001here. >> Walker here. Mason >> present participation. >> Yeah. Um uh Justin for this is for our facilities meeting. So if you hold just for a minute. Um and then what I'd like to do is Mr. to will be here shortly, but we have our principles and assistant principles are here as part of board appreciation. And uh what I'd like to do first is is do that. So if our administrators could go to their board member and tell them that uh your board member is appreciated. >> So everybody at once just >> give him a hug. Give him a >> give him a hug or a high five. There you go. A wink. A wink and a gun or something. So nice. I love the flowers. Oh, I don't even know. >> I'll I'll shoot.
002>> Will you be over there, Teresa? Or maybe you can have someone test it like at Riley. >> Oh, nothing. If you do, let me know and I'll follow back. >> Perfect. Sounds good. Thank you. >> All right. Thanks, Teresa. I'm the ones should be doing that. That's the funny. >> Well, I want to thank everyone. Uh it's so nice to see so many smiling faces. And uh to our board of education, thank you. I know really every day you feel that you're appreciated, but November is a special month because it's national uh board appreciation. And I really appreciate all of our members for all of your help because a lot of what you do is behind the scenes and people don't realize it. But we as administrators appreciate the gu the guidance, the s
003the sounding board helping us always be aware of where the community is and keeping in mind how important it is that we remember we're here for our children, not only now but for their future. And uh we really appreciate the feedback, the support, and what a team of people we have here. Aren't they wonderful? Our administrators and and what the kids have done for us to show our appreciation. So you each have a little something. We also have something for Mr. Chavez, but he wasn't able to make it tonight. So we have that in that bag. We'll get that to him. And um I think he's going to be here next month, so we'll give it to him at that time. All right. Okay. >> Do you want to say anything before we come back?
004>> I could say as well, Dr. S. You guys are special and what you've done for the district is very, very appreciative. There's no way this district could move forward without your participation. And each and every one of you have done an excellent job. The way you treat our children, the way you treat our community, way you treat our administrators. I can say thank you on behalf of the board. Uh and board want to say something, but thank you. Thank you. Thank you. >> Thank you. started off >> and we can't ever take our administrators for granted because they make it look easy and it's not. Public education 2025 is is uh it's very adaptive and we are a team and uh I think you're getting the appreciation's going right back to you. That's how
005the board feels about you. So and so do I. So thank you very much for that. So, um, Miss Kelly, uh, Jesseline is here. Jesseline, as a reminder, is from our architectural team and she has a brief facilities meeting because we have our health life and our tenure health life safety. She's going to give that as a brief presentation. And then after that, when we get into the regular board meeting, uh, Dr. Bowden Stab and, uh, Dr. Pikes are going to give a brief, uh, update on school improvement efforts at Whittier. So, that's kind of on the the next items on the agenda. So um we that was basically our public participation part. >> Yeah. >> And then for old business we don't have any. Our new business is Jesseline Kelly health life safety. >>
006Right. So uh good evening everyone. Um I think you have a couple of things in your packet for the 10-year health life safety just as background. Um I can certainly answer any detail and questions you have on that but I'll give you a brief overview for any that anyone that isn't familiar with the 10-year health life safety process. So, um, this is something that is mandated by Izzy. Um, every school district has to go through it on their their 10-year cycle. Um, so the last one you did was in 2015. Um, with that, uh, that is kind of what sparked a lot of the referendum improvements or at least the investigation into kind of that pre-referendum planning. Um, so what you see in your report is uh a very clean list. Um, and I want
007to say that is to the credit of the board. um and all of the resources and effort you've put into maintaining your buildings and updating your buildings. Um but this process is something that looks at the building from the code in which it was originally built um or when the major improvements occurred. So for a building like Sunnyside MacArthur, it did not have a 10-year health safety. It is now 10 years old. Um, but you do have kind of a legacy Sunnyside MacArthur uh building in the ISBY system that we will be taking care of as part of this process and closing out all of those um former violations and tracking. Um, for Riley and North Lake, it was evaluated against both the original building code and the code that we did a lot of
008the renovations under. Um and then for Jefferson and Whittier, it was evaluated under um 1996 BOGO, which was the the code at the time that those were built uh in 2000. So, >> excuse me. Good. Irene, did we receive did we distribute uh the tenure? >> Does everybody have it? >> Okay. And Mrs. Walker, where's it at in yours? Um look down in the sent. >> Okay. Approval of the tenure health life safety. I just want to make sure everybody has it. >> Yeah, absolutely. Um so also categorizes it in priority A, B, and C in terms of urgency. Priority A is something that's imminently um you know life safety and dangering needs to be taken care of in a maximum of two years but ideally one year. Um Berkeley does not have any priority
009A items from our standpoint. So there is nothing uh causing any sort of safety concern from an immediacy standpoint. Priority B items are things that uh can take up to five years to correct and there are things that um are important for the general safety uh and welfare of the building but not causing any immediate concern. And then priority C are what we consider recommended. So that can take up to the 10 years and beyond depending on um the type of violation or the type of recommendation that we've we've called out. A lot of those we find to be um accessible compliance or ADA compliance items. Um, what typically falls into this category are things like maintenance, uh, things that can't be levied against, um, from a state funding perspective, things that have legal implications.
010if you should ever get into a situation where a student or a staff member requires accessible accommodations inside certain classroom, a sink height, um a bathroom size, things like that, you might be required to make that adjustment, but it isn't a requirement right now by code. Um so it's something that you kind of identified from a tracking perspective. They were compliant at the time of build the building being built from an accessibility standpoint, but because the accessibility code is tied to law and changes, it is something we just like to track. Um, again, nothing of concern right now. Uh, it's something that as we talked to the administration, uh, we felt that it's something that is pretty easily managed and can find other accommodations should they arise at this time. And then we kind of
011plan longterm for any bathroom renovations that may need to occur. um or any kind of casework adjustments. That's really kind of the major things we found. Um a couple of the priority B items are as a result of change in uh function of a room. So say a function was storage to begin with and has turned into a home base or an office for someone. It has some u HVAC implications that we want to make sure it's getting the the ventilation that it requires. Um or just a couple of nuances to fire alarm mode for this building. there there was an evaluation done on this building as well. Um but in all um a lot of the the adjustments in in the life safety recommendations are in that recommended priority C category. Um, so what
012we ask of the board at this time before we submit anything to IWAS, which is the state system, uh, that we that you all are in alignment with what we're showing for priority B and that we have a recommendation from you one way or the other to include priority C or not. Did some districts do opt not to put priority C in the Iowa bus tracking system? Right, we can keep that on a separate log. It is recommended and not required by um, but that is up to you. Um I will say that there is one other element of tenure health life safety that is different now than it was even two years ago. Um and that is funding mechanism. So, uh, the there has been state legislation changes to allow for districts to levy
013for health life safety, fire, life safety prevention funds depending on the item um, if it qualifies for state funding to levy for that uh, without having to go to a bond. because of what we've been able to accomplish in the district holistically uh and because of the limited number of items on that five-year range um in talking with Irene and John uh we felt like that's something that the district can manage without having to should that ever change that can be amended in ISB system later. So, um, I didn't go through each specific item, but I'm happy to answer any questions on the process or any of the items that you see. Um, are there any questions for me on next steps or what the findings from? >> Any questions from the board about facilities?
