001calling to order a special meeting of the Sycamore School District 427 Board of Education for Tuesday, September 30th. Please rise for the pledge of >> 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. >> Kelly, would you call the role? >> Michael >> here. >> Christian >> here. >> Beth Marie Evans >> here. >> Alex >> here. >> Regary >> here. >> Heather Tomson here. Present. >> Present. >> The board wishes to acknowledge that there was a tragedy that has affected our district and community today. One of our staff members passed away unexpectedly. Our thoughts are with their loved ones at this time. Please join me in a moment of silence. Thank you. As a
002reminder, our board governs by policy aligned with state law. These policies are not guidelines. They are legal and ethical obligations that ensure transparency, accountability, and consistent leadership. When policies no longer meet the district's needs, it's our responsibility to amend them within the bounds of the law to better serve our community. The board acts only as a whole in duly convened public meetings with a quorum present. Outside of this structure, no individual member has authority. Adherence to policy protects the district from risk and ensures that all decisions are fair, lawful, and aligned with our strategic goals. Our mission is to empower all learners to succeed in their world. Our vision is to provide an ideal learning experience where students and staff are engaged and want to come back the next day. Our board policies and actions
003should reflect that mission and vision. First item on our agenda is student and staff recognition. At every meeting, the board looks to take time to recognize outstanding achievement and work that embodies the district's mission and vision along with model behaviors that make a portrait of a Spartan. Portrait of a Spartan is made up of eight dispositions. Responsible, confident, flexible thinkers, collaborative, empathetic, effective communicators, problem solvers, and resilient. At this time, we're making progress towards um a nomination structure for student and staff recognition. Um there's no information to report. Uh at this point in time, we'll move on to the audience to visitors section. uh guided by board policy 2230 in the Illinois Open Meetings Act. This is a business meeting held in public. The seven of us seated here are your neighbors, volunteers entrusted by
004you to care for our schools. We're truly grateful that you've chosen to spend a portion of your evening with us. To balance participation with the board's agenda, we've reserved up to 30 minutes for public comment. Each speaker is asked to limit remarks to three minutes. Unused time may be transferred to another person. Any extension requires a majority vote of the board. When you're recognized, please approach the podium, state your name, share your thoughts. The board will listen without debate this evening. Questions or concerns, when called for, will be rooted through the appropriate administrative channels for followup, consistent with our chain of command procedures. If you'd like to speak, please raise your hand, wait to be called. Would anyone like to address the board at this time? Seeing no one, move forward to the next item
005on the agenda, discussion of the leadership profile. At this time, we're joined by our team from Hazard Young at Associates to share with us the results of the leadership profile you guys have before. Thank you for joining us. >> Thank you. >> Um so um tonight u we are um honored to be able to present to you the leadership profile. Um when we spoke to you um and even in our proposal, it was the cornerstone of our search process is engaging with your stakeholders and seeking Thank you. Um seeking feedback. Um we were very impressed with the um responses on the quantitative survey. We got approximately 449 responses and we even had um some very tenacious uh stakeholders who found uh who emailed our central office with more comments to make sure that we received
006all of them. Um we uh thoroughly enjoyed speaking to each one of you as a board member um and getting to know you and getting to know your why. um incredibly impressed um with what you bring to this board and and how you serve the students and your community. Um we conducted focus groups, we visited every school, so we're able to be in every building and sense what a true community is like. So it's days like today where you you count on your community. And so Carrie and I's heart was um pulled today when we found out about the tragedy because it is an all-in community. Um the pride is felt and it's heard in every corner of your building and every stakeholder and every constituent. Um and that is um something that is unique
007and very special to Sycamore. Um so um we're we we are privileged to be able to have that opportunity. Um, we're going to go over first the quantitative result results. So, Carrie's going to talk about the survey and then we're also going to present the qualitative. Now, keep in mind this is at the aggregate level, the feedback from the from the respondents that came to all of these focus groups. Um, and so it's just a reflection of those that attended those those focus groups. Um, and so by no means are any opinions, it's just feedback from constituents. Um, so without further ado, Carrie's going to talk about the survey. >> And it was it was a true pleasure getting to know your school district um, up close and and personal and and and your your
