001Mix I Miss I Miss Morris I Dr. Fer I Mr. Camp I bar please stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. [Music] Miss Smith, can you 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 the dynamic global society. At this time, the board of education opens the floor for public comments. The board will receive public comment from any individuals present this evening and who have submitted a request to address the board for the established procedures. Comments will be limited to three minutes
002in accordance with board policy 22. 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 um and available on the district website. Okay, first good evening. I am Deborah Vance, founder and CEO of the answer incorporated autism awareness and support agency and I am here this evening to pay acknowledgement to the amazing district 209. For 17 years, we held our walk-athon with 209. We started Proviso East with just 50 participants. And Saturday, April 26, we had over 610 people race the doors of Proviso West High School to uh sponsor children and adults living with autism and developmental disability support camp for an entire week, not just for them to have socialization skills um met,
003but for parents to have a week of rest as well. We raised enough money to sponsor 70 kids and adults to put to camp for an entire week at $800 each kid. We raised I would just like to start out by acknowledging your facilities manager. I'm calling the LT because that's what I call it. from the start of my application every year that I have done this um that the answer has done this walkthon but this year was just something extra special from the application um process to the walk through the walkth through and the day of the event the entire staff was just on point. I mean, everything we needed from a chair to some ice to a table to even one of your uh staff members was um emotional support to one of
004our parents that just got so emotional because she had never seen her child being able to have a safe space to run in and not have to worry about them running out the door. and your staff member came to me and said, "One of your parents is just really upset, but just for them to have that comfortability to go up to a parent and bringing community together. The walk-athon is not just for us to raise money. It's opportunity for the community to collaborate, engage with our families that are living with autism and developmental disabilities because today the numbers are one in 31. So, if there's more than 31 people in this room, somebody has autism or is impacted in their family. So, I just want to say thank you for um allowing us to be
005your partner. I look forward to continued partnerships, maybe programmatic or anything that the answer can do. And I wish I win the lottery so I can just give y'all a bunch of money. Thank you. Michelle Driver. Hello everyone. I'm Glenda Thomas. Hi. And I'm here today from PT Man Safe School Initiative. I am the director of safe schools for over 10 years. Bishop Safo has stood before you doing safe school passage when he was a teacher in the district coming standing being there as moral support for the children as they exited the school. This year safe school 25 is underway. We are ready and able to handle a safe school passage for our students. We are soliciting all of our community to come out, our alumni from Proviso East, West, and PSMA to stand in
006solidarity so that when our kids dismiss that they are having a safe school passage, we line the the walkway. Um, Principal Hall goes all the way from EC. I see him all the way up by Church's Chicken. He makes sure his students are having safe passage. Last year, for the first time, we did an initiative where we brought vendors to the campus of Proviso West. This year, we're looking to expand that and not only have vendors at Proviso West, but east and then have something to take away at PSMA. So, our state school passage will be on Friday, the last day of school for dismissal. our clergy who are very important in the community will be in full force at the campuses and we're looking for the support of our alumni. Then I wanted to
007mention every Monday, every Monday we are praying for you guys at 7:30 7:30 to 8:00 a.m. we are on the line every Monday and we have been praying for years for the Proviso area schools. We pray for our janitors, for our for our security teams. We are praying for parents and students and community leaders. We are here for you and that's our goal. We want you to join us. Believe our information. Go to the PT man website. You can click the code. Join us. You don't have to be on camera if you're getting ready for work. But we definitely we're praying for you and we definitely support you and all of our teachers. You guys have had a great year. We commend the school board for your new works that you're starting. and we are
008ready to support you. Thank you so much. Michaela photo Good evening board. Um, today I wanted to talk about point 15L, the restructuring plan. As a parent, I noticed that security leads were going to be removed from the building. And since none of you were here in the school year 2122, I just want to remind you of how chaotic our buildings were when we didn't have steady leads in place. There were fights regularly, verbal altercations, physical altercations, but starting with the 22 23 school year, we did start having a steady lead in the building and that definitely helped, you know, our environment overall. So, I'm kind of here just asking you all to reconsider that point. Additionally, security at east is at 20 full-time staff. Security at west is at 24 full-time staff. And if
009department chairs are coming back, some departments are at 15, 20, have fewer, but they don't have a lead and security might have more people than some departments. They need their point person, right? because our department chairs, our teacher leaders serve as buffers between admin and teachers, right? And so security lead serves as the buffer between security staff and admin or the board. And so I just I don't want you to dismiss the important role that they play in our buildings specifically at Provis because that's where my daughter I have two daughters that attend at Provis. Um so I just I just didn't want that to be dismissed, swept under the rug. I know there are other issues across the buildings, but East has been running smoothly because there has been a a steady security lead
010in the building. And so I just wanted to bring that to your attention. Thank you. Neil Good evening, members of the board, administration, teachers, students, and community. My name is Neil Rusty, and I've been a teacher proviso for over 10 years. While we expect to see student population turn over every four years, a stable school, a stable school district should not see an even greater rate of turnover in superintendent and principles. This instability comes at a high cost to the students, the families, and the community. As we have seen, such discontinuity of leadership with its shifting priorities has hampered our ability to raise student achieve rates. Some of you may know that I have not been silent about the challenges that face this district. In the past, when I addressed the board, I have been
011what we have come to call culturally a member of the resistance. But if we may extend that cinematic metaphor, we may be seeing a new hope on the horizon. In the fifth century BC, the philosopher Socrates became renowned for a teaching method that bears his name and has been used in educational institutions to this very day. As you likely know and surely experience, the Socratic method involves asking students questions which become increasingly complex as the students respond directly. While that method is sound, its ultimate limitation is that of scale. While the teacher is guiding the advancement of the student being questioned, the others are mere observers of varying degrees of attentiveness and comprehension. There is a competing model, however, that is as old and has the added distinction of being enshrined in the Bible. In
012that same ancient c century, the Chinese philosopher Laoo is credited with a concept that if you give a man a fish, you can feed him for a day. But if you teach a man to fish, he will eat for a lifetime. That sentiment is also associated with Jesus in the book of Matthew. The benefit of this educational approach is that the teacher can model desired behavior to a larger group who can then replicate the teacher's example for themselves. What superintendent go is proposing is that we adopt this method which has come to be known as the gradual release of responsibility throughout the district. I can tell you that the English department at PMSA where I teach, we have been using this method for years and have had excellent results. What adds to my sense of
013hope is that Mr. Mo has invited teachers to modify his vision and adapt it to our district. The superintendent's practice of gathering data and taking counsel only adds to my optimism. But board with respect, allow me to end with caution. In this district, we have a dedicated faculty who have kept this ship afloat through storms that would have capsized others. And we now have a superintendent who puts us the students and teachers first. However, the success of this district also requires your contribution. No teaching model, however sound, can be effective can be effective in overcrowded and underresourced classrooms. A person who knows how to pitch will starve if she does not have the proper tackle. Thank you, [Applause] Jennifer Steman. Hey, good evening board. My name is Jenna Sigman. Um, I'm an English teacher at
014Proviso West. This is my first year in the district here. I'm 10th overall, and I'm excited to share with you a bit tonight about the important work that teacher leaders have been doing behind the scenes to support professional collaboration, consistency, and instructional excellence across the district. Over the past several months, we've worked closely with the superintendent to build on what teachers are already doing in classrooms, developing a comprehensive calendar of topics for both team meetings, PLC's, and everything in the 202526 school year, as well as an improved instructional framework and evaluative rubric for this work. I'm here tonight to voice my support for the creation of department chair positions for the next school year because I believe our district is currently at a pivotal moment to deepen our impact on students and truly transform how
015we deliver instruction across our schools. And we need a team to carry this out with fidelity. The intentional foundation built by the teacher leaders positions the future department chairs to lead with clarity, purpose, and equity. Department chairs will use the new framework and rigorously focused meaningful professional development that drives instructional growth, strengthens team dynamics, and elevates student outcomes. Department chairs will not just be logistical leaders. They will be instructional coaches who model best practices, guide colleagues in reflecting on student learning, and help drive data informed improvement. The department chair role will be critical in developing a shared vision for excellence within each content area and ensuring alignment with district priorities. By supporting teachers directly and consistently, department chairs will create a culture of continuous growth and high expectations for everyone. While department chairs will not
016conduct formal evaluations themselves, the clarity and consistency they will foster in instructional practice directly supports administrators in carrying out more accurate, informed, and constructive evaluations. This work is more than procedural. It's an opportunity for us to grow leadership from within, build trust across teams, and create lasting systems in our district that empower our teachers and benefit every learner in our schools. Thank you. [Applause] Michelle Driver. That concludes public comments. We now have recognitions. We're going to go right to reports and communication. The superintendent. Well, good good evening everyone. Thanks for being here. Uh it's been a great month since our last meeting. A lot of great work to share out. I first want to start calling up um one of the vendors, one of our our contacts. We're looking to bring in a new program
017called Let's Talk. And I asked her to join us to share with us a little bit more about the program. Um only I could not do it justice. So I asked Ellie for the report. Thank you. Thank you. Good evening. Thank you, Superintendent Mohip, and the rest of the board for allowing me time to speak about Let's talk from K12 Insight. I was told it was given seven minutes. I'm going to speed and do five. So then if you have any questions, we can go over that as well. But here at K12 Insight, we focus on modernizing key service processes for customer excellence and operational efficiency in schools. Really quickly, I just want to speak about school districts. There's two seminal ships. One is the end of monopoly where parents and students and teachers and
018employees can kind of choose which districts they want to go to. Now there's private, public, charter, online and then also the loss of brand control due to social media where nowadays we can't always control what um customers and other people are going to say about the districts. On top of that, there's different symptoms um that you'll see here. low teacher morale, misinformation, challenges, low support on bonding levies. All these are symptoms to the root cause, which is the poor customer service. Shifting that mindset of seeing the community, the parents and students and even the teachers and staff as customers and being able to change that cultural shift. With that being said, really quickly, Austin ISD did a study to figure out why so many community parents and students were leaving. And actually the top four