014You have any questions? >> Great. No. And then Irene, will we be taking action then? >> Yes. >> And then what will the motion be? >> Or the recommend our recommendations for the board >> that the we proceed with approval of submission to the identified list of priority B violations in Iowa and district would track priority C violations and address them before the next 10. >> Yeah. And that will be that will take place in open session at the next meeting. And Jessine, thank you for the time preparing the report. >> And in case people have not met Jesseline, she was with us in the entire process of designing our new all of our facilities. Thank you, Jess. >> And we kind of miss you. >> I know to be here more. I was I
015was uh here a couple weeks ago talking through um I'm sure there's some HVAC updates to be had. I know we're working through some of those items. Um, and I was on vacation admittedly last week, so I'm still getting a little bit caught up. Um, but I know that there are things that we're working through on the control side of precision. Um, and I think what I heard is there's a firmware update. Yes. Um, that should hopefully resolve a good chunk of that. We'll we'll see. Um, but we'll keep everyone posted on this. >> Yeah. a lot of good news with our HVAC communication which Teresa will talk a little bit about that today but we've been busy working on that and thank you for your help >> sorry >> Justin thank youelcome anytime you
016want >> I'll come I'll come back >> all right thanks >> okay I get a motion to ad so motion me Mason and Welcome. Roll call, please. >> Hi. >> Okay, we'll go right into our regular board meeting. Get a roll call. >> Jackson >> here. Walker >> here. Tower >> here. >> Okay. Public participation. We ask that the board accept the written correspondence as presents. We have a motion. >> Sex Mills. Mr. Jackson. Roll call, please. >> Hi. >> Jackson. >> Hi. >> Nelson. >> Hi. >> Mora. >> Hi. >> He Mr. Burn. Do we have any public comment online? >> There are none. >> Okay. So our public comment here would be we have our update from the leadership of Woodier Primary. >> All right. Anybody back over here? >> So we have
017Dr. Burton Stab and uh Dr. Plex. >> Perfect. So we're just going to give a little presentation about here. Um we are wowed about learning this year to buy our shirts. Um thank you Joe for um so all the stakeholders that are involved in our in creating our school team. >> She's got it. if you do it at like the computer kind of thing. >> There we go. These are just the different stakeholders. So, we have a kindergarten teacher, our ma our math interventionist, our instructional coach, an inclusion teacher, our counselor, a first grade bilingual teacher that have all part of our two grade. We have the different objectives and attendance, PLA, math, and ESLC, sorry, and uh there's our little mascot in the bottom. He made a quite a number of appearances last year
018during field day and the students loved it. Uh so wild about attendance. Being in a primary building, we're all about having fun, right? We we have to have students have fun to to want to be at school doing TV outside of that. Um so what are we doing to to help our attendance? We inform families of chronic absenteeism. We try to have that welcoming feel in our building. Um when students are absent, we make parents aware of the absences. Sometimes they build up and we don't really realize that they build up. Um we have parent education about what really is a sick day. Um I think just as a remnant of COVID there was that those lines were a little blurred. Um we provide calendars to our families let them know the days that we
019have off well in advance so that we plan vacations and things of important. Um at the beginning of the year we have parents sign a contract to talk about how to make up work um and like the expectations that we have as a building. Um for families that need it. We do some parent education on how how to stay healthy. you know that the healthy hand washing, sleep, nutrition, um do doing vaccines, things of that nature and on a case- by case basis. We have monthly uh classroom meeting or we have daily classroom meetings and then we do monthly events. So there's a whole lot of charts up there, but the charts on the left are 2024 and the charts on the right are 2025. And if you're like me, I cannot see that far.
020But for the most part, our data looks pretty similar to the data from last year, except for this month, we're we're at a much better spot this year than last year. Um maybe it's the warmer weather that we're having. Um don't don't know, but we're we're pretty excited. Um last year we did a lot of work. Um Dr. motivated this chart and shared it with us at one of our meetings last year and it just kind of shows like where we were in 2022, 23 and 24 and then 2025 and as in 2022 we had close to 40% chronic absenteeism and then last year we were um at 14%. So over those couple years we had such a drastic improvement. I think it's working with our families having that those conversations throughout. So that definitely
021um definitely helps. So I think we're still kind of staying status quo because we had so much from last year. And now I'm flipping it over to Dr. Bites for Wild about reading. So you are wild about reading. Um this just kind of shows a lot of the different activities incentives that we do that we try to send home for our families. Um, reading the herb program is a core fundamental at the primary local. Oh, Joe, which button? Never mind. Okay. So, here have >> uh So, this video is showing two little ones um in a first grade classroom and it's an adaptation of what they're doing as a part of the art program and how they're changing learning their phonics words. Um, I happened to go in there one day and it was just
022the cutest thing in the world that I caught it on tape and I was like, "You know what? Throw it in here." Um, it's okay that they don't have a sound for it right now, but there's a video later. So, >> we'll we'll do our best, >> right? Oh, and it will be in there, but that's okay. So, why does the art program work for us? Um, a lot of this stuff is all what's in our SIP goal, but then there's more connections to how we bring it to our families. We have two parents here. They both know, you don't know as much, but you will in a year or two. You know how much is coming home, Mrs. Mrs. Mrs. Mora, with our reading logs and how much we really enforce reading at home.
