001We're good. >> Yep. >> All right. Can I get a motion to reconvene the committee of the whole meeting of the Rise of Georgia High School Board of Education? >> So moved. >> Please call >> Miss Mero. >> Hi. >> Mixo M. Morris. >> Hi. >> Dr. Fisher. Mar >> I Smith I motion carried. Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States. At this time the board of education opens to 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 limited to three minutes in accordance with board policy two. We believe that all participants in the meeting desire the best outcomes for
002our students, families, and communities. As a reminder, this meeting is being live streamed and will also be archived and available on the district website. >> We have two public comments. This Patterson >> Good evening board. >> Good evening. >> I'm here for I took a look at um your increase in salaries for your administrators. And as a former board member, I do recall just a little history here when there was a salary analysis done 2017 to try to get people in place. There was another salary analysis done uh under Dr. Henderson's tenure. When the financial oversight panel was here, one of the things that uh they agreed to when they were leaving is that we had to have the salary in a certain place. That is why our maintenance custodial staff salary for the new
003hires is at 32 whatever that amount is 32,000 and something. When I took a look at these salaries that's listed today, we are extremely topheavy. I know that was a big issue some time ago about being topheavy administratively. When I look at your chart, you guys have over 30 administrators. Some of these people's salaries have went anywhere from 17,000 to $27,000 more. Um, I think that'll work for this year. I think that'll work for next year. I suspect it's not going to be sustainable the following year. Um I think we really need to look at how we're spending money. The we don't know how the government is going to continue to do what they're doing. Um we're going to ask that uh Dr. moment that you pay close attention to these salaries. I'm looking at
004this one salary here and I do recall when this person was hired. I want to say they were at 1221 123 some paperwork I looked at at home they went from that to $150,000. Make it make sense. And I don't think the person is even in the building daily last year this year. So, I think it's something that this board of education uh should definitely take a look at um because we're going back to where we were prior to 2017. Thank you, my name. Next comment will be by Miss Carissa. Good evening board and superintendent. My name is Karissa Gillespie and I'm a teacher product and resident of this district. Our schools are moving forward. We are more engaged in the communities of our students, the learning of our students, and the outcomes of our
005students. There's more work to do and I'm confident it can get done. Thank you voters for trusting each of these BOE members to sit and make the decisions for our schools. Thank you board for trusting superintendent Mohip to guide and lead our staff in creating processes and platforms for our students. But that trust can't stop at the fifth floor. We have to trust our building principles and their teams to make decisions, especially when it comes to discipline. The community board and superintendent chose these three principles to be leaders and make our buildings and students understand that education and accountability must go hand in hand for us to be successful. If you tie the hands of these leaders that you told us you trusted to run the day-to-day operations and demands of their buildings, you have
006not only handicapped them, you've also handicapped thousands of students and parents ability to believe that proviso is capable of providing them with a quality education in a safe environment. You don't tie their hands. You put the power to lead and the accountability in their hands. I know that discipline and consequences can be dirty words in the world of education. But they can't be dirtier than students spitting on educational leaders. I know we worry about the harshness of consequences. But those consequences can be harsher than the racial slurs and people escaping the lips of students and landing in the face and ears of staff, security, and the board VP. Finally, when I recently inquired about a repeat situation I was dealing with and why it was being funneled through district, I was informed that permission was
007needed and that the only offenses to be labeled referrals were fights and drugs. I asked why and I was told that we don't want the state to think we have all these issues. Well, if we don't handle discipline before it gets out of control, we will have all these issues. As far as state reporting, I'll say this to the board and superintendent. I need you to care more about the community that has entrusted our schools and student safety to youth and less about a state entity that watched us drown for several years. Learning, culture, and safety are sacred and require trust in our leaders from the top to the bottom. Bring their hands and let them lead. Thank you. That concludes item number seven discussion. >> All right. Thank you everyone. So moving in our
008next first part is around policy discussions and so I just wanted to give a brief update on the naming policy. So, we have sent draft um policies to our members on the team. We'll be reaching out to set up another meeting. We're we're aiming for October 13th passing around a draft policy. And this is draft case not share because it is still a work document. Um but essentially having some conversation around and really thoughts around when we're naming a building like what is it that we should do and and what parameters should we put in place and then if there's any conversations around um any future names of spaces and so we've we've looked at this policy we've shared this policy with the members they've given um they've given some some feedback to me um
009through emails I've updated ated that and then we'll meet again on the 13th. And what we would look to do is if we get to a space, now this could all change depending upon how our next meeting goes, but if we get to a space where we're ready to bring to this board of education the uh policy, we'll do a first reading at the October 14th meeting, a second reading on November 11th, and ask for approval on December 9th. If for some reason we don't get to that space by October 14th, let's just push this another month and then we would be able to move to approvals by January. Any questions um in regards to student board members? And so I know this is a conversation we've had with um with this board of education
010in the past. I think it's something we're moving forward with or we want to move forward with. So under Illinois school code, this is something that we are able to do. Students may not be uh you know involved in close sessions uh or types of voting. Um but they can be advisers and you know I think we do want our students to be part of the voice as we're making decisions around the future of the district. Uh we will put a policy together and we'll follow that same timeline. I'll bring something to you for review on October 14th uh November 11th and December 9th. this will not be, you know, worked with uh ISV and our legal team to to bring you that policy. Um, and when we're thinking about student selections, this is something
011that I've talked with you in the past and again reaffirmed with our activity directors at at each of the schools. We have student council members and we have student councils at each school. These are students that are are are involved and interested already in governance. We think that that's the right pool of students to go to and let them identify who they want to serve on the board uh on as a student board member and then they can go back to their student council write and report out on what's happening. I think for this first year, if we're not getting to a space where we're uh having a board member join until January, we'll have that person join from January and then roll them through the entire year. and then moving forward as we get
012into the school year 26.7 have that school have that student member serve a whole and so that's the direction we're going in addition though we need to make sure that we're also then taking these student these three students training them in this space Jen and I were part of the state board we have student advisory council and you know we spent significant time training those students giving them you know opportunities to learn about leadership about governance um before they join and then also during their Any questions about this? >> So, um, each school student council point, >> right? >> Okay. >> And that's something we'll make clear in the in the policy. Moving on to finance items. Dr. Hill has an update on the proposed levy that will be introducing at the next board meeting.
