001Can I get a motion to reconvene a committee on the whole meeting of Township High School Board of Education? Hi, Mrs. Nixon. Absent Mr. Campbell. >> Hi Morris. >> Hi Dr. Fisher. Absent >> please stand for the United States of America and to the stands one nation indivisibley and justice for all. Thank you for waiting. I apologize that we ran over tonight and just thank you very much for your patience. We will now move on to public comments. At this time, the board of education opens the floor for public comment. I'm sorry. At this time, the board of education opens the floor for public comments. The board will receive public comment from any individuals present this evening and have submitted a request to address the board for the established procedures. Comments will be added to
002three minutes in accordance with board policy 2230. We believe that all participants in the meeting declare the best outcomes for our students, families, and communities. As a reminder, this meeting is being live streamed and will also be archived and available on the district website. Damian Hernandez. >> Damian Hernandez. >> Daniela. Hello school board. My name is Hernandez. Uh I would like to talk about how the school does not give the same importance to our sport as they do for others. Um for other sports I see how they make posters and signs and even have social media policies to spread information. Uh I feel that for soccer we not do the same. Um the most that they have done for us is post that we can still central. Um other than that we don't really have
003much ordinance. Um if if we were to spread the information out, I think the parents would also see that. And I think the main point is to get our parents more involved in what we do. Our parents are the main point or how we uh travel and how we get to practices, how we get to board games. And if we were to make things more more important to them, I think they would see this more as an after school activity and more as something be more important. And uh yeah, thank you for your time. Thank you, >> Daniel. >> Hello, my name is Daniel and I'm the left back here for West. As I stand here in front of you, I tell you this is upon my man. Four years have been and only this
004year I gave my all. As I'm realizing it's too late, I thought back about the times we as a team have been failed. While our train has given us injuries and lack of communion, I still remember two years ago as a team like us, but drove around in the last about how bad we looked to a conference team. I'm positively aware of how determined we are now. I want to conclude this, but being a senior, I understand my high school journey ended. However, our freshman, sophomores, and juniors will have that chance on our field. We all agree if we went to another high school at this year, we won't be able to compare fields. Some area gives us an advantage. In the long run, it'll only show how we have the equipment. The soccer balls
005here are horrible. horrible quality. Each day we better ourselves trying to build our high school sweaters in Texas while we only have jerseys. It's an appreciation of thought. I also want to say we are the biggest program by all three schools have 145. Thank you for attending. >> Thank you. All >> [applause] >> right, my name is Aan Adine. Um, same thing with Daniel Sanders. I think we need better equipment since we had like our best season so far. We won two trophies. We had an amazing season. Um, our stadiums are the stadium, the fields, they're have many holes. twist our ankles, got him any injuries that needs to be fixed for sure. And we need better equipment as well. We need jackets cuz I mean like we played a game not long ago, freezing
006and cold like Danny said. Um the other team had really good equipment, jackets, we had shirts, I was freezing, my rest of my teammates were freezing. So yeah, that's all I got. Thanks, [applause] Y so we'll start with some fiscal updates. Um Dr. Hill is out of town so I told her I would take your slides. Just two things I wanted to talk about. Um, we are always trying to be as transparent as we can around our finances and want everyone to understand or be able to at least answer questions. So, there's two things that we're working on. We are creating a financial dashboard. It will be launched soon. And the nice thing about this dashboard, you can't really see it there, but it's clickable. You can go into it. Um, and you can essentially
007just start answering your own questions like how much money do we get? How much money do we get from a fund source? How much money do we get from the feds or the state? What are we doing with those dollars? how are we spending them? What is the sports budget for soccer? Like all of these things, we can go in and see that and start having more robust conversations around our our funding and and and in real time see how we're spending. Uh the other piece is a budget book. And so this will be a a professional designed um comprehensive budget. It will be like a legitimate book that we will be able to put in your hands. And you can see for us where we're truly trying to be more transparent with what we
008do with our funds. You know, we do have over $125 million coming into this school. A lot of those funds already spoken for through salaries and structural items that we have to pay for. But those those dollars that we do have some stretching around. We want to make sure that we're letting you know exactly what we're doing with it, how it's going to align to the new plan that we'll be pushing forward and you know, essentially just making sure we have a green plan to to move forward so that people aren't complaining about the things that we don't have. We know that there's facilities needs updates, athletics needs updates, our our schools need updates, our instructional program needs an update. And so trying to show you exactly what we're doing, but then also showing forward
009um is what we're hoping to be able to do in these two. Next, we'll move into the facilities update. >> Any questions about the items? working on a refresh for the the financial dashboard. Yes. The color scheme too many blue hues. >> You know, I'm talking to talking to too many pirates. >> Yeah. No, I'll I'll give it aation. Thank you. >> Well, good evening board president, vice president, board member, superintendent, colleagues, and community. Tonight we uh going to give you a brief update on some repairs that we've completed concerning Del Provis High School. Uh just a few days ago our condensate tank located in the boil house that provides at least roughly about 40 ft in the air with the the rise pipe ruptured. We had to call out emergency plumbing service to make
010sure that we got the building back stabilized and ensure that we had condensate water rolled back through the system to heat the building. Over at Proviso West right before homecoming, we noticed that the bathrooms were not flushing. We uh engaged in conversations with our team here at Provis West. Uh we ripped out some pipes and on the far left you see the pipe that we replaced. There was some additional piping that we did replace over in the stadium, but the agent all around September 18th, we had an emergency water break in Forest Park. Uh Maywood was a huge supporter in this work as well uh to make sure that the math and science academy did not lose water pressure during uh school hours. Uh the picture on the bottom on the middle right that is
011a picture of the inground built intergovernmental agreement interchange at first avenue. The village of Maywood and village of Forest Park worked diligently to make sure we had adequate water to keep school open and to make sure on the bottom here that our fire hydrants were working in case there was a fire. Also over at Math and Science Academy has been a heavy lift with furniture. Um the team over at Math and Science is skeleton crew as we speak. Uh but they have done a great job to make sure that all the furniture has been assembled, all the defective pieces have been replaced, and also to make sure it's delivered to all of the office spaces. Just a few things districtwide that we are in progress doing. We're adding emergency notification devices to doors. We've added