023But we intentionally at school, we intentionally collaboratively plan with our home class. We differentiate instruction. We utilize the skill gaps um for ERA and email targeted small groups. We have daily implementation of phonics and word study, biological awareness. We focus on building our staff capacity on the standards focusing on teacher clarity. Uh discourse is really important in incorporating it curriculum. This helps ensure that students can regularly engage in meaningful deep conversations that deepen their comprehension and promote critical thinking across the content areas. Um focus on our lesson plans and learning. We have a district learning tool that we're using that has different link force that are kind of standardized across all the schools. Our PLC's have collaborative planning agendas, observations that we do, um lesson planning that the teachers do utilizing school pace. And let's
024take a look at school pace. This is where we are as of today. Um, right now we have 75.1% of our students on target for their ERA reading levels today, 75.5% of our students on target for their reading practice today, and 83.9% of our students on target for their immed reading levels today. Next slide is >> there. >> Okay. Oh, can we go backward? >> Which one do you want? The >> this one. Okay. So this is a small slide but it's basically showing our ear our earl data that is for our non multilingual language classrooms from this time last year to this time today this year. So in 2024 for kindergarten we had 69% of our students on level. Today we have 92.9% of our students on level. First grade we have a little
025bit of work to do. Last year we had 82.3% of our students on level. This year we have 61.5. We've already started looking into that. We're already addressing these gaps with small groupoup instruction, our student conferences, and even having parent meetings. What's going on at home? These are the same students that are turning in with reading logs. We're seeing this type of correlation. Um for second grade, last year we had 56.7% of our students on target. This year we have 73.4 one year to date. for our meal. Last year we had 77.3% of our kindergarteners on track. This year we have 85.7. First grade 71.4%. This year we're at 81%. And second grade again one of our biggest jumps at 70% last year and 85% this year. So what we're doing is working so far.
026We are wild about math. So, a lot of the same things that we're doing in the ELA, reading, writing, we're we're doing a lot of those same things in math because we know good practices are we can do good things and they're they are are good no matter what domain they're in. So we um for math we do unfinished learning groups so students are working on their essential skills that so they can uh fill in some of those gaps so they're um at the level that they need and we want to use data to make sure that we're um doing things effectively. So we use our comprehension checks to to see if we're making progress. Um just like Dr. Pike said, we're focusing on building staff uh building their capacity of the standards with teacher
027clarity. So, making sure that we know what the standard is and we're focused on that standard and that our students are able to say those standards um and know what they're learning and why they're learning it. Um student discourse and allowing for productive struggle. Um I think uh Mrs. Zimmerman always says the person that talks the most is learning the most, right? So, we want our students to be talking more and um having that struggle, not so they're um frustrated, but right now with a basketball player, right, they're going to have to practice and then some things are going to hurt. So, in order for get better. So, that's just I hope math. We're using that form of to create our two one small groups. Um we can say that all our classes are doing
028one small group math which has been an improvement from years years past. Um we're doing collaborative lesson planning with our learning blocks. The the tool that Dr. P said we're we're using uh the same tool just tweaked for math. Um and then we're using that data that we have when we do our learning rocks to create what we call micro PDS right what we what trends that we're seeing things that u we need to focus on. So last month when we were uh working on math, we did the connect it. We saw that the um the students knew the strategy but weren't able to connect it um to other learning. So uh we did some PDS and next month when we do math again, this would be math again this month, we'll be able to
029see what the what dad shows. Um we do the finished learning groups. um and they're not working with a small group with the teacher, they're either doing a math center for nonath math just talked about or they're having meaningful discourse uh and then trying to discuss it um routine that's part of writing math uh they're using turnin talks throughout lessons and um and giving students time before they have to get certain so math right uh on the left is last year, on the right is this year. What this slide really shows is that our students are pretty much the same place that they did last year kindergarten, which is a good thing. Um at first grade, um the students it is again the same pretty much the same uh scores from beginning of last year
030to this year. So all that all the work that we did last year, we kind of need to dig in and find out why there wasn't poor progress for our students that are starting first grade in a little bit better spot if they entered the same spot last year. Second grade though, we can definitely say that all the work that we did last year with uh second grade, the numbers are I think it's like 6% difference, right? 6% more um in the better of where we should be. So the work that we did in first grade to um second grade and out we are wildl um it's more than just social emotional learning. This is our students and our staff's sense of beloved, right? And so there's so many different components of at le um
031they range from the morning announcements. Um students, every student in school gets an opportunity to do morning announcements at least twice. We have a rotating schedule where the um every class will come in and when that schedule goes at least twice, some classes will get to do it three times. Um, tier one lessons are standard for every classroom. Um, morning meetings are standard for every classroom. Short of practices are standard throughout our school. Conversations are becoming standard practice. They are standard practice with myself, with Dr. Bodis, with our counselor, with our social worker, and with those that have been trained through the alley. And we're expanding. So it's becoming the the the language of Whittier restorative circles check in checkout is something new that we're bringing this year kind of running. Um, we have SEAL
032small groups. We have one to one, tier three support. Of course, we have our schoolwide and our classroom events to support positive behavior at SEO. Oh. Oh, no. There's no >> So, the reason why I have this video in here, this is our announcements in the morning. Okay. The reason why I put it in here, the beginning part is they're doing the pledge of allegiance, which is fine. We all know the pledge of allegiance. >> But the second part of it is every year we have a buddy pledge and we do this every morning. And so the students know it and they find it's part of finding our buddy for the day and that we're going over our school values with it. Our school values that staff and students decided on being helpful, being friendly,
033and believing in myself. I'll try one. I think we just changed up so I have to double check but the kids will say it for sure. And so every morning this is a part of our and the kids are very excited about it. You have to do it. I'm not there for whatever reasons a problem. Why didn't they hear me on the announcements? Why wasn't that? Someone else is there to help them do the announcements but it's because of So this is very important to them. These other pictures are things that we've just constituted this year. So this is kind of our sensory block. We have a sensory room. This is our sensory walk. And so this is a space on the second floor now where students can go with counselor, social worker, or one
034of our other specialists at PT if they need an area to kind of de decompress in. We don't have to actually >> Okay. >> There you go. >> All right. So this is our panorama data and I have it from last year and this year for primary students um the teachers actually take prime take the panorama data and so it's very small but the three areas that our students were kind of evaluated in was emotional regulation, self-management and social awareness. And so for emotional regulation, 88% of our students are perceived as having a strength in this. Right? For self-management, 87% of our students are perceived as having a strength in this. And for social awareness, 74% of our students perceived having a strength in this. These numbers are almost identical to the numbers from last