013>> Good evening everyone. Um what I am passing out is the actual presentation that I will present at the October 14th um board meeting. It is our estimated tax levy. So I do have a couple of slides that I will share with you today. Um so for the tax levy, the levy request, this is what we're asking. This is not the extension, but our levy request is 78.6 million overall. Um this will be a 2.9 increase from the prior year. Um last year we were at um 3.4%. So it is lower. Um it captures the maximum allow allowable growth under the CPI which is at 2.9. Um this will be the lowest um asset we're requesting since 2021. And the major allocations that encompasses um this request will be $60 million that would go towards
014the educational fund about 12 million going towards operations and maintenance and then transportation at 5 million. So this ask will support our fund reserve balance um which we have per board policy we must maintain is 33%. And then it also supports our staffing, programming and facility needs. Are there any questions? The next one which I think is really important um is what would be the impact to the taxpayer? Um because there are many questions that individuals ask in the community. Um does that show? >> I'm sorry. >> All right. So this is what the impact will be. This is based on a $300,000 um market value home. Okay. Again, we mentioned in the latest estimated tax level be a 2.9% increase from the prior year, but the estimated annual increase for our homeowners in the
015area based on that market value home will be about $52 extra per year for their tax bill, which will equate to about $4.33 a month. So again, this is homes above or below that $300,000 threshold. But again, these balances um district financial stability with minimal um taxpayer impact because we do want to make sure that our um that we're not asking for too much where there would be, you know, issue with our our homes. Any questions with the the tax the 2.9 >> the annual increase? Yes ma'am. >> No any that's this reflection is based on $300,000. So if you're not there it will be lower. But this is always a good slide that I like to ask because people want to know what would be the impact with this 2.9 increase. And so just
016for historical purposes, last year the axe was 3.4%. And then in fiscal year 22, fiscal year 23, um the axe was at 5%. So this year we're just asking for their basic CPI, the minimum at 2.9. >> So the CPIU that was coming out of the department at December of 2024, they came up with 2.9% um rate and we aligned to that because we just want essentially we're just trying to keep up with right and so we know costs are going up, we know salaries are going up and if we don't raise and we're going for our district to continue the things that we're doing in this so this is just an opportunity to to grow but we're also trying to be responsible and respectful of our taxpayers because we know that costs are going
017up for everybody, right? It's not just their taxes, it's their groceries, it's their utility bills. And so while we understand it's while it's just maybe $52 for the year, it's still additional. We are still >> I know we've had uh and I don't know if this is the right placehold for this conversation but the last couple of meetings we've had uh residents talk about tiff districts and the connection with those tax dollars coming to us. So is there um I I don't I'm learning. >> Yeah. So like talk to us about the impact of districts on this. >> Correct. >> So >> or or stand for another conversation if we >> No, we can talk. >> Okay. >> Right. So right now we do have this hillside district 93 and the village of hillside and
018proviso. So we have what we call the proviso township consortia >> where we get together at least quarterly and we talk about like the property um the taxes that take place in the area I tap um and so in reference to the tips for for this area um right now we're okay you know there are some districts there are some areas in our community whereby we're not getting the most of what we should. But that's why it's important for us to go to the the meetings when the village neighbor hillside have a meeting just so we can see what that impact will be or provide them. >> We're living in the ecosystem of community, right? We understand that. We understand that some communities need to repurpose some of those tax dollars for projects that they
019want to reinvest in their community. that should hopefully lead to a higher tax base later on. And so with the with a tip, the a tip is a 23-year uh essentially we're making alterations to the amount of funds that we're getting. And under law, you are allowed to ask for renewals. You are you're able to ask for two. And so each renewal is is 12 years. And so we do have to take a look at any new tips that are coming in. What is that impact going to be on on us? And is it something that we can stomach? so that we know that we can help provide for our communities. >> What I can't provide you is the list of the tips that we do have about >> just a snapshot of what we
020have currently and if anything happens in the future we at least have a >> so there are some that we have had in the area that fell off the roads and they're like back on now but then we do have some more. So it's probably about seven to 10 in the area that we have and so I can share that list with you. So then you would see what that impact is for providing those. >> And I know that there have been some people that have come and raised concerns about um some tips that are being proposed. But as of right now, I haven't seen any of the financial effects. So we're waiting to see we're waiting to get more information. and >> but it is something we need to approve. >> It will be
021something that comes approval. >> Yes. And so it's not at the stage in any of those new come um when the tips do come in like like the ones we have now. Let's say this is one of those were new for this coming year and we've already estimated like $52 increase for households. We that tip goes into place in let's say so many area will that increase the amount the taxpayer other taxpayers are now having to change from the 50 $52 to let's say $62 because I want to make sure I don't understand >> but in future years we might ask >> which other other communities may have to take on the laws that we'reing attach that. >> So we get >> that levy amount >> wherever it needs to come from. >> But it
022says you cannot because they have that period >> because that goes into their tip. >> Thank you. >> All right. Any other questions? All right, moving on. This is the transportation update. Question. >> Good evening everyone. Just to orientation, we're going to start with provisor lease on the far left. Uh provisor lease has 13 routes. On the far left, you notice 100 116. That is the wrership that has been supported for each route. And on the far right where it says students and that number 28 to 26 so on and so forth those are the amount of students that are riding that bus average month a few few days of those it could be 32 few days could be 26 but the average is 28 for PE1 26 for PE2 for the total number of
023students monthly um I'm sorry uh daily riding the bus that provides East of 348 students total amount of students 2013 for proviso east that is roughly about 30% of students are riding transportation and the AM routes for proviso east high school proviso west has 22 routes through PW1 through PW2 on the far left 87 and 10 107 on the far right in red 38 and 52 those are the numbers that are average for those routes. Uh 348 students are riding at Proviso West and the count on the routes the whole 22 routes is 2225. Proviso West did get started a little late um in Proviso East Math and Science Academy. Um first student is eager to give us updated information. They have promised to give us updated information tomorrow. It's around the 1st, I believe
024it is. >> Yes. >> Um, we will have that information to share with Mr. Mohip and Dr. Alvarez. Moving on to PMSA, 169 students should be routing PMSA number one. Uh, 139 for PMSA 2, so on and so forth. We have 242 students out of,48. that 1148 that 2225 and 2013 those are numbers that has been given to first student to route I do believe that number is elevated a bit I do believe the number at west is probably about 1,700 uh650 I believe the number at PMSA is roughly 950 and then the number of provisor at provisor east is roughly 13400 Uh any questions about the routes and writership? >> No question but a comment just overall writership is less than 25%. >> So if you want can you open up >> right >>
025that's your 17 west is 15. Even with the numbers he just gave that would be lower. >> I I believe those numbers are elevated. Can you enlarge them just a bit? >> So are these students that at the beginning of the year say yes I want to ride the bus there and don't? >> There's no opt out. >> There is no these are just the potential. >> We're required by law to provide busing transportation to any student beyond a certain distance. And so those are the students that are assigned to bus. They choose to take it or not. We can't compel them to take the bus, but we have to be able to provide services to them. Now, we're not sharing their ridership and then from that ridership, we create our routes and so we're