019reasons weren't about education, the curriculum or teaching, but all around the bad experiences. And so with that being said, I don't know why I missing that part, but people will never forget how you make them feel. It's not necessarily about the words, but it's always that feeling. And so with let's talk, I do like always saying and sharing that districts have mastered the outbound communication. you all do a really great job with figuring out how to get that information out, but when you turn the microphone around back to the district, I'm curious about how do you track that? Do we know how often um parents voices, communication, things like that are being heard? How quickly are they being responded to and in what manner? Um and is everything being cohesive? So right now it's probably
020looking a little bit like this where you have students, parents, families, teachers, and going in in different ways. Whether it's a phone call, a text, a per inerson visit, and then most likely they go to the board or the superintendent when really maybe some things need to be going to a different person in the district. So now with Let's Talk, it turns into a unified service desk where everything's going to be routed to the correct person in the district to be able to answer that question or that comment or concern in a timely manner as well. So what this looks like is a quick screenshot of your website. You'll see that we usually recommend adding a contact us page. We want your customers to be able to quickly and easily access how to contact a
021district and not have to go through different tabs. Within that there's landing pages where there will be topics, hot topics, departments and things like that. You'll also notice on the right hand side with the orange box that is our chatbot. You can choose to have a chatbot on your website because actually around 80 to 80% of inquiries can be answered by a chatbot where community members don't have to wait 1 to 5 days but really could get that answer right away. So you'll see kind of what it looks like with that landing pages. Again, a lot of people just have that topic in mind. Let's say you're a new employee, you want to know how often you're going to be paid or the W2s, you can press that button and it'll send it to the
022correct person internally. Um, it's really important as well, all of our landing pages and chat bots have that translation option to really be able to access for all family members and students. And then internally, this is what looks like for the district. So, you'll be able to see all your dialogues. Um, you'll see down at the bottom, the really big important part is your analytics. How quickly are we responding to customers? What is their customer experience score? What are those positive experiences and negative experiences? And then on top of that, what's really important is the early warning um systems. So, you can decide what key words, whether it's safety, well-being, school choice, non-responsiveness, media alerts, and being able to tackle those topics right away before it's a little too late. And then on top of
023all that, you can see that all different departments are going to be able to use Let's Talk within this unified service desk. And then all of your customers will be able to reach out. Same thing like typical with the phone, email, text, your chatbot, inerson visits, call centers, the app. Um, and again really making accessible for everyone to be able to have their voices heard. And then lastly is just the roll out. We really find it important with implementation that everyone's being supported and so you can kind of see how the phases go where it starts at the superintendent level and the cabinet. Um, and then we're building into it with departments and then campus level as well because also some of these inquiries you might want to go to the individual campuses instead of
024just the district as a whole. And then lastly, we had a case study um with Paso County. They did independent study with an ROI. they were able to do the study and see that every dollar that they put in they had a $1.70 back. Um, so it's really important to, you know, be aware of your budget and know what that ROI is. And that is it on my presentation. Any questions? I know that was very quick. So, thank you, Ellie. Uh and so the reason there's um I'm presenting this to the board for approval later tonight is because there is uh this is a possible solution to a problem that I've encou I've encountered during my time here and is that we as a district are not uh responsive to our community in an effective
025manner. There are many many times that I hear from parents, students, teachers, staff members that they are reaching out and they are not getting a response. This is one solution where we can track the questions that are coming in, who they're coming into, and how quickly they're responding. The expectation is that each question that comes in, there is going to be a response within 24 hours, right? And so, we don't have to solve that problem in 24 hours, but we have to at least acknowledge it. I'm hoping with the chat box that as we get better with feeding that the information that we have that parents can get the answers they need instantaneously. And so, I do know I've used this system in the past. It does take some time to build um but it
026will be something that we hold our administrators and staff accountable to to being responsive to the community. So I I have a question. So it is only an interface for communications that goes on the district's website or is because one of the diagrams made it seem as though um it would pull communication information from social media, email all these other different sources. Am I understanding that correct? Are you asking different departments or or what it's pulling from? So you're asking if it's scraping social media. If it's scraping social media, no. No. So the only thing it'll pull from, and it just depends on your settings on what you want from the district, whether it's pulling from your website or you're feeding the documents, but it's only pulling from your district's website. um and it will
027only pull what you're approving it from that website. So, a lot of times we we recommend not doing the website because you have some outdated dates and some information. So, we do a scan and we work with our implementation team with you to make sure all that. Um I want to go back to make sure I have that right. So, early implementation of this, it's going to be those emails and phone calls, mainly the emails that are coming in. Okay. I have a question about the chatbot. So to train the chatbot, is it is it somebody feeding it or is the chatbot going through our files? Is there an AI element to it? Yes. Really great question. So it's generative AI. Um really important to note. It does no hallucinations. So if it does not
028know the answer, it will say, "I cannot answer that question for you." It'll turn it into a form for that email dialogue to send it into the district because we all don't want it answering and making up questions. Again, it just depends on what you're feeding into it. If you're saying, "I want these five pages." This is where it's going to pull the information from. I also recommend putting up your board docs. If you're going for a levy or your calendar, the food service menu, um, anything that's really important, docs, these docs as well. And then you can start building FAQs. So then that way you can make it more personalized of saying when a parent comes in and says when's graduation, I want you to actually say which school are you asking for graduation?
029Then it'll become more conversational. So, it does do the basic of just pulling information from what you approved from the website, but then you can use the FAQs and documents to make it even more um aligned to your district and kind of the way you want to communicate. Is it a closed loop AI where is where it only pulls from the information basically? Right. Okay. Thank you very much. Appreciate it. Next we have the financial update. Good evening everyone. At this time we will have the um open it up for the public hearing for the FY25 budget amendment. As discussed in several meetings, we are here to the budget amendment. Um, Illinois school districts are subject to the rule stating that administrative costs cannot increase by more than 5% compared to the prior fiscal year
030unless approved by the Illinois State Board of Education. So given these findings, it is necessary to amend the FY25 budget to ensure compliance and alignment with these financial guidelines. And this is primarily attributed to the allocation of additional dollars that were placed in the superintendent administrative accounts last year. And since we do have a permanent superintendent in place now, we are able to reallocate those dollars to another line item. So the budget has not changed at all. We're only just moving some funds from one line to another. So, at this time, what I would like to do is to give you an overview of the FY25 amended budget. Um, this is basically the same budget that was presented at the beginning of the school year, but there is a variation in reference to the dates
031for the amended budget. So, for this amended budget, March 11th, it was presented to the board of education. on March 12th, it went on display in the district office. Um, we had to place it in a newspaper that took place on um on I'm sorry on Mar on on March 12th as well and it was on display for 30 days and then from 30 days now we're here with May 13th and we're here to present it for approval. So just give you a brief overview of some of the major factors that were affecting the budget. Um, as I stated before, this was present at the earlier part of the year. Um, but since we do have um, new board members, I think it's important just to give you a brief overview. So, there were real
032estate tax revenues that were increased by 1.6 million. We did have evidence-based funding increase that was by 1.5 million. Um, our corporate property, personal property taxes received from the Illinois Department of Revenue that was decreased by $2.5 million. And then the district will receive this year we did receive $1.4 million in ESSER and as stated before as of September 30th we no longer have ESA funds. Now with our expenses, um the board of education this year and provides a teachers union local 571 entered into a new collective bargaining agreement that was effective this fiscal year. And teachers did receive increases um 4500 to 6,500 per teacher based on their years of service within the district. Um, this year we also allocated at least $14 million for capital projects. And from the ESSER funding, we did
033very well with expending it down. At the top of the year, we had $418,000 that were remaining. And I'm here to report we have no dollars left as it relates to that. So, what makes up our budget revenue? So, we have our real estate taxes, our other local revenues that come from our local sources, our evidence-based funding, our state grants, and our federal grants. And so, the budget for this year was $120,179,000. What effects are our expenditures? What are we actually spending um utilizing the budget for? So we do utilize our budget for our salaries, our employee benefits, our purchase services, our supplies and materials, capital outlay, bond payments, tuition and other and then we have non- capitalized equipment. This slide here represents the budget by fund as a FY25. So we have our education
034fund, our operation and maintenance fund, debt services, transportation, IM, IMRF, capital projects fund, working cash fund, tour fund, and a life safety fund. Right here gives you an overview of revenue versus our expenses. And this last slide here shows where we should be at this point. Per guidelines, they want all districts to at least have six months of reserves in the bank. And so we are right there just in case any hiccups happened. If you guys recall when COVID hit, many districts were scrambling to try to figure out how they were going to make payroll in addition to taking other supplies. But proviso school district didn't have that issue because there were reserves that were set aside. And that concludes the end of the budget presentation. Are there any questions? Okay, that concludes the public
035hearing. Now, at this time, I will present Dr. Walker, who will present our FY26 consolidated district plans. Good evening. This evening, I'm going to present the consolidated district plan for fiscal year 26. The consolidated district plan addresses the planning portion of the grant application process, which entails all school districts that intend to submit the application for one of the 12 federal grants included in the consolidated district plan must have an approved uh consolidated district plan with the state board of education before submitting the grant application. So what is a consolidated district plan? That is title one part a improving basic programs. Title one part a of the school improvement plan. Title two part a of preparing, training and recruiting high quality teachers, principles and other school leaders. Title three language instruction educational program. Title three,
