001Good evening. Can I get a motion to reconvene the regular meeting of Riser Township High School Board of Education? >> So moved. >> Second, please call the role. >> Miss Malinero, >> I miss. >> Mr. Okampo, absent. Miss Morris, >> I >> Dr. Fischer, >> hi. >> Miss Barberan, >> hi. >> Miss Smith, I would please stand for the pledge of allegiance. To the flag of the United States of America to the stands nation under God, indivisible with liberty and justice for all. >> Miss Smith, please read the vision statement. Through expectations of excellence and by providing equitable educational opportunities to empower each student, our graduates are prepared for college careers and to serve as contributing members of a dynamic global society. At this time, the board of education opens the floor for public comments.
002The 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 2230. We believe that all participants in the meeting desire the best outcomes for our students, families, and communities. As a reminder, this meeting is being livereamed and will also be archived and available on the district website. >> First public comment, Kelvin Wallace. I don't speak the positive effect as far as these kids with music and posit positive mind state. I think um every kid need an outlet. You don't have an outlet, it's going to get negative. You going to be stagnant. He provide that outlet. I'm living proof of it. When we was in high school, we love to
003rap and make music and we did it just in the hallways disturbing everybody. So, what he did, he gathered us all together and made the rap club. It was it was pretty cool. Um, no other no other high school ever did that. It was um it was where I met my first real friends, you know. We did that and I still got a great relationship with Mr. A. Still can call him. He still helped me out with music and everything like that. Great dude. I think that's how I feel. >> Thank you, [Applause] >> Mrs. Jones. Good evening. >> I came here to speak about coach Johnson and the girls football team. She's also a western coach for the girls western team. She started the flag football team. She's continued to mentor the girls on
004the field and off the field. I just find it disturbing that she's not going to be the coach this year and it's been said when we talk to a lot of the kids and they do not want to be on the football team when coach Johnson isn't there. My daughter came in as a freshman. She was a PMSA for two years. She's at East this year and she's been wrestling and playing football since she started. These girls need a mentor other than just someone there coaching at them. Coach Johnson is that person. You know, you can call her for anything. She's there for the kids. She's mentoring kids. She's been leading them to the championship. The first year they went straight to the championship and it was number one and they took that title for
005the West division. She did it second year. They were still good. I just don't understand why she's not able to coach him this year. But yet, there has been no talk of a replacement either. I just wanted to get that out because my daughter told me she needed income today and that's what I'm here for. [Applause] >> Phip Mac. >> Good evening. Good evening. This is my first time before you all. Actually, this is my first time up here period. Um, I am a Maywood resident, Maywoodian, as we call it. Um, I am, fun fact, uh, the last football American to come out of the Paparazzo district. Um, also I am the right hand to the lady that they're talking about, Miss Johnson. So, in the year 23-24, we went undefeated and won conference. No
006other team, no other team in the history of Proviso has done so at all. So I'm here in support because I also receive and have a relationship with the same girls that calls and text and say, "Hey, you know what? We not even playing. Coach Matt, you're not there. Coach John's not there. We we don't have no outlet to what it is that's going on." And and it's sad because we already don't have a lot of things for them to do as it is. and everything became and seems to be political. Now, when you all started running, I was in favor of a new board. I'm just going to be honest about that because we need to change from something in somewhere else outside of what we were accustomed to. But there has to be
007some accountability not just on our end but on the administration and faculty end as well because it's unfair that people have the right to put on multiple hats and have different positions and they've taken on so much and it's not their fault but in turn it's it's hurting the programs and it's hurting us as a whole. So we need to put these people in better positions and give these kids a better chance in order to succeed if that's what we all here for in the first place. And with that I will leave as I came. Thank you. >> Thank you. >> Uh good evening. Good evening. >> My name is Ncoan Dean. Um I am class of 04 Provis Wex and I'm speaking on behalf of Mr. Asher and the summer program for band. Um
008I can say that band and music in general um being and working outside of mental health um is something that is um a healing factor for a lot of patients and a lot of people that have not been documented to have mental health. Um side of our society. Um Mr. Acher along with my best friend Kelvin who just spoke for half um gives outlet in very interesting ways in order to help um heal some of the people that have not been documented, voices that have not been heard. Um, when it comes to me being inside of a band, uh, I was not doing good in school and of course could not be part of like the football teams and things of that nature and I was on a decline with depression and things of that
009nature when I was in school. Um, I had a I I had practice from grade school playing the saxophone, spoke to Miss Acher, let me own the band. It's uh it was it was a great year because like I think drum line had just came out and then we wound up going to like pineapple Arkansas and I'm like this is my this is my field trip in school you know what I mean? Um he's a great person, great man. Um a great leader. Um, inside of that inside of that exact class, um, piggybacking off of that will be part of Roosevelt Junior High where the band where the music teacher is was part of my class in that band at that time. So, you never know what type of what type of gyms you going
010to have. Um, Mr. S is that gym and I am for um the program for the summer and I believe that it's something that needs to happen. That's my face. >> All right. [Applause] Good evening. >> Um, Mr. Samuel Acher ran a band a summer band program this summer. Um, as he's been doing for ever since we were 16 and 17 years old. So for the past I can't believe I'm saying this on record 20 years he's been running this very crucial summer band program that teaches us discip discipline and all of the other skills that we need to be successful in life. Um band for us was a safe haven. Um we weren't looking for trouble but but trouble was looking for us. So it was a place that we can come and just
011have a community. we I was able to get a full scholarship to uh H.B.CU and graduate from that scholarship because Mr. Aer took the time out to teach me how to read music and to he gave both of us our first leadership roles as section leaders of the trombone section. Um the first females in the trombone section. So he saw a lot in us when no one else did. Um all of us who are here, we had a purpose to get up and go to school. Our very first class was band class. Um during her grade, they had early bird, meaning they had to get up one hour earlier in order to go to band class and it was packed. Um we were that man that had over aundred members. He took us everywhere. He
012introduced us to traveling and showmanship and stage performance and and so much discipline and things that make us successful now as adults. And it was from band camp that we learned those skills. We were um untrained. We were inexperienced and he gave his time as he's doing continuously for decades and still creating that safe haven for our proviso township children. And it needs to be celebrated. it needs to be um assisted. He needs help with that program and he it needs to be funded. So we are here to um say that this is something that is very crucial to the Proviso Township program and Proviso West in general. >> Thank you. [Applause] Hello. >> Hello. >> Um, I really don't have much to say, but I'm on here behalf of Mr. And throughout the years
013he done advoc camp. It's like a safe like everyone else said it's like a safe haven um for everybody in for me personally. It kept it kept me occupied and be better with my music and for me to hear the unfortunate news of like of it being cut off. I ask of you that you do not do that because Without it, um, okay, sorry, I'm out of breath. Um, without it, then students won't be able to craft their music nature and not only make the art of music like also develop their essential leadership skills in also, you know, communicate more with um the community and everybody of the community itself. And I just ask that you keep it just so that way it can keep growing and growing on going to the future and more.