026only going to places where students need to be picked up. But we still I mean these this is the number of students that must legally provide transportation. >> Okay. But there is an opportunity at the beginning of the year like there is in our district to say I want I I'm raising my hand for my son to ride the bus or whatever. >> But we have discussed it. I know they but even though we're paying even though we're that ridership is around 25%. Right? We're not paying for 100% and only getting 25%. What we're paying for is what we are actually busy. So if ridership would go up then we would be paying more money for transportation >> because we would be at routes we buses and so you know these this list would grow
027for the amount of students. If you look at the amount of students are on the buses, there are very few that are right and so the ridership on the buses are you know >> fairly strong right >> uh bicycle riders, walkers what >> bicycle riders do we have appropriate like people who would ride their bikes to school do kids do you still do this? We do. >> Okay. So, we have enough bike. >> All right. >> And remember, it's still warm outside. So, a lot of students are still riding bikes, their car pooling with family members. When it get cold outside, >> the ship is going to take up that. >> Okay. Maybe that's something we could report out in a couple of months. The weather does change to see. >> So, just for your
028reference here, uh this is a route. You'll see where it says route on the upper left hand corner. It says PE1. uh and it gives you uh the pickup location, the pickup time, and it gives you an amount of students at each one of those stops that should be there. Uh we have a form for East, West, and M Science Academy. It is quite extensive, so I will not go through it unless you guys want me to. >> All right. >> I was looking at like two blocks away. >> Yeah. Yeah, the main reason for that is we're trying to provide uh a reasonable walking distance for students from their home to the stop. So goal was is like two to three blocks. There's a few students that's walking six to seven blocks and we're
029trying to better that with per student. Um but we don't believe walking half mile is safe when it start to get dark outside. Why? I'm just wondering. >> Um, next slide. >> Uh, transportation metrics, uh, success rate. Um, we have had some hard conversations with first student early on. Um, most of these issues are first student issues. Um the main reason is for student got to a slow start with getting our students uh writership locations. So over proviso east we had roughly eight buses that was continually getting to stops about 8 to 12 minutes 8 to 12 minutes uh late. So that caused a rift where parents were hey how much longer for the bus? Uh what we normally do is we get in front of those parents we show them how to use the
030app. We show them how to use a first new location, add in their uh school, also school code so they can actually follow the bus. And we asked First Student to push out a notification on First View app to let parents and students know that the bus is running four to five minutes late. Uh First Student did have about 45% new bus drivers this year. They did do a mock run the first first two weeks before school. Uh but obvious obviously it wasn't enough to get the drivers well-versed in the neighborhoods. Over at Proviso West, we had three consistent late routes, 8 to 10 minutes. Um this work has been remedied. We have monthly meetings with them. We're out in the communities every morning. Um we're at Triton for the Triton drop off for first
031student. Uh Joey, who is our transportation manager, he's out in the out in the field taking notes, having meetings every day with first student. myself and Sergio Niola were doing the same thing. Uh moving on to math and science, uh we noticed that PMSA number five, uh the writership was really high. So in order to shift that, they added students to bus number six at PMSA. And the long-term goal is to add an additional PMSA 5, call it 5A and 5B. Uh we shared this with the building principles and administrative staff, but they're waiting on one driver to finish next month and he or she will be putting put on that uh PMSA bus number 5B to um give uh some relief for bus number six, but as we speak there is no overcrowdedness. >>
032Yeah, I was told October 1st when it was supposed to stop. >> Yeah, but he had some issues with passing his test. So they retest. So It's always always something but they have a plan for us. Um also we want to make sure that um everyone understand the process. It is a heavy lift in the morning when you have parents calling we do answer the calls that we can but the calls that we cannot we use ring central AI. Ring central AI sends an instantaneous email to Joey D. Leon's email address. the ones he cannot get to right away. You grab his phone in in real time in the field and get back to parents accordingly. Um we are actively asking him to compile that list because we want to know who those parents are,
033what bus routes, what that issue was so we can get rid of some of these problems. Also, um we did have about 150 calls for the first 10 or 12 days of school from August 14th to August 29th. Um most of those calls were, you know, what time the bus is going to stop, where's my location. We were explaining the parents that they please go on the power school and explaining to them that power school information was on the district website so they could have all the information that they needed to make sure that they can understand the location and get their student to the location 5 minutes early because um that is the ask the first student that our students are there 5 minutes early. Obviously, there's some hanging chads in the community when
034there's traffic and of course when there's driver errors making a wrong turn or a car blocking an intersection. So, that has happened a few times and we make sure we get in front of the administrative staff and let them know. But arriving to school has been on time. They've been getting to school at least 14 to 15 minutes prior to and we wanted to make sure that happened because we want students to get a hot breakfast, have time to go to their lockers and also uh circulate through the building to do whatever they need to do to get their day started. Any questions about the success partnership? >> Well, team when we telling parents to check P school for their route, we're being specific to tell them to check the like web based version, not
035the app. cannot get your bus on the app, >> right? So, most of the time it is either on the phone or either out in the field when they see us on the bus out. >> So, we're we had to get our smartphones and show them exactly what we need to do, how we need to do it. So, that's been working out well. A lot of parents are pleased with that. Um, and we do plan to create Mr. Mo a video. We've been working with Michael Swanson and Joey to get a video and English in Spanish so we can get parents that information too. And >> just to kind of sorry to bounce off LT's point, I've been meeting with P school. It's not just us that can't put it on the mobile app. It's
036Power School thing, but they did just release a new app version that we could move to so that we could do because I know 90% of our parents and students are on their phones. >> So I'm looking at that to get that integrated as quickly as possible. But there's functionality with Ring Central. Is that what it's called? Is that So that's real time >> information on lateness, etc. Okay. >> We tested it today about 3:30 with Joey and I left the voicemail saying my bus is late. He got it within like a half seconds. Go ahead. >> All right. Moving on to the Proviso Westfield House. We need to repeat the lines. So over West, we uh are fortunate to have one of the best tracks in the western suburbs. Uh it was restriped back
037in 2018 and now is the time to think about getting it restriped to ensure that we have proper lines for track basketball, PE and other events that the district would like to host in that space. So this is just an information item right now. We plan to put this out out for bid, work with the business office and make a recommendation at a later date. Over at Proviso East, we have some concrete curve replacement and also some sidewalks at door number two and building number four. Uh this is going to help pedestrians get into the building uh faster and safer. Uh this is actively out for bid as we speak and we're hoping to get bids in I believe October 13th or 15th with a recommendation to the superintendent of schools for east and west.