036the immigrant student education program. Title four part A, the student support and academic enrichment program. and also idea flow through. So for title one part a as a district we are proposing um title one funds to be used in have the following outcomes that is to improve students readiness to compete in the global marketplace to meet the needs of critically deficient students also to improve educational outcomes for our English learners. As a district, we want to also continue to provide professional development for staff on datadriven uh decision making for our staff and we also like to create professional development handbook as well. Um lastly, we want to assist in the creation of parent teacher centers at each of our schools for the school improvement plan. As a district, we're proposing to increase proficiency in reading
037and math scores on the PSAT and ACT. We also want to increase proficiency in reading, math, and writing scores across all subgroups. As was what was mentioned earlier, we want to have teacher PD that focuses on student learning challenges and targets needs of all student subgroups. And we want to really create a collaborative school community where staff, students, and families and community are able to interact and share ownership of the success of our students here in the district. For title two, preparing, training, and recruiting highquality teachers, principles, and other school leaders. As a district, we are proposing to improve student readiness, completing a global marketplace. Also the creation of a professional development handbook, development implementation of a teacher induction and mentoring program and supporting recruitment of and retention of highly qualified teachers and administrators across
038the district. For title three, language instruction educational programs. As a district, we're proposing to identify, adapt, and to implement direct instructional supports for our EEL students and to offer EL parents and family engagement opportunities as well. For title three, the immigrant student education program. As a district, we're proposing to support students over the summer to engage in credit attainment, to offer educator stipens to support uh credit recovery opportunities for our EL students, and to support our parents and students on the engagement for our incoming freshmen so that they are able to adapt to the high school environment. For title four, student support and academic enrichment. As a district, we want to utilize funds to expand our after school programming opportunities for our students to address academic, social, emotional, nutritional, also physical health needs of our
039students. Lastly, for IDA flow through, we want to utilize our funding to support the uh appropriate public education for our students in least restrictive environment. That includes students here in district and al also those students that are outplaced as well. At this time, are there any questions? I have one comment. When we talk about increasing proficiency and incre and better outcomes, do we have targets for these goals? for example, increasing proficiency in reading and math like you want to aim for 1% higher year-over-year or anything along those lines. I would say as a school um teams are looking at an increase of at least 10%. as it relates to our ERA MAP scores across our student subgroups. Um, but based on what the achievement has been for the previous year, again, that's where those goals
040have been identified and they're also identified within each school's uh school and close plan as well. But David, board member, to your point, we need to do the work as a board to help identify and set targets for our schools. And that's something we plan to bring to you in the next couple months. Any other questions? Thank you, Dr. Walker. Um, at this time, we will present the treasures report. So if you review this treasures report right now as of the April 30th 2025 um for our proposed revenue we have received 97% of our proposed revenue for the year we still have two more months to go. So I'm more than certain that all the revenue that was due to the district um this year we will receive. Um this is primarily due to making
041sure that we have our expenditure reports um completed on time with state board of education so that we receive those reimbursements also as well as our tax dollars as well from our um community. If you look at our expenditures right now we are at 81% of our proposed budget that we have expended as of April 30th. So, I do want to point out when we reviewing this treasury report, you always want to take a look that we bringing in more money than we're actually spending. So, that's that's good news for us. And we're trying to make sure that we stay on target right now um as we tracking our expenses and closing out the budget for FY25 as we build the budget for FY26. But at this time, we are on track. Are there any
042questions pertaining to the treasures report? Next up, we have the bill list. I know many people asked. It was pretty hefty uh this month. And the reason why this bill list was pretty hefty is because we are working with our building um leaders, our different departments to ensure that we're closing out all invoices um to make sure that we pay everybody within this fiscal year because when the new year starts, we want everyone to work with their new monies. However, if we have bills left over from the prior year, it will affect next year's budget. So, we're trying to close out everything. So this month and next month we may see I have the bill list but then it should be pretty much back down to normal. But at this time I can open it
043up for any questions as it pertains to the bill list. Yeah. Thank you for answering my questions earlier. I appreciate it. No problem. That's what we here for. All right. If there aren't any questions, that concludes um my pres our presentation for this evening. So, we're asking for approval of the bill list. We're also seeking approval for the FY25 budget amendment and we're also seeking approval for the FY26 consolidated district plan. So, happy evening everyone. So, next I want to bring up some u wonderful teachers that I've been working with over for the past several months. As you may recall, um believe it was in February, you the board approved the stipen for the teacher leaders. And so I just I'll have up on the screen the 16 teacher leaders that were interviewed by principal
044by school leadership teams and selected to be our teacher leaders. And in working with them with the shortened time period, we chose two projects that we really wanted to focus on. one was how we can better the better use of our PLC's. Those are our our early release days on or shorten days on Wednesdays. And so making sure that we're making the best use of that time and also think about how we can marry the use of the PLC's with what we hope to have department chairs next year. So I do have a team here that would like to walk us through the work that we've done. And then also the second project was the heavier lift and that was coming together to agree upon what we believe um instruction should be delivered throughout the
045district. Now this work had started um previous to me and so looking at an instructional framework that had been developed in 2021. I noticed that the gradual release responsibility was something that u was named as a tool that the district should use for uh its instructional delivery. And so I'm familiar with the graduation responsibility. I I've used that in every setting that I've worked in schools and have found great results with it. And so once I saw that, I started having conversations with teachers. In addition to the teacher leadership team uh and teacher leaders that are here tonight, um we also have teacher advisory meetings or I'm sorry, teacher advisory committees at each school. And so it took time to to to get feedback from the teacher adviserss from East West and PMSA and heard
046from all three groups that this was u something they would like to explore. They believe the graduate release was a good instructional framework to to build um some of our some of our future work on. And the feedback was that this is something that a lot of teachers are already doing. So what the teacher leaders were able to to come or what we were able to do is come together and just put a little bit more guidance around what we believe the gradual release responsibility should be. It is still a work in progress at this point. Um we're bringing to you but it's not we have not fully adopted this. We're going to take this back and socialize it with our staff to make sure u that people understand what we're trying to do and
047that we have a good uh good support from staff before moving forward. So at this point I want to move in to talk about the the department meeting and PLC calendar that was developed by our teacher leaders. Good evening. I'm Martin. I'm the team leader for social studies supervisor. Um so we started when we first started got together teacher leaders we worked collaboratively with the superintendent because we wanted to develop a topic for department team meetings. We wanted to have a some structure on what our PLC's are going are going to be when we meet every Wednesday and we we're going to provide all of our departments are provided a a common planning period each week for departments to meet as well as a extended department meetings that we have on certain Wednesdays. So we
048were able to plan out what these PLC's and what these department meetings are going to look like every week and we secured uh each time for for special ed and via EL teams to meet as well and it provides time for the school leadership also to meet with the staff the entire staff publicly and it'll give us some structure so we can get together and our PLC's to know what we're discussing that week. [Music] Are you able to advance this? Yeah, I got you. So, sorry. I'm Jenna Sigman. I'm the teacher leader for English at West. Um, in continuing what Martino was saying, we essentially came up with the theory of action so that we could create an intentional framework that will include all of these things that the departments will be doing across the
049district. Uh we wanted to also include intentionality like we were very intentional with included time for data unpacking so that we can inform instruction targeted training to support teachers with evaluations uh and how that is impacted by delivering instruction and then periodic like fiveweek reviews of behavior attendance and grades which will help everybody unpack the learning standards and refine unit and lesson plans to address student needs. And then if you could advance one more. Hi, I'm Diana and I am the teacher leader this year for the BL and bilingual teachers. Um I'm also social studies. And the last slide it would be our department team meeting rubric. So this or a an instructional tool and guidance tool and this would be more um a more comprehensive rubric that we have developed to support and evaluate
050the effectiveness of our our teachers our our department chair instruction or teacher leads and also how we have the consistent implementation of this instructional framework across all the departments and then we can go back and forth with one department another department find similarities differences and try to adjust this guidance tool so that students can be successful in their learning. Um this will also provide uh this rubric and this tool is also designed to provide clear expectations for teachers for students so that they can accomplish the goals during class time. It also emphasizes uh evaluation in key areas uh team composition shared leadership we establish will establish norm equity etc. But overall this guidance tool and the team meeting rubric will set specific goals and expectations for the students so that we can perform the what
051superintendent has instructed us to develop the gradual release model and this will ensure that students will be able to access and have uh better progress scores will be higher. It will be uh teacher instruction will be facilitated because we will be able to have a set progress on um what to do, how to achieve it and how how we will know that students are effectively learning what is being taught every day in the school across all the curriculums. Do you guys have the folders? Yes. You want to pass them out? I can talk through those. And so by my observations from the time I've been here, I've noticed that often as we have this time dedicated for and I think it's really important to have this time dedicated for teachers to come together and and
052talk through problems and and plan and and and really engage in meaningful dialogue that wasn't always happening across our district. So where were there many there were many opportunities at schools where this time was not being fully utilized. And so what we're doing is creating this calendar to show um you know on a weekby-eek basis here are the topics that we are going to discuss in our department meetings. Here are the topics that are going to be in the PLC meetings. Here's when we're going to have let's this here are the dates where we're pulling our principal leaders to train them. here are the dates when we're going to make sure that our special education teachers and our EL teachers are having um sacred space and time to meet and talk because that wasn't happening.