012about 14 here at Proviso West. We've added about 11 at Proviso East. This work will continue throughout each quarter to make sure we get every door with an alarm on it. Uh this is going to help notify building occupants inside the building. If a kid or anyone pushes a door open, it will initiate an alarm, let everyone know his door is open, this door is open, so security can hear down the hallway and not have to physically go there and check the door. This device is also key on our building system to activate and deactivate if the security team or the building principal decides not to utilize it. Uh the maintenance team at both proviso east and proviso west obviously over at science academy as well transitioning into the heating season. Um we're making sure
013that our cooling towers are dumped make sure they're prepared for next year. We're cleaning all the cobwebs off off of them to get them prepared for storage over the winter. Uh this work is still ongoing and should be done no later than Tuesday with shutting down all of the cooling components uh throughout the facilities, preparing the ground equipment for winter and snow. um team has been doing a great job organizing with vendors to make sure that we get our piles up to snuff, get all of our supplies on on campus like salt, shovelers, soft spreaders to make sure we're ready for snow. Uh this work is ongoing and we should be done with this also Tuesday of next week. Um [clears throat] the last one I have is u installation of emergency alarm on the
014doors. That is a add to the top portion. Um you'll notice in the middle of the picture there's a please do not bring your gun because of concealing carry. Um we want to make sure that people know that when they come into our buildings so that uh if they're an offduty police officer, they cannot bring their gun into our building. If you're an on duty officer, obviously you can come help there's a a need for you. Any questions about the updates? Thanks. >> Oh, sorry. >> I have some questions about facility maintenance. I know next board meeting have on the agenda that we're going to vote on a few things. And so I wanted to see like the lines that we're paying the $50,000 for. Um that's for this facility. So I went down there
015before we left um for our meeting to kind of take a look before what is the maintenance schedule for that fieldhouse as far as the law is concerned the field by >> yes >> so the indoor season is going to be kicking up pretty soon. Um so the plan is to get it bitted out. I'm still working on refining the scope of work as needed for the sports lines on the on the deck out there. Um we plan to have it out to bid around like November 15th at the latest uh with the recommendation to um Mr. Mo Dr. Alvarez uh no later than January and for sure we plan to get it done over the spring break. That is the goal. We're hoping that we do get responsible biders that will be on the
016project but because it's over $25,000 we do have to make sure we advertise in the newspaper. A lot of times, unfortunately, small jobs like that, um, biders don't don't want to bid on a job that's small to most contractors. Uh, but I'm confident that we can get someone uh because basically what we do, we generate noise around the bid, like telling everyone that we know, we post it on our website, post it in the newspaper. So, we should get some bids and u the work should happen on or around spring break next year. schedule for for painting. No painting before. >> Oh, no. So, that work happens every night. So, every night, you know, we have this ceremony machine out there that we utilize anywhere from 45 minutes to an hour every night depending on
017how heavy the usage is. No one should be in that space after 8 8:30 and that's normally when that um that that that sweepage occur. kind of like >> when I I was doing a little research um kind of about the facility um and it's a model track. So I'm not sure for everyone is aware we have a track that's state-ofthe-art >> um for the state of Illinois. Um and that's why so many people like to use our facility and presentation is everything. Um, I reached out because I wanted to make sure I wasn't understanding what I was working on. I reached out to Mondo and Keeper. >> They were the ones who who did the track. So, from what I learned from them is our track has never had deep cleaning since it was
018put down and it's actually supposed to be done at least annually in this high usage quarter. Um, and the sweeping that makes. Do we have the machine to do the cleaning oursel or does that have to be >> Yeah. >> We have a machine that we paid about 25 to $30,000 and it has a sweeper on it that deep clean the carpet, extract as much pulverizing dust as it can. And also that machine has a shampoo component to it as well. Obviously, we can't get to all the shampoo in one night. And we do do small sections and we try to target the sections that get the heavily utilization uh which is around the the pit. So we do do that here at West and Kefir is right and I'm always in contact with those
019guys and girls to see what the latest and greatest techniques are like non-agent cleaners and what what we should be using up to date. So I'm always in the know of what's going on. >> Okay. With that when was the last time I I went down there and If I look at the picture of the original picture compared to what it looks like now, it was red, now it's maroon. Um, the white used to be white, it's now cream. There's a ton of stains. And when I say stains, I'm not talking about one or two here and there. There's big gigantic areas where you can tell something was sitting there. It's been removed. And it's like seeing it's this color. Like you can tell there's a lot there's a lot of gum. There's a lot
020of things that's disturbing to me um as a community member and a board member before we go painting lines and spend $50,000 on that if we're not maintaining the wear and tear on that facility. It's a state-ofthe-art um I applaud whoever approved when it was approved to be put in. that put us on the map um for a magnificent facility. And from what I'm looking at and I've went through all of the verbiage and the videos and the schedules that have been provided to me by Mondo and Keeper, um our track doesn't look like it's been maintained. I'm just going to be honest. I have come to events um myself throughout the last four years. Things that should not be taking place on that track that we paid I think almost a million or more
021for is happening. We've had trucks driving on it and believe it or not that voice our warranty for that track. So there's things that we need to make sure is not happening um on that track to ensure for one our warranty but to ensure that when people visit our facility it looks the way it should. >> So tomorrow morning I'll make sure I get into the fieldhouse and I'll do a 360 picture review and I provide it to Dr. for review and we will put together an action plan for your concerns. Okay. Thank you. Anything else? Yes. And so before we go on, I want to jump through the agenda and get to a point where I do want to honor and this was part of the plan is to honor the soccer team. And
022so um as you know I put in the updates their incredible season that they had winning the body armor championship which I think was the first time I boys know that I do update this board about all the work that you guys do. Um and I also know that you guys beat oh man I can't remember was it in >> [applause] >> We would love to get a picture with you. Um, and if you guys don't mind, you can come up. We have a great backdrop. I would love to get a picture with you and the board with the trophy. I want you to know just how just how thankful we are for the work that you did. You know, I came to a couple of the games. I was excited that we're able to
023start this year the first East West uh soccer rivalry. I think we called it the Frosttown. I you guys won it, right? You have the the trophy there. Um so I'm excited about the new traditions that we're starting and so this is something that will continue. You know, we've not it's not just about football here in the fall, right? like we we understand that there's a big following for soccer and we are excited that you guys and you know Provis East also had a had a tremendous team and so if you guys don't mind coming up you and your coaches we would love to take a >> [applause] >> Did you know there will be an additional laptop when you get I'm always in the front. All right. On three. One, two, three. All right.