035year. What happens then is our school counselor takes these numbers. She's able to see who's kind of the lowest in these tiers. And that's how she starts to follow her tier to t two. And then our final slide really looks to staff belong. Um the pictures that are going to show our our staff at PDS. They're just really kind of learning together, having a good time together. But then also different events that we have with you. I've shown the picture yet because the video is going to play right away. And it was our last event that we just had which was a bake off that really took off. Everyone really got into it and they had a great time. Here we go. Okay, so on the left we have just our character reads. We had
036a pumpkin contest. It's just the beginning of the year, so of course we have more stuff planned each month for staff. Um that was our little bake off. Our nurse won uh a blind landslide and it was a blind bake off so no one knew who made what. um had about 13 people entered and everyone did their blindf any questions. Yes. Any questions? >> Question of a student that that I will say that the theme while about is as accurate as they have described that like my child did a bfold about everything like every night like you need to do my reading mom. She comes home with like you know I give her site words or something. So, I'm driving around and that's a site word. That's a site word that is like she's making
037me wild with how ill she is. But, um it's just uh everything that I've seen that is being implemented um is they're they're doing it to the 100th degree and it's just really wonderful to see that. Um the kids are always so happy like pick up drop off. I'm there every single day unless I'm traveling and just I just want to uh share from my perspective as a parent right now that um it is just you know crazy that you guys >> you guys showing improvement in every category this year. What are you doing different? I think I think we're really we're really involved in our SIT. I think that's been a huge change. Um that was something we had talked about at the end of the year. Um before prior to last year, our
038SIP was a document. We did it, we build it out, and then we kind of moved on dayto day. CIP is involved in everything that we do. We're always referencing it. We're always bringing it up. We're always going back to it. So I think it's always realigning us back to what our goals are. The SI aligns with what we need to do for our students. We're always going back to our SI so we're always realigned. >> And the other question I have uh talked about the buy in making people feel like they belong. What are you doing to help everybody on the team be part of the buying? >> Are you talking like adults >> right? Yeah. We're we're doing like all the fun I could never do it at this app. So like we
039had a pumpkin decorating contest just so people could, you know, have that little competition with each other, right? We did the whip it over here. So brings people together and has have some so we're just making people um be together and have having some fun. And I think it it lets people experience their value at school, right? It brings together our family community as best we can at school. people want to feel valued and we're trying to encourage that at school like you have your family at home but then we're still the family and so all of these events that we're trying to put together a lot of like here it was actually the brainchild of the kindergarten team and I was like let's go for it let's run with it and so it really
040gave them ownership over that and the staff loved it and it really allowed everyone to get involved in it but it also allowed for that value to come Well, that's what I want to hear. Everyone got involved. That's that's key. >> Yeah. >> Thank you. Any other questions? >> Not a question, but a comment. Um, again, on a parent point of view, the communication outstanding with parent square. >> Everything is just in this >> perfect little app. You're Oh, and thank you for the shout out uh for board members. Focus. I just Thank you for that. Um, but the communication is so nice. Um, like Mrs. Mora, we've had our older kids go through Whittier. We took a break and we don't know, we got these little ones through the system. But, um, what's so
041refreshing is that over the years, it's so different from when I had my older kids. Now, back with my littles, it's it's um, so different and it it just works. It's so nice. Um, I I want to say thank you because it's it's nice. It reminds me that change is good. Change is okay over the years and everything's working and um my littles love it. So, thank you guys and your staff. They're wonderful. You have good things to do. >> Yes. >> Any other concerns, questions, or comments? Great job. Thank you. Who's up next? The next school who's up next. >> All right. Jefferson, good luck. >> So, um, >> you can go ahead and, uh, go at this time or as Mr. High would say, you're welcome to stay. >> We love. >> You
042all have a good night. >> Thank you everybody. >> Take care guys. Thanks. Happy Thanksgiving. >> Don't eat too much food. >> This is your This is your time, >> please. >> You don't even have to >> answer your question. Can I get this? If >> I can get that to open, I will tell you who the next school is. I'm uh freezing up here. Okay. But I'll pull it out. >> I think it was Jefferson, but I just wanted to double check on that. Okay. Um let's see. Here we are. Consideration of old business. All right. We ask that the board approve the minutes of the regular board meeting of October 27th, 2025 and the close session minutes of September 22nd, 2025 as presented. >> Get a motion. >> Mason and Miss V. Roll
043call, please. >> Hi, >> Jackson. >> Hi. >> Mason. >> Hi. >> Mora. >> Hi. >> Walker. >> Hi. >> Mr. Nelson. >> Hi. >> Motion carried. >> Confirmed reports uh from the superintendent. No old business. >> Okay. >> No business to the board of education payable as presented. No question. Motion mor >> building. old business. >> Good job, M. Travis, you're up. >> No old business. >> Okay. Any other old businesses? >> Uh, sir, Jefferson is the next school December 15th. Uh, they'll be presenting on their school. >> Just a big shout out. They'll have to really step it up. >> Yes, sir. >> He's really just we've had very good presentations. Thank you. >> Okay. I get a motion to go into close session. Miss, Miss Walker and M. Roll call, please. Jackson.
044Hi. Mora. Hi. Hi. Hi. >> You won't be long. But >> yeah, you know what? Sometimes like if the angle's not right, let's use it. If it doesn't, I'll press I'll leave it on here for y. Oh, >> hey. >> So, is your guest a temporary password guest at D87 for them to log in? >> Guest at Yeah, it's a lowercase Jeep. >> Lower case only because I have my installers right now doing the lights and they need to get on the Y. >> Yeah. Who? I just sent that to somebody. that you sent it to. >> G7. >> Yes. >> Yeah. And here, Teresa, I'm going to show you something real quick. >> Um, guesst. >> Oh, it's inside of there already. >> Yeah. No, I'm just going to share it with you just
045so you can see. >> Thank you, Joe, so I don't have to keep bothering you guys because I as I asked you guys a bunch of times. Oh, thank you. Oh my goodness. Okay, thank you. I was just going to check that. Thank you. Okay. Okay. Reports board reports uh reporting board uh meeting is this coming Wednesday. Yeah. So I have nothing to know next month I conference Friday, Saturday and Sunday and if you download the app VA your sessions and then set reminders from where you're supposed to be has a interactive map all you >> well she's already all set. I I haven't been anyway. >> Anything else, Miss Walker? >> Could they be assignment? >> I know. >> Are we at the facilities behind? >> Thank you, sir. Uh, for licensed personnel resignation,
046uh, we ask that the board accept the following resignations as presented. Natalie Steinley, second grade teacher at Jefferson, effective November 10th, 2025. And Chantiel Man, math teacher, North Lake Middle School, effective November 17th, 2025, as presented. >> Got a motion. >> Mr. Jackson and Miss Mason. Roll call, please. >> I Walker. >> Hi, Mr. Elsa. >> Hi. >> Motion carried. >> Uh, director, leave of absence. We ask that the board accept the leave of absence for John Dathy as presented November 12th, 2025 through November 24th, 2025. >> Get a motion. Miss Emanosa and Miss Walker. Roll call, please. >> I Wara. >> I Mason. >> Hi. >> Jackson. >> I. >> Motion carries. >> Educational support staff leave of absence. We ask that the board approve the educational support staff leaves of absence requests as
047presented for Lufty Taylor, Esenia Villa Lobos Diaz, Laura Galante, Joanne Ngley, Tama Shuran, and Eelia Carrero Alvarado as presented. >> Get a motion. >> Miss Mora and Miss Walker. Walker, please. >> Jackson, >> I miss. I >> I basa >> I motion car. >> Educational support staff reassignments. We ask that the board reapprove the reassignment of Anna Alonzo from teacher assistant at North Lake Middle School to clerical aid at North Lake Middle School effective 1027 2025. >> Your motion Walker and Miss Moore roll call please. Walker. Hi. >> Hi. Howard. >> Hi. >> And hi Jackson. >> Educational support staff employments. We ask that the board employ the following personnel pending all employment paperwork. Alandra Kazmiro Yanes lunchroom monitor at Whittier effective November 4th, 2025. and Kenya Arzola Ortiz Bang bilingual teacher aid at Jefferson