008stakeholders are very passionate about Sycamore and the school school district. The survey, as you know, was open for approximately two two weeks. And as Lynn stated, we had about 450, actually 449 people participate. Now, you might think that's a low number. Um, and it is for for surveys, but this is average for for schools. Um, in the surveys that we that we do, um, I always tell school boards that you can almost take it as a backwards compliment. If you have people knocking down doors to get to surveys to fill out um, to share about the the school district, they're eager usually because they have a concern and they're and they're frustrated. Uh we were pleased with the with the numbers especially as you can see on the slide 281 parents participated in the in
009the in the survey. What I'm going to do is I'm just going to highlight the points that that stick out. Um Lyn and I are going to be using the survey um very much to continue to shape um what we're looking for in in candidates um and to inform candidates as as well because as we shared with you before um we want to make sure you get to know everything about the candidates that we recommend to you to consider, but we also want the candidate to know everything possible about the school district because we We need that ideal fit. We don't want any surprises for either party come July, come August, um sometime next year. So question question two um they were given 20 20 statements and uh we asked on the survey you know
010do you strongly agree, agree, disagree or strongly disagree basic liyker scale. uh we use typically an even scale because we force people to one side of the other. On a regular survey, you might see odd numbers. There's always a safe landing place in in the middle and that really doesn't tell us. And so we forced people to go one way or the or the other. And the overall results on this question were extremely positive for the for the school school district. Um, and and we'll get to the graph in a in in a few, but if you if you go down to survey question two, three of five in the in the header, you see two two red two red bars. Um, these are the two areas that the stakeholders and just a reminder about
011the stakeholders. This is a snapshot just like when a student takes a takes a test. Um, and these are not all your stakeholders. These are the stakeholders that responded approximately 450 you know on this one given on this one given given day when they they took this 7 minute uh to 10 minute survey the the two areas um that you know caught our eye and it'll catch your eye in the graph too. The district is transparent with its communications. Now, we know you have a very sophisticated communication department who from our perception does a does an excellent job. And so, um I think you got to go deeper when you look at that at at the comment. Not that there's um a lack of communication and so on, but there's questions um that stakeholders have
012where they want more information about decisions that were made and so on. Um and then um 14 um the district is financially responsible. um our our assumption when you when you pull that uh when you pull that together with the qualitative um uh data feedback that we received from from the stakeholders um you know you you've had two significant um cost factors in the in the last in the last year and I think they're they're pointing to those right right now would be our our assumption on page four of five for question two you see the three um uh green areas 17, 19, and 20 where the school district is extremely high in these areas. The district's technology infrastructure sufficient to support the use technology and the learning in environment. The district is a safe
013um um school district, which is always great uh to hear. And then your your highest score from these um participants in this survey was the district provides ample extracurricular activity which you probably know and I think that was just about the 90%. If you go to survey question 25 of five you get the color chart and those five questions are highlighted. Um the the chart um there's a lot of data data there. questions are listed on the left um and the higher um um you know the bars go to the um to the right the the greater the score. So you can see the extracurricular number number n 19 um I'm sorry the safe school number number 19 is is right at the 90th 90th percent. So those are the three up on on top
014and then you can see the the two over to the left are are lower than uh 50% where they felt strongly agreed agree. So more than 50% of these stakeholders that participated um disagreed or strongly disagreed in those two those two areas. In question three, um, we gave them 12 12 statements about qualities, characteristics, talent, skills of a of a super superintendent said, "Give us your top four." Um, now all the statements that are listed you would want in a superintendent trying to force them to tell us really what we wanted here. And we didn't really get a significant difference. um they were pretty well pretty well balanced but you can see the the top four and a theme um is starting to develop provide transparent communication. So the next super superintendent um foster a
015positive professional climate of mutual trust and respect amongst amongst staff. Um number eight and number 12 eight recruit employed personnel in the school school district. Um and the last um number 12 um is be visible throughout the the school district and act actively engage with with your different different stakeholders. You can see the percentages next to the screen 46 46 51 45 which um we'll show you the raw data at a later date. It isn't a significant difference but those are the four that have that gravitated to the to the top. The the last question um we asked um how likely is it that you would recommend the school district to a friend or colleague? Um this is the area that you need to focus on. Um you know right now probably because of recent