038Um the upper administration staff and also the building administration staff would like to add some additional security scanners at east and west uh to expedite student entry in the morning. Uh we do believe this is needed because we had a serious issue over at Proviso West uh with a backlog of students about 70 to 80 um at a time and we just did not have enough equipment to get them in the space. So, this will be bidded out. Also, uh we're working with IT department to see if we can upgrade the software that's been speced and uh at a later date you will see an action item uh to the superintendent of school's recommendation. >> So, currently there's only one entry point because of where the standards are at each school. >> No. So, east
039there's two entry points. Door number one, I believe door number eight or nine is on the south side of the building. >> At west, it's legitimately two entry points, but the machines are stacked right on top of each other. But the good thing about that is is security can see both ways, so you don't need as much manpower there to manage that in the morning. Uh the problem is is when you get one of the buses that's coming from the heavy ridership locations that has 48 students on and two buses pull up now you got 96 students trying to get in the building in less than 12 minutes that that becomes a problem. We believe this third machine will help with that traffic. >> So we know that our first grade attendance is often we
040have a lot of late students but a lot of the time the kids are in the class kids are in the building but they're we're trying to get through security. We don't want to rush security. We want them to do their job. I want them to do efficiently and make sure all students coming in are doing so without any paraphernalia that they should. And so, you know, it could take 15 to 20 minutes for a student to get dropped off to get to the class. So, we're hoping that this speeds up. We're looking at, you know, we look at as much data as we can. We notice we have the highest rate of tardies in first period and absences and we also have the highest fail rate for our courses first. So, we're hoping that
041this is going up. uh the Proviso West uh corridor lighting and also classroom lighting. We're blessed over provid high school to spend over $100 million here in the last four or five years. All of the corridors and then most of the classrooms all the lighting been upgraded with daylight practicing devices and it is beautiful here and we're trying to be equitable and provide some type of uh new lighting fixtures over at Proviso West. Uh we did finish over on the B-wing and the science wing to give the district an idea of what it would look like and look beautiful in that space. So speaking with Mr. Christian and Mr. Modip, uh we wanted to see what a unit cost would cost us to do some corridors and a few classrooms. We plan to put this
042off for bid relatively soon and see what that cost comes in at. We'll make a recommendation to the superintendent schools. >> I'm sorry. >> That is the fee hall. Yeah. First floor be hall. If you go in there, you'll see they I don't know when you guys did that, but you updated the the hallway and the lights and >> and it get Yes. And it gives a very it's a very nice >> um believe this is the last item, emergency evacuation chair lifts. Um we believe that it'll bring a lot of value to add in one of these chairs at each one of this top of the stairwells or in the middle of the stairwells. Obviously, we will work with first responders in the district to make sure we have them in the proper locations
043before we install them. Uh we would like to put 10 at east, 10 at west, and replace the two existing ones at Math and Science Academy. Uh just to make sure that we have proper equipment uh to get uh people out of the building who cannot use stairs in the event that we have an emergency. >> So, this next one, we're not 100% sure what we're doing, but I just wanted to flag it and wanted to have I just wanted to for you up to date on this. So at Proviso West they have like stairs you the things you sit on you kind of just go up slowly hasn't worked for quite a while. Um, and so we're looking at the cost of that, right? But also the conversation, the questions we're having, we'll talk
044to legal, is would the evacuation chairs suffice for what the need is? Because this would be a costly upgrade, probably close to $200,000 to to make these functional again. But it's something that's not often used. We still we have elevators, right, in all of our buildings. This would be, you know, in the event that he can't use an elevator and somebody needs to get downstairs, right, in an emergency especially, you know, do we need to do this or would they be evacu, you know, I just wanted to bring to your attention because we weren't 100% sure if we're going to move forward in this direction, but we just wanted to be able to call it out. So the difference is with an evacuation chair there's a team that walks. >> So an evacuation chair typically
045you leave it at the top stairwell if they're at the top of the stairwell if the student needs to use it. It's kind of has like track wheels so a student can go in it and it's very easy to just go step by step. >> It's not like it's not on like wheel circular wheels. >> Okay. >> So it's it goes down. It's not a track >> versus more mechanical heat than okay. >> But now at Proviso East, we we do need to look at um providing that new lift. So when you think if you've been in the in the gymnasium, there's like one of those open air uh uh elevators, I guess, is the best way to describe it. That is not working. So the platform and so that's not working. So that is
046something it's difficult for people with disabilities to get into. >> All right. And then Mike Ly's off the hook. So Mike has one update for uh one information item for October. >> All right. So this is for um FCC uh pilot program um for cyber security. um kind of try to keep you guys updated through the board uh weekly updates. But um again, very excited. We were chosen. There was only 700 schools chosen in the United States out of this um to receive 200 million. So out of that 200 million, we received 187,000 um for the cyber security pilot program. Uh essentially what it is is they FCC funding currently covers network infrastructure for uh but doesn't cover cyber security, which is what everyone's been complaining about for years, saying that you need to cover
047it. So we got part of that pilot program and met with our VCSO and with a couple other people that manage our infrastructure and figured out the best way to utilize this funding. Um so we posted an RFP that was looking for an MDR sock solution which is um managed uh detection response and security operations center. So what they would be doing is overseeing all of our devices, all of our accounts 24/7 um for any alert that comes in, responding using a playbook, so to speak. um containing the threat and then um passing it off to us to let us know what action was taken. Uh what that is is um the main part of this RFP that I was focused on because this is a pilot program. I didn't want to go out there
048and say, "Hey, we had this great cyber security for 3 years. Oh, the pilot program went away. Now we can't afford it." So, um the cyber security, the RFP really focused on something that would be sustainable moving forward. So while this does have the net monthly cost um of 6,000 um it is less when you take out the professional services the project amount and such. So basically the way I was looking at it is what would be best should this funding not reoccur in three years. There were solutions that were cheaper. There were solutions that were more expensive but we went through the decision matrix and came up with uh the solution that would best support us and best put us in a good path for uh um funding decisions that are unsure moving forward.