053Um we also looked at how we would um you know strategically look at the calendar so that every five weeks we do have an opportunity to look at how students are performing by department. Right? We're we're having this opportunity to make sure that what we're doing in especially around the graduate release responsibility as we're training it districtwide in a PLC meeting on that Wednesday morning that the next week it's coming back to the department so those department chairs can engage with with department specific conversations around what they saw the previous week so they can make those adaptions and modifications that are needed for that specific department. So, we wanted to be really uh thoughtful about how we how we were using each week. Making sure that we were giving principles time to to have meetings
054with their with their staff. Making sure we had departments um you know sometimes they need extended time. So getting beyond the 50 minutes to get the 120 minutes or or 90 minutes whatever they have that during that time the hour and 20 minutes I'm sorry they do more extended things making sure that we're looking at data making sure we're unpacking standards making sure as we unpack those standards that there's time for us to then come together and and build and plan some lessons around standards because the goal next year and as we build this out is that every single lesson should be aligned to Illinois learning understanding. And as we roll out the gradual release, we're looking at a full year to roll this out. We are not going to try and jam this into
055a three-hour training session or two pages in an instructional framework. We're going to give this the time and space so that teachers can fully understand and digest this so that we can make sure that we're supporting them, make sure that it's not part of any evaluative process until this district has fully been trained on this. I've seen people try to implement things like this in the past and it's gone arry because they have not given the time and space need either. So we are going to go very slow and this calendar is going to help us do that. The other part is that as I come into this district I know that we have a slogan that says one proviso but what I see are three separate schools that do things very differently. And so
056as we're introducing department chairs and department team meetings, we want to make sure that there is a structure that is very clear as to how these how these meetings are to occur, how often they are to occur, and what happens in these meetings. And so while it's a guidance tool for department chairs and for teachers, it will be part of the evaluation process for the principles of the building and for our deputies that are working with our principles. We want to make sure that as we are holding leadership accountable um to what our teachers are doing, we're making sure that we're providing them in a very specific tool to say this is what we are looking for. This is what makes a successful department TV and we are going to monitor that throughout the year.
057Are there any questions? So the next team I want to bring up are some other teacher leaders who helped who who are going to discuss what we did around the gradual release responsibility. Good evening everybody. I'm Mike Brown. I am the special education teacher leader at proviso east. Um and um how would you like me to begin? Any way you would like. Okay. Well, in meeting about gradual release of responsibility, uh we all talked about I think the priority here is to allow teachers to reinforce that what they are already doing is is really good teaching. And I think here at Proviso, I know across the board, it's been a long time since our teachers have been told that what you're doing is is really good. And we with gradual release of responsibility. We're just
058refining that a little bit. So um it goes beyond the common language of I do, we do, you do. And um it starts off with the objective for the day so that all of the students know what they're learning, how they're going to learn it, and um why they're learning it because that's one of the main questions we always get when the class period starts. Why do I need to know this? So this um framework answers that question from the very beginning of the lesson. Hi, I'm Steve Cole. I teach at PSA and here to further discuss this idea of gradual release. If at any point you have questions, please interrupt. Comments, please interrupt. Uh but as Megan said, we're going to start with purpose. We're going to demonstrate to the students the relevance of
059what we do so that every day has value and meaning more than sit down and be quiet. Uh so we're going to start with some real objectives that are both student centered for way forward and it gives us a real dynamic in the classroom that we don't get if it's just top down direct instruction for the whole period. Sure. Questions. Hi. Has this been um modeled or experimented on other classrooms already? I know superintendent MOT mentioned it and Megan also mentioned it that this really is best practice and what we're presenting here. I meant here in the district like any I'm going to try this on my own. That's what the teacher leaders are for. So now we've defined it and so we we're asking that if they would practice this, try to stop their
060books. Right. So we have people doing this all over. But here's just a language that kind of connects the board, the district administration, our building principles as well as the teachers. Just sort of a common vernacular on what this means and how it works so that we aren't working in these sort of scattered discrete bubbles that we all can move forward in tandem toward this goal. that many of us are already doing, albeit let's say under different names and without that support and dialogue that's just going to sharpen and hone into something better. And and just to add just to add um another another reason to define it is because we've we've learned throughout the years that we've see new groups of students coming in that the level of learned helplessness is extreme. We have
061most of our students will get an assignment and and immediately just want you to give them the answers and and we're not we're not uh educating them on how to be successful when they graduate high school. So this model um within just the classroom ecosystem itself gradually releases their responsibility and and eases them into into independence. But it also does that from um from class to class. So from freshman to sophomore year to junior to senior year. By the time we get to senior year with this model and all teachers doing it, the seniors will be the most independent uh in the building. Hello again. Uh the the benefits of this program which you know teachers have been using for for a while as Mr. alluded to are twofold. I mean, the teacher will get
062real time data. We'll know how students are mastering topics as we meet with them individually as we see as we uh monitor the group work. And as you can see at the bottom of the list there, getting exit slips. So, at the end of a lesson, if not every day, very frequently, we would find from students, you know, who is understanding the material, who is not. So, there's a benefit in data collection for the teacher. But I think a larger benefit is for the students because on a daily basis they will know going into a class what it is they're going to be learning that day. That'll be the f that will be the headline of the lesson. And by the end of the lesson they will have that feeling of mastery. I did in
063fact learn this thing I didn't know when he entered the classroom. So uh you know not only will you know the teachers see the benefits of their work but the students will as well which is you know obviously the most important thing. questions about about uh any of this. Thank you. Okay, we'll take we'll take her. All right, thank you. And so I did not want I didn't want to ask the teacher leaders to present on this, but I just wanted just quickly talk about Thank you for listening. I wanted to quickly talk about whatever you know if we decide this is going to be our instructional framework and we socialize and we get the approval and go at it from our staff um it is not the evaluation so this is guidance that is
064board member Fischer Dr. Graduate responsibility has been around for over 30 years. It has been proven. It's been shown. We would never experiment on children. Um, but what we want to do is help our teachers improve their instructional practices, which will also help them in their evaluation. And so these next few slides just show how the the alignment between the Daniel framework are very tight between the gradual release of responsibility and uh the Daniel framework. The Danielson framework is a framework we use for our evaluation. Um and so you know it's it's mainly highlighted in point in in domains two and three those are the domains that are that are really focused on um on the instructional parts classroom u culture and content within the classroom. And so when I go back to this slide
065here, you can see on the right side, this is the structure of a lesson. In an ideal world, you do all of these every single day, right? And so I, you know, sometimes I would joke with teachers that say, you know, the graduate lazy, you're you're teaching lesson so kids can learn more, right? And that's not true. I mean, there's still a lot of teaching that's going on. But what I'm trying to say is you don't have to stand up and lecture to children all period. That's exhausting. or answering questions constantly because they weren't paying attention to when you tried to explain something. So in this model, the purpose statement, focus instruction and guided instruction could happen anywhere from 8 to 12 maybe 15 minutes at most. The collaborative learning is where what we call
066productive struggle happens and that's where Miss Baron was talking about this learn helplessness that our students have. I see that in the classrooms. So this this this this concept of productive struggle is we're trying to build the skill and the resilience of our students to struggle with something for an extended period of time without the need to ask the teacher for questions constantly. What the teacher is doing during this time is going around the room or pulling small groups and talking to the students to make sure that they understand the concept and looking for misconceptions without providing answers so that they can continue to struggle. Right? We want them to be able to build confidence in themselves so they can learn. So when they sit for that ACT test and they have to, you know,
067work on on the subject, their power, they have the resiliency to be able to do that. And right now, I'm worried that some of our children don't have that built and they're giving up for. And so this model, it's something that we're going to invent to our kids, to our students every single day so we can build that capacity. In the beginning, that collaborative time might be time for 10 minutes, but we want to build it over time to be a good 25 to 30 minutes lesson. So, I just wanted to just uh talk through that quickly. And then in your packets that they shared with you, you saw how we thought about each component of the lesson and you know, all of the things that go into it, things students should be seeing, teachers
068should be doing. And so there's that strong understanding of the expectations and and and and the commitment from both the teacher and the student during a during an instructional period. Yes. Will this um with them using this framework uh allow to ensure the students are actually getting through what they need to get through in school year. Um because I noticed that sometimes they may be stuck in one particular area and then when it's time for testing to come along, they haven't actually gotten through all the coursework that they need to test. Well, so then of course our test scores are affected by Yeah. And that's where the importance of that department team. So we need our we need our teachers to come together during that common planning time and they have opportunities for their lesson
069design and the lesson planning and so somebody that department chair is working with them to make sure that they're staying aligned with the scope and sequence we have for each subject they're teaching standards and then moving along and progressing through the curriculum and this will help with consistency I imagine that's the goal. Yeah, this models what I've seen in the college classroom with just the general. So, it feels good and productive towards a goal. Yeah, I'm excited about it. Teacher leaders are excited about it. I hope the rest of our staff will be excited about it. Like I said, this is going to be a very slow so that we are all comfortable with this as we go through. And then as you go back to that department um and PLC calendar, you'll see how