016events and and so on. Um there's a concern in the concern in the community by the ones that participated in the in this in the survey. Um you can see the distractors, the ones that um wouldn't um you know 40 40% and then the ones that would jump up and down say yeah you've got to go to school in Sycamore school district you know was about 25%. And so you you need to look you know with your next superintendent opportunities to push that push that needle to where it needs to needs to be. Keep in mind 450 stakeholders, their feedback is important and so on. It's a oneday snapshot of about 5% of the potential people that could have taken the survey. >> So um the qualitative then we moving over to the qualitative piece
017of our analysis. This really kind of provides uh context of of some of the survey data and then some. Um when we presented to you, we told you that this won't only provide insights into what sort of leadership you need next, but this also provides you with some um insights into your strategic position. So we, you know, we took we gave you everything we heard because we think you can take a lot of this data and use it to inform you and a lot of the strategic decisions that you have to make and not only that but also the strategic decisions that the next leader has to take as well. So um it it it it's twofold. >> Can I I just clarify um we are giving you everything we we we heard but we
018did hear some oneoffs. >> We did. So when when we hear oneoffs, um they won't make it into the they won't make it into the the report. We'll share those with you and so on, but when there's an outlier over here or over there, um um it doesn't really qualify to get in. And when I code, when I use qualitative um procedures um in research um uh procedures to actually code, a lot of the same things are happening, but it's happening through different perspectives using different kind of um lenses. And so we we summarize it through the aggregate level. Um and then just to also say every single stakeholder was kind and um their heart in the right place even some that came more spirited than others you know you know in the end came
019to a place where it's only because they deeply care. So you should be really proud of and and um we want to thank all the stakeholders uh for coming and taking time out of their day. um you know the elementary school teachers got up very early to meet us because we met them before their school day and then um we are meeting some of the stakeholders after their school day. And then as you know because a lot of your community members, our teachers and our parents, they not only came to some of their building meetings, but they also came and saw us at the parent slash community meeting. Um but they came through with their parent hat on. Um um but again everybody was respectful and kind. Um we also under your direction we had
020um a very nice conversation with the union leadership as well. Um and and so um those perspectives are also captured um in this report. >> Even even with their criticism of the school district um they were it was done in extremely um respectful and positive manner which we appreciate. So, um, we were really pleased with the feedback that we got from all the different stakeholders. >> So, some of these things are not going to be a surprise. Um, but, um, we loved that Krie and I, uh, appreciated the statement, whatever it takes. Um, we we heard that over and over again. Um, it runs deep throughout the entire district and the community. Um, very tight-knit. um and really everybody wanting to um take this opportunity to really move the district forward. Um and even those,
021you know, even though there, you know, many of them went right to opportunities, it was always to make to continue to move forward. Um and all we engaged with, um they they really appreciated working here. Um, obviously there's neighboring districts that pay more um in salary as well, but they choose here um because of of just the community and their experience here. Um committed staff with long tenure, you know, that um and really um really engaged, healthy students um who are really doing great things. And Carrie and I had the opportunity to meet with them as well. Um again, uh community pride, uh staff that live and and work here. And so the school district is an extension of your community and your next leader has to understand that it's not just leading a comm
022not just leading the school district, but also becomes a prominent and um has executive presence in the community as well and and a true partnership. Um um and then passion as I said before, you know, that we could feel it and and hear it. Um even when there was um some gaps and some opportunities that were being expressed, it came through with passion because um people deeply cared. Um and then um so those are the strengths. Um the um and that's hard to you have a community and you have that close-knit comm community that is already there to be able to bring in a leader to take that and then take you to the next level. Um it's a tremendous opportunity. Um so Carrie and I then talked about opportunities. Um and uh these are
023the trends. So, uh, operational excellence with financial fidelity and accountability. And so, um, many of the stakeholders talked about lack of a, and this, you'll hear this over and over again, which I think also creates context with the transparency and the communication. It's not that you're not communicating and you're not being transparent. It's that there are no tools to be able to communicate some of the things you're doing. You know, you don't have a district-wide performance dashboard. where you are highlighting your your fiscal metrics and your academic metrics. Um we're going to talk about this. There is a um if there is an academic plan, it's not a clear plan and I think that's where some of the you know you know you might have some gaps. Um um everybody wanting to optimize resources differently.