024Perfect. [applause] Yeah. >> Oh, so So, moving on in our presentations for the night, getting into the education updates. The first one that I want to highlight is our multilingual program. And so, we have made significant we've made significant um investments this year into our multilingual program because I've noticed just how uh well, there was just a need, right? So earlier this year, you you thankfully you approved over $400,000 purchase for additional books. So our students can have books in the language they need to read. Um and we also then hired two additional members of the team. So we have embedded coordinators at each school. So these are not while they're central office employees, they are not at the central office. I have Lopez who is at proviso west. I have Burton who is at
025proviso east. uh we don't have a high enough population to warrant a coordinator at PMSA but Jim Calieras our director um he supports that program as well and they have a wonderful presentation they want to share with you the great work we're doing but I also want you to understand why we made this investment and what this investment is doing for the 25% of students that are in our bilingual program or identified as a multilanguage learner >> thank you Mr. moment. Good evening board, administrators. Um, everyone who's here and those who are listening, watching at home, uh, my name is Demetrius Calier. I go by Jim, you know that I'm the multilingual director. And, uh, I want to thank you first for allowing me to hire two coordinators um, at the to support at the
026building level because without them, it was just me running back and forth between the three buildings and uh, it was a lot. So, I appreciate you voting in favor of these coordinators because without them, we'd be in a much different place than we are right now. So, yes, Mr. Miguel Lopez is our multilingual coordinator at West and Miss Lenor, Miss Lenor Burton is our multiingual coordinator at East. Thank you again. [applause] The good thing about having coordinators that are in the buildings is they're actually building relationships with the teachers and this the students as well. So the students feel like they have somebody to go to that understands them um that is able to support them with their language learning. Um I could do that very few and far between when it was just me.
027Uh so it's it just builds a whole other layer of support for students and and uh building those relationships in the building. So our our team, the multilingual department, focuses on ensuring that students with diverse backgrounds have equitable access to academic instruction and language support. We provide resources for district staff, teachers, and parents to support students from culturally and linguistically diverse backgrounds who have been identified as English learners. So, I'd like to start by showing you the 12 components for ISBY compliance monitoring. Each of you has a folder and you actually have access to these documents that you can see and and look through. I'm not going to read through all the components, but it's useful for us to res to frame our responsibilities that we focus on as a department. Um so the 12
028components are listed there and these are some ways that we ensure equity excellence and re relevance for all in our multil program simplified. We have a number of things that we work on on a day-to-day basis ac across the district. So, student placement, um, professional development, providing professional development for staff members, making sure our staff is VA certified, um, focusing on supporting our visiting international teachers. We have a lot of different things that we're working on from day to day. You can read the list there, and this is just a a small portion of several things that are not listed as well. One thing I'm really proud about is the fact that we went from 18 multilingual staff members last year to 35 this year. We almost doubled [applause] >> and that was that was
029due to a lot of recruitment and hiring of highly qualified teachers that are bilingual and also that are ESL certified. So you can see here that we have at east we have nine bilingual teachers. At west we have 10 bridging teachers. Those are our ESL certified teachers. We have seven at east and eight at west for a total of 16 at east and 18 at west. We also know that there's not a bilingual there's not bilingual or bridging programming at PMSA but we did bring on an e resource teacher Mr. Mendelson who is supporting our our English language learners at PMSA. We also have world language teachers at each of our school. We like to include them in our multilingual program as well. Some of which are actually here in the audience. So we appreciate
030that or they were here part of the soccer coach team there. Um anyway, so our multilingual department is continuing to grow and um with our leadership and also with our our staff within the district to support our multilingual learners. So we appreciate you for supporting us. >> Good evening. >> I'm going to lower the microphone. Looking at your folder, you can see on the on this side on the right hand side, I'm sorry, on the left side, you will see just various resources and information that we thought would be helpful for you to have access to so you can refer as you're doing the important work that you're doing in partnership and in leadership for our district. And on the right side of the folder, you will see some samples. And we wanted to share
031with you the parent notification letter. So this is an actual uh letter like a correspondence that we shared with our families, the parent notification. And we really wanted to highlight the transparency and the clarity in the communications that we're sending home to families. And so this this is a a comprehensive letter and it and it's we sent it home in both languages. So there's an identical copy of this letter also provided to each family in Spanish as well. in your folder. You'll only have the English version, but just know that we did send a Spanish version that's colorful and beautiful and well translated for our families. And what it does is it it delineates very specifically what are the criteria. How do we determine who our English learners are? What does the state define as
032English learner? How do we navigate these waters? And so you can see um that we are outlining and delineating what our programming and what the structure looks like at Provano Township High School Districts. And so we wanted to make sure that you were aware that we are we included in the packet their a description of the programs a copy of their read access individual student report from the from the test. It's an annual test that they take every February. So if they're actual students test results, the most current and you have a report here also provided in your packet. This is not an actual student report. This is just a sample. Um but we wanted you to have eyes on what the report looks like and it's actually um labeled so you can see what
033is the type of information that's provided to families. And we also included the samples and the accompanying resources for all of our bilingual and bridging staff members so they can understand what all is the bar when we're talking about measuring language proficiency. What does that look like when we talk about reading, when we're talking about writing, when we're speaking about speaking and listening. So I wanted to share, we as a team wanted to share with you what some of those measures look like. Uh we also included a course catalog, access to the course catalog and some information so that all of our students can know their rights. Um and and then we included a student's current schedule. As you know, we place students initially based on the results of their annual access testing or if
034they're new to the district, we administer the WEDA screener to determine their eligibility for programs and services. So the access test is a measure that we use to determine students English language proficiency and the the cut score or the the threshold for determining their English language proficiency is 4.8. Once a student achieves a score of 4.8 8 they are reclassified into a category called former ELS um and we like to say multilingual students now we're rebranding to be more asset based and to be more inclusive but so we wanted to make sure that everyone here had an awareness of that these are the programs that we offer this year at proviso so based on a student's access they may qualify for bilingual classes which are offered by certified staff who speak Spanish, right? And those
035are for students who have shown based on this measure that they could benefit from the highest level of Spanish supports. And so that's over in the green side of this graphic, which you can also see in your letter. On the right side in the blue box, you can see our bridging courses which are taught by our staff and our professionals who have ESL certifications, but they may not be Spanish bilingual, but they're still using instructional practices and sound pedagogy to support multilingualism and to celebrate an asset mindset for our students. Um, we also offer this year world language emerging classes, Spanish or heritage speakers, and we're offering additional support for our newcomer students with our EL foundations and strategic reading courses. As a department, we went through and we took a look at each student's