049Any questions? >> So the net monthly cost of that $6,000 is what we'll incur in three years. >> So basic basically yeah that would be what we'll that would be our monthly bill. We'll get reimbursed um out of that 229,000 um we get reimbursed uh up to 187,000 just but pretty much that amount. Um, and then so we we're on the hook for, you know, roughly 40,000 over 3 years. Um, and then what that that cost is going to be lower after the third year because we wouldn't have that that project cost, you know, that that huge upfront area where they're doing all the integration, all the onboarding, all that stuff is the huge lift where if we can incur that with this grant money, that's great. And then we're set up for success where
050we could possibly then even get it after 3 years and say, you know what, we don't need somebody else to manage this. We can do it ourselves. We already have the infrastructure in place. We've been doing this for 3 years. So it would be much lower than that. But that was kind of the the thought process of it because it's a pilot program. >> One last facility item. I'll take it. And so this thing will work. >> Oh, did I click? Sorry. There you go. So this is a conversation. So we have been doing a practice of propping open our bathroom doors. We do this because we want line of sight into the bathrooms to make sure that there's no inappropriate behavior happening within those bathrooms. It's a place where uh we know that sometimes
051there'll be some fights, sometimes there'll be some students vaping. And so that has been our past practice. Our past practice is not in accordance with state law. Right. So, um, we did have an inspection. We did pass the inspection, right? Totally upfront is because we took all four props. Uh, we had two fights in the bathroom. And so, we, uh, or two issues in the bathrooms that we talked with legal, there have been other schools that are doing this. It's the conversation and and the something we're considering is just removing the doors from the bathrooms, right? But before we move any door from the bathroom, there's a couple things that we need to make sure. First, we need to make sure that in those bathrooms that we have working stalls in every bathroom and that
052there is no line of sight to the urinal uh when those doors are removed. And so, we're going through right now. We're auditing every single bathroom. I'm just letting you know our plan is to remove these doors. Uh we think it's the right thing to do. It helps create safety in the building, support our students, support our staff. Um but we will not remove a door in the event that um they don't have working stalls or if there's last site. Like we still know that students need their privacy. We want to respect that privacy, but we also want to ensure in any school bathrooms are one of the hardest places to uh to monitor. You know, we we we extensively train our security guards to be in those bathrooms, especially during the casting periods. But,
053you know, there is some inequity there because we have more male security guards than female security guards. And so, you know, there's always there's always that room. So, this is a something that we've seen other schools do. I've seen new builds of of schools that don't have bathroom doors even that's just part of the plan. And so, this is the direction. Are there any questions? I have a question. Um, as you know, if you notice that there are solid, I don't think we have any bathrooms without working stalls. Correct. I know maybe a few that are damaged. >> They all work not. Well, that should have never been an option. And so we know that was a practice that was happening in one of our schools. They would lock the doors. >> We took that
054option. >> No. >> All right. So, we do want to provide a I'll say a brief Jen you and Olivia a brief update on our proviso instruction framework. I I know that some, you know, some of the board members have been going into the schools and being in the classrooms and I love that. I'd love for you to see what we're seeing so you have an understanding of the work that we're trying to do. Hopefully, you're seeing changes over time, but I thought it'd be a good opportunity to provide you with a brief training or explanation on what we are what we just trained our teachers on. So this is the work that we plan to be doing over the next 15 to 20 weeks focused on around focused instruction which is essentially modeling this
055account for it. But I I don't know if Jen or Olympia is presenting but I'll let you guys I'll start us off and Olympia can jump in as needed to resist here. Uh and so as as Chris mentioned on our early release institute day last Thursday, Olympia, our lovely director of instructional framework and support who you met at the last board meeting we had um led teachers from all three campuses uh through an in-person interactive professional development that focused on these objectives that you see here which are all related to the proviso instructional And as a reminder, the provid instructional framework, which we've seen and talked about before, is based on the gradual release of responsibility approach, which essentially breaks down the lesson into these six phases that you see here. Starting with learning objective
056and culminating with daily assessment. And in terms of our roll out, we have decided that we're going to take the whole year to roll this new framework out one piece at a time. And that is to provide lots of opportunities for meaningful and job embedded professional learning for all teachers to ensure that they support to meet our newly heightened expectations in terms of instruction. And so to speak to the piece that we are beginning to work on now that focused instruction, um we reminded teachers of why this maze is so important with this quote from Fiser and Frey which really says it best. Uh and I'll just read the highlighted part. The key to quality teaching is explaining. Students need an explanation of their teachers cognitive processes and metacognitive thinking. So this is the phase
057of instruction where teachers metaphorically open their brains and show their expert thinking to the students so that students can eventually emulate that thinking and apply it to new problems and in context. So, it's critically important that this happen well and that this happen with real attention to not just the what of what is being learned, but the how. And so, Kazo teacher leaders last spring, as you know, collaboratively developed this instructional framework and set forth clear and common language to define what what excellence in this phase, in this focused instruction really looks like. And that starts with the teacher making the thinking process visible. It also includes the use of anchor and process charts to provide additional visual supports to students as they are learning new complex processes. It further describes how the teacher actively
058models their own expert thinking and action. again with focus on the how and not just the what. It's especially it's so important in all center, but it's especially critical and that we've historically struggled with according to our data, reading, writing, mathematical thinking, those sorts of key underlying uh thinking processes that are really necessary to work. And before we in addition to this new emphasis on focused instruction, we also knew from our walkthrough data that there was still more work to be done in terms of developing teacher capacity to write learning objectives that meet the framework standards for what a high quality learning objective is. and uh to design formative assessments that are really um assessing skills at the level of the standards and at appropriate levels of rigor. So we we went back and reinforced
059what we had been doing during the first 90 cycle using this depth of knowledge framework as sort of a new entry point and a new way of looking at that work which they had already been doing again to elevate the practice. And we provided examples of what expectations for students look like at each depth of knowledge level based on a learning standard. There were several examples in the deck. Believe it or not, this is a pair down deck. What you're getting now, um, but what I want to emphasize here is that even if you can't read all of the details of the activities from one learning standard that is less than a line long, you can have all of these different levels of thinking. And so if we are inadvertently not attending to this and
060keeping our students at level one activities and then they are later being assessed on level three and four, there's a misalignment there and we're really not setting students up for success. So we did some Olympia really did some deep work on this uh on that day last Thursday. From there we moved towards sort of the next of using that depth of knowledge framework to define what success criteria look like. And so here's an example this time from English. And then when you put all those pieces together, you get what we have collectively decided we're looking for for a provisal learning objective. And you can see sort of by the different coloration how a proviso learning objective has three parts. The first part, simply put, the first part that you see there in black is the