048uh effective as soon as all paperwork is completed. >> Motion exosa and Mr. Jackson. Roll call, please. >> Hi. >> Walker. >> Hi. >> Jackson. >> Hi. >> Mora. >> Hi. >> Carry. >> Uh from our order report. Just a few uh short items. One is that we are wrapping up a food drive this week which is connected with the village of Bellwood and that will be of benefit for our families. And then we're working to start our own district 87 food drive and we're looking to do it a little bit differently. I was talking with one of the counselors who's helping me on this. As you know, some of our families are very concerned about traveling and how they commute extra outside of the community. They're more comfortable, many of them right now, just
049going to and from school. So, we're working on a food drive where it's local and uh with parents could actually just come into the school with just self-s serve to to get things. We talked about this last month when the concerns came up about SNAP benefits. So, we're going to follow through on that. We also had related to that a coat drive which was very successful that took place during uh the early part of November for our families. And then uh also we began a special education task force. We had our first meeting last week and that was as you know we learned that five of our six schools were struggling with growth for special education. Um under the leadership of the team and uh a big shout out to Mrs. Zimmerman, we are experiencing
050growth in reading and math throughout our district. That's the good news. It's just that we want to have that also with our special education student group. And of course, we know in district 87 approximately half of our students with disabilities are also multilingual multilingual. And that is a kind of an added part of our recipe, but we had a very good first meeting. We each each of our schools were represented. There's things that each school is going back and doing. They're working on now. It's about 70 days until March, 70 school days when we have our next uh I AR assessment. So there's things that we want to do now that we know will have an impact then. And so we're working on that, including what the district office is going to do. So I'll
051keep you updated on that each month unless there are any uh questions. That's the end of my report. Question. Okay. >> Thank you. M you help >> as promised to think us through our student achievement and summitative designations. So I wanted to start with just taking a look at uh it's a short presentation I promise but we all got together a group of us and went to um the culture institute this past summer which was Jimmy Cass's team it was a two-day um institute so I thought for school improvement so I thought I'd start with a little picture of all of us together. Next piece I wanted to just take us through is really how we have changed our continuous improvement cycles. And one of the things that we started with, this is three years
052ago. So about so in the spring of 24, we put together all of our six school improvement teams. be called the lit learning improvement team. We come together all six schools and me for two hours and that is really for us to look at alignment across our school improvement teams and look at our data monitor growth toward their school improvement goals and that team really feeds our district leadership team which is all principles principles um the curriculum instruction team and really all the central office administrators and we take a look at what happened at the lit team where we where do we see trends across the district. We look at our successes data from learning box and gain insight from other administrators um across that team because while they're all working with their schools we
053do try to go to each one of them but they don't hear from each other so that they also can learn from each other as principles teams and look at those trends from that you know you heard um I think it was uh Dr. going to talk about looking at that data and developing micro PD. those small little PD sessions that might need to be at the building level, but then we look at trends across the district and then the coaches will come together and we'll do whatever kind of um micro PD or smaller PDS that need to go across the district and then it also helps inform us what we do with regard to uh institute days, app days, early dismissals, things like that and then that will also then feed those coaching cycles
054where instructional coaches work with the teams on specific things either individually or maybe one particular like grade level needs some support on the discourse or whatever it might be based on the data based on learning blocks and that feeds the circular piece that goes into our PLC's and that collaborative planning. So what do we need to work on as we're analyzing data looking at what student work looks like? Um how are we implementing our standards and then the process starts up working and forms that learning improvement team. So that's kind of the structure we have put in place and it's evolved and changed and really we continue to hone that get feedback from our teachers or our schools um and our district team to really keep getting better I would say as we tighten our
055systems and our structures to keep us aligned and keep that forward momentum. So let's get to the good stuff here. Thanks, Joe. So, what about I? So, taking a look at our data from FY23 to FY25, if you look at, we've got all of our grade levels there. Overall, as a system, we've grown from a 13% meets and exceeds to 33% meets and exceeds in English language arts. So, we continue to improve across the board. Um, in fact, I got a call from um the chief um executive officer of ARC to celebrate our data there study that they'll publish. Also, um very excited about our progress we've made and the gains that we're seeing across our entire system with regard to her ELA implementation and our school improvements. in mathematics as a system we have
056jumped from 14% to 24% over the three years and um one thing to note is if you is if you look at our third grade mathematics we're at 46% of our students meeting and exceeding so when you're hearing Tracy and Liz Marquez earlier talk about progress that our primary is making and the strengths and the gains that they're that they're seeing so we're seeing that strength strength come up through the primary and our third grade um and fourth grade. So our intermediates are getting stronger which then leads will lead us to our um middle schools being stronger. So we had five schools in status. We now have six schools in status and I'll talk a little bit about that. So we started in 2023 with our new designations. At that time we had three comprehensive
057schools and two schools that were targeted. At this moment we have um the three comprehensive schools. Two of those um we have two commendable schools this year and one targeted. And we have three targeted. One has moved to commendable and the other two are targeted. So we have made some good gains with regard to where or one one of those targeted. Sorry. One from Rick Target and one into commendable. So what does that mean for us? Let's take a look at this next slide. This is kind of hard to see, but we're going to get deeper into this as we get for move forward. So we have a bit of uh we have what's called our school status designation that we start with in that first three years which is where we have comprehensive and
058targeted. Then every year based on our scores we get an annual designation based on how our students performed on IR. So this year, our annual designation, we're going to talk about that one first. So that'll give us that first bullet or that first line item. That's that very first design, that very first column there. So we want to take a look at um and how that's decided. This is the tricky part, which is why they're going to they're reanding it for next year, is they put all of our schools, look at all the schools in the state of Illinois and look at what's the top 10%, what's the bottom 5% and then what's in the middle. That's commendable. So that's a wide range. So every year that target changes and so for this year the
059range is 81.92 is anything of that and above is exemplary and then um 38.71 anything below that is considered uh comprehensive. So you have to be within that 38 and 81 range. So Jefferson is can we um they would targeted to commendable. Whittier stayed at Targeted. Riley this year went from commendable last year and down to targeted this year. Sunnyside stated targeted. Now Carer was commendable. So they were not status at all. They are now entering a designation as as targeted. So they are now entering their first year of being in status. So now we have all six schools in status. We'll talk a little bit about what that means. Northflake has remained commendable. So for three they started comprehensive in the last two years they have been commendable. A little bigger. Thank you. Now