014Thank you. >> Thank you. [Music] >> Hello. Hello. >> Hi. Uh my name is Valerie. I was a 2012 graduate. Um and I'm speaking uh about Mr. Abard. Um, I'm really bad with my words, but to try and keep it short for you, um, it I would find it very discouraging if you did uh, discontinue the band pro program. Um, because uh, one of the reasons for me is when I was like a little bit of a slow learner, um, he made it very beneficial for us to practice during the summer because, um, it prep us for field shows, uh, stage shows and, uh, parades and, um, other performances because they're technically not the same thing for from my point of view. So, um, by us having summer band camp, it prepped us in advance
015so that we wouldn't focus too much time on it. um during during the the spring summer season when when I was in high school at the time. And I just feel that by you guys possibly not paying him, it feels like it's under valuing his work. And I would really appreciate if you pay him because like he's done a lot for me and um uh previous uh classmates. But thank you so much for your time. [Applause] Jeffrey King. >> Good evening everyone. How are you? My name is Desi King and I was a diamond dancer in the marching band over 10 years ago. Um the program and Mr. Asher's leadership helped mold me into the person who I am today. Mr. Asher is more than a band director. He's a role model who teaches discipline,
016teamwork, and pride. Summer band camp is vital to the program success and the time he dedicates to fair pay. I respectfully urge the board to compensate him for this for his important work. Thank you. [Applause] Good evening. >> Um, uh, I'm also here for Mr. Asher. My name is Henry. I'm also a graduate from West. I graduated in 2012. I do have a couple words that I've written down. Um, over the years, Mr. Acher's work has been much more than just leading a band. It's community building both within the band as a lot of people I've made a lot of friends with people around here and with the community at large. He's taken students to perform at homecomings, local parades, cultural festivals, and events for community leaders. From the taste of Bellwood to the Hillside
017Veterans Day parade, from Maywood Family and Friends Day to St. Patrick's Day in Forest Park to the Bud Bilickin parade as well. The band's presence has strengthened the bond between Proviso West and the towns that we serve and that we perform in these these efforts also came with opportunities to expand. Before the pandemic, there was momentum to increase staffing in recognition of the growing numbers. Unfortunately, CO 19 caused that to not happen. Still, Mr. Mr. Ashra persisted even after raising even while raising three children he's continued to give his time and effort towards students and a lot of that cannot be measured in a normal 9 to5. Every performance, every rehearsal, every bus trip requires countless hours behind the scenes. This is not just a club that meets once or twice a week. It's a
018year- round operation requiring nights, weekends, summers and the kind of leadership that only that someone who is fully invested can provide. So, and without proper support, these opportunities to grow the band program and to get that recognition will continue to slip away. So, thank you [Applause] Good evening. My name is Johnny Fentry. Um I'm speaking on behalf of Mr. Asher um class of 2016. And um to keep it brief, um I want to talk about why band camp specifically is important for kids um students students development. I came in 2013 with literally no experience at all playing drums whatsoever. Like I just came in strict to band camp. no no prior experience with um instruments or like band class I I never actually took. So going into band camp alone specifically taught me strength, resilience,
019teamwork, and overall just how to not give up. Um cuz I had to learn literally from scratch from high school freshman year to senior. And I had one goal to get to by my senior. I was on Tener and I wanted to get I wanted to play snare in front um in front of the drum line and Mr. After's patience with me was very was very great like cuz it's not easy just to play drums get on there from scratch. So that taught me a lot of life skills overall down the line to not give up because I had to just keep practicing and pushing myself over these hot days in band camp that I wasn't taught in actual I I didn't have the experience actually doing it in band class, but band camp was
020like a totally different experience. And so this is why I think it's important for kids to um have band camp because these are just life skills that can carry on overall later in life in your 20s and 30s and 40s just to overall just never give up. And overall with the program it's like there's been some hard times but in order to just it in order to just keep going you have to just not give up and see the potential with with teamwork. A lot of us a lot of us have spoken so far about them to to get it back to where it needs to be. And I believe with the right effort and the right people, it can get back there. [Applause] >> Jaylen Henry. >> Good evening everyone. >> My name is
021J. I'm here in support of my sanction. be quite frank with you, he's somebody that I really look up to. I'm 26 years old and I still remember my eighth grade year Christmas concert. He walked up to me and he said, "I like you for my day." He did that for me. He saw something myself. That carried on with high school. Taught me discipline. It taught me responsibility. It taught me that I can be more than what I thought I was. All we all relate to the fact that we came from nothing and it became something. He saw something in me that I didn't see and that carried on into my college years and I still this day thank him for giving me the opportunity from that one moment just that one concert. I ain't
022nothing of it. He saw something in me and what he does for the band program. All my colleagues have said it and some some say it again. It's what he does for us at the end of the day. We are community. We are a family. And I do not want that to go waste. I do not want him to not be compensated for what he does. I respect this man. I hope that you guys respect him, too. Thank you. [Applause] >> Last but not least, Shereice Reed. >> I knew you would get it wrong. It's red. >> Sorry, you're not the first one. If you don't mind, I'm going to read so I won't be able to give you all any eye contact. But as stated, my name is Sharice Red. I'm a graduate of
023Proviso West, class of 1989. And I'm also president of Proviso West alumni group. I'll start with the most recent thing. Thank you for allowing Proviso West to be to experience its first ever alumni cookout on the grounds of Proviso West. It was a nostalgic feeling for all, excuse me, to be back on the practice field taking in all that beautiful acreage with everyone agreeing, even the board president, that the cookout should have always been there. Everything went on went off without a hitch. We were able to get everything we asked for to assist us with maintaining the grounds and moving people and things around in the most efficient manner. It was awesome meeting the incoming principal, Mr. Christian. The fire in his belly and the love he has for our young Panthers left me with
024a warm feeling inside. I wanted to reenroll. Just joking. The cleanup was agreed and based on my conversation with the superintendent, I am looking forward to continuing this annual event on Harrison on Harrison and Wolf. In addition, the alumni group is not just here for the sole purpose of throwing events. We want to position ourselves as former students who understand what it means to be be a Panther and provide our current student body, faculty, administration, and board the support and assistance required from any alumni to maintain and ultimately improve upon the student experience at Proviso West. The journey hasn't always been smooth. We have run into a few glitches over the years with the administration changing and not being able to build a relationship that allows us as alumni the stability to make suggestions, step
025in when necessary and take part in events that will provide the most exposure. I am happy that we now have what seems like a very anxious principal, superintendent, and president whose priorities are students first. Thank you again, and I look forward to an amazing 202526 school year. [Applause] piggy back on that and also we do realize that change was needed and probably changes was needed at provise but you have alumni from provis actually here voicing opinions and only asking for your consideration to their opinions as you make those decisions please consider those [Applause] >> that concludes public comment we're going to Move on to the budget here. Good evening everyone. >> So this evening I will present our budget hearing. Um first up I want to begin with the budget timetable. So on June 10th,