036schedule and the courses that they're in right now. And we marked off in color coded which of their courses are bilingual classes and which of the courses are bridging classes just to double check that their current enrollment matches with their eligibility. And so if we found any discrepancies, we're talking through counselors with building administrators to make sure that all of our students are receiving quality programming. And then we're coupling that with um a close look and examination of our core curricular resources and with the languages that are available to our teachers and our students so that we can ensure a quality educational experience for all students. We solicited the feedback from teachers at the start of the year right in August. We ask teachers, we give them an opportunity to indicate um the the students
037that they've already taught, whether they are they've taught them before, what their stronger language is, and whether or not they felt that they are appropriately based. We believe that teacher input should be a part of our determination of where students should be placed. So while access scores are wonderful for initial placements, other factors such as teacher input, such as student input, such as performance on other courses, right, and other measures can be used to determine what the best next path is for them. In light of that, we also have created an opportunity for students to put input. we have administered. We asked the English department to please help us get responses from students and we had responses from our students. >> Isn't that amazing? So, the students filled out a survey and and we asked
038them to indicate that they had to rate their own language proficiency on a scale of 1 to six. And we chose one to six intentionally because that's what access measures on one to six. We said how you can kill do in speaking, listening, reading and writing in Spanish. How you can kill in speaking, listening, reading, writing in English. Your own self diagnosis. And then we created this template. You'll see it in your folder on the left of a student profile page. Now, this is just a sample. It's a demo one. We plan to mail based off the survey data an individual profile sheet for each of our multilingual students where we can see and teachers can see and counselors can see and parents can see and students themselves can see where they place themselves in
039all four domains in both languages again to elevate the status of multilingualism and and to help us make good choices and to help guide them. So this is an example of some of the work that we are excited to be embarking upon as a team here in our district. And with that, I pass it on to my colleague who will walk you through some of our data. Good evening, board of education, district leaders, and community members. My name is Miguel Lopez and I'm the multilingual coordinator for Provis West. So this year we partnered with Elevation to bring out a snapshot of district data regarding our multilingual learners. And before I start off with this presentation of data, I'd like to say that multilingualism and bilingualism is an asset and a superpower. And the data that
040I'm going to show you supports the statements. We have 157 students in our district that are multilingual learners. 165 are dually identified multilingual learners. And we have 43 students that we are monitoring. Of the 43 students that are monitored, these are students that either refuse services or have exited e services. The multilingual coordinators are also responsible for progress monitoring them so they are successful in a monolingual classroom. This data can be found in your folders on the left hand side. And if you open on the front page, you can see key vocabulary terms and uh that are defined so you can follow along for the for the data. As you can see, there are a lot of positives that we have in this data that are given by elevation. If you look at composite level,
041there are 462 students that are developing and we want to use that as an asset to increase the access score so they can go to four expanding and five on bridging. Some practices that we are using to get from developing to expanding to bridging is our high leverage instructional practice, our hippo of the month where we partner with department chairs to deliver highquality instructional practices for our multilingual learners. Also on the bottom is our TB transitional bilingual education full-time. Um this is a program for students who have access between 1.0 and 3.4. And if you can turn the page, you will also see that we also have part-time transitional bilingual education for students have that have a 3.5 to 4.8. You can there's also data for dy identified multilingual and uh DL students. And then
042on the bottom of the data, we have our access scores. We have quite a bit of celebrations with our listening, speaking, reading, and writing scores. As you can see our input for reading and listening. We have a high number of students taking that fives and six. And we want to use those reading and listening level scores as an asset to increase our writing and speaking levels. And this can be done with our high leverage instructional practices that we chose to the multilingual departments and coordinate with department chairs. We also want to talk about a couple positives with our VPAC meetings. In September, we hosted a know your rightsformational set uh uh session where we informed families of their rights in case they encounter immigration customs enforcements. And we also talked about the SEO biiteracy where
043families were informed of the options to take the SEO biiteracy test to take uh to receive college credit. And this upcoming November on Thursday, November 6 at Verizon West High School, we have our second B pack and there will be student performances from Rasa celebrating Hispanic Heritage Month. We also have our DOS mortar displayed and we will review our title 3 budget and EL evidence evidence-based funding EDF. Come join us Thursday, November 6th at 6 PM. We also have a couple of other highlights and celebrations. Um, we participated in new staff orientation and provided um high quality P to our VIT teachers and new teachers in our departments. We have bi-weekly department meetings and PLC. We uh as a team have also been to um the bilingual is the admin of multilingual students conferences. We
044participated in the back to school bash at the beginning of the year. We have strategic planning meetings with our department and other stakeholders. Uh Mr. Caleras and myself have participated in the ISU educator job fair among other highlights and celebrations as you can see. Thank you for your partnership. Does anybody have any questions? >> Thank you. >> This is a great presentation. Thank you so much. [applause] First of all, yes, great presentation. Is this our first year with elevation? Is that correct? >> We actually started with elevation, but it wasn't until like February of last year. So, we didn't get the full year's use out of it. So, this is the first full year that we're starting with. >> And it is something that we've used in past if we go back several several years.
045So we have we have used it and then yeah >> so is it safe to say that this is our new baseline our new baseline for >> okay >> yes this would be >> okay so then next year we should be able to see trends that's right >> correct and and something we didn't really me mention but we are using some at K12 as an English language development program that that the board agreed upon that we would use for our students and then also flashlight 360 which is a benchmark and and um also a formative assessment tool as as well. So, we should be getting information back on that that we can show you at future board board meetings. >> And then my second question is the self assessment. Do we capture that data and
046monitor that or is that just >> that's a that's a oneear like a yearly snapshot basically. Yeah, we'll do that yearly. >> Okay, cool. Thank you. >> Thank you. [applause] All right, moving on. Next uh presentation here on our department chairs. As you guys know, we've made a huge investment in department chairs this year and we're really working hard to restructure all the work they're doing. I misspoke when I said it was Dr. Hermes and Dr. Vano doing the work to really rebuild uh the instructional framework around the district. It is also core to that are the department chairs um because they are able to work closely with our teachers. But it is Dr. and and Dr. Herman are laying the strategy on how we're rolling this out and also how the partnerships are critical
047to this work. So, Dr. I'll turn it over to you. Thank you very much. Uh good evening any members of the board um the leadership. So my name is Olivia Vena and I want to share that it's almost two months that I have been here at so uh it's seven weeks and uh definitely um a lot of work great work happening. Um so as you know I'm the director of instructional framework and support. So this evening I'm going to provide an update on the process to strengthen instructional leadership across proviso through the development of our department chair systems. These systems are grounded in a provised instructional framework centered on the gradual release of responsibility model and they're designed to ensure that every teacher receives consistent high quality support in improving classroom instruction. So I'll briefly