070slowly we are going through this. Um on yesterday, yeah, it was yesterday, uh we had our first annual cross country challenge. And so we had middle school students from three of our three of the districts were able to participate. They participated in four races. We had sixth and seventh grade girls onem race, a sixth and seventh grade boys onem race and eighth grade girls one and a half mile race and an eighth grade girl boys whichever one I didn't say yet one and a half mile race. And so it was our first time doing this. Every student got a t-shirt. They got a medal. The students that finished within the top 10 got a second medal with their place. Um the kids were really excited about it. Um u superintendent Victoria Stockton and um Superintendent
071Suchinsky were were able to attend as well. One of the principles from the middle school in Forest Park was able to attend as well. And so it was just a great it was a great opportunity. We had um students from our cross we had students from our cross country teams going out and pacing the kids. We had some of the middle school students beat our cross country runners. So that was uh you know exceptional. Uh they were really excited about that. And you know, the comments that I got from the superintendents were, "This is great. We should do more of this." And that was exactly what I was hoping because we're looking for this to be one of many um events that we hold next year that are going to bring the foundational schools together
072because we just want to continue to build that opportunity. And I want to be able to provide experiences for students and families that are positive before coming to Proviso and before deciding not to. Right? So we want to make sure that we're engaging with our community broadly, deeply, richly in as many different ways as we can and it's very excited um about yesterday. We had a great day and just want to thank our staff that really put this together. We had students come out to support. We had coaches come out. We had the buildings and grounds team. We had Christy and Cory and Gail really really came through. Um and then they also brought some some community partners. Leol Lyola was there. Village of Baywood showed up and were able to pass up some information
073and a few other um a few other vendors were there. So I think it was a great first time um event, but I'm looking to build on this in the years to come. And now I want to move into our information items u that we were presenting for today. Um this I know um the first reading of the policy update press 2018. Um board member Hixon did a wonderful job of of facilitating the first reading or the the policy on 428. This will be the first of three readings. We understand that there are some updates that need to be made as far as names and dates that'll be made um before the next meeting comes. But you will see this again in June and then you'll also see this again in July u for final
074approval. Next I have uh Mr. Ashaw that'll talk about our power school enrollment. Thank you superintendent Mohip. Good evening, uh, President Barban, Vice President, uh, Morris, thank you, and Secretary uh, and rest of the board and community. Thank you. My name is Alexander Asha. I'm the deputy superintendent for educational services. Uh, for today, an information item is on P school. P school is our student information system. So, all things that house all of our student data are housed uh, in P school. We have a longtime P school users. So we are looking to continue that relationship uh with powers school. We are continuing to look at different things that connect uh with that student information system. So part of that uh in for this renewal is also schooly. Schooly is our learning management system. Uh
075schooly is owned by power school. So looking at continuing that. Uh this is what our uh what our teachers utilize to communicate all of their lesson plans, all of their information, uh some of their grading. Although grading is also in powers school. So looking to continue that. This is a great way for our teachers to communicate not only to our students but uh but our parents also have access to this. We encourage all parents if you're listening out there make sure that you have your power school account and your schooly account. Uh so you can stop track stop your students uh progress uh in their learning. You are looking at a total investment of $116,480 uh for this renewal and it will come to you in next month for uh for action. Thank you. Next
076we have Mike Swanson with the next couple. Evening board. Um first information item tonight is for our managed service uh VC. contract renewal with Mindsight. Um, what Mindsight is is our vendor that monitors our servers, switches, anything technology. They're monitoring it 24/7 with a team of engineers, making sure we're up to date, um, getting the latest patches, calling us at 2 in the morning, whether we like to or not, that something is going on, um, and responding immediately. So, it's essentially a team of engineers on that managed services side. And then on the VCSO side is a virtual chief information security officer um that works with us to continue to increase our cyber security posture. Um things such as penetration testing, fishing campaigns, um we run any new implementations past them. So they act as
077that um you know chief information security officer, a normal chief information security officer salary is extremely high. So this is the way schools are able to utilize those services by paying a small portion to have them as a consultant slashworking within the environment. So we've been with Mindsite for almost three years now looking to lock in another um three-year contract with them. Um and also up the VCO model. So, currently we had a uh it was like $3,500 a month model and it was going up to I believe it's a $7,500 a month model that they now recommend, but they basically pushed everyone out of the lower model. It was their starter tier. We got in there. We increased our posture from an F to a C plus. So, it's above districts in our um
078comparable districts. Um so, looking to continue that growth and keep moving us forward with that. Uh so looking to do a 36-month contract um keep the rates about what they are and uh continue to increase that technology accessibility across the district. Any questions? All right. Ring Central contract renewal. Um that one's coming up. So back in 2022, we made the switch from our legacy system. Uh we're spending about $100,000 a month with AT&T. Um which is an exorbitant amount of money. Um, so we made the switch to Ring Central, allows all of our teachers, staff to have an app essentially on on their phone, on their laptop, u make phone calls, send text messages, and just simplify communication. So, um, really has been a huge help across the district with getting, uh, teachers connected with
079parents. Teachers didn't previously have phone lines and things like that. And it's obviously been a huge cost savings. It's gone from, you know, $100,000 a month, which is not the correct amount, um, to now it's about $6,600 a month, which varies slightly. So, looking to do a three-year contract with them to, uh, continue those services as well. Any questions? All right. Now, we'll be moving into the consent agenda. The first item we did have a presentation on this is K1 Let's talk. And so this um the one thing we didn't mention is it does have a cost of an annual cost of approximately $22,500. I say approximately because that could change from one year to the next. Um and there is a one-time setup cost this year which is $16,000. And that's because it is
080pretty time inensive to to set up this program and to train our staff. Are there any questions? Um I've noticed that on the on the PowerPoint I am missing So, um, the summer safe initiative was, it's put on the board agenda. It's in K, I'm sorry, 15K. And so, the summer safe initiative is something that the district has participated in the past. And I have um, Mr. Brandon Isaac, I'm sorry, Mr. Isaiah Brennan, who is here to just speak briefly about it. Good evening to the board of education, to the superintendent, to the staff, and the provisal community. My name is Isaiah Brandon. Um, and I am part of the state summer committee. Um, I am excited to stand before you all as it relates to this particular initiative. We all know that the summer
081months can be very critical as it relates to our young people having positive productive activities they engage in during the summer months. And this initiative um seeks to ensure that we are providing um them with safe options during the summer months. Um and so there are community members and stakeholders that have teamed up to ensure that we are closing any gaps as it relates to our young people. We know the makeup of our um township. A lot of single parent households um we know that when young people don't have positive things to engage in um they engage in negative activities and so our goal is to ensure that proviso um students have um positive activities to engage in um through this initiative without barriers. Um we have identified several um safe summer signature events to
082engage provide the students in to ensure um that those things um that they have things to engage in over the summer months. And so we're excited about this initiative, excited to again be uh working with district 209 um as well as the stakeholders from a provisal across provisal township as well. Um and so I'm here to um answer any questions u that anyone may have. Uh we all know that you know um especially young people there's a quote that says people don't don't care about how much you know until they know how much you care and so we just want to make sure that we are providing these safe options and alternatives um beyond the school year um most certainly during the most critical year of the season which is the summer months. So ask
083answer any questions if you guys have any. Well, I think that's good. I was going to ask about how many So, last year we had three events. Yes. So, last year we had uh three signature events um that we were aiming for um four um and um this year we have identified about four signature events that we're planning to host across Traviso um township. Um, one of those, um, events will be the kickoff event, which is will, which will be scheduled to be held at Providence High School, um, which is the movie on the field, which will be open to, um, you know, provides those students and their families to come out and watch a free movie on the baseball field. Um, free snacks and refreshments um, will be provided. we've already brought on um
084you know a potential sponsor at Trinity as well um who was at the table working um with us as well uh for this initiative and one of the other events is a proviso family bowling deck um so we're looking at um one of the bowling alleys proviso we've been in communication with all three of them from hillside bowl to even lane as well as circle bowling alley as well um have identified um you know the different cost factors and um our working to look um to make sure we identify potential sponsors for those um events as well. The other event is the uh proviso day in Brookville Zoo. Um again, open free event. Um you know, we've been in uh contact with some of our um county commissioners as it relates to, you know, making
085sure that we elevate the experience of this particular event. Um you know, looking at providing snack packs for those families who attend um during that 12 to hour. Um and then um just like every year um we I think last year we took um M super deputy superintendent Ash was there as well to assist last year when we took students um from proviso to the white socks baseball game um with them before the game made sure they had free transportation there um and that as well. So looking to, you know, provide these opportunities to provide your students to make sure they have some positive activities to engage in during the summer months. This sounds like a great initiative. How many students did you have last year? Last year. So last year um we I think
086we took like almost two um bus loads and some folks drove as well to the game um to the the baseball game. Brookfield Zoo. Um they were just able to really like simple situation they were able to give like a passcode to get in in park. Um this year we're looking to enhance that experience by making sure that we provide them with some snack packs and that they take pictures um as well. Um so we can you know get those things posted. Um and the bowling event this is is new. Um someone on the committee uh mentioned it. uh believe it was the board president uh Barbara mentioned this bowling idea and bowling alleys, you know, are excited to, you know, be a part of it as well. And so, um just excited to, you
087know, make sure our young people are safe this summer. Um and just doing what we can, right, to increase uh the opportunities for them to be engaged in positive activities and decrease, you know, the negative activities as well. So, excited about this, excited about the initiative. It actually has been in place for over 10 years. It has grown to encompass um the entire um you know provided township with the target on our high school age young people. So Lord, there's uh limited to no cost of our involvement in this program. If there is, it will be near the $25,000 threshold. But I did want to bring this to you um as a as a as a consent item for approval. um just to ensure that this is something that the board of education wants to