024um and uh really advance um you you have an evaluation calendar that you put in place. Um and uh we know that's in that infant stage, but being able to advance that and then those evaluation policies and procedures going all the way down to the staff uh level. We call that performance management. You know, with the district goals, then you will see a very clear alignment that goes all the way down to the individual staff member. And every single stakeholder said they want accountability. They want more accountability. They want more structure. They want more clarity. And so you're going to hear those terms over and over again. Um structure and leadership. Again, align the district structure to meet the current student demographics, talents, and realities. Your student population is changing. Students are changing. Their needs
025are changing. The community is having different needs. and the re, you know, you may have some resources or structures in place that maybe need to be relooked at to be able to really meet the current reality. Um, and that's that's kind of all over the board in ter and also being able to bring the right talent in to then match the student demographics that that are changing. Um, you know, there's a lot that and the the your teachers and your paras, they see it most because they're the first, you know, they're that first line. They see how those those student demographics are changing. That is sometimes hidden and sometimes part of the community doesn't wants to turn the other way. But, you know, there is some there's definitely some um needs um the neurodeiverse needs,
026the the the student support needs um that almost all the stakeholders talked about that they they feel they're underresourced. >> Yeah. I don't know if they they they want to turn the other way. I I think one of the principles did a nice job sharing and he says, you know, my school's very very interesting. Um, you know, we have the halves and the and and the have nots and and some of the halves really don't see the have have nots. >> It's not because they they don't want to. I mean, um, they they they go on with their lives and so on. And if you would ask them, you know, how many have nots, what what's the percentage of of of kids that have needs there, they would probably get the answer the answer wrong.
027Um and so they still view it in a much more homogeneous way probably like it was 10 10 years >> 10 years ago and it just needs um leadership that really can can understand or be empathized to what has to happen and then adjust talent accordingly. Um >> shift from and you know all know what this means in this room a shift from sycamore sycamore nice to sycamore clear. You can be nice, but that niceness is getting in the way of accountability and objectability. And so when you and so a lot of there are a lot of concerns that because of the closeness that a lot of the leader groups all over the district cannot be objective because every, you know, because there is so much um because it's so tight-knit and you have family
028members and staff and relatives all working and living together. And so you can still be empathetic and nice, but you have to be clear with accountability and that's what everybody all the stakeholders would like more objectivity throughout all the leadership levels. Um with and again clarity continue to strengthen the policies and the procedures. I I know you're working really hard at that. Um define roles um from the board all the way down to the staff so everybody does know their role. Um and um you've done a really nice job with the new committeeru committee structure um that you'll see in in a lot of boards, a lot of high functioning boards. Um and so continue to build upon that structure as a pathway to uh excellence in governance. Um and then you know a lot
029of your stakeholders talked about the balancing act. You have high academics. You need to continue to push high academic standards. you need to continue to retain and and um um top talent um and um exceptional but you have to have exceptional student support right so you can no longer it has to be the education of the whole child and we heard that from particularly the building principles um and I know you're working on this but a building principal sometimes is pulled out of their role only because they are the only ones that have to that have to deal with crisises so they're dealing with crisises is um and so realizing that to be able to advance the whole child that you may need to look at some some of those supports. You all know this
030rising costs with competitive salaries and facility needs you know being able you know um a leader who who has been done that in the past and has had success. Uh continue to explore how to reach more families and community members in an era of too much information. Um and then um again the shifting demographics that require Sycamore to align and again at the programmatically at the building level the staff level and the structure. Um so those are those are some of the opportunities. What we thought we'd do now is kind of as we went into each stakeholder group kind of also provide you a picture. You'll see some alignment. you'll see some some um um but we wanted to kind of also uh give each stakeholder um kind of some of their insights um from
031the staff and the teachers. Um they really want a desire of a more uh formal curriculum cycle. It is not formal right now. It is not it is not clear. Um and that lack is causing some confusion and inconsistency. Um, we were told multiple times that it is not the same student experience pending what elementary school you go to. And so that experience is not consistent. And so when when when the students get to the middle school, they know what school the students went to because that those students are not having that that experience. They know that each school has unique needs, but in in terms of uh academics and and social and and um support, it it should be more um consistent. Um the teachers are um and again a lot of it, you