048walk you through the department chair walls, the structures that support the work and how our new cognitive coaching initiative is building reflective, collaborative and technical partnerships across our schools. At the heart of our instructional vision is the role of the department chair. Department chairs serve as instructional leaders. They are key drivers of classroom improvement across all provisor high schools. This work centers on the provisal instructional framework which is grounded in the graduate release of responsibility model. Through this model we ensure that instruction is clear, coherent and student centered from setting learning objectives to formative assessment. The public chairs serve three essential roles. Instructional leaders [snorts] guiding alignment to standards and their instructional and instructional framework. Also, they are facilitators of adult learning leading professional learning communities and the parent meetings that build teacher capacity. They
049are coaches and models of best practice engaging in non-erval support to classroom research modeling and feedback. Collectively, these roles built a shared instructional language across the district and ensure consistency in what high quality leadership work sustainable. We've built a system of structures and supports that ensure that department chairs are equipped and supported throughout the year. This framework is organized into six key systems. The first one is professional learning. Chairs ser receive ongoing development connected to the provides instructional framework during during staff development days, Wednesday PLC's and chair meetings. Learning tools is the next system. Using a data collection tool, leadership teams conduct learning works to gather data and identify patterns across classrooms. Coaching cycles. Each department, each chair participates in cognitive coaching partnerships, reflective, collaborative or technical to support teacher growth. Department meetings. These are
050restructured to serve as professional learning communities focused on instructional improvement and psychological safety for teachers. Department chair meetings. These serve as leadership labs where chairs chairs learn coaching strategies, analyze data and plan supports for teachers. And finally, program evaluation. We will use reflection tools and survey data to evaluate our impact and continuously refine the system. Each of these pieces reinforces the others [snorts] creating coherence between professional learning, coaching and classroom practice. A major system we are implementing this year is our cognitive coaching initiative. This road map outlines the roll out from fall 2025 through spring 2026. October 2025, we just introduced the initiative and shared the framework. The department chairs will invite teachers to selfidentify the type of coaching support they prefer. In November, the department chairs will engage in professional development and begin their
051initial coaching cycles. By December, we will expand it cycles and launch a districtwide reflection survey to gather feedback. In January 2026, we will have a media review and strategy refinement. By March, our goal is that all teachers have participated in at least one coaching cycle. During the months of F1, we will conclude concludes with reflection, program evolution, and planning for year two. This based approach will allow us to embed coaching as a natural part of professional learning, not as a separate or a valid process. Our co cognitive coaching framework is grounded in partnership and trust. The goal is to build teachers capacity to think deeply about their instructional decisions. We frame coaching partnerships in three ways. Reflective partner engaging teachers in questioning and thinking routines that make their expertise visible. Collaborative partner co- planning lessons
052and anal analyzing student work together. technical partner providing concrete resources, strategies and demonstrations when when needed. Teachers self- select which type of partnership that supports the growth creating psychological safety and autonomy. This framework builds a culture where feedback is continuous, reflective and empowering, ultimately improving instruction for every student. Any questions? >> Thank you. >> Sure. >> And so, as I mentioned earlier, this was something that we were going to roll out for the entire year, the social is it's sometimes they have to check me right because I want to go a little bit faster, but they remind me that we said this was going to be a full year roll out and we are in this. Tomorrow we have a PLC day. Dr. is going to lead it districtwide. Department chairs teams are going to
053meet with their department chairs. She's going to facilitate this training virtually and then the department chairs will be there with their departments to help facilitate in person. So, we're using this hybrid approach. It worked well the last time we did it. Um, and so we're excited. We're moving into the second phase of focus instruction. And so, we're going to we're going to mark ourselves here for a good 15, possibly 25 weeks and spend the time we need to make sure our teachers get this never really sell them to you. Thank you, Dr. >> Thank you. Next, Dr. is going to talk about how we [applause] how we are going about course selections for next year. I'm fully aware that is October 27th, possibly 28th, I'm not sure. Um, but we are thinking about course selections
054that actually started today uh most of the schools. And so Jen is talking about a process for All right. Uh good evening board members. Um it's a pleasure to be here before you share some exciting and well advanced work we are doing. Uh in the spirit of continuous improvement, we have started the master scheduling process for next school year much earlier and we're really working to create a process that is really inclusive of a diversity of perspectives that is transparent so that everyone who is affected by the master schedule which is basically everyone uh is clear about know how the process is unfolding unfolding the criteria through which decisions are made. They understand the nuances and the complexities and they're engaged and involved in collaborative problem solving. And so to do all of that takes
055a lot of time which is why we have to start so early. We began in September by having an afteraction review where we really just looked back at the master schedule we have for this year and the process we took to get there to identify the things that went well and to identify the things that we need to improve. We followed that up with two meetings in October that focused on uh really getting clear agreement on what our desired outcomes are. what are the most important priorities that we need to set for the master schedule? And then in this most recent meeting last week, we created some working groups uh to actually begin to action plan so that we have the steps in place to get to those outcomes. And when I say we're having
056these meetings, I want you to imagine that there are 50 to 60 people in a room. There are counselors, teachers, building administrators, district administrators, special education coordinators, multilingual education coordinators. Everyone who plays a part and is then impacted by the decisions get make that get made about the master schedule are at the table from the beginning to share their perspectives on what's working and to share their expertise and make the process better for everyone. And these are the outcomes. This is just a few. We actually have a list of more than 20 outcomes. I'd be happy to share them all with you in the spirit of accountability. You can hold us accountable for then. But these are sort of the highlights or the the most um salient desired outcomes. First and foremost, we have to
057make sure that students are in the appropriate placements. It is not only our legal obligation to do it. In a lot of cases, it is a moral education. This is why we are here is to educate students. And if they're not even in the right classes with the right kinds of access to instruction, then we're really not focused on the right things. So that first and foremost is what the the main desired uh outcome in terms of student placement. And so that includes students who are multilingual, students with disabilities, uh students who need acceleration or honors, students who need additional support. It includes getting every single student in the right placement. Starting early is also going to enable us to have much earlier timelines. So by moving the course selection into the fall and by
058enabling us to get to a place where very early in the spring, late winter, early spring, we know what our staffing needs are, that will enable us to do recruiting and hiring and selection that will bring the best new talent into the district if and where we have vacancies. Um again by improving course selection and by getting courses selected correctly earlier on it will enable us to have better resource planning to ensure we have the materials in place. We can attend to balanced class sizes which is just of critical importance for student learning and for our educators. And ultimately next fall we should not have hundreds and hundreds of schedule changes because we'll have done it right from the start. And so here are just a few of the working uh the work streams that
059again these sort of um I would say multid-disciplinary teams or teams of you know with representation from counselors teachers from sort of every facet of the organization are are on these teams to think through some of these processes together. Um so thinking about the design and the overall guidelines getting some things in writing so we are all clear on exactly what's happening when thinking about registration and data accuracy which is essential for getting placement right. Thinking about the important work we do with theater schools to ensure a smooth transition for incoming nth graders. And then what is that process? Uh and who is involved in reviewing each of the placements against transcripts, against credit recovery, against graduation requirements to make sure those placements are right. Um so that's the process that we have in place