088support and see happen this summer. So that's why uh Mr. Brandon is here and that's why it's on. Thank you. Thank you all so much for the opportunity to be before you confess. Thank you. Um our next item for approval is the board meetings for next year for for this year. And so this follows the uh cadence that we had on the second Tuesday of every month. And so are there any questions or challenges to any of these dates? We do note that meeting locations will be determined like to be the auditorium. That's not always the case schedule. So obviously our students will kick us out whenever they need to. Uh the next item is Yes. Is it November 11th day? I believe it's the day of l you want to check that out real
089quick. All right. So, we can approve it without the November 11th date. You can pull that date out. Is that okay? And come back. Maybe the 12th or the What would you like to make the 12th? May the 12th. That would be the 12th. Yes. Is that a date? Is that a good day, Alex? Perfect. Okay. All right. So when we bring this to vote, it will be we'll make the be amended for. Uh this next item is a is a difficult one that we're bringing to you, but we we I make this recommendation understanding the ramifications, but also believe that it will not have an impact on uh in a negative way for the safety of any of our students or staff. When I looked at our current staffing numbers right now, East has
09025 security yards, West has 27 security yards, and PMSA has 10 security guards. Um, part of the decision around this was in November, we did hire a district manager for security. So, this is u Mr. Peppers who circulates to all buildings and works with our security guards on a constant and daily basis. Um, also with the redesign of our schools, we will have additional deans within the buildings. When we look at what is needed from the um what is needed, somebody in the building needs to make sure that when we have all office that we have security guards in the correct places. We believe that can be accomplished through through our deans. Um we're also realizing that uh Mr. Peppers would be able to continue to provide the professional development, the oversight and um training
091and evaluations for our security guards within this building. Um these numbers of security guards that we currently have right now are as I looked at other districts uh these are much higher than the other other schools that we have around. I was speaking with uh superintendent of East Liden yesterday or of Leiden school district yesterday and it's a similar similar size and location and they have about 10 or less in each of their schools. So, I do believe that as we continue the great work that is happening within our buildings, um that these staffing numbers are the correct numbers that we need to keep our students safe. Um I do take and we do take safety extremely serious here. As you know, we've done the Alice online training modules and we asked all teachers to
092I'm sorry, not all teachers, we asked the entire staff to engage in we had over 92% of our staff members uh be fully compliant with that. We have a full day professional development uh on Alice training for our staff. We have eight of us are nationally trained and we by the uh by the beginning of the school year we're going to ensure that every principal and dean is fully trained in Alice is also a national trainer so that they can provide um trainings within their schools. Um you we've also purchased a system called gattle. This is an opportunity where we can monitor the communications that students are using amongst on school district sponsored employees such as their emails and their Microsoft Office devices. And so this oftent times will catch conversations that are happening between
093students can deescalate can stop fights from happening. Um we're also with the new redesign if approved we'd be able to u build something called the academic success triads and this is where our deans counselors and social workers are coming together on a monthly basis to talk about the behavior and tendency and grades of every student within their case load. Our each of our counselors have about 200 to 225 students off their case load. We believe that's a manageable number of students for a counselor to manage or a de counselor and social worker to manage and to have those conversations. This design, this was something that we were building towards with the inception of bag report that's going home every week. Uh we're able to create a roll up monthly bag report for this academic success
094triad. So they have the data they need to have these conversations around what our students are doing, the supports they need. It's my belief that all our students can succeed if we provide the appropriate interventions for them. The goal of this um these as this academic success triad is for us to be able to identify which children need supports through interventions which intervent what what interventions they need and then to come back on a monthly basis to see if those interventions are successful. If the interventions are successful, we will just simply continue those interventions. If the students are not successful, then it's up to us to find an intervention that works for them and not give up on looking for different interventions so that our students can be successful. I strongly believe and it's been
095my practice in previous uh in previous settings that by doing things like this the culture and climate of the schools improve and the behaviors decrease. We also have built out a behavior health teams this year. We've come together with the use of funding from the aware 2.0 bring and working with Lor's children uh we have defined what a behavioral health team should be and have similarly to what we've created for the department meetings we've created a behavioral health team guidance tool that we can use to evaluate our schools um each teams within our schools and then finally also are looking at emergency duress systems being placed in each building we're starting this we have a link system that's part of this um the fiveyear roll out of the canvas system that was approved. And what
096this link system does is an opportunity. It's a panic button that we have. And so the panic buttons would be by the security guards um the fiser station and then also in the main office. When you hit the security when you hit this button, it will automatically uh will it will automatically inform the principal or it goes directly to uh local law enforcement to know that there's an issue happening here. And then we're also looking at additional uh additional tools that can be used with this so that we can put um we could put communication tools on teachers laptops if they choose. They could put it on their cell phones so that they can communicate and they can trigger alarms or trigger communications in silent manner so that everyone in the building is aware of
097what's happening. So I understand that this is a difference. I understand what I'm asking. It's it's it's it's a difficult ask here, but I do want this board and this entire community to know that we take safety extremely extremely something that's top of mind for all of us and we do not believe that by doing this we're going to make schools any less safe than they are already. Are there any questions? I not so much a question but I have to agree with Modto um about the risk of the uh I I just don't feel comfortable um at this point um getting rid of our security at this time. Any other questions or comments? So you mentioned the deans would be organizing or um we we'd ask the deans to make sure that that the
098security guards are in the positions that they should which is what the lead position. Yes. And we're currently full staff with at all. Well, we are asking for Okay. It seems kind of hard for Well, if we don't have deans, if you don't approve the reorganization of the schools, then we continue with four assistant principles and two deans. So, then it's still the same amount of administrators. So, we would ask a different administrator, not assistant principal. And the way that I know that one of the schools is organized is that security is under one of these right now. question. So the rift of the security that would be effective July 1st and then potentially when would the dean start say you found the dean July 1. Oh okay. Any other questions or comments? Well, you
099guys led me into my next uh slide here. And this is the possible reorganization of district office in the building leadership. And so part of this is the rip of for security leads effective July 1, 2025. Um, as I've shared with you in in in documents and in updates, the uh what I'm looking for and what essentially how this rolls out in this um I'm looking to really build a new department within our schools. school be solely focused on being in the schools, providing professional development and leadership support to our principles, assistant principles, deans, department chairs. Um, and also ensuring that as we're rolling out the instructional framework, uh we have we have people that are in the classrooms in schools routinely so that we're providing the support that's needed. The new positions that we're
100looking to purchase would be or I'm sorry. The new new positions that we're looking to bring on is a deputy superintendent of school improvement, a director of instructional framework and supports, a director of MTSS counseling and social work, an EL coordinator at West Eord, a research and data specialist, and a director of data research and assessment. with the addition if approved of the the RIP of three security leads and the reorganization that we've already done with the previous board of the elimination of some curriculum coordinators because we will be bringing on hopefully department chairs um the total cost of all of these new positions when I look at what our central office and school leadership teams look like now compared to where it will be if approved is 21,000 approximately 21,000 to $500. So as
101we were going through to create and reorganize, we were being um cognizant of of the ask of the community and trying to be fiscally responsible. We did not want to add, you know, a ton of we did not want to add a ton of administrators with a with a high cost to our community. So, what we're trying to do here is swap out what we believe is needed compared to what we have. Any questions about this? I just want to walk you through Oh, sorry. This is really small, but it is in your in your packets. Yes. The security needs to fall on the deans. So, we still have the district. We have a a districtwide security lead which is Mr. Peppers and then we have we have our team. So he will be absorbing
102some of the responsibilities of the lead. That's correct. So I apologize this is small but this is the the office of the deputy superintendent of operations. The the major change here is that there's u the security leads are are not part of this organizational structure. Um when I look at the office of the department I'm sorry the deputy superintendent of academics this is where we'd be adding the coordinator um the eel coordinator at west and also the department of research assessment and data and with that we're also looking for research and data associate and so the the importance of this role is we want to make sure that as we are bringing on programs like let's talk and gaggle and all the and we have other programs already like ISL and in your product. We
103want to make sure that we're doing our due diligence to make sure that there is a return on that investment that it's a positive return. Um, we also want to make sure that the things that we're doing are making sense, right? So, as we're as as we're different initiatives, different projects, different programs, we want to make sure that it's it's aligned to research and that hopefully at some point we're also leading some of that research. hopefully we'll be doing some really innovative things here in this district and making gains that u people did not see. So I'm excited about the opportunity to have a team that could be doing this work for us and then also ensuring that we're rolling data into this and so as we're making decisions as we're evaluating as we're progressing
104as a district we always want to make sure that we're staking to to that data. As I was reading the school improvement plans before coming on to the district, I questioned how we decided 5% for every single improvement strategy on academics. Don't know if that was data driven. I don't know. I wasn't there for it, but I want to be able to have that conversation to say here's what the data is showing us where we are now and here's here's essentially where we should be. We also have I also have a lot of plans for this data team to do visualizations to do weekly calls with our principles um and just having a good sense of where we're going being able to um visualize visualize that through a data system. Any questions on this? And