061what. This is what students will be able to do. And then there is a why. And then there is a how. And so the why is the in order to and the how is what comes after the and that's where that success criteria and the depth of knowledge analysis is so important to get this right. And so I'll just add what we were doing in this district prior to our new go round was what the students be able to inwards. The buy is a newer part of our learning objective. And the by really gets to the heart of what is it that we're asking students to do? How do you show mastery? How do you show what you've learned in a tangible way? And then we you can look at that and see if they're
062identifying, right? So we go back to the depths of knowledge and see that you know identifying could be to get to level three or level two, right? And so what we're trying to do is move away from the basic recall of the depths of knowledge which is level one and pushing them to level three and level four because that's what's going to be amazing, right? So I'm not a big believer in test prep, but I am a strong believer in the daily lesson and the work that students are doing in every single class every single day is a match of the rigor that they'll be assessed for later on in the spring. So this is how we're starting to move our teachers in that direction to make sure every single day we are asking our
063students to engage in meaningful and powerful work. And so as Chris said, part of that process is being really intentional about how we design for which are really just um health checks that teachers do to understand how students are actually doing with their learning that objective. That's so this is an example of what the whole process looks like together from standard all the way to formative assessment which in this case is sometimes referred to as exit ticket and that's what you see there on the slide but you see you go from standard to just the basic what the success criteria helps you to get to the full provide the learning objective And then from there you do some additional work to get to an assessment, a daily assessment that is and this is what we
064practiced with teachers and they were looking at standards from their own content areas and practicing this and giving each other feedback with the support of their carers etc. And then finally we spent time as we said moving into focused instructions. Um, and this becomes much easier when you have a strong objective and a strong set of success criteria and a well- definfined problem because you really understand what you're teaching and what you're going to expect to show mastery, it then becomes much easier to figure out what you're going to do as a teacher to model that and to make that thinking visible. And so again, uh, teachers were able to go into depth with Olympia and with their department chairs on all of the pieces of what focused instruction looks like. And they were able
065to spend time in their in their department teams doing collaborative design and practice and giving and receiving feedback. But in reality, all of this work last Thursday, which you know, I've just given you a 9minute version of what was two and a half hours. Um, so there's a lot of interactive work built in and it's really just the beginning of a learning cycle that's going to take us several weeks. And through that learning cycle, um the school improvement team provides support obviously in very close collaboration uh with the building leaders especially to department chairs and to teacher teams as they continue this learning by practicing by planning by practicing by giving and receiving feedback and ultimately by refining their practices and then reflecting on their learning and thinking about how they can leverage that into
066future learning. the next cycle which will be guided practice and then eventually collaborative practice and so on through the phases of the and with that I'd be happy to answer any questions. So when we did the learn when we did the roll out of the learning objectives which was our first cycle took about five weeks right and we got to a point where about 80 to 85% of our teachers that are 11 higher so we did pretty successful with that was one of the more easier and so to Jen's point's point you know the learning the learning objective really helps you set up for a good focused lesson if you don't get this focused lesson correct the rest of your lesson right and what we're trying to do with this it's not that we're getting
067our teachers to to to teach less. We're getting them to try and talk less and shift that time and flow. So, what you need to do before you can make that shift is you need to show them specifically what it is that they're expected to do and then the supports that they need. The last thing after a focus lesson, you don't want your your students shouldn't start asking questions like what should I do next? Right? The model should be on the board. The learning objective is there. The anchor chart or the process chart is there and they're working in groups at this point. Right? So before they go back and ask the teacher, hey, what should I do next? They have all of these guides and they have their their their peers, right? We want
068to build that counter that interdependence with their class so that the teacher is not the person delivering that instruction or or answering the questions. We're trying to get our students to engage in meaningful work that is that that they productively struggle through but then get to success by the end of class. And when you design a lesson that is so structured and so scripted and and and so granular that we're trying to teach that one skill that is part of a standard holding towards mastery uh at some point see it right right away. But when you're in those classrooms in December and January, what you should see is these model these focus lessons lasting maybe 10 to 15 minutes so that the major the rest of the class students are engaging in this group work
069but we're not just sending them off right and this is why we're calling the proviso framework but it's built around this concept of granular release. And so at this stage, the teacher is holding everything and then we're giving them all the tools and knowledge and skills so that we can release it to them and eventually have them doing. Any questions about any of that? >> Has there been any >> uh there was some on on the learning on our first learning cycle? No, I I didn't hear any push back. We did survey the teachers. There was very few teachers that felt well a lot of teachers felt they were doing this. A lot of teachers felt that after the training that they were they were ready to try this and there was maybe in single
070digits that said they needed more support. we could share that >> and in general it was very good feedback. Um just to be I try just to recall right now the comments I didn't see any comment about just be pushing back I guess it was more about critical feedback and how to get the support. So I I personally I was very very excited about what they communicated started going to some department meetings this week and they they were talking about it. They were talking about the ACT charge. So I I I could see that they were walk away thinking about this. So >> and I think that's reflective of the fact that we took the time last year to have the teachers develop this. >> Yeah. >> Right. Like it's not something that we're given
071to them. This is something they essentially gave to us through those facilitated conversations. This is how that those teams decide like this is how they define instruction what they want to see. And so now this is not some top down administrative district thing. The district is taking control of the roll out and making sure the supports are there but it's based upon something that we came together and really was led by our teachers. >> The implementation is really it's it's really challenging and that is a place where schools often where things initiatives don't have the greatest impact because not because the the initiative is wrong but rather because the attention and effort that it takes to support adults in learning to do something is really intensive. And so it's work that is going to take
072all of us in the school improvement team and leadership and teacher leaders all working together. So that's >> any questions. So I just want to talk briefly about discipline. Um I know we had we already had a conversation about this just want to walk through it quickly. So the purpose of discipline we are not interested in just removing students to remove students right discipline in in any form that it takes is supposed to be trying to help students understand what it is they did wrong to repair harm and then also you know build the skills so that when they encounter the same problem in the future they make better decisions. And so while a student may fight once, our hope is that student does not fight again because we've been able to then provide a
073consequence um and essentially give them the tools that they need to to one deescalate and two make better decisions so they don't end up being disated as um as you know and we talked about we have updated our student code of conduct student rights and responsibility document. I'll make sure to provide a link to that in our next weekly update. So you guys can can look through that. And it really is then set into three different levels. Levels one, two, and three. And it's those things that are in the level three is is that leads to out of school suspensions. Um and while we we do try to reduce the amount of out of school suspensions. Um I think every school is trying to do that with the, you know, the issuance of SP 100.