026the tens of budget was presented to the board of education. On June 17th, that tentative budget went on display in district office and a notice of public hearing to be held on August 12th was also placed in the newspaper. Today is August the 12th and we are now holding the public hearing. After the this budget is approved, it will be filed with the Illinois State Board of Education within 30 days of its adoption. So, let's begin with major factors that are affecting the FY26 budget. So, let's begin with the revenues. Real estate taxes will increase this year by 3%. Evidence-based funding levels will increase by $3.3 million. This was released last Friday if I'm not mistaken. Federal grant revenue will decrease primarily due to the elimination of the ESSA grant. As I mentioned on many
027occasions, ESSER was really, really good to provide the addition 209, but those dollars are no longer. And our corporate property taxes will decrease by 15%. Now when you look at our total salaries increase, they will increase by 6.8%. But that's because we have several um groups. So our certified teachers receive an increase about 5%. Um our support classified staff received a percentage by 4.2%. And we will be in negotiation soon with our SEIU membership. The district will invest in $7.5 million in capital projects for this year. And that's because we have a $4 million um overage left over from the prior year. So that's included within this budget. Now our out of district tuition will increase by $800,000. But here where this is coming from, this is coming from our um investment with our dual
028degree programs, our career academic programs. We are increasing enrollment so our students will have those certifications when they leave Proviso District. And we also have PACE. Their tuition also went up by 4%. In addition to increases that we receive annually from our nonpublic um out of state district placement for our sped students and our transportation payments will also increase primarily due to the timing of billing. So we received some bills that came in like around May. So of course we couldn't pay it during that time. from now they will be added on to this year's budget because we didn't receive them to July but overall our total expenses will only increase by 1.2%. And we do have a system in place this year to make sure that we are definitely staying on budget like we
029have in the past, but more so we have systems that we are putting in place primarily with our pre- purchasing committee where we're evaluating every purchase that comes through um district office that's in the amount over $2,500. Next up, we have our budgeted revenue across funds. So, we take a take a look at our real estate taxes. As I mentioned before, we went up by $2.2 million. So, that's an increase. Other local revenues, which I mentioned before, which is our corporate property taxes, those did decrease by 15% to the tune of $388,000. Now, as I mentioned earlier, our evidence-based funding, we did receive an increase of $3.3 million this year. And as we know, state grants are um increased as well by $93,000. And then our federal grants as well also decreased by $3.3 million.
030And this is primarily due to the asset funds that we did receive last fiscal year. So overall, our total um revenues that we are proposing for this year would be around 127,638,000, which would be an increase for $1.7 million from the prior year. Next up, I will speak to our budgeted expenditures across all the funds. So, we have here our salaries, which would be an increase about 3 million. I explained those factors already. Um, employee benefits about 1 million, purchase services 2.9. We have many test flip adoptions this year in addition to digital licenses so we can make sure that we support our buildings. um supplies and materials across all buildings at $ 1.9 million, but there is also an increase in our capital outlay projects this year of about 9 million. Debt payments are
031sitting at about $183,000. And then our tuition and other payments, we're looking at a change from last year of about 1 billion67,000. So here is our breakdown of our budget fund. So let's begin with our beginning balance of education fund for this fiscal year. We're looking at $36,984,000. Our on which is our building fund beginning balance of $16,384,000. Our bond interest payments about $4,120,000. Transportation $2,261,000. Our IMRF and our social security 3,3 37,000. Our capital to projects at $7,772,000. Our working cash 4,342,000. Our tort $1,62,000. And last but not least, our life and safety, which is $3.2 million. So, as we begin FY26, we're looking at about $79,548,000 as our total funds across all funds. Now, by the end of next year, we are expecting a surplus of about $6 million. Again, this is proposed,
032which will bring our fund balance to across all funds at $85,986,000. Next up, I will speak to our revenues versus our expenses. And this is dealing with our non-c capital fund surplus/deicit. So this slide here shows a comparison. So if you take a look above the blue line, that's our revenues are greater than our expenses. If you take a look below the blue line, that would be our deficit. Expenses are greater than our revenues. So from 2017 to 2019, the district had small surpluses that dipped to a deficit in 2019. But from 2020 to 2025, the district consistently had strong surpluses and with a high peak in 2024. And as I've shared on many occasions, Esther was really good to provide some of district 209. So that was a result of these surpluses that you
033see here. However, if you take a look for 2026, which is this red box that you see here, the budget projects a smaller surplus compared to prior years. And this is due to no longer having those ESR dollars. But in short, the district finances um improved significantly after 2019 as a result of those ES funds. But the 2026 budget does um indicate lower access and a lower surplus as we have receive seen in prior years. Next up, I will speak to the end of the fiscal year fund balances. So if you take a look here about what this this slide shows, you see the gray bars and then you see the black line. All districts are at least required to have at least six months of reserves in the bank. That's very important, especially with
034the state of our educational system now for finances and what's going on in Washington. So, here we go with these slides. So, let me get back to it. So, bear with me for a second so I can find it. Okay. All right. Here we go. So, as you can see the red bar that's sitting here right now, fund balances grew from 2017 to aid 2019 and 2020. Then it gradually declined through 2024. In 2025, balances slightly increased and the 2026 budget projects another increase which was shown in red. In short, the district has consistently kept um really good healthy reserves and 2026 is budget to end with a stronger balance than it has in the past two years. So right now we are at least about nine months to reserves. So we have improved three
035months from the prior year, which is good. Now, we have to have an honest conversation about what are some threats to our future school funding. So, when you look at our local funds, the CPI trending, they're going down to historical levels. Right now, we're at 3.2%. Correction of the state era that occurred with our corporate property taxes that increase our revenues as well by 15% which was mentioned earlier. And then as you guys can see as well, our interest rates are trending down to historical levels and that's across all across the country. Now when we speak to our state funds, the budget crisis at the state of Illinois hit a pause during CO due to their one-time CO dollars. CO was so good to us, but they are gone. Okay, so now we're moving on
036to our EVF um which is really good. The EVF did increase um this year by 307 million across the state um for FY26 and this is the first time since FY20 FY20. However, we cannot depend on the those high level EDS amounts with the current climate as it relates to our finances throughout the country. We just don't know. So that's why it's important for us to make sure that we maintain those healthy reserves. However, there was no increase in FY26's state reimbursements for transportation, early childhood program, and special education. And last but not least, our federal funding. Our federal funding, as we all know, to some schools has recently been paused. We are hearing openings of some of those dollars coming up now. But ultimately, there is an uncertainty with the future of the United
037States Department of Education. And I'm pretty sure we all seen the news as it relates to that. So we don't know how that will in impact us in coming months and in coming years. So we just want to make sure that we continue to remain um fiscally conservative um with our dollars. And that concludes the presentation. Um are there any questions? If there aren't any questions, that concludes um what I have to say this evening as it relates to our FY26 budget. And I bid you guys a good evening until you see me come up for the treasury support. >> Um I was very happy I got to speak to all the teachers and staff and this morning and welcome back to school. So I just want to take a second to welcome back the