105then finally, this is a newer department that I'm looking to bring on. And so it's three positions and four positions that we already have. So, the deputy superintendent of school improvement. Um, I would be bringing over the parent and engagement specialists that are at the schools right now and have those u this is Miss Hubard and Miss Heather. Thank you. Um I would be able to bring them over um and have them report directly to deputy superintendent school improvement and looking to as I said information to you guys making them true advocates engagement specialists um and relying less on the communications part of um as I'll show on another slide we already have a director of communications and programs and a digital specialist I want them to be doing more of the communications work so
106these uh these individuals can dive deeper in to support parents and engage more We continue to have the director of professional development, performance management, the new director of the instructional framework and support gradual release of responsibilities when considering an instructional framework. And if that is the chosen uh framework, this person would be there supporting teachers, helping professional development um creation and then providing support not only to teachers but to administrators because we need to make sure that our administrators have a good sense of the instructional of instruction throughout. Um we want to have a coordinator SEO that's that's Dr. Thomas and then this new role this director of MTSS counselor and social work. So this is as we're rolling out that academic success triad having somebody help support the development of that team as well
107as other parts of the work that counselors and social workers do. Any questions? So overall the super the superintendent man I'm losing my throat here my voice. the superintendent's cabinet would um add one deputy superintendent um and also elevating the title of Dr. Hill to the deputy superintendent of finance because that's essentially her role. She's more than just a CSBO. She's overseeing all parts of that. So it's it's right and fair to give her that deputy superintendent title. Um and then you'll see there's um the step with the director of communications and the digital media specialist would be a direct report to me as well. Any questions? When I'm looking at the schools, um the organization structure shifts differently. As I mentioned, it's still the same amount of administrators, but we're reducing the amount of
108assistant principles, increasing the amount of teams, and then showing that the athletic director is also an integral part of this of of school structure. Um, as I was designing this, I I realized that it maybe is misconstrued. The the deans are not u directly overseeing the counselors and the social workers. What I was trying to do with this graphic was show that the deans are and the counselors and the social workers working together in that academic success triad. That academic success triad. So as you can see one will have counselor A counselor and social worker A and a counselor B and a social work. So they would have two triads that they would be working with uh throughout the course of the year. And so helping provide that support. And so, you know, with this,
109it's two assistant principles. We're looking at an athletic director to be part of that integral team and then having so this would be the case at East and West and that and at PMSA there is no change. They have two assistant principles in one. It's working for them and I think there's a newer structure for them. So, we're just going to keep that. Any questions about the reorganization of the administrators buildings? So each is by grade level. Uh we haven't decided how that specifically, but I would imagine that would most likely be the case. Thank you. And then finally, the department chairs. And so I know we talked about department chairs and we've talked about teacher leaders. And so we made the distinction between department chairs and teacher leaders depended upon the amount of teachers
110in the subject area. So for instance, world language, there's only maybe two or three teachers in building that are part of the world of the world language department. So we didn't believe they needed a department chair, but rather a teacher leaders for them. And so this is how it rolled out at East and West um you know essentially the core, the ELA department, the math department, science department, social studies department, um special education and the EL department would all get department chairs and then fine arts uh school education and language would get to I did um I did not put a department chair for counselors um because we're adding that position to the central office that should be able to help manage the counselors at all these schools. Um the difference at PMSA is they
111will not have special education department chair or an EL department chair just based on the number of students that are within those buildings. But they will still be supported by our directors in in those program areas any questions? Next I'm going to bring Mike Swanson back up to talk about the summer student IT internship. Good evening board. All right, I'll make this quick. It's a third year of the student summer IT internship. Um, looking to do it again, obviously. Um, it's great experience how I got started um in IT myself. So, started it when I got here. Did it my previous districts as well. Um, 2024 and 2023, we had six summer interns that were at $15 an hour. So looking to continue that um bring it up to 1580 an hour um to match
112what the PLCCA is doing. So keeping that competitive um students will starting tomorrow if this is approved we'll start applying. I interview with every single one of them. So it's a great experience for them to even just go through that interview process. Um and uh they're amazing asset to us over the summer helping with our laptops, summer school, uh you name it, you'll see them around the building. So just a great program. Any questions? I have a few questions. Y um how many applicants um apply for the internship? Usually it it's fluctuated between the years. Last year was about 50. Out of the six people that we select, how many are returning and typically how many are new? So again, it kind of fluctuates as the programs grown. Last year we had three returning students.
113So they were like the leaders at each building, so to speak. And then we had three new students. Is there a reason why we only take six? Let let me just tell you where I'm going with this. My concern is and I'm okay with, you know, returning student, but because you got like 50 applicants and there's only six slots. Yeah. You know, it concerns me that we have returning students that may take away from newer students because I mean it is it's a hot industry and um I would like for if if can we increase that amount to six people and maybe do eight and then have two returning and and six slots for just new students. Is that possible? settled on statistics. We definitely have the work for them to do. So, I'm not
114opposed to that. It would be kind of something for Mr. Bin to discuss. I'm not sure what that would look like for this um this evening, but um absolutely we could look at that. But, um what I proposed for tonight is just you know the same structure we had in uh in last year's. But um I will say that the structure of the returning. So yes, we still we we try to balance it having um two from each school essentially east west if we can best balance. Obviously we take the best candidates but we try to make sure we're giving um the equitable access to all students. So we do do it that way. Um and the returning have been great because they know the buildings, they know the staff, they kind of know the
115summer routine. So um that has been great. So, um, by no means I'm not opposed to that. Um, I think for tonight I would just be looking for the approval of the six and then we could look at, you know, possibly changing that at at a future board meeting if that's something Mr. B. Mr. Sponsor, when do these in summer interns start? They start the day after basically the first day of summer for us. So, it would be the not the 31st, but um, first week of June. First week of June. Yes. And I know you may not have this number off hand, but you know how much we pay each student for the entire summer that we're looking to add. I was wondering how much additional cost that is. Alex, I know we did
116that for the finance. I don't have it written down. I don't have it off the top of my head. We can get that number though. Or you might have How many hours do they work per week? a maximum of 40, but usually it's I would say around we said 11 weeks I think 11 weeks uh per hour time 40 hours times the 11 weeks is just under $7,000 per I mean so we could we want these six that you've chosen to start right away and you won't have enough or I haven't so this is just what I could propose what we could propose is up to eight if Yeah, funds are available. I don't want I don't want Dr. Right. So, we can make the amendment to this if you're you're willing to do that
117and that we would have some newer people join. And then one other question for the returning students. How often do they return? Do they just return for one year or do they consistently return for years and years? No, it's only So, this is because we've had a lot of applicants. We only it's it's um basically students that are becoming seniors or have just graduated. So we list that on the application. A lot of it just helps you know obviously helps with some of the maturity of that as well. Um and some of the tasks that we have them do and the independence but we've always done that. So the most that we've ever had is somebody returned or you know have that initial year and then have that that secondary year. Mr. Swanson, do you
118do you have the capacity to lead two additional summers? Mhm. Yeah, absolutely. So, we do we break it down by building. So, um yeah, absolutely. We would be a lot like I have one one question. What is the possibility of having pathways for certification A+ certification and network plus? Could this potentially lead to obtaining those certifications? That might be a Mr. Ashaw question. Yes. So, we we can we can look at that. Typically with those certifications, you'll have a certificate teacher as well kind of endorsing that, but I would have to look at the specific requirements for those. But yeah, it's a great point. When we um hire these interns, are we looking at those who are looking at careers in this area? um where we're selecting who we bring on to do these roles
119um maybe some that's graduating going to it you know you know some before going off to college you know yeah absolutely so a lot you know we do have a rubric grading rubric that we do for the interviews and everything and um yeah some students will come out and flat out say hey I'm just looking for a summer job you know hey that's great but we're trying to look at you know possibly as an exploration avenue um you know if it fits that's Right. But um we do kind of try to hone in on the students that are interested in the industry. Absolutely. Other questions? Well, you're not done yet. All right. Switch replacement. So, this is our last year um of the FCC 5-year program. Um essentially what that is is a 5-year internet
120connected program they've had for 28 years. Um, and what that does is allocates money to the districts and they can use that money specifically on network connectivity. It's it's very very specific on what you can use it on. Um, we used um when I came on here we used $188,000 of that on a firewall project, internet connectivity. The following year we did our servers which was not eligible. Um, surprisingly that's not eligible project. Um, and then we had this remaining remaining chunk left to use. So what we were looking to do is um through Mindsight we put out an RFP got about five or six responses and to go with Mindsight for this switch replacement. So what that does is upgrades about 104 logical switches across the district. Um also right sizes them. So a
121lot of the cost savings we had was going through and realizing okay there's a lot of old computer labs that we don't have computers and most things are Wi-Fi. So, can we take it from, you know, six switches down to two or what that looks like? So, there's a large cost savings there. Um, essentially, it's all behind the scenes. Um, sadly, no one will see the nice new switches sitting there um if approved. Um, but what that does is then it sets us up for the next - cycle to do um our wireless infrastructure. We can't do our wireless infrastructure with the current equipment. would be kind of just like I don't know a good example to use, but the equipment wouldn't really be using any of its new functions if we plugged it into
122our old switches. So, the pathway um is do our switches and then when we get that 5year chunk starting year 29, the - cycle begins again um hopefully with the FCC then we would do the uh wireless infrastructure. Any questions? All right, last one for me. Um, okay. Copy release renewal chain. So, um, over the past three years that I've been here, we've had a, um, 36 months lease with Xerox. So, something I inherited. Um, and they had like a three-year device rotation cycle. Um, it was great from a implementation standpoint, maybe when they first rolled it out, but not from a teacher usability standpoint. So we went out um we had Kico, Multa, Image Tech and Xerox put together proposals to rightsize our fleet and um a look at what's the most financially um
