know the trust is is taking place and the people are more in terms of professional learning. Uh we uh now we are reinforcing the idea of using the professional learning cycle approach. As you can see here uh there it involves different stages and essentially the public chairs are going to be leading learning based on this framework this cycle in an organized way instructional framework. They're going to uh explore. They're going to try things. They're going to bring student work samples. They're going to bring anecdotes to their meetings so that they can collectively learn about it. and then they're going to refine, reflect and step. Next time I have the opportunity to come back, I'm
093going to share some stories with you about the how this u cycle providing cycle is taking place in our buildings and okay so now program evaluation I I have been collaborating collaborating very closely with Miss Evans who is going to come over here and talk to you about to outline how the the larger model looks like and the work that is happening in relation to programming innovation. But before I turn it over to her, I don't know if you have any questions for me. Right. So, >> thank you, Dr. Hope you can hear me. Okay. Good evening. >> Hi, I'm Abby Evans. I'm the research associate with the department of research assessment and data. Uh, as we said, we've been collaborating with the school improvement team on evaluating the instructional model program. Um, I'm going
094to go through about 10 slides here and walk you through our evaluation plan. I'm asking if you could please hold any questions to the end just because I'm hoping I will answer most of them as we go. I also welcome those questions and for this part of the presentation isn't about the particulars of the instructional model but how we plan to evaluate it. The first step in drafting evaluation plan though is identifying the component parts of the program you're trying to evaluate. We took a bird's eye view and looked at all the phases organized them into a logic model. So here you have all of the components in the program from a high level. So just a review that our end goal is that student outcomes will improve. We will do that by investing in
095programming which will help departments change their knowledge and skills which will allow them to change their professional practices in the classroom which should result in that end goal of student outcomes improvement. Here we have that same logic model but what we've done is we have those phases those broad phases and objectives and we've categorized them into specific accessessible program elements inputs outputs and outcomes. So inputs are what we put in what we invest at the start. So some examples of the inputs in our instructional model are the professional developments, the PLC's, the department chair check-ins and department chair meetings. Outputs are the immediate results. Outcomes are the effects that we then see in participants. So in this case, change in practice for the department chairs, change in practice for the teachers and that change in
096student outcomes. So now that we've organized ourselves in a logic model, we have categorized all of the things for each phase. >> Assessing the evidence to for each of these guided questions is our evaluation plan. So I'm going to go through each of these phases and talk about the question and cite some of the specific evidence that we'll use in [clears throat] reliably answering and providing a holistic view of each phase of our plan. So starting with air fidelity, did we do what we said we would do? Some examples of how we monitor this are attendance at those PDs and PLC's and coaching density. Is the coaching happening? Are we doing what we said we would do? With outputs, we're trying to answer the question, is there actually a change in the skills and knowledge
097of department artifacts that they create that reflect those skills and knowledge changes like the agendas and materials they prepare for their team department meetings or demonstration videos they do for skills that align with the instructional model, the exit slips from meetings and focus groups. Outcomes are those we have short, mid, and long-term outcomes delineated in our plan. I'm going to focus on short-term outcomes as an example. So short-term outcomes for this plan are do we actually see those changes in practice for our department chairs as instructional leaders. So that knowledge and skills they gained in the outputs. Are we seeing it put in evidence of this? We have observational data. We can observe how they work with their team. We can do interviews and we can do surveys. And of course, there are additional sources
098of evidence. I'm not listing everything, so feel free to look those over and if you have any additional questions, I can answer them at the end. Now, I want to take a moment and talk about what this looks like on the ground as programming rolled out and we were able to hold our first focus group with department chairs to gain some insight into their experience as they began coaching their colleagues. For semester two, we plan to continue monitoring implementation data. We are going to continue to dig into that coaching experience for both department chairs and teachers. and we're going to gather some baseline data on the student experience such as survival. Our plan is at the conclusion of this school year, we will be able to report on those short-term outcomes, changes in department chair
099practice. We will also be able to report baseline data for our mid and long-term outcomes. Midterm outcomes being change in teacher practice and long-term outcomes being be able to report on midterm outcomes, any changes we see there. We are ambitious in our plans for next year. We plan to continue all of the structures that we have in place for this year as well as expanding our assessment to include those teachers skills and knowledge changes for midterms isn't just to assess the longitudinal success of the program. We're going to do that, but it's not the only part of our mandate. Another part of our job is supporting the implementation team wherever possible. So, an example of this is those focus groups that we held in December. Through these focus groups, we gathered a lot of really
100important data. We gathered baseline data on teacher buyin. We gathered specific data on the skills and knowledge that these department chairs feedback on how programming is supporting them. They identified where they felt particularly supported by the programming and they identified opportunities for growth. We have already passed that information along to the implementation team and our goal is to find as many opportunities as possible to shorten that feedback cycle so that we can wherever possible pass stop there. If you have any questions or additional feedback, I'd love to hear them at this time. >> We are excited for the results, too. And so, this really is a lot of the work that we've been doing. This has been a lot of the focus. It's the monotonous, tedious work that we we're going through right now. And
101it's what we're continue to do over the coming years. This is really how we're trying to reset, rebuild, and reframe instruction for our students so that instruction is more engaging and that it's going to lead better outcomes for our students. That's the expectation worked in the past uh in research as well, but it really again comes to how well we're doing. And so we have a green team here that is working with our education staff to make sure that we're doing this appropriately, giving us the feedback we need so we can adjust. And so that comes to um the approval items that we have in January. Um everything here you have seen before except for one and it's time sensitive. So, we wanted to to bring it to you for um for approval outside of
102our normal cycle and that's the academic approach ACT prep and again we did not want to wait. ACT is coming so we wanted to bring this to you now and get it as quickly as I can. So, Dr. Fer is here to explain the program and answer any questions you might have. >> [snorts] >> So, we're proposing a partnership with a group called Academic Approach that has more than 20 years. >> Okay. It has more than 20 years of experience in this space. or classroom based instruction. Part of the reason we bring this to you sooner is because you know we're proposing to use in part in large part after school program funds to pay for this program because it will occur outside of school time. The exact schedule and structure needs to work best
103for their students. But the options are that this program can take place after school. It could take place on weekends. It could even take place as like a boot camp d during spring break that that occurs just before the test event in early April. And so what this what this program will do is provide for up to expertled instruction uh that is primarily based on the skills that are required on the ACT but also to some extent the strategies for actually transferring those skills to the ACT context. The questions you'll see the way you'll see the question and the answer choices presented provide this support this instruction to our students opt to the ACT um on average growth for students in similar environments similar context participating in programs like this has seen at least two
104and a half points of growth um as a result of participation program there's actually quite a large range some students to work outside outside of the course etc. One of the reasons this is really important to us is is based on equity focus. Um this kind of uh opportunity for specific individualized ACT preparation even though it's in the full length practice tests that are part of the program. This sort of individualized support is often what families with with our school communities are able to pay for out of pocket for their children and we're going to be able to provide that to 400 of our leaders free instructions and students. So it is really a combination of the active programs grant was just approved by recently and our title funds that are well the selection criteria
105for the students. >> Yeah. Yeah. So that's something we're going to work already started working with the data team and looking at some of the practice test data and so looking at who are some of the students who need some additional support and instruction to get over the line from from just not quite proficient to proficient and college ready. But we're not going to only focus on those students. We really do um want to make sure that this is an opportunity that is what their starting point is and we can do some strategic um sectioning to make sure that we are um placing students in a way that's going to maximize instruction they need for their questions any questions on any of the upcoming [clears throat] much faster. Thanks. >> So that concludes our updates.
106>> Excellent. Is there any old business? All in favor?