038rest of the community. So good evening proviso. As we open the doors for a brand new school year, I want to share the excitement and optimism I feel for what's ahead. The first day of school is always a powerful reminder of why we're all here. Seeing our students arrive with smiles and some nerves and some hesitation and the promise of a year dedicated to challenging, inspiring, and educating them shows us that what we do matters. Our teachers and staff are ready. They've been preparing to provide opportunities for our students to be challenged, supported, and inspired. But their work is even more effective when has paired with the strength and support of our families and community. Parents and caregivers, I encourage you to stay closely involved with your students this year. Ask questions, attend events, go
039to the open houses, bring your parent to school day, which is one of my favorites. Um, connect with your teachers, and check in regularly with your kids. Your engagement and support makes a difference every single day and will play a crucial role in your students academic success. to our broader community. I urge you to stand with us in supporting our schools. Whether it's by mentoring, volunteering your time, creating engaging opportunities for our youth, showing up for school performances, and attending sporting events are, or just simply encouraging our young people when you see them out in the neighborhood. Um, our students thrive when they feel the full weight of their community cheering them on. Thank you to all the elected officials, towns and villages and foundation school districts that hosted back to school events to engage
040the community. There were more this year than I ever remember in the past in Braviso. So, thank you for providing fun and engagement opportunities for all of our kids and community members. This year, we are committed to elevating expectations for our schools, for our students, and for ourselves. We will challenge students to give their all, to bring their best effort to everything they do, and to believe in their ability to achieve more than they thought possible. With your support, they will rise to meet those challenges. The board of education knows that new leadership can feel different. Change can be uncomfortable. But here's the truth. If we keep doing the same things, we'll keep getting the same results. And our students deserve better. They deserve our best. This is the year we raise the bar for
041ourselves, for each other, for every student who walks through our doors. And that means holding ourselves to the highest standards, accountability, building each other up, and embracing the changes that will make us stronger. We are committed to improving academic outcomes and ensuring every student knows that Proviso is a safe place where they are valued and where they can succeed. But we cannot do it without all of you. Here's to a new school year of teamwork and pride for our students, our schools, and our community. Thank you and welcome to the school year. [Music] your report. >> Yeah. Thanks, J. And with that, I will bring up uh Dr. for my report. She is up. [Music] First up, we have the treasures report. So for one month of service for the month of July we have
042brought in 2% for revenue and we have 3% um for proposed expenditures. Are there any questions pertaining to the July treasures report? Next up we have the bill list. Are there any questions pertaining to the bill list? If there aren't any questions pertaining to the bill list, that will conclude my portion for this evening. So for actions items, action items, we have the bill list and then the approval of the FY26 budget. >> Thank you, Dr. Hill. Thank you. So, as board member Barbara and President Barhan mentioned, we are back in the new school year and we are really excited about it. We had a wonderful kickoff this morning uh where all staff members came to provide Luis Romney for Principal Hall. I appreciate your uh openness and bringing us there and your facilities team
043for all the work they did uh to host the entire district. We know that's no easy job and we tax them, but you know, you do have a great space for that. So, we will be back next year. Um, so we did have a really great day. We had an opportunity to really share about um, you know, what the expectations were for the year and and essentially what it is that we're going to do. Um, but before I get to that, I want to really just walk us through what we were able to accomplish this summer. And so, for those of you that know, it was a very busy summer. I I genuinely and greatly appreciate central office um for understanding the need to disband from summer hours. Um, I know our our district was
044used to having extended extended days uh Monday through Thursday to have that Friday off, but because of the amount of work that we needed to do this summer to really put us in the position where we are right now to launch a successful school year, we really needed to come together as a central office um to to do a lot a lot of work. So, I just want to walk through some of the things that we did. This is not this is not comprehensive of all of the projects and all the work that we've done. Um, but over the summer we've been able to create a textbook adoption cycle for all of our subjects. Um, we've we've created we've created, I'm sorry, clear expectations that are aligned throughout the district. So, working with our principles
045over the summer to engage in these conversations. As I've mentioned to you, we purchased Let's Talk, but we had to we had the monumental task of building it up and getting it implemented. We are looking at a late August start date for this. And I won't go into Let's Talk. I know we've talked about this quite a bit. Also, gaggle is something that we contracted for with um in the spring and we spent this summer getting up and ready explaining it to our our staff as well. We are in the process we some continuing the process of installing transa. So, this is a technology feature that we're putting into our fleet of vehicles, our trucks, our SUVs, our vans, our buses. And this is a way just to make sure we know where our buses
046are, how people are driving to make sure that our drivers and our our students are safe while on the road. Um, we've also implemented Go Guardian. This is a system where teachers can monitor what students are doing while at their computers. So instead of us having to just go in and proactively u shut down websites, we're giving our students the the flexibility and and essentially we're just showing them that we believe that they will use technology appropriately, but we have some safeguards in the event that somebody does um move away from our accepted use. We are in the process of implementing our link system. This is a something we've talked about in the past. This is a um comprehensive system, an alert system where in the event of some type of recruiter in the meet
047for lockdown, it's a way to quickly communicate with everyone in the school. Um and also there there we can um communicate directly with law enforcement to ensure that or ensure but to cut down on the response time to get people here quickly and and faster in the event that we need something. We're we've restructured our parent and teacher conferences. So, we're allowing for virtual conferences. So, for this year, we will have a hybrid a hybrid setup for parent teacher conferences where we will have a portion of the day where parents can come in, but we will then also have an opportunity for our parents that aren't able to come in to attend and engage with our teachers in a virtual manner. Um, we've created at both of our schools an EL parent centers. Um, so
048we've had some parent centers, but now we're ensuring that we have parent centers as well as an EL parent center. We've implemented a new cell phone rule. It shouldn't be a policy, but it's a rule. And today we we um rolled that out to our staff. And I think, you know, I think there was some anxiety with our staff on how this was going to roll, but we made it very clear that this are the expectations and it has to happen in every single classroom, in every single B, in every single building, every single period. This is going to work. And so we made sure to really express the importance of everyone following these cell phone rules because if we don't then we'll never regain control of our classrooms and take these phones. Um we've