060the next um section on here is looking at the all score. So that means that they had to be in that range. So we have grown every single year or we've had growth in all of our schools. Even though we've remained in status, we have grown anywhere from 7 to 10 percentage points in our designations, which is huge. That's in the all categories. We put all of our students together. That's where we've seen the most growth. Here's where it gets a little tricky is in that next column. That's where the children with disabilities column is that Dr. Sullivan was talking about. The interesting part with Jefferson is and the reason why that they were commendable they're not a commendable school but their their student group keeps changing. So last year they were target the first
061year they were targeted because of um their student group was EL. Last year they moved to in stayed in targeted status because their student group was children with disabilities. This year they don't have a student group with children with disabilities and their EL group it was above that threshold. So they're in the commendable group. So that because that target keeps moving, it's it's a little trickier. So that's going to change with the new system. But here's what I want you to think about. What we're seeing when I got the children with disabilities category is that the first year all of our schools grew quite a bit actually. And then last year we saw a dip in that group. There wasn't as much growth there. That's what we're trying to figure out and kind of peel
062back and figure out why why did are we having inconsistent growth with regard to our students with disabilities and North Lake has consistently grown with children with disabilities. They went from 31.2 that first year up to 49.51 which is a significant jump. And so part of what the work that we're trying to do in learning each path improvement is peeling back and figuring out what's going on there. So I did a little more digging this weekend. Jump to the next next slide here and really looking at what's their student growth percentile. It looked way bigger on my screen so I apologize for that. But what the state does also is they take a look at and everybody every student gets a thank you a student growth percentile attributed to them individually and then there's a
063student cohort um student growth percentile for schools as well. And so when I pulled that report and really dug into where were we at and here's kind of the category you look to look at student groups and that's looking at students year-to-year progress over time compared to peers around the student. So, same grade, same subject, same prior test performance. And then how does that change over time? So, when we're looking at those scores, 60 and above growth, excellent. 54 to 60 is about average. 50 plus or minus three is average or I'm sorry, is average. 54 to 60 is above average. Between 44 to 40 has some room for improvement, but it's not immediately concerning. Anything below 40 is cause for concern. So, this that one got radical as I told Mr. Travis last night.
064I just kind looking at all of our reports. So, here's the areas when I started to pinpoint where we needed to really focus on. It looks like that our fourth, fifth, fourth, fifth, and sixth grade math children with disabilities group are the areas that are below 40. They're not growing quite as much that those grade bands. So, we need to dig into those particular looking at those particular students and what do we know about them and what can we do to support that group. And then um fourth grade ELA was the other area. So fourth grade in general, our children with disabilities have um some room to grow. Fourth grade ELA is closer. It's at 39.54. So they're right on that cusp of 40. And then fifth grade math, all students, fifth grade math was
065at 34.15. So that's the other group that fifth grade math isn't just as growing as much. Um, and that's in both schools. And so together that that is an area we need to dig into and kind of feel that uncheck a little bit more and figure out what's going on in fifth grade math because the fourth grade does fairly well. So I'm not sure what's going on in fifth grade math. So those are the um components with regard to growth that I think that I want to take back to our next meeting with regard especially to our special education group that's meeting is really start looking at those particular grade levels and the students that were in those grade levels which would be our fifth, sixth and seventh graders this year and make sure to
066see who they are, how they grow this year, what supports we need advice for them. What questions do you have? We have a lot of data at y'all right now, but >> you did target. >> Give me a better understand. >> Targeted. Okay. So there are um several levels within the state. So exemplary is the top 10% of the schools. Then commendable is this really big area, big group of schools and then anything. Then there's a targeted group which is that means you have one or more of your student groups performing below the set score that they the um group the target that they have decided state >> is the yes the state has decided >> and then based on how they've put all of them together the scores together there's a range and then
067below that is intensive. So what depending on how your all group performs and subgroup get you the comprehensive piece. So for example, when we were in school improvement status before 2023, all of our schools were targeted and that was because typically it was either children with disabilities or our EL student group. If that after four years of school improvement you that same student group is still not is still underperforming then you move to the next tier of status which is comprehensive. So at the end of this four years, if we still have student groups not performing at the rate they need to then we would move to the next tier of status which is intensive which then which we don't want to be in. Um because meeting with the state regularly and having more intervention
068in the state is something that requires a lot more time and intensity that we could spend more time working with our children and working with our teachers. Um and so my goal is to get them where they need to be that status. >> Do you need anything from the board? Have three schools on target. anything you need from us to help us get off the target list? >> I think it's continuing to support the professional development. I think we have to take a look at um our interventions and supports which you have always been very supportive of. So that'll be something that our next conversation on where we need to go. >> Hey, you give us an update when >> what's the next update? The next update will probably be um looking at our data
069when we I we need to look at our local data in after we do our map testing and our readym testing and then we'll we take I'm actually meeting with the state tomorrow because I have a couple questions about some of the data is my configuration and um looking and adding of the data. I'm not getting some of the same numbers and so I have some questions about that. started meeting in the morning the state is particularly about rightly and their growth. So I want to um confirm that with the state actually and then um dig into the why on some of them. We have a plan which we Dr. Solo talked a little bit about with our students um with disabilities that each building has and then the central office team has a plan
070with um how we're going to start having better communications and developing some relationships with our RBO students that are outlaced because that's also a group of students that are in these numbers and yet we don't um see them very regularly And I want to talk we want to have a lot of conversation or begin conversation relationships around attendance and making sure that we're partnering with them about how attendance how can we help them make sure that their students are attending. That's one of the things that know is impacting some things but a lot of them are medically fragile. So that's challenging too. And then the second piece is um eventually after we build some more stronger relationships with that um group of schools we need to have some conversations around instruction students as well. >>
071Any other question dominate questions? >> I do have a question since you were able to pinpoint it at fourth, fifth and sixth grade. Is it a possibility that staffing may have had something to do? For example, a sub where we didn't have a staff or I know spat is one of our concerns for staffing. Could that have been a could that be a factor as well? >> It could be. Yes. Um, I think what the next steps that we're going to do is I have pulled all of the students and we need to separate them by students that are inclusion versus our self-contained versus our students because I think that's one of the things that I need I want our buildings to take a look at because staffing has been an issue. Yes. But for