032know, a leader who follows through, right? A leader who you don't stop and start and then you have some broken promises and then there's never any follow through. um that creates burnout and frustration um at all levels of the staff when you you know when when something's happening and then it and then it stops. >> Yeah. And so I I don't think they're broken promises. I I think >> through the So it's like okay, we did this and we check it off and then we put it over here and then we go into the next one and we accomplish that check it off and put it over here. So once you once you do it once it's established um you know um portrait of a graduate or portrait of a Spartan you know it's done
033check it off but do we go back and do we actually use that to the level that we we should and so that was their concern. Um uh not that they felt you know >> they wanted more follow through. Yeah. Yeah. >> A lot of a lot of starts and stops. Yeah. Um, you're going to hear this over and over again, and I actually gave this a whole slide at the end. Um, just a lack of a shared vision. Um, and I think that's where the communication and the transparency is coming from is that due to this misalignment because if there's a lack of a clear vision and direction, it's impacting how collectively everyone fits into that shared vision. Um, and so that was expressed in multiple ways. again um advancing the right balance between
034social emotional learning and academics. Um and then um you know we talked about a lot of perception versus reality. Um a lot of your state uh the the the stakeholders noted a gap between the paper and the realities um between the videos and what's actually happening dayto-day. Um and so um really kind of looking at that a fancy video that if if you have your stakeholders that can't connect with that and that's not their reality, you know, you might have some some we heard that over and over again. Um working here was once the dream. Um and everybody wants wants to get that back to that place. Um, and so, um, everybody wants I mean, it's all hands in and and I I think you have a an incredible community that is willing to get
035it back back to where where where it continues to be. Um, opportunities and operational effectiveness, um, you know, some, um, building assignments, why there shifts, um, internal posting, um, communication. um you know teachers have to get back to their students in 24 hours. Everybody in the district should have you know if that's the case on the teacher side that should be accountability on everybody's side in the district. Um and then again operational efficiency opportunities um desire to have the right people in the right places and then um you know this uh the buildings um are a concern. You have some old buildings and you have some building needs as well. Um, and you know that I mean particularly at the high school, you know that that's a um when you look at a a lot
036of the area high schools and and you look at the high school um culture of um I I I thought I this is um I thought it was I I took this verbatim um because you had a lot of agreement on this statement. You had a lot of stakeholders in the room. um it appears that we're okay with being okay and that's not okay. So we play school and so teachers wanting more, teachers wanting to be more accountable, teachers believing their students need more and being able to have a leader that has that same level of expectations. Um so um a desire um uh in terms of professional development and collaboration um had some very robust conversations around vertical and horizontal articulation. Again that goes back to a formal curriculum cycle. Um that is very
037important in a unit school district is to have that I'm sure you've heard these terms over and over again vertical and horizontal articulation. Um, and lastly, really wanting the district office to to to be seen as a resource hub that supports and you grow together, not that, you know, with them, for them, by them. It's a collaborative team process and that everybody grows and moves forward together. Um, on the parent side, um, again, um, a we heard it over and over again, community members calling for higher expectations. Um um um potentially um I mean your experts, you know, your your your principles and your staff will have to look into this, but um they wanted to know why the high school credits were low, lower than some of the other area school districts and why
038that was the case in an era where, you know, standards should be higher. um a need um to um in in teacher and staff diversity to better represent the demographics of the student population and then again support that also mirrors the student demographics, poverty supports um things like that. But we heard that again from from the parent community. Um and uh again identified a lack of clarity and vision both academically and at at the building level. Um, and this is kind of what Krie was talking about, you know, profile of a Spartan check, put it down. You know, it's viewed as a one-time exercise and they don't relate to it. Um, so um some feedback. Um, again, inconsistency across the schools. Um, the community wants, um, courage to lead from courage. They want courage. Someone
039who's brave. um somebody who can make those hard decisions. Um nowhere was anybody advocating for that next shiny object. Instead, they just they just, you know, wanted a leader um that who saw who they were and they can move together with a clear unified direction. Um and um really wanting to bring back um they called it leading from the middle or the powerful middle, being able to lift up some of those key academic positions that are in middle leadership like your instructional coaches and some of those other things. There seems to be some very good some pilots and some and some good efforts that are going on. Um and so being able to to to potentially maybe look at a structure where that middle is being empowered um and can be seen as a connector