123responsible option for the district and b standardize the fleet. Right now we have about 16 models of copier. So you'll have a teacher using one copier that we have one of in the district and we have two of these other ones and it doesn't create a good user experience. Creates very difficult um ways to service them. So really looking to continue that standardization across the district and um Xerox came back with the best lease opportunity for us. So looking to do a 5-year lease with them that's going to be a complete fleet refresh, all new uh copers for the start of the school year. Um same look and feel, same parts, same toner, everything. Um so it'll be a much much less downtime if any across the district and uh overall cost savings and standardization
124of the fleet. Any questions? Next, we have this talk about the provisal west book donation. Good evening, board. I had the privilege of meeting each of you when you were sworn in. My name is Angela Marino. I'm the district coordinator for ELA in the arts. This is a followup to our initial information item in a previous meeting where we talked about donating a whole lot of books from Proviso West. Uh there they are outdated. They are not in good shape. We want to make sure our students have the most updated, rigorous, robust resources possible. So Johnny Jenkins over at Provis West has been working very hard with a student crew getting lots of service hours. We're in the process of palletizing all these books thanks to Mr. LT Taylor providing us the wooden pallets and
125the shrink wrap and the boxes and we are preparing to donate these books to scarce or scarcely used books in Addison. Um many of you may already be familiar with that organization. Uh they do a great job in inventorying and basically organizing the textbooks to find better homes for them. And uh we're excited to be able to clear our space at Proviso West for lots of other good things for our students. So we hope that you will consider that uh so we can make our donation to scarcely books and move forward with other resources for our students. Do you have any questions? Thank you. All right, just a few more and LC is going to come up and finish this off. Good evening, board. Tonight, we have two action items for your consideration. We're going
126to start out with the fleet management for Proviso East, Proviso West. I'm at the science academy. Our fleet of maintenance vehicles are getting old. Uh the newest one that I'm proposing to get rid of is a 2005. There's two other 2003s. Um we went out to bid. Dr. Hill and her team did a great job getting everything out on the on the website and also through the Chicago Sun Times. We got the bid back from Westfield Ford in the magnitude of $197,000. That's roughly 65,500 per vehicle. And we utilize those vehicles for snow removal, gravel removal, and a lot of other robust type of maintenance equipment, grounds equipment, uh to make sure the grounds are safe for students to get in and out of the facility. Any questions about the fleet management upgrade? How many
127trucks? Three. Three. One for east, west, and sens. Thank you. Moving on to Proviso West main office. Um the main office over at Proviso West the flooring material is roughly 15 to 18 years old and underneath that flooring is some specus containing materials. We do need to get rid of that. So the proposal is to remediate the specus containing materials and dispose properly and to uh shine light on Dr. Hill and her team again. They did secure a $50,000 grant that will help this project along. uh the district will have to forward $125,000 and I do believe Dr. Hill mentioned last week that the $50,000 grant was received and has been put into the facility master plan budget for funding. Uh we plan to get this work started around June 6th or June 9th and
128finish it up around August 1st over at Provis West High School. This will be the entire main office from the B building to the D building including all of the internal suites offices. uh beautifying the space for a fall return for the students and uh any questions. Thank you so much. Well, that concludes my longest everendation. So, I'll keep those brief because you you did a lot of talking. So, uh good evening everyone. Thank you for being here tonight. And to those of you tuning in online or watching the recording, thank you and welcome. Um as we continue the improvement work, important work of moving forward, I want to take a moment to acknowledge that growth, real meaningful growth often comes with discomfort. Um, it's a natural part of improving systems, raising expectations, and doing
129what's right for our students. The board of education's role is not to manage the day-to-day operations of the district, but provide oversight, ensure accountability, and set clear policy. We want to uphold the values of transparency, equity, and student success. We ask questions, we listen, we push for excellence because that's what our students, families, and staff deserve. Uh, we are entering a season that calls for unity, not uniformity. where we may not all agree, but we must all commit. Everyone has a role to play and accountability starts with each of us. We invite our administrators, staff, families, and community members to lean in, show up, and move and help us move towards our shared goals. Together with Superintendent Moip and the district team, we are working to build a stronger, more stable foundation, one rooted in
130high standards, trust, and collaboration. This month, I want to highlight a few key initiatives that reflect that commitment. Um number one is the central office and school level administration reorganiz reorganization plan uh that Mr. Mo had presented. It's designed to improve efficiency, enhance support at the building level and make sure leadership structures are better aligned to student success. These changes aren't about new titles. They're about impact. Secondly, the let's talk communication system that will be hopefully put into place uh once we vote on it tonight. and that's to improve responsiveness and transparency between the district and families and community. We want to make it easier for students, families, and staff to get the answers, to raise concerns, and to be heard in real time. And lastly, the safe summer initiative being supported in collaboration with
131local partners designed to keep our students engaged, supported, and safe when school is out. And also to PT man and the safe passage initiative that they've done uh for several years now. We're not doing this work in silos. We are a team and progress depends on shared responsibility. That means staff, leadership, families, and the board all stepping up, being accountable, and staying committed to the work. We're building something better. And while it might take time, I believe in where we're headed. Thank you for your continued engagement and support as we work forward together with our students at the center of everything we do. Thank you. Are there lights over here? May I have a motion to adopt the minutes of the board of education meeting held on April 8th, 2025? So discussion hearing none please
132call Miss Malinero I Mr. Tixon Hi Miss Morris I Dr. Fischer I Mr. Campbell. Hi, Miss Smith. I Miss Farah. Hi. May I have a motion to approve the bill as submitted to the board and dated April 8th, 2025 in the amount of 3,670,84123? So, discussion carrying none. Miss Smith, please call. Minro. Hi, Mrs. Hen. Hi, Miss Morris. I Dr. Fischer. I Mr. Okampo. Hi, Miss Smith. I Miss Barham. Hi. May I have a motion to approve the May 13th, 2025 personnel report including the hiring, resignation, separation, site positions, and leaves of absence? Go ahead, Sandra. Um, could you call 582 please? May I have a motion to approve the May 13, 2025 personnel report including the hiring resignation, separations, psyched positions, and leaves of absence minus I5 A2. Second discussion hearing. None. Miss. Miss
133Minero. Hi. Mrs. Hixon. Hi. Miss Morris. Hi. Dr. Fischer. Hi. Mr. Okano. Hi. Miss Smith. I Miss Farberman. I may I have a motion to approve item I5 A2 discussion. Sorry, Miss Malinero. Hi, Mr. Hixon. Miss Morris, I Dr. Fisher, I Mr. Campo, hi. Miss Smith, I miss Barban. I may I have a motion to approve the consent agenda to include the following agreements and expenditures. A summer student IT intern internships amended to include eight total students with two returning and six new if possible with Dr. Hill's budget approval at a rate of at a rate of 1580 per hour. Second discussion hearing none. Oh, wait. I have to read all of them at once, right? You want one motion? Yeah. Okay. Sorry. So, take off the Okay. B. Eate switch replacement and mindflight RPA
134proposal in the amount of $680,1881. C. Capital lease renewal change 5-year lease at $5,470.3 per month subject to attorney contract review. D. K12 insights let's talk one-year contract in the amount of $38,227. E provides a West High School book donation to scarce used books with transportation costs of $1,650. F. Proposed board of education meeting dates May 2025 through May 2026 amended the November 11th date to become November 12. Gviso Township High School F350 Ford bid East West PMSA Westfield Ford in the amount of $197,6910. H provides a west main office suite abatement and flooring install bid CEC environmental in the amount of $125,000. I fiscal year 2025 budget amendment as presented. J fiscal year 26 consolidated district plan for title one funds and K the safe summer initiative support. So one more there's one more.
135Okay. And J approval concerning district office and building leadership reorganization as presented. We are doing the three um termination separately. Okay. So it's A through Oh, we amended it. Oh, we did it. So it's Okay. Any other discussion? None. Miss Malino. Hi. Mrs. Hixon. Hi. Miss Morris. Hi. Dr. Fisher. Hi. Mr. Cample. Hi, Miss Smith. I Miss Bar. Okay. May I have a motion to approve for approval concerning resolution for honorable dismissal of educational support personnel for the district's three security lead positions effective June 30th, 2025? Second discussion hearing. None. Please call the Miss Minro. Hi. Mrs. Hixon. No. Miss Morris. Hi. Dr. Fisher. Hi. Mr. Okampo. Hi. Miss Smith. I Miss Barb I May I have a motion to approve the action concerning recommended termination of support staff employees? 18A Oh, I have to
136read each side. It's just it's just the first one you're going to Okay. May I have a motion to approve the action concerning recommended termination of support staff employee 18A is being tables 18B and 183 or I have to say each individual separate. Yeah. Okay. Okay. Uh, so may I have a motion to approve the action concerning recommended termination of support staff employee to security guard Anthony Harris? Discussion hearing. Please call the role. Minero. Hi, Mrs. Hickson. Hi, Miss Morris. Hi, Dr. Fisher. Hi, Mr. Okampo. Hi, Miss Smith. I Miss Barban. I May I have a motion to approve the immediate termination of food service worker Eduardo? Second. Discussion none please call ro mro I Mr. H I miss I Dr. Fisher Mr. I Smith I barhead S here. Miss Smith, can you read the
137PO report into the record table? You don't have to. Okay. Request April 9th, 2025. Request name Keith Bailey. Organization name Westlake Shore Unit of the Illinois Retired Teachers Association. The request is a list of teachers and certified staff who are retiring at the end of the 2025 school year. Response provided April 15, 2025. All vacation time. The request is all vacation time approved, usage and overtime rewarded at all three schools for the district 209 maintenance and operations department response provider. April 22nd, 2025. Harriet Naylor. The request is the total amount tardy for all students from first through 8th period for all students attending provides a west PMSA for the following months below. I would like to know the weekly tardies as well as the monthly total for each for each month for all students that
138were tardy. Please refrain from sending any students personal information and please identify the school for each weekly and monthly target belong to response provider April 25th 2025. Alison Hester organization the data branch research team the request spreadsheet containing all purchase orders from January 1st 2020 to present day easily accessible please provide the following details for each purchase order purchase order number or equivalent purchase date vendor ID or equivalent equivalent vendor name line item detail line item quantity line item unit price line item total The status of this is within process April 28, 2025 Kub postal source requests all lease purchase meter rental maintenance agreements for mailing equipment such as postage meters shipping and tracking software voters insertters voting system address tabs addressing software outsourcing invoices etc. uh the responses in this process. That concludes the
139four. Thank you. Any old business new business and we can roll for Miss Malro? Hi. Mrs. Dixon. Hi. Miss Morris. I Dr. Fischer. Hi. Mr. O'Mart I we are done it. [Music]