072our inclusion students, which is typically our larger group, that's where I'm not exactly sure because their classroom teacher is also part of that team and does the majority of the core instruction. So, we also have to build some capacity, I think, around our classroom teachers as well and partnering with our inclusion teachers as well. So that's kind of the next steps is separating that and seeing where which group is making grow which group to really focus as well. >> Can you um say when we were going through all of the schools that >> Thank you Mrs. is more for recognizing the word of Dr. Modi and the team. >> And one thing that's bubbling up in our data right now and when you ask like what do we need from the board, I'm not ready
073to ask for this yet, but one thing that I'm working with the team on is what's bubbling up in our conversations with the schools is things have changed. As Mrs. Zimmerman just said these scores are we are impacted by our kids that are at pace and other places the inclusion versus the crosscat but to clarify what Dr. Mrs. Zimmerman is talking about, yes, the kids are in the gen ed classroom, but all of our kids are technically gen ed students first. Then on top of that, they're supposed to be getting their additional, let's say, special education or multilingual services. And as Mrs. Zimmerman was just talking about, that means that okay, they're going to be exposed to ARC, but that they're also going to be exposed to things additional to that. And we have a
074need for someone to provide the leadership to be laser focused on that because what's happening at REO I mean think about that over a pace are the kids getting what they need. How do we know that? Because those scores come right back to us and it isn't so much about the scores. We want them to be as independent as they can with the dis learning to live with the disability that they have. We don't want it to be a barrier where they're not able to learn. So, um, what I'm what's bubbling up is years ago, it was right before I became superintendent, there was a decision to transition from the position of director of special education to director of special services. and in special education is in with all the school safety and the residency
075and the nurses and the I'm not ready to make that recommendation tonight, but I'm thinking that may be we we need some help at that leadership, someone who's focused just on special education because as Mr. Mrs. Zimmerman was just talking about and you know you worked in the schools in an inclusion classroom you could have two adults let's say in there one adult primarily for the children with disabilities and one adult for the general education how are they working together are they co-eing for example are they like a fine willed machine that the kids are getting what they need so one of the things I may be recommending to the board I'm not ready to do it tonight but that's been on my mind is we need as example there's a need we have a
076reason we have a need for school safety right we we need that we're we had a meeting uh last week uh Mr. Burn and I with M Dr. Spataphor and Mr. um DY about a reunification exercise that we need to have. This is all important stuff, school safety, but this is important too and we need I think we may need that separated in order to really zero in on this and have that person be an integral part of the curriculum team working in concert with because it's at least half, right? At least 50% of our children with disabilities are also multilingual learners. >> Yes. >> At least 50%. Yes. >> And so that adds a whole another layer for us. >> Yes. >> Um that that's where I'm at with right now, sir. We're waiting
077for you to come back with us. Okay. >> Any other questions? >> Good report. Thank you for the update. Appreciate it. >> Thank you, Kelly. It was wonderful. Okay, moving right along. Suming you up. >> Summary of budget, state position, and student activity report ending October 31st, 2025. provided for your information. The first item um I have is a resolution for property tax proceedings. So, it's standard practice among school districts to have a resolution authorizing attorneys to step in and intervene on property tax matters with district's direction. And our hearing is requested to have an updated resolution. Suggested motion is to recommend that the board of education approve the resolution authorizing participation and property tax as presented. >> Motion Miss Moore and Mr. Jackson. Roll call, please. >> Summer. >> I sa >> I motion.
078>> Next item is the approval of the 10ear life house life safety plan that uh Justin had talked about. this um earlier in the meeting from old architects and is there are any other questions about it to present the resolution or I'm sorry suggest a motion that the board of education proceed with approval of submission of the identified list of property priorities B violations to the ISO systems and the district would track priority C violations and address them before the next 10ear review. I got a motion. More and Mr. Jackson. Roll call, please. >> I >> motion. >> And the next item is a review of the tenative property tax levy. Uh last month we talked about that there might be some changes to the tenative levy. I just I tweaked it a little bit
079and there have been no changes to the total tax request. However, we increased the estimated equalized value we and an increase of property new property that might be showing up and an increased estimate to reflect the anticipated property value increases to the Cook County assessment cycle. But the bond levy led to Chris Lyley. So we have no increase in the tax amount of what we discussed last time. Um the final approved levy must be filed in Cook County by the last Tuesday in December and the final the final version will be presented at the December board meeting. I have suggested motion that the board of education approve the tenative property tax levy. >> Get a motion. Mr. Jackson, Miss Espanosa. Roll call, please. >> Mason. >> Hi. >> Jackson. >> Hi. >> Mora. >> IA.
080>> Hi. >> Motion. >> Good news is the property tax bills have been sent out and we will be giving hope January. Unless you're a taxpayer, >> right? >> Um, so if we get our fund in January, we'll be able to cover our necessary expenditures and that time we'll repay the working catch fund for the loan that we use to meet the bond payment that had to be paid in this month. And then also as of October 31st, the district received 15% of its budgeted revenues for the year. So, we're a little bit behind in collecting revenues, but that'll catch up in January and we are have expended 25% of our budget so far, but we're we're doing those expenses. The annual skip self records meeting will take place on December 5th and I'll attend
081and I'll update you on insurance rates. Um they should be shared at the December meeting. Should be announced then the annual audit with Baker Tilly is being finalized and we are early with that. very happy to report that um representative will present the audit at our December meeting and not any see we've also uh the finance department is completing the FY25 grant expenditure reports and processing the required 6 grant submissions which mean we should be getting some revenue in from those because those are reports that we we've already spent the money and we have the reimbursement. So hopefully that'll be in January as well. And then finally due to the timing of the early board meeting this month, we'll have to have another check on this and we'll present in December. Any questions? >> Any
082questions? >> I do have a question. Irene, just to follow up. Um, do we receive all our title funds from when you were withholding from us back in was that Dr. S in September? >> August title funds. Do we get them all? >> I'll be back everything so far. Another expenditure reports >> and then so it got unfrozen though. Thank you. Had something to do with you. I think >> you got >> Oh, yeah. >> I I don't >> love it. But >> that was good news that >> really good news >> because that's hundreds of thousands >> thousand of dollars. >> It's it's a big deal for us. So thank you for bringing that back up. >> Any any other questions? >> Okay, Miss Travis. >> I have a brief report. um our vacancies,
083seven certified vacancies and 11 support staff vacancies. And then um just to give you an update, Bloomboard program, those are our teach teacher assistants that are working on becoming teachers within the next two to three years. Uh they have about three more weeks in their first semester. They're making great progress. Bloom board updated me today. Um, out of the seven, five are really almost finished with their coursework that ends in three weeks and then two of them I'll be working with them to help them, you know, move forward and keep pushing forward to finish. So, very proud of them. I'm thinking uh Dr. Sullivan and I talked uh spoke about this. I'm thinking of inviting them to our next school board meeting so you can get to see who they are. And uh when we