049set up a school calendar um that we will be releasing soon and when you see this calendar you'll notice that there are multiple various numerous opportunities for parents to engage with the school especially around um next steps for students. We're going to have grade level opportunities for parents to come in to understand what are the next steps if you're a freshman. you were preparing for for that sophomore year or junior year getting up to that senior year, thinking about college and career, thinking about postsecary planning. Um, so we'll have multiple opportunities throughout the year for that. We've refined our student success teams and scheduled meetings for the entire year. Um, and I want to pause here because in the past we were talking about the academic success triads, but as we really worked and had
050conversations about this, we realized that an a triad definition is really encompassing the work that we have to do. Um, this student success team really shows that it's not just three people that are responsibles program, but it's all of us. And so, we felt that we really needed to move away from the definition and the the concept that we talked about in the spring to really show that MTSS is something that we're going to vastly improve this year and it's going to take everybody in the district to be part of that. Uh we've up we've created an employee handbook. I don't know the last time we had one, but we have one now. Uh we've updated the student handbook. We've imple we've we've created and we'll be passing out a student athlete code of conduct
051and uh coaches expectations. This is something you've seen in the past, but we will be implementing it this year. Um as you know, we've attended a ton of community events this summer. Um to the point where I think I really burned out my staff. So, I I do owe uh some appreciation to some staff members. I'm looking at you right now. Uh Christy, Corey, Dale, um you guys were almost at all of the events and many of the board members were there too. But I will say we heard a lot of positive feedback from our community because they just they appreciated the fact that we were showing up, that we were engaging, that we were going out into the community. And speaking of going out community on two separate days this summer, we went out
052and knocked on doors to remind parents of uh indeed to register to answer any questions and to you know ensure that we're getting more and more students to school on that very first day. We're also launching something this year where we'll be doing weekly data data meetings with our principles. And so we were able to build that out, build the dashboards, build the protocols, and really this is where we've identified some leading indicators that we're going to um really lean into this summer or this school year to make sure that our schools are moving in the right direction. These are some of the metrics that we know that if we do well on that eventually our proficiency scores will rise. Um we launched, as you know, the strategic planning process. We launched the facility renaming
053task force. We launched the the well what was going to be the PMSA transfer policy but turned into the MSA transfer policy so we can look at our math and sciencemies not just at um here in this building but also at east and west we'll be starting something that's called Mondays with mo next week and this is where I'll be engaging with the community live you guys know I used to be primary or princ laughing at me but this is an opportunity where we will have um an opportunity for me to speak directly to our community and thens also answer unfiltered questions just to ensure that everyone has um the information that they need. Um we've trained all leaders and department chairs on the gradual release of responsibility which I'll go into shortly. Um and
054then we're looking and to we want to engage differently with our first year teachers and our second year teachers. So with our first year teachers beyond the mentoring sessions looking for ways for them to engage in social events outside of the school and then quarterly for our second year teachers. Uh we have five day we had a five day training um for all administrators schoolbased and central office um over the summer and we really were able to engage in instructional practices in HR issues um our we had one day dedicated to law issues that our school attorneys were able to help facilitate for us and we also had an opportunity to engage between school and central office uh administrators to really start building better relationships between us. Uh we've created a student of the month
055program which we'll be launching this year to start, you know, districtwide at each building um honoring students. And so that's something we'll be looking forward to sharing with you throughout this school year. Um and then getting into some of the staffing things. I'm really proud of where we are this year when it comes to staffing for our schools. Um we were able to provide teachers and special education a 4 to one. So essentially giving them four classes plus the So this was something that I heard from um from our teachers from almost immediately entering into the district and I agree that this would be u you know special education is an area that I know that there's significant growth that needs to happen here in this district and giving our teachers the opportunity to do
056a little bit more planning preparing will only make for better lessons better support for our students that are that have I but I did go back to see you know where we were last compared to now. And so currently we have three teaching vacancies um districtwide. And when I looked at where we were in August of 2024, we had 16 vacancies at this time. Um when we looked at resignations last year between May to August of 2024, we had 17 resignations and for this year between the same time period of May to August, we've only had five resations. And so as we're always looking at recruitment, you can never stop thinking about retention. And when you are able to retain your teachers, it makes it easier to close your gaps. And that's why we're seeing
057why we only have five or three vacancies right now as compared to 17 last year. So um again, really excited about the work that we did. I know that I'm not encompassing everything that we did this past or these past few months. and again appreciate the hours and the time and the effort of our administrators. Um it was probably the most work I've ever done in my career in a in a two month summer period. But I know that those u those efforts are going to are going to be you will see those efforts in this coming. Um so in the district ke we wanted to ensure there was really three things that we talked about and so in a district that is going through some form of transformation and the needed of change and
058improvements. There are a multitude of things that you can do. What I've seen in the past is just essentially just try to do too much. And so we decided that we needed to pick the things that we really essentially just pull those key levers that we wanted to focus on and go deep in. And so the first thing we talked about was building that fiveyear strategic plan that we launched this month. Um and we're going through that process. the two other things that we talked about um were the gradual release responsibility and MTSS. And so I'm going to just walk us through the gradual release responsibility. Dr. Keras will walk us through MTSS and then we'll close with some cell phone um just kind of walking you through what we're doing. But the graduate responsibility
059is something that I've used in other buildings. And when I was entering into this position and really learning about proviso, I was I was happy to see that the graduate release was part of the instructional framework already thinking about 2021 or 2022. When the district was creating its instructional framework, it named gradual release as um the framework or essentially how we should be teaching in this bill. Um, as I dove into this, I realized that the implementation could have been approved because many of our teachers, even those that were here during that time, didn't remember that gradual release was the main strategy for how we should be instructing our students. Um, the reason I like the graduate release responsibility, there's a lot of words out there. I'm going to be very brief and tell you
060for us when we talk about the gradual release of responsibility. What we're essentially trying to do is is getting our teachers to teach less so our students can learn more. I say that one more time. We're trying to get our teachers to teach less so our students can learn more. They learn more by engaging in conversation. What we're trying to do is is help our students move away from this learned helplessness of constantly asking questions and become comfortable in um trying to to work through difficult situations or difficult tasks and skills and and leaning on some some things that will build in this graduate release responsibility. So for instance, we'll have a focus instruction lesson where a teacher will model what's needed. They will have anchor charts and process charts. We'll have learning objectives set.