060and it will continue, you know, from now until again in the spirit of continuous improvement. start this whole process again and reflect on how we did and set new goals and objectives for the next year. And so one of the things that has happened through this process is some really intensive work to improve some of our course offerings and to adjust the course catalog and then make the appropriate uh adjustments also in Power School. And I'm so I'm going to invite my colleague Angel Marino to come speak about that. Good evening board. Angela Marino, director of curriculum. Uh I was very pleased to work with uh the teachers and the counselors and those who came to our meetings to really discuss our course offerings to work on our equity piece across the three campuses. So,
061if you recall on October 14th, the AC academic programs and course catalog was approved. We posted it on the district website and we shared a hard copy with our counselors so that they had that um at their disposal. I put the click path on the screen. So, for those who are watching um that is how you would get to the academic programs and course catalog for the updated school year under students and families. We basically collaborated on the different course offerings and we literally created for them a visual crosswalk where they could see what we offer at PMSA and what we offer east and west in terms of the math and science academy programs. The teachers and counselors brought it to our attention that there were inequities. So we had hosted several meetings on October
0627th and October 10th and then October 15th we invited both east and west counselors and teachers to attend from our core departments. So we met during their academic support period 1 47 and 8 and we shared with them that visual and we asked them what courses should we be turning on in power school to make them available to students so that all students in the math and science academy program as well as at east and west had equitable opportunities for honors courses particularly at the junior and senior level. So based on those very rich and robust conversations, we ended up making available 13 additional courses for our students. We're very excited about that. We're very proud of that work. Thank you so much. [applause] And it was very important that our teachers and our counselors
063had a voice and that there was action that followed that voice. So you will see many more options for the students as a result of those conversations. What I've always talked about for the last six years is that the course catalog is a live document. We continue to refine it based on our student needs and what we need to do for them to meet what they need to do for their high school career and beyond. So I believe on the next slide shows what the uh course selection worksheet looks like. Uh we have different worksheets for east, for west, and for PMSA for grades 9 through 12. This is one sampling of it. Uh these were created and then distributed to our counselors who then distributed out to their students. And basically, it shows the
064students what the required courses are and then what their elective course options are. They're all visually there for them. So for example at the top of the slide you can see that the students choose English one English one honors or IH English one which is the English for uh the math and science academy program. We do not put all of the iterations on there. You just heard a wonderful presentation from a multilingual department as far as placing students in bilingual courses where instruction is in Spanish and bridging classes where instruction is in English with language support. Those placements are made by our EL coordinators and they are directly um communicated to the counselors. So the counselors will place those students in those appropriate classes. The same thing happens with our diverse learners who have a
065placement in instructional or a placement in co-op. But for the other students, they would basically select one of those boxes for English, math, social studies, science, and wellness. And then they would pick their electives. The counselors gave presentations and they would meet one-on-one, but they will meet with students one-on-one to help them refine their choices to make sure that they're making the right choices for themselves and to meet graduation requirements. I also wanted to mention that the Power School screens will show them and take them through click by click all of their selections. The counselors will be the ones doing that, but the students will be able to see it on their screens. And once all the one-on-one meetings are complete, the students and the parents will be able to get on Powers School to
066see what the selections are. So if mom or dad says, "Wait, hang on a second. I'm not sure about this one." There's an opportunity for the parent to contact the counselor directly or even for the student to say, "You know what? I thought about it and changed my mind." There's opportunities them to make those changes because they'll be able to get on our school to review uh those choices. Um, so again, lots of work done in course offerings, the course catalog, but it is ongoing work. So I anticipate this will not be my only presentation to the board regarding the changes that we make. And we just appreciate your support and helping us in this journey to make sure we have equitable learning opportunities for every single one of our students at Viso. If there
067are no other questions, I will pass it on to Dr. Keras. Yes. So you said the parents will be able to see the options for the students and then they'll be able to reach out to the counselor and kind of communicate with them. >> Yes. The students will be given the physical course worksheets that we hope that they're going to bring home and show mom and dad uh to make their selection and do their rankings of electives for example. Then the students go see their counselor. They make those choices, make those selections. is the counselor does the clicks on the powers school and then after the one-on-one meetings are complete the student and the parent can get on P school just to double check what did they select so that they can be confident in
068what they selected for their rankings and for their electives and of course for the requirements. So yes, students and parents will be able to see it after those one-on-one meetings are concludes. >> So once they get into like the the power school and they see the selection, will they have to see what say for instance a parent is like hey I don't think you should be taking you know this course will they have access to a way to see what the other options were just in case the student didn't you know come home and share with the parent >> no that's a great question we have that the scheduling worksheets for the students but it's certainly something that we could potentially post for parents we have on our website now the updated course catalog But
069that might be something helpful for parents to be able to take a look at especially if that piece of paper didn't make its way home. >> Just wondering reach out to the counselors. >> Yes, the parents can contact the counselors directly ask the students if they've changed their mind or they've rethought something or they just have a question about it. We want to give them time to make intentional decisions for themselves to meet graduation requirements, but also for things that they enjoy, that they like, that they're planning on for their future. And sometimes it takes more than one stab at it to kind of reflect on that. And so they will definitely have that opportunity for followup meetings with their counselor and for followup communication with the parents. >> A great idea start. >> Yes,
070absolutely. >> Remember we have structured where counselors are meeting with students at least four times a year. I know Dr. is going to talk about the role of the counselor in this particular process. I think there was another question >> I had just a really quick I'm sorry I had to step out. Um yes and I know this is answered. Uh what are we doing in terms of um our incoming freshman? Is there anything special that we're doing in like getting this information out to them early as they register? How what does that look like because they don't have access or do they have access to public school? [clears throat] That is a great question and is a perfect segue to talk about that. Absolutely. Thank you. >> Thank you. >> Yeah. So u if
071there was an exact and detailed plan I would certainly share with you but this is part of [applause] this is part of the there's a work stream and a working group specifically dedicated to what is the process going to be for feeder schools and how are we going to be organized professional communicative consistent you know who are the points of contact going to be what are things that we need. How are we going to schedule visits to I mean typically what happens is teams of counselors actually go out to our schools to the foundation schools. And so all of that is going to happen. We're obviously going to build on what we've done in the past, but just like everything else, you know, it it was in fact these reflective conversations that led us to