074We we're not stopping schools and we're not stopping principles from making the decisions that they need to know. As recent as today, as we discussed, had conversations with principles to give principles more to give principles more autonomy to make the decisions they need while also uh reassuring us one that we know about the discipline and to all the steps to uh that that are all steps are being taken to make sure that uh the suspensions are done correctly. And as I reminded you, we have gone through two trainings with our staff already about history. Um, we do have a referral process in place and so teachers do have a system in powers school where they can go in and put in any student referral. We are checking to see if the referrals are being reviewed
075and if they're being closed out by our administrators. Um, it is a clunky system, right? was with a principal today showing showing these uh these things but it is a system that if there continuing to look for um other systems that we could possibly use for referrals but we also want to make sure that that system works with policy and so you know it will continue to be u something that we that we're looking at we're hearing from teachers we're hearing from deans that you know that is coming does take some time I do think that as we spend more time in it, we'll get better with it faster along. But we also need to make sure that we are documented, right? If it's not our school, if it's not documented in some way, it's
076essentially doesn't exist. And I am not afraid of what our discipline numbers may show, right? I do expect that we are going to see significantly more and when the reports come out there's going to be more to see because we did a better job last year of document and so we're going to see an increase in out school we're going to see an increase in in school because I remember last year working with Alex working with Bill and the team and Mike to make sure that everything is getting documented and working with our classrooms. So, you know, at the end of the day, a report may say something, but what really matters is what's happening in our schools. And that's what I'm most concerned about. And I will tell you from the, you know, qualitative
077impact or data that I have with being in schools, I am seeing much more buildings than what I walked through last year. And so, I know many of you are have been in the schools. I hope you're seeing the same things. Phones aren't phones are not in the hands of students and and students seem to be more engaged during during the school day. Um when we do have major disruptions, we do have steps to remind our principles of and administrators of things that they should do. And this is really to make sure that uh due processes be followed. Last year we did have incidences where due process not followed and students that rightfully should have been suspended and not in school were brought back. And so we're retraining our principles. We've had conversations with them
078um to make sure that all of these steps here listed are done. the work that we're looking to do. We are shifting to make sure that we're giving more autonomy to principles, but with autonomy comes accountability. So, we will be um checking checking on the back end rather than the front end as we're going through to make sure that process. Any questions about that? All right, moving on. Alex has has several updates and I know he will walk us through these and answer any questions. Good evening or everyone else in the community uh watching here. So we have several items that are coming up as information items at our upcoming uh meeting in October. The first is around advanced placement testing. So advanced placement testing is a very high level. This is courses taught at
079our pre-visoral campuses. Upon taking those courses at the conclusion toward the end of the school year, students take a test and based on that score, which is rated from one to five, depending what institution they may go to, they can potentially get college credit for a score on that test. Right now, what we're looking at is we've historically paid for this test. It's around $99 for the exam. There's a slight reduction in about $9 and then there's a fee waiver that's applied later on once all of the students test and working with college board to apply that fee waver. Last year just at a high level it we paid for 1,666 exams. Uh of that there were approximately out of a thousand students 173. We're looking at just approximately a testing rate around 87% which
080is fairly accurate to attendance rates and looking at it's slightly skewed because students can actually sit for an exam of which they were not actually enrolled in. So the data gets a little buzzing. You start really diving into it but a healthy participation rate. We were very very pleased to see that the percentage of students scoring a three or higher did increase for each school. Uh there's a lot more detailed numbers in the actual information item itself. If you want to kind of dive into that data, try to look at it based on performance on race, performance on by gender and trying to kind of give you some different looks at that because it does come at a significant cost. uh some comparison from last year. I think the board approved around $155,000. We ended
081up paying around $106,000 for those fees after that fee waiver was applied. So, it gives you kind of a little bit of a of context here. We're going to be asking the board for their approval eventually in November for an upfront potential cost of $148,680. Again, that is before the uh fee reduction. And again, there's plenty of of information in that uh information item. >> Plenty. Any questions on >> I asked I asked Alex included a ton of information. So, I apologize. It's like the longest we've ever done. It's about 50 pages. We looked at every single forest. We look at it by race, by gender, by by every demographic you can imagine. But, you know, one thing I want to highlight here, we did see significant increases across our schools. all schools and so
082you know at East went from a pass rate good scoring three or three plus on on these tests so it's a you know it's a great scale of 1 to five you essentially want to get three to get college credit we went from you know 15.2% at least to 27.4% to almost over 80% growth at west we saw we went from 17.6 to 30.74% growth. You know, say we went from 56 to 59. So, a 28.4% growth. So, I would say, you know, this is money well spent. This is uh this is this is a good indication of the work that our teachers are doing and and our ability for our students to rise to the level expectations. I expect us to continue to see increases as we dive heavier instruction. Each campus well attended
083at each campus. We're very pleased to off that and kind of just again educate around because as you'll see now with this item the level of these advanced coursework opportunities just somehow sometimes can be confusing as to the differences between each of them. So next here we have an information item for you uh for their dual degree program. So the dual degree program again a little different than advanced placement. Dual degree students apply their sophomore year and the acceptance of how many students that we accept is kind of based on the the language that we approve here. If they are accepted they attend Triton College full-time their junior year and their senior year. Upon completion in their senior year, they would not only graduate with a trike associates degree, whether it's an associates in arts
084or in science and their high school diploma. So, it's a tremendous opportunity that the the board is paying for these students uh to take these courses there. So we have kind of worked with Triton to allow both credit for Triton and for Provis. So with this item, we're looking at currently expanding this a little bit more. So right now, the first time we offered this opportunity, there were eight students that took advantage that we approved. We then expanded that to seven additional students per school. So that's 21 students. gave the opportunity to start that this school year. So right now that number of students, we're looking at expanding that again to an additional seven students per school for next year. This does come at a significant cost and we can kind of get into those