061So when a student is there, they know exactly what it is they're supposed to do. See it in that first 10 minutes of a lesson because the teacher will show them explicitly. This is a skill that you're working on. This is how you're supposed to do it. Here's what here's my think about things that you should be thinking and doing as you're trying to solve for this skill or work through this problem. And have that information left in the room for them. and then about 10 or 15 minutes or less and move them into groups and have them start engaging in conversation because the classroom is more lively. Uh students we see when this stuff when this starts working we see discipline go down we see students that are more engaged. Yes, the classrooms will
062be a little bit more maybe a little bit more loud and lively but we know that learning will learning does not happen in a sterile environment. Learning happens in messy chaotic places. Not chaotic but messy places where we're hearing students voices. And so this is why we're moving towards the gradual release of responsibility. What we did differently of when building this um framework out included our teachers. So this is a list of all the teachers that I met with. We spent about four months doing this. We had our teacher leaders that you guys graciously allow um us to to to for your siphons. Um and then we also had teacher advisory groups at each of the schools. This is a comprehensive list of our teachers. As I was looking into this, I brought it to
063the teacher adviserss and they said this is something that we've already done before. We we agree with the graduate lease responsibility. And so hearing that I brought it to the teacher leaders and I said my understanding is that We believe in the graduate release responsibility that many teachers are already doing the graduate release responsibility. But my concern was that we did not have a district-wide definition language of what it should look like. And so for months, the teacher leaders and I sat in a room and we we dove into the graduate release of responsibility. And it was really their voices. I just helped facilitate the conversation and take notes that led to uh this framework that we built and we will be rolling out districtwide. And so something that I think you know and I'm
064not saying that this happened here, but I've seen this happen in many places. Um when you try to roll out the grid release responsibilities, people look at it and say, "Oh, that's really easy. It's I do you do like I'll give you a training and we could just start doing it." Well, that doesn't work. And I think, you know, when you do something like that, people forget that it was even an initiative. So, we're going to go very slow in this. And so, from August to September, we're going to be working only on learning objectives and daily formative assessments. From October to to January, we're going to be working on focus instruction and teacher guided instruction. So, this is the modeling piece. From February to March, we're going to be working on collaborative instruction. This
065is where students are coming together and this is the bulk of the lesson. A good 30 to 35 minutes kids are coming together and they're working in groups and they're and they're struggling together. Essentially during this time we're doing what we're looking for something that's called productive struggle. We don't want to give students the answers. We want to give them the skills to productively struggle and find the solution without significant support from the teacher. And then April from May, we'll we'll look at independent learning. And then you'll see from August to September for the next year, we're going back and then working on those daily formative assessments. So all this to say is as we're rolling out the gradual release responsibility, the expectation on teachers is that we don't expect to see a full graduate
066release lesson until next year. We are going to go slow to make sure we do this correctly. We also, as we're training our teachers, we've also built out calendars. So we have a district-wide professional development calendar. So we have Wednesdays where we do PLC's from 8 am to 9:10 and then we also have department chair meetings when we roll out in early a or mid August the learning objectives. We will follow up in department meetings. So as we're training our staff districtwide that our department chairs will bring their teams together and talk about what they saw in the district meeting and make the tweaks they're needed for their specific departments. And so we've thought long and hard and and to think about how we are going to do this and again working with the teacher
067leaders and getting and getting support from the teacher advisories. Um they also looked at the calendar to make sure that it made sense. Um as we're going through this work and again thank you for allowing us to have department chairs again back in this district. The department chairs are going to be critical to this. They are the ones that, as I said, are going to be leading these um department chair meetings, but they're also going to be coaching them in these areas. They they'll have an opportunity for teachers to watch them, right? So they can model what this should look like. They can help teachers plan, they can observe and give feedback, but essentially what I want and what I've tked all department chairs to be able to do is become demonstration classrooms. And so
068as teachers are learning this and seeing this in PD in the department chair meetings, they can go into that department chair and watch them do that specific part of the graduate release that we do training on and seeing somebody do it at a high level. We will also open this up for teachers that a select group of teachers that are really ready to uh take this on to also train with them at the same at the same level of department chair. So we can have additional demonstration classrooms across the district. And so finally we we'll wrap all of this up with a cycle of learning. And so this is where administrators will work with Jen Keris and when we finally staff the position of framework specialists. They will be working with district or I'm sorry
069with schoolbased leadership to say you know if we're working on learning objectives for six weeks what is your six week plan? And so the first thing we do is we learn and set goals, right? And so in setting the goals, we're going to name where our teachers are in the process and where our students are in the process and then create a goal for those six weeks. So we can say, you know, 25% of teachers are using are are implementing learning objectives at a at a at an appropriate level. By the end of the six weeks, 75%. So we want to set that goal. Then we want to get teachers to learn it and then practice it. And so that studying, planning is kind of where we're developing that plan. The implementing is when we
070allow our teachers after being trained to have an opportunity to to to safely practice what they're trying. And then after a period of maybe two to three weeks of safe practice, then having the department chairs, our administrators going in and giving feedback. And then at the end, we reflect to see did we meet that goal? We met that goal. Great. If we didn't, then what is it that we need to shift and change? And I will say as we're training department chairs, we've trained deans, we've trained assistant principles, and we train principles because we want everybody to have a a a solid a solid understanding of the gradual release of responsibility. Moving on, I'm going to turn this over to Dr. Heras, who's going to talk about our updated strategy for multiple tiered systems of