072finally make these changes to add these courses. And so these are the kinds of conversations we need to keep having to make sure we get the process just right. So, it's very high on our agenda to get to get that part ironed out and it is going to happen, you know, in we're aiming for it to happen before the winter holidays. Right now, we're focused on um implementing the process for selection here in the building while we design and finalize the process to go out to theater schools. But there absolutely is a plan um that is in development and we will roll it out as soon as we think it's it's meets our expectations for quality. >> There there a heads up to the superintendent foundational super I asked you just for a little bit
073of grace we wanted to we were ready to go in and then we pulled back because we said let's let's solidify everything and then and then launch so they understand >> and so I'll just briefly speak to the importance of the school counselors in this particular process I mean you've already heard that they are sitting down with every single student meeting oneonone communicating with parents about those choices. Um, and so I just really want to underscore uh how grateful we are to have the uh incredible counseling team that we have and the opportunity to work with them in the way that we do. Um, with Dr. Macintosh now being uh the director of council of social work and NTSS. She's just such a valuable asset in making sure all of the counselors have the information
074they need and are on the same page and that we're doing things in ways that are consistent across the district. Um and counselors really are the most important quality check of the scheduling process. And when it comes to that first outcome of making sure students are placed correctly, counselors are the the first and final line of defense. And then obviously they need to collaborate and coordinate closely especially for multilingual learners and diverse learners. But we now have a clear outcome about that and we're developing the systems and structures to make sure that that communication is clear and effective and results in everyone being scheduled correctly. So huge shout out to the counselors and really to everyone who's already put time into this process and who's going to continue to put many more hours into this
075process as we move forward. Any questions? [applause] We get sick of hearing from her. So I said I would take this lastation. Also, it's the shortest. Um so just talking about our certified staff evaluation. So these are for our teachers. And so just to know just let you know, we did um thank you for allowing this purchase. We did work with a company called Kickup. so that we could now have our teacher evaluations be done online. And so up until this point, our evaluations were done by paper. You know, a teacher's evaluation that file could be anywhere from 10 pages to 30 or 40 pages depending on how much info they want to provide us. So if you can imagine that times 100 um it's a lot of paper and when you're doing that things
076can get lost in the shuffle. there are very strict timelines that that administrators have to uh abide by and so do our teachers. So having this online system one just takes you know eliminates all of that paperwork and paper shuffling um and and things that could get lost. So now it's archived in an online system. The system is also give it also allows us to provide updates and reminders to our staffs to our administrators to remind them of things that are coming. I know as you remember last year we did have some administrators that missed deadlines. We're hoping that with this new system we're not going to have that occur yet. Um it has we've done a significant amount of of work of training our staff so they understand how to use this. On July
07723rd we trained all our administrators and evaluators. We had a second training again u later on the year, but we then trained all of our teachers and introduced them to this work. Uh at the district institute on August 12th, on August 27th, we trained our certified staff for additional training. Uh we had after school training for our teachers so they can understand it. And then we have Dr. or CIA Alins who is also available to do one-on-one coaching with our evaluators. As I mentioned earlier in this evening, it's really important that our teachers have a solid understanding of where they are in the journey of excellence and we want to be able to give them appropriate and and timely feedback based on what observers are seeing. So the only way we can do that is
078to make sure that our ser our evaluators are trained and that there's an array of reliability between our evaluators. So our scores meet something across district, across schools, and across evaluators. And then again, just making sure that we're abiding to those. And so we're excited. It was a lowc cost investment into this platform. I will say that we allowed teachers to select whether they wanted to continue with paper or move to the online system. And I believe all but maybe 10 selected to do the online. So It was it was something that seemed that our teachers were waiting for uh just as much as our any questions. >> All right, moving on to information items, right? And so we don't have a lot coming up this month. We have a lot of approvals, but we
079don't have a lot of information items. Um this week has already been presented to you the uh the press policy plus press plus policy, I'm sorry, 119. So you'll have your second reading of that um coming up at at November 12th. Um something else Jen you want to take it or I can take this. >> Sure. In the interest of time I will speak from here that way I look up. Um so taking more time. Uh sorry about that. So um we just another thing we heard um in terms of feedback from staff and parents is just that there hasn't been consistency in at all times in terms of recognizing MSA from a math and science academy program whether it's here at west over at east or at the math and science academy it is
080um a much higher academic bar requiring the 25 credits um rather than uh what the standard uh is the 22 for for graduation from our regular program. Um and so just in the interest of of sort of getting ahead of this making a plan and having uh transparency and a plan uh we uh with your approval will intend to uh from this spring forward recognize MSA graduates with a medallion that will be consistent no matter which building you are graduating from. And that will be worn at graduation. That's it. Any questions? All right, moving on. Uh the policy committee we have, as I mentioned before, we we did meet. I have not I have failed. I said I would have information to Zoom. It's taking me a little bit longer to get that information to
081them. So, I am working on that. I hope to have that to them by Thursday uh Friday at the latest so that we can reconvene our next meeting. Um it will push us out a little bit further but this is something that plan to have approved by the board by by the house. So we'll continue to move forward on that >> waiting for information. What's their way information? We had a conversation and I just put all that back into the >> Yes. Um I apologize for this being so small. Um but the other member the other uh item is student board member. And so this was an initiative I know that a few board members brought wanting to bring some board members wanting to bring some students onto the board. And so I do have
082a policy I will share I'll share with you in writing as soon as my office. So you can see that draft it'll be in the board book u for November. But essentially some highle things we're looking to have one student from each school from east west and PSA. They will be advisory and they will not be a voting role. uh they also will not be coming in close session. We cannot provide we will not provide any uh confidential information to them but it really does help us promote that student voice helps them build some leadership uh civic engagement. We're looking for this to be either juniors or seniors and the selection will be done by the schools. It will be a one-year term. And what we're looking for is as we have student councils in
083each of the buildings, we've seen it's appropriate for the student councils to select one member from that council to be part of the board meeting [clears throat] so that they can take back, you know, the information from the board meetings to the student council so our students can be better informed about what is happening at the board level. Um, as I said, they cannot vote, they can't make motions, they attend sessions. Um we will make sure that we are supporting them through this, right? We'll have an orientation for them to understand what a board of education does, what a student board member will do. Um we'll we'll attach them with a liazison at their school to help them with that leadership build. Um and we can also if you guys are on board have a
084board member for one of the students. uh we will in this build out a policy or some some some guidelines on who could be part of this right so we want students that are good standing they don't have to be straight A students but you know we want students that are passing classes that are attending classes regularly that are not behavioral challenges um but again we don't need our straight students we just want students that want um however if we find that they are not meeting those standards we will have a proc process in this policy to remove them. Um and then I have shared with our legal um team to make sure that align with the school code and just best practices from association. Any questions? >> Do we anticipate a half a term?