040um uh through levels of the district. Um and then the community um again um the you know personalized wants the district to meet the kids where they're at. um um trust came came about and I think Krie talked about this you know some of those bigger decisions that had to be made um you know um a leader who can be trusted um and we every stakeholder group said we know that you know you you can't agree with everything but they want to know why they want a leader that is strong enough and brave enough to say this decision had to be made, but this is why this decision had to be made. Am I articulating that? >> It is. And and and then without that justification or that background, then there's a lot of assumptions
041that are made and and you know, the assumptions are typically way more extreme than the actual justification or or need to make that that decision. So, >> yeah. Um they want somebody who's visible um someone who's present and engaged. You know that you're going to have to be seen out in the community and you're community leader as well. Um and one who governs effectively effectively across all the all the levels and the stakeholders. Um governance um um your your community members wanted some some strong governance due to the the tenure of the board, the current board. um fiscal responsibility and the board to maintain objective relationship with all stakeholders. Um so that was some of the feedback from the community and um the community sees opportunities to start fresh and rebuild some of the misunderstandings
042and to reset the relationships to create a stronger foundation moving forward. Um, and this is why I wanted to um um there's a tremendous opportunity um to articulate and strengthen a shared vision. And so a new leader that has experience and capacity leading a larger district, a unit district, um, and someone who has been able to to to to get all the stakeholders to understand this this shared vision with clarity. And as stakeholders have noted that that that clearly defined direction would align everybody's understanding because we think right now there is some misunderstandings in some of the stakeholder groups and you have some um you know it's fragmented but I think it's fragmented because of a lack of a clear vision and a leader who can move forward a shared vision could and could be
043extremely powerful uh to bring together a collective vision and advance that forward. Are you going to show with the one teacher shared give the best example? >> Yeah, I think this one of the teachers as teachers always do they tell wonderful they have wonderful examples when you pour a sidewalk you know you you pour in the you know the footings >> right >> you have like you know and um they're those they're not there the footings aren't there and so therefore like the the frame of the sidewalk and concrete the frame of the sidewalk. >> So right now that concrete is spilling all over the place and that needs to be brought back. So that clear vision and again that goes back to the academic dashboard that goes back to you know performance management where
044everything is clear, simple, aligned and then you can articulate and therefore you have transparency. So you have everybody working hard. It's just they're not all working hard within the same focus and and it's spilling over that concrete and so you're not maximizing your collective collective efforts right now. >> Yeah. And you have stakeholders that >> are are are willing to be part of that very clear aligned vision. So you don't have an issue there, but it's just putting that vision in place. So a leader that has experience being able to bring clarity and a shared vision uh throughout the entire district and the community which is an important part of your stakeholders. Um the students the students were amazing and wonderful and lovely. Um and uh they were polite and respectful and well adjusted. They
045stayed extra because they wanted to share some things. Um they were so excited about their post-secary goals. they were um openly and genuinely appreciative of all the preparation that that they received and they genuinely like their teachers and coaches. Um and they feel safe. Um and that's really important. So congratulations on all of that. Um those are those are not um those are not easy metrics to ach to achieve. Um talk to them about their classroom. You know, again, these are students. Um they recognize that they're good people in the building. you know, but not all of them are are good teachers. So, they want um they want um classroom time to be better used for learning. Um they want um their teachers to be more efficient in the classroom um and and to be
046professional role models and not necessarily friends, but but collegial and professional. Um um when it they talked about learning preferences, they don't they don't know what the rules are on AI. And I'm sure you're you're probably grappling with AI procedures and and policies right now. Um but the students want some rules and guidelines around it too. Um they appreciate the 24-hour email response window. They feel, you know, respected by that. Um and they want to be able to uh apply their learning. And again, this comes they want to move away from memorization and wrote and and they want to um and they're asking they did say this we had wrote it down. They're asking for more accountability. Um, so we Carrie and I both thoroughly enjoyed your students. Um, and and that's the hard work
047of everybody in this room and and everybody and because that's why everybody does what they do. Um, so lastly, we'll talk about an executive skills profile. So the these um we'll put these skills in the um uh we'll update the posting um and so leadership, presence, and style. strong executive presence with proven servant leadership. Um they over and over again servant leadership. You serve others um you know you serve others um inspires confidence but also leads with empathy. uh you know and and that that is also something that's unique to Sycamore um because the because it's a close you know the stakeholders talked about you know um when you know they just don't want leaders to come into a building and just do it because it's a show or a video is being played. They