071support. Thank you and good evening board members. >> This is a project as Superintendent Omar said that we've been working on very diligently this summer and we're really excited about where we've landed and we're even more excited to have such a terrific team together under under the school improvement department to work on this. Uh and that team is Dr. Latoya Macintosh and Dr. from Deborah Diana Thomas who are going to really be leading the implementation of this revised MTSS framework. So I bet you were expecting those of you who are familiar with MTSS, I bet you were expecting to see a different shape on this slide. You might have been expecting a triangle. We have chosen to represent our approach to MTSS as a system of of circles within circles. Because a true MTSS system
072is about creating a circle of support for every single student. And because sometimes the triangle model leads us to misunderstand that we are not placing or assigning students to tiers, but rather we are assigning tiered interventions to students based on need. And so this is a really important shift in how we conceptualize multi-tered systems of support. There's a lot on this slide, so I'm going to very quickly break it down. So, first, we've clearly articulated the goal for our multi-tered system of support. And that goal is to help every student succeed academically, behaviorally, and emotionally by providing equitable and timely interventions, ensuring, and this last part's in bold, that no student is overlooked. And we've grounded this system in a set of five principles that will help us to achieve this goal. The first is
073that our all of our MTSS work is going to be data driven. Data is involved in every single step of the process from identifying which students may be in need of interventions to determining which interventions are the best fit to address the root cause of the of the challenges that we're seeing in the data. to determine the extent to which the interventions are being implemented with fidelity and finally to determine the extent to which the interventions are sufficient and successful or the extent to which they need to be rooted and revised. All of the interventions will also be evidence-based and the way that we will implement them will be rooted in the way that the evidence suggests that they are effective. The system has to be intentional and precise. This only works if you're really
074taking the time to understand deeply what the needs of the student are from a whole student perspective and to assign interventions that are going to address the root causes. The process has to be collaborative. It's going to take all of us plus of course families and community resources as well. And lastly, the system is predicated on the fact that it is intended to be preventive. We know that when needs are identified early and interventions, evidence-based aligned interventions are provided that the outcomes are much much better for students. And so rather than being reactive, we're going to start this right away. We're going to start monitoring data from the very first day of school. And so now to the pieces that are the circles of support. Tier one is the core instruction. And as Superintendent Moheaded
075just described, our focus for this year is the gradual release of responsibility. This is how we are going to strengthen tier one instruction. When tier one instruction is sufficiently strong and educators have access to high quality curriculum and instructional resources, typically 80 to 85% of students succeed just based on what is offered in tier 1. And if 80 to 85% of students are not succeeding without interventions, then that indicates to us that there is a need to continue to strengthen tier one. If students are not succeeding at those levels, it does not mean that something is wrong with the students. It means that something's wrong with our systems. And so given that not every student will be able to be successful based on what's able to be offered in the classrooms, we have tier 2
076interventions which are more focused. These are typically small group interventions. Um these two are this is where the principles of being data driven and evidence-based and ongoing progress monitoring come in. And then there's an additional set of interventions which are even more intensive. And so once a student has access to tier one has been given an opportunity to experience interventions both more focused interventions and tier two if still there's a need for additional support in order to achieve success because that is the ultimate point is for every student to achieve success and we keep we keep working to understand the needs and assign interventions until that happens. And so tier three are the most intensive. And you can see here how the circles nestle within each other. And again, it's important to understand that a
077student who is receiving tier 2 interventions, they've not moved into tier 2. They're receiving tier one and tier 2. And the same is true when we when we determine based on the data that a student is in need of additionally more intensive interventions. They receive then interventions in tiers one, two, and three. And that's why the circles is a better model than the triangles or the triangle divided into layers. And so here's how we put it all back together. And this was the first slide I showed you, but it was probably too much to look at at first, but here's now that you understand the pieces, here's how it fits together. We have these principles. We built this model that is equitable and responsive circles of support that is designed to achieve the goal. And
078what makes it equitable and responsive is that piece about being rooted in data. And then lastly, at the bottom, you see a box that reminds us that in all of this work, we need to attend to the whole child with care, with intentionality, and that all of these interventions that we assign really need to address what is best for all aspects of the well-being, development, and learning of the child. So, that was a lot of theory. Now, let's talk about what's going to actually happen. As Superintendent Mo had mentioned, we are going to establish or we have established student success teams organized by grade level within each school. And those student success teams have permanent members who meet every single week to work on this. The permanent members are a dean or and or an
079assistant principal, counselors, social workers, and community partners. You can see the cycle that'll follow uh in the graphic to the right. And again, it's going to start with data, assign evidence-based interventions, we'll monitor fidelity, and then we'll monitor outcomes. We will continue to do that and when we get back to the data review, we'll review the data for the students we've assigned interventions to and we'll review the data for all the students that we haven't yet to identify which students may need additional interventions in this next cycle. And so this is the other another really important shift is that while there are these what we were formerly calling triads and what we're now calling student success teams to reflect the fact that they are more than three people, everyone is really a collaborating member of
080the student success team. We need everyone who is engaging with that child and with that family to provide information and input that will help inform the decisions that the permanent student success team makes about the right interventions. Everyone will need to know what these interventions are and how they can help support them in whatever role they have, whatever interactions and relationships with students they have. And so a great deal of this work in practice is actually improved communication systems so that what is being discussed and determined in the student success team the appropriate information from that is then shared out with everyone else who works with the child. So everyone is on the same page. And then we put this slide up uh at during the district institute because we do want to acknowledge that
081this is new and things are hard and take time and we are learning and growing through this process and we're going to practice continuous improvement with this uh and continue to make it stronger. Any questions fast? >> I'll take care of it. So this is I'm mindful of time. Uh but also this is nothing new because this is something I know that um Mike Swanson has has shared with you guys around the cell phone task force committee. Um but what I wanted to mention was that Dr. Hermis uh Mr. Ahoff Mr. Swanson they got up and actually showed everybody how to it was quite comical. They they they really showed teachers really very descriptively how this should be done. Um and so talking about these procedures, right, and essentially what we're doing when when a