085>> We hope to get that seated in June. >> Okay, perfect. And then the action items. I'm not going to run through the list of action items, but there are a few that I want to call out. Um, the first one I want to talk through is the chart dual degree program. We had a slight change. We also have a an introduction. >> Yes. Tony, do you want I'm sorry. This is what I was going to do, but we do have a new member of our team. She coordinator for the dual degree, dual enrollment something else. It was a long title and we are so blessed to have her joining our team. [applause] You guys know we're doing a lot of work with Triton. We do a lot of work with enrollment. We're trying to
086expand our dual degree. So, who better to join our team but Tony who could talk about her previous experience and what you bring to our district. >> Um, good evening board and the committee to the community staff. Um, my name is Tony Johnson and I have all these wonderful titles dual degree, dual enrollment, dual credit, um, AP, I think it's something else. So, it's just really the overarching umbrella of early college. Um, I worked at Triton for a long stitch. However, coming here, I finished my last couple of years as the director of early college programs. So, I'm bringing my knowledge from there to here and hope to support the district and the students from a different lens. Um, so I wanted to talk about the dual credit program and the growth that we're projecting.
087Um, so we're expanding access with more students from tradition from traditionally under represented groups and can begin their to complete their first um two years of college while in high school. The program expansion, we're looking to increase it their enrollment from 27 28 students to 42 students across all campuses to meet the growing demand for early college access. Additionally, the benefits to the students that they're earning the dual diploma, hence the word duel. The students will earn their provisal diploma and their associates degree in arts or science from Tri College. This is a powerful pathway for um the college readiness and student success. This is also an investment in equity and readiness to the total of um program costs of $360,986. This cost covers year one and year two core which provides tuition fee rigorous
088college coursework to historically underserved students. The strategic growth is that we have 16 provisor teachers that have recently applied to be a d to be credentialed as a dual credit teacher. What this will do is that we'll be able to deliver these classes inhouse on the campus of PMSA and then also the investment of credentialing faculty in an in-house delivery build sustainability and supports the districtwide capacity for dual credit. Do you have any questions that you need to go to the next slide? >> And so we don't typically uh how Johnson I'm sorry excited for her to be here. Um no better than poaching from that we're trying to build towards right so great to have you here. Um but we did have a slight change from what we presented in information to where we
089are now. a difference in the cost went up about $8,000. Is that correct? >> Yeah. The original uh information item brought to you October 14th showed I believe was just under 300,000. So there was an increase in that tuition and working with with Miss Johnson here to make sure that that price accurately reflected what the current prices of Triton are. So, we just want to call our attention to that because the information item from October is slightly different than what you're going to see when you come to vote on it for action in November. But we did make up that cost because we are um downgrading our request for the meal vouchers. It was around $120,000, but through um effective scheduling, the students that are dyed um they will be able to come back to
090campus for lunch. So, we can lunches here. So that cost went from 120,000 and then the other Thank you. as a both information and approval. I know we talked about this another setting, but this is our salary study. So, Dr. Albert into the classification compensation study. The first one starts with our project initiation. So, that's us meeting with them, letting them know what we're looking for, who are the specific employees we'll be choosing. As we move on to phase two, classification assessment, that's over time by titles. And if you think about titles in general, they've been there for a very long time. They can become outdated, inconsistent, or maybe inflated and can be kind of confusing as time goes by. So, um, they're going to be looking at that a little bit further. what they
091will be looking for education, experience, the level of work, um human relations when it comes to that specific role. So in other words, how the type and level of human interactions that that role has to undertake. Uh physical demands if there's a um certain physical exertion that they have to be doing, working conditions, environmental conditions and experience by that position, the independence to act. So the degree of independence to make decisions and act on them. Uh the impact of actions. So severity of consequences as a result of that decision. And then supervision exercise. So the type and level of supervision that is going to be exercised and that is going to be part of phase two. As we move on to phase three, compensation and benchmarking, that's going to be comparing with peer organizations or
092other high schools that would be part of the study. So looking at similar size, similar types of services that they do, base pay ranges, the work week hour, if there's any differences, if you have some working in the evening, some in the day. um looking at also aging data if not from the current year looking at geographic costs of labor adjustments as well as looking at pay plans. So we're looking at uh pay policies and practices, health insurance, retirement, paid time off and other supplemental benefits and pay differentiation. As we move into phase four, that's uh the pay plan development that provides our preferences when they sit with us for uh the pay plan design and the strategies for aligning those positions. So once the pay structure is finalized, positions will be assigned to appropriate
093pay grades to approp uh using a combination of internal job evaluations and then the preliminary grade assignments will be reviewed uh by Baker Tilly and they would provide a recommendation for a broader view which leads us then to phase five which is the project completion. Um, Baker Tilly prepares an executive report summarizing the methodology that they are going to be using, any key findings, any recommendation that is going to be tailored to district 209 and providing ongoing assistance. And keep in mind, there's also the responsibility on our part. So, we have to come up with um everything that they're requesting so that they could get this done as well. This will take somewhat about 5 to 6 months and the approximate um charge is about 52,150. >> Yes. Um two questions. Uh Baker Tilly, they
094do a lot of school districts like their history and reputation in men. >> I was told they're one of the best and this came from Dr. Hill and I wish she was seen so she can repeat that. And then uh just to recclarify, we never did find any other previous salaries that you got within the last 10 years. >> No. And that's why I know there was another board meeting where somebody stated that there was but I believe it was internal um that somewhat an internal study that was done. >> So nothing external to this extent. >> No. >> Perfect. Thank you. >> No problem. How often would a study like this need to be performed? Is it like every five years? >> Well, hopefully if you have everything in place and then you know
095you think of good to great people who stay there and continue the practices then you wouldn't have to do it again. Um it would always be good maybe every 10 years though just in case you want to do that but you shouldn't have to be doing it too often. Are there any other questions about anything in the approval items? [clears throat] Okay. All right. Well, the last thing I have is not on the agenda. That's just a heads up that our students are featuring currently right now on Teams Messenger sending their last messages [laughter] to each other because they will no longer be allowed. >> They will be no longer be allowed to do that. We let parents know. We sent messages to students. We let [clears throat] go over the weekend. I let you
096know. Um the teams if if you have questions the teachers can message students students can message teachers and if there's a need for a teach students are in a group project a teacher can create a a group setup where kids can chat with each other but the teacher will be >> and will be monitoring. So, just wanted to let you know in >> case [laughter] it may have a motion to approve the October 28, 2025 personnel report including the parents resation. separation positions and leave >> I have one thing for Actually, I want to thank Mr. break it up and then just in questions and I know we should have a conversation about if we ever have left children food that can be donated can we and I know like bridges and pantries and things
097have restrictions about like labing like cooked food but if we ever have extra food we ever donated or can be potentially donated with us having potential benefits Like if we have stuff that's 8,000 milk cartons, they're going to expire instead of wasting their donation. >> Yeah, we'll look into that. I'll get you an answer. But know that we are looking at doing our own food drives. >> Thank you, Motion to all in favor. >> Thank you all for coming. without