084have our next school board meeting, they will be finished with the semester. So we can encourage them and congratulating them on finishing their first semester. >> Seven >> and growing our own. And thank you Mrs. Johnson. >> And there out of the seven uh I want to say out of the seven, four will be special education teachers, maybe five, and two elementary teachers. Absolutely. And they're already thinking of and when we do that, I want to get bilingual. I want to do this. So, they're very excited. We're very excited. Great group of um teacher assistants. They're working very hard meeting here after work to catch up. One was even started the year on the leave and Bloom board was like, I can't believe she she sped up because they were willing to give her some
085extra time, but no, she's moving. She's like, Mrs. Travis, I put myself on the plan. and I'm moving and she really is. She's doing a great job. They all are. So, I'm very proud of them. >> Great. Any questions, Miss Travis? Okay, moving right along. That was that good job. >> All right, so um we had some later in the year grants that just recently got approved. We have the career and technical education and innovation grants, um the afterchool programs grant and the library grants. So all three of those have basically been approved for the district and we'll be moving forward with putting all our funds and resources into action to use those throughout the remainder of this year. Um after school program, even though it's titled that, we typically do use that for our
086summer school programming. So we look forward to doing that. Um, we've had very successful our first fall soccer programming and so now we're gearing up a little bit bowling. Um, Mr. Richowski and I have touched base and we're planning on going to visit Hillside Bowling and get ready and prepared for that instead of figuring out the transportation and all of the things that will come with it. Even though it's not till February, that will be here before we know all these holidays in between. And um we are I will tell you this looking at some new options potentially for Camp Duncan which has been very very hard for me to embrace having spent 12 years there myself. But we as said earlier change can be good. So we are about to work on looking at
087some other outdoor ed opportunities for our teams this year. But some of the ones actually look like they could be really cool to do. So, uh, bringing some opportunities to our fifth grade team and explore over the coming weeks. Maybe other outdoor ed adventures could be, uh, awaiting us. The potential must to come. >> Yeah. Any questions or >> any questions? >> Good. Change is good. >> Change it up. >> Totally. Totally can be. One that has horses. Who knows? I mean what's out there everybody? >> Okay, Mr. Teresa. >> Yes. So, I'm going to update you all today a little bit on the HVAC issues where we're standing as of today with the district. We have been meeting very closely with our team here as well as the companies that service us with all
088HVAC issues. So, they went ahead recently and installed a logic recalibration for a daily um recalibration for our dampers. And so therefore, all of our systems can go back to normalizing each other. And as that's working and operating, it's supposed to analyze our data to see where we are going wrong with the system. So now moving forward, we're supposed to go ahead and remove that because that's only a temporary fix at this time. So um what um Jos was speaking on as far as the firmware, that is supposed to be a more permanent fix, which should help our systems run smoothly and start to operate and function on their own without us having to reboot the system. is basically a reboot on its own. So I'm very confident on and feel great about that working
089better books so our scholars and staff can go ahead and teach and learn how they should >> any questions alone Dr. promoting >> uh we are focusing on u keeping things simple. We are partnering with our parents, our scholars and our staff to increase sense of belonging. So I think that's paying dividends there. Uh we have a couple big important events coming up. The math and sciencemy's admissions process opens up for our eighth grade scholars. Uh they are sending in some representatives to have our eighth grade scholars tested. So uh we'll find out some good information uh over the next couple months. We have about what 90 scholars at um thorough middle school that part um ready and willing and people who apply to the math and sign. So we had a parent meeting last
090Wednesday to inform all parents about the process. So hopefully we can encourage all our scholars to apply. Um we're trying something a little bit different. I know um Mrs. Zimmerman shared our results and more. So, we were able to recognize 130 scholars who last spring made their growth and I we're going to have a lunch. We're going to have a dinner for those parents and the scholars on December second. We've never done that. It's a good way to acknowledge the importance of that test and also bring knowledge about that test because sometimes kids just take the test, but we want to involve parents to tell them how important the test is. And so um we had 130 kids that either made their math grow math art and then same with ELA. So so far as
091of today we have about 65 parents who RSVP to come to the award celebration for something different. >> You want to give us a big shout out shout out about soccer? >> Sure. So u both teams at JB and varsity were seven and four. So first time ever. our JV team. Thank you. Good job. JB won their first playoff round and then lost the second round and then Bar was the first. They're both close to two two to one and so building the program. Um after winter we will have our girls soccer team uh and their season will begin between midFebruary and then all the way till April. So we're excited to see that. It's going to be a little cold outside with I know but uh you know and I know we've talked about
092increasing sense of belonging but we had about 45 boys were able to participate at North Lake and 45 at Macar and then we're expecting the same turnout for the girls. So you're talking about another you know 180 scholars having connection with the school. So thank you guys Cara and Dr. Sullivan I know Irene not endeavor for us to put out in building and grounds keeps the field in tiptop shape so that our scholarship can participate after school. >> bowling starts in um February it's a co-ed so it's uh it's going to be u so it'll be interesting and so the goal is to bowl at Hillside Bowl. uh they will take the top six bowlers and then they will be the ones that compete against others but then everyone that goes on the team also
093bowls too. So it'll it'll be good. We ordered the jerseys they're here too. So it'll be a good way another way for our kids to connect uh and and feel a part of our school. >> Dr. Coaches. >> No, I'm not coaching. I just make sure that all this take on the rest of the work. >> We have place for both. >> Any questions for Dr. >> Absolutely. >> Mr. Bar, you up, sir. >> Thank you. Miss Espinosa mentioned parent square earlier, so I just looked at a few statistics. Looks like we've sent out 42,000 direct messages. Um almost 3,000 pictures. Um so just there's a lot of great statistics that show the engagement um of what is being sent home to families and then how families are responding. I appreciate comment who can respond
094back. Um so it seems like that has been an effective tool to some communication throughout the district. A few weeks ago we sent out map scores to parent squared as well. So they have a feature called secure documents. So you have these big PDF files and parents where takes that and delivers the right report to the right family. So trying to maximize that tooling. Our first prime message is working with full office to finalize cards and get those posted skyward family that will take place on Friday this week. Working on an irate process four of our schools Riley North Lake site and marty have all the network infrastructures. We are now focusing on Jefferson to update switches. We're also going to purchase another firewall and we're going to work on relocating a fiber optic line
095and that should help with just overall network usability and um help us in case of certain emergencies for a little more increased uptime into any kind of instances. and then uh working still working through the interviewing process to hopefully put together a strong technology team >> and that's any questions the report. Thank you sir. Okay. Any other new business? >> No other new business. >> What's the next board meeting? before Christmas. After Christmas, please >> I walk. >> All right. Everyone have a safe week. >> Yes, sir. >> And happy Thanksgiving. >> Happy Thanksgiving. Thanksgiving, sir. Happy Thanksgiving.