082student is not compliant. But what we what we really expressed to the teachers, we are not trying to make this difficult for teachers. If a student doesn't put their phone in the in the phone home, as we're calling it, they just need to give them a reminder. If if that does not spur the child to action, then we escalate it. And so uh we have other people coming in. The whole goal of this is we do not want the this cell phones to be a distraction. And so we don't need this to turn into a disciplinary issue. We don't need to escalate this. We just need that the teacher to try and handle it. If they can't get support to get in there so the teacher can continue teaching. And that's really what this comes
083down to. Um there are there are times where we may take them home for the day. There may be times if they if they compete if they continue to do this over and over again. We will have them check their phone in morning every single day for a week, right? We're never taking the phones overnight, but we will hold on to them during the day and they'll lose their ability to have this phone in their hands in the hallways at lunch um before and afters. And then we have posters that are going up alst installed in all the classrooms right next to the phone home. So the rules are very clear. We have it in English and Spanish. So we will be putting those up in in the coming days. Um and so any questions
084about the cell phone will be notified. >> Yes. And again the confiscation is just during the day. We're not keeping up overnight. An email went out to the entire district today in English and Spanish updating the parents on our new rules around that. concludes my superintendent report. And then moving on to information items, we are information light today. I believe we have Dr. Hill with one item. >> Yeah. Right. You want to see it? >> It was fun. >> Yes, sir. Good evening again. So this is pertaining to the PACE budget. So every year the superintendent must present to the board of education a proposed budget for the upcoming fiscal year. And so this year um we received the tentative budget for pace and as I mentioned in our presentation there's an increase by 4%
085from the prior year. And so the board of education this year um the board we were asked for the superintendent recommendation to approve the PACE FY26 budget as presented um in the amount of $9,331,148. That's the budget for this year for pays. >> Are there any questions pertaining to that item? Okay, that's all I have for this information item for Maze. Thank you. >> Okay, moving on to the approvals. President, I just want to remind the audience and and board members, there are several approvals today. Um, we are happy to talk through any of these as we're going through the approvals, but these are items that we've talked about in committee as a whole. We talked about in previous board meetings and we provided information to you within the ethics. However, we are prepared to
086talk about any of these as we go through this. >> May I have a motion to approve the resolution to adopt the district's annual budget for the period of July 1st, 2025 through June 30th, 2026 as presented. >> So move second. >> Discussion hearing none. >> Mr. Minero >> Mr. Abs morris >> I >> Dr. Fischer >> I >> miss >> I >> Miss Smith >> item 13 may I have a motion to approve the resolution authorizing transfer within the fiscal year 2025 amended budget to ensure compliance with the administrative cost cap rules set forth in section 17-1.5 of the school code. So >> second discussion >> hearing none. Please call the role. >> Miss Morris. >> Hi. >> Dr. Fisher. >> Hi. >> Miss Barberhood. >> Hi. >> Miss Smith. >> Hi. And 14.
087may have a motion to approve the Microsoft 36585 renewal agreement for the 2025 2020 school 2026 school year in the amount of $98,275 as presented. So move >> second >> discussion mro >> Dr. Fisher. >> I >> 15. May I have a motion to approve the Adobe K through 12 creative cloud renewal agreement for the 2025 2026 school year and amount of $27,05 as presented. So move >> discussion hearing. None. Please call the roll. >> I miss >> Dr. Fisher. I >> item 16. I have a motion to approve the Cambridge ACT preparation support service contract for the 2025 2026 school year in the amount of $150,0005 wait $150,559.90 so discussion >> Impleman >> Hi Smith. Motion carries. >> Item 17. May I have a motion to approve the cosmetology service contract with Miss Roberts
088Beauty Academy for the 2526 school year and the amount not to receive $138,700 as presented? >> Second is >> Morris. >> Dr. Fisher. >> Hi, >> Miss Barberhead. >> Hi, Smith. >> I motion. >> Item 18. May I have a motion to approve the barbering services contract within Reeves Barber Academy for the 2526 school year and in an amount not to exceed $138,700 as presented. So >> Miss Mro, >> I Morris I >> Dr. Fisher >> I car. >> Item 19. May I have a motion to approve and authorize the administrative administration to make the 2526 special payroll personnel compensation adjustments as presented and previously posted on the district's website. >> So discussion >> mro car Item 20. May I have a motion to approve board of education members registration, attendance, travel, and lodging expenses
089for the 2025 joint annual conference in Chicago as presented? So second discussion is >> Miss Morris. >> Hi. >> Dr. Fisher. >> Hi. >> Miss Barb. >> Hi. >> Miss Smith. Motion carried. >> 1021. may have a motion to approve the purchase of the Vista Higher Learning World Language curriculum for the 2526 school year in the amount of 37158 371,588.14 as >> presented. Second discussion >> mor. >> Item 22. May I have a motion to refer the purchase of Lego advanced placement world language curriculum for the 2526 school year amount of $23,65452 >> discussion >> Dr. Fisher >> I motion carries >> item 22 We have a motion to approve the following committee of the whole meeting date for the 25 26 school year August 26th, September 30th, October 28th, December 2nd, January 6th, January
09027th, February 24th, April 7th, and April 28th. discussion. >> Miss Malo, >> Imp Morris, >> I >> Dr. Fisher, >> I miss Barbad. >> Hi, Miss Smith. >> I motion carried. >> Item 24, may I have a motion to authorize the written settlement agreement and release of claims of former administrator Kevin Brown to resolve employment lawsuit number 122 CB455. discussion. >> Miss, >> I miss >> Item 25. May I have a motion to adopt the minutes of the July 8th, 2025 board of education minute? >> Second call. I >> Mr. Morris. >> Hi, >> Dr. Fisher. >> I >> motion. >> Item 26. May I have a motion to approve the bill as submitted to the board and dated August 12th, 2025 in the amount of $3,93,20069. >> So, discussion please. Miss Monero. >> Hi.
091>> Mr. Campb. >> Hi. >> Dr. Fisher. >> Hi. >> Smith. >> And 27. May I have a motion to approve the August 12th, 2025 personnel report, including the hiring, resignation, separation, segment position, and lead of absence. So >> second, Miss Morris. >> Hi, >> Dr. Fisher. >> I miss Barb. >> Hi, >> Miss Smith. I >> car reports. >> Between July 23rd, 2025 and August 6, 2025, there have been four requests received by the district. These foyer requests were submitted by Arleneato, Hope Moses, O Smith, and Britain Brenda Horton. Three of those requests have been responsed of information act. One of those requests is still being processed by the district to the time of their we have any old business. No. Uh, can I have a motion to adjurnn? >> Sorry. Can I have
092a motion for Board of Education to go back into close session at 9:11 p.m. No action will be taken afterwards. We will immediately adjourn. Second >> Miss Morris >> Dr. Christian I >> bar. So we are adjourned for public session at 911 p.m. Thank you.