085numbers. But that being said, we are heavily investing in an opportunity to expand the opportunities for dual credit within our own campuses. We have a very uh healthy goal of trying to get it to where we can offer the full suite of the 18 courses for an associates degree right now at Proviso Math and Science Academy. We're working toward that goal. Uh we have a number of teachers that have expressed interest. Uh right now we have uh we have credentialed to teach 10 of the 18 courses. Right now we have 18 teachers that have expressed interest. 10 sorry nine of of those 18 have applied and we're working with the other teachers to kind of finish that application process. A big hands uh big thanks to Dr. and Miss Marino have been working very closely
086TRIS and to try to kind of continuing the uh year 2 students and an additional 21 uh students for starting year 1 next year comes at the cost of $285,134. Any questions around this? >> And that's just all straight to Triton. that doesn't there will would be a decrease if we were able to be inhouse like I want to know the sustainability of this long term right >> yes it's a very it's a very good question the idea we would love to have every student uh from right now we're just looking at the math and science academy and we're looking forward but to have allow this opportunity for every student inhouse at the math and science academy so that's something that that that is that is our ultimate goal. We know that the biggest hurdle
087and there are others right but the biggest hurdle is to have teachers that are that meet that criteria for Triton to basically say that we you you are Triton employee and you're getting both Triton credit and proviso credit. So that is the biggest hurdle >> right now. >> So that cost could decrease if it comes in house I guess my question. >> Yes. So there there essentially would be no cost to that because they're outside of paying our own employees, but they're and we are still working at those details with Triton, but you know there there would be because they would be taught by our faculty on our campus. So right now all of these costs are paying for their instructors, their facilities, their usage. That's that whole tuition cost that's incurred and then feeding
088them, transporting them. All of these are additional costs uh that that we are incurring for providing these opportunities >> because would they just like become an adjun >> yeah all that we're pretty serious about doing this if you guys approve this uh personnel report we would be hiring somebody from Triton that works closely in the space to come in district here to work solely with us to help us move out this >> Awesome wonderful Thank you. >> All right. Next is so now this is dual enrollment. So dual enrollment these are students that are attending proviso campus for part of the day and enrolling in classes here for part of the day and then for the other portion of their day they are attending classes at strike. Now with these opportunities for dual enrollment, uh
089these are opportunities and can read it there around nursing, around dental assistance, sports conditioning, physical therapy, criminal justice, firefighting, welding, education, and HVAC. I think if you recall, we did have the first student ever to receive last year that that college and career pathway endorsement in criminal justice. That was a huge mark for Proviso. Uh there's some nuances to get that endorsement in there, but that's just an example of something that was that was provided that someone earned last year. Uh we are not looking at making any expansion within the dual enrollment piece for next year. So last year we approved 120 students asking for that same ask of 120 students. So that cost there inflation is the same as last year going into this year. It's kind of our I think we've reached our
090capacity of what we can kind of handle to support not only the students looking at Dr. Ortiz as far as the busing uh there and thank you again Mr. Taylor and uh Dr. Alvarez uh for their help with that. We've kind of ironed out some of those but we look uh we think that this is kind of the healthy number with our current staff and what we can manage and support our students uh at at Tron College. All right. Uh, next item here is around our meal vouchers. So, as you know, uh, we provide lunch and breakfast to all of our students here in Provis high schools for our students that are in the dual degree program or in the dual enrollment program that are attending Triton during that lunch hour. Uh, wea needs to
091support them to make sure that they are getting healthy meals and getting fed. So we are working with Triton. They have an outside vendor. Uh they have basically meal vouchers. So these are uh ways for the students to basically take this voucher and then pay for these meals. It's fun while the system has worked very well. We've gotten great feedback from the students. So the costs you're seeing here would include the increase in the dual degree uh students and then the potential 120 dual enrollment students for at a cost of uh $1,600 per student. So we're looking at the total cost of 259 >> raise at all or is it all just the additional heads? >> It's just the additional heads for this one. All right, last one uh is uh licenses for cert. So
092cert is a uh kind of a credentiing program that our CTE uh teachers have access to. Uh this is a way for teachers to engage students in things like Adobe uh things like digital literacy, the Microsoft suite, IT specialist, entrepreneurship, some different opportunities to provide some credentiing. I know in a couple classes I've been into you've actually seen the teachers handing out these certificates when when students are completing these opportunities. Uh this is something at Proviso East and Proviso West. Currently our CTE teacher at the math and science academy is actually using the provisor east license just to kind of help us out. So they they still have an opportunity to uh have this at the math and science academy as well. Uh the cost is kind of broken down by building there at a
093total cost of $47,333. Questions on this. All right, moving on. So, those are what we just went through were the information items. We we haven't put them in the weekly update. Well, they'll be in the in the future updates before the October 14th. These are the next two items are items that you've already seen. Are there any questions about graduation ceremony at UIC? Any questions about the academic programming course catalog? So the next item, this is something that you have not seen, but we are bringing it for approval and Bill is going to talk about a potential MOA with the with our union so that we can run Dungeons and Dragons as well. >> Yes. So with the um with RPTUCA, uh it provides the opportunity for uh new clubs and activities to be proposed
094to the district uh to run as a stipen and be included in into the stipen schedule. So the dungeon dungeons and dragons club um was proposed by the PTEU. It was uh it was piloted uh with a contractual one year uh last year uh to become stipen eligible. Uh so they had on average around 8 to 12 students each session uh with multiple students also entering into into the club. uh over 20 students engaged uh throughout the school year and they did provide the documentation to support the the activity and the piloting of that club uh last year and so uh we're bringing that forward for consideration to be included into the stipen schedule moving forward. Uh that club will be offered the contract at all three schools most popular class among students. >> I'm
095so sorry. What was the most popular class among students? >> The most popular class. >> No. >> Oh, D and D. >> Oh, yeah. We don't know anything about hiding, >> right? >> I love that. >> All right, Bill, you want this is our last one. >> Oh, and so um we will also be bringing so we're going through our rounds um in terms of uh ensuring that we have confidence special employ special pay employees. Um so for 14th board meeting we'll be bringing forward that that next round of contracts. >> So it's been a huge undertaking. Thank you Liz and Bill. Um in the next you know the next couple weeks we will have contracts administrators which is not something had quite a while. So excited about stepping back into some normaly there. Then
096moving on to the agenda. >> Yes. >> Oh, got it. >> May I have a motion for the September 30th, 2025 report including the hiring resations, separation, psych positions, and absence. >> So, thank you. Will you please call the RO? Absent Mr. Oko. >> Hi. >> Uh, Miss Morris. >> Hi. >> Dr. Fisher. >> Hi. >> Miss Birmingham. >> Hi. >> Any old business? New business. Can >> I get a motion to adjourn? >> Miss Malino, you please. >> Misso, >> hi Miss >> Hi Fisher. >> Hi. >> We are at 8:23. >> Thank you everyone. Good night.