048they truly want to connect with their leader. They want the leader to come into their classrooms. They they want the leader to know their names. They want them to know what they do outside of the classroom. Um, so they want to know um a leader who knows the staff deeply and is just not surface. And uh Carrie and I, as we talked to you about, will have an emotional intelligence assessment. And so we call that EQ in in the executive leadership world. Um, and has the courage to make the hard decisions and push back when necessary. And so they do not want a yes person. They want someone who's brave and courage and pushes back um particularly and and especially what's best for kids. Accountability and clarity holds everybody accountable with objectivity, provides clear direction
049and explains the why even if it's unpopular and brings clarity to complexity. That is an art. Um, and you are going to need a leader who knows how to do that and has proven to do that because school systems are complex, but you can also be very clear. um strategic and operational expertise. Um fiscally and operationally sound uh with large district or scale experience, strong in governance policy and procedures, data and technically proficient um and a track record of moving a unified vision forward. Um and strong instructional background that um grounds decisions in what's best for students. And then team district uh leadership builds strong teams and knows how to position talent. Leads both the district and the community as one. Um has um the entire district's backs while maintaining high standards and highly competent
050leader who earns trust through action. Your stakeholders want action. They don't want talk. Um they want action. um and they want they want to see they want to see um strong leadership through action. So um we can leave this for open discussion. Um but the um moving forward we will take these core competencies and skills and update the um posting. Um, I'll share it with Michael. Um, and um, um, on the posting right now, it says it'll be updated at a special board meeting on September 30th. So, Carrie and I have gotten, you know, we we've had candidates contact us already and they're waiting for that for that profile to be adjusted. So, once that happens, um, and we have your blessing tonight, we'll go into aggressive recruiting. Um, and you won't hear from us
051for a while. I mean, we'll keep little updates here and there. Um, but we'll we'll really go six weeks into into um um aggressive and purposeful recruiting. >> September was feedback. October and the first part of November, we go after after the candidates. >> Yeah. Um and then we'll we'll we'll um Michael has been receiving weekly updates and I know he's done a wonderful job of updating all of you on those. Um and um we we'll let you know how it's going. If we're not h happy with the candidate pool, you know, we'll communicate that with you sooner than later. Um tenatively, we have November 5th scheduled with you, I believe. Is that correct? >> Or the eth. >> The eth. Yeah. Yeah. The eth. Thank you. >> Got to memorize that. >> I know.
052Thank you. >> It's your highlight. >> It's in my head. um and um to be able to present the first slate, but you know, if we we will continue to communicate with you on that >> and and we've gotten some some interest just with the the posting that we put out there. So, we have some some some candidates have been reaching out to us, emailing us, calling us. Um so, that's that's a great start. >> Thank you very much. This is very insightful. Lot of good information here. I'm glad that everything that you guys were able to compile was summitative to profile synopsis at the end profile. I think that's really useful to have. >> Yeah, I think there's a lot of future agenda items that come out of this survey, not even related to,
053you know, a new superintendent. Obviously, it's going to be extremely useful to find a new superintendent, but there are so many things in here that need to be on our radar next month, the month after. Um, >> do you want, you know, I've got ideas for future agenda items, almost two or three per page. Is that something you want me to just email you as we go forward kind of and then maybe the next time, the next regular meeting, we can unpack a lot of these? I mean, you know, like the the crisis one, crisis response. I'm thinking SRO's more SRO's pop to mind or the the E35 buildings. I just hear heard a lot about inconsistency. Maybe there is, maybe there isn't, but like a way, you know, just to to look at that.
054I mean, just there's just so much so much on here. The high school credits, I mean, so you want to just send an email. >> So So Cole, I think it's you're spot on with that. I would um be careful not to look at them individually, but more collective collectively. Um and and you might want to you might want to just um unless there's something that's burning um you might want to involve your your new leader in the bigger >> the bigger decisions. you know, um, you're, you know, our goal is to get you a very talented and experienced individual that could, um, you could take full full advantage of. Now, some of the things you might assess need to be addressed right away, you do do that. Um, but some of them you might
055want to wait for your new leader and you might want to look as a as a whole and then prioritize within. And you're in a wonderful position because the goal is to have somebody >> Yeah. >> by the by January >> and so that transition starts, you know, right away. I don't know. I can't I can't remember last time the strategic plan was updated. >> Do you remember Alen? >> But that you know that is typically >> plan that that's been a whole we set goals last year. >> Yeah. There's a lot of room for improvement in the process in in my opinion as Alan and I were on the committee that developed the goals >> with staff. I think there's a lot of room for improvement in the process and communicating like we touched
056on what the goals are, why they are what they are. >> Yeah. >> And get more feedback from staff and the community >> more broadly like stated here a little bit longer term vision. Yes. communicating that to the public >> and I think that's what's causing the fragmentation is just you know and and and a lot of districts do I mean they um they you know it's a challenge >> true >> you know and and keeping that having a leader who realizes that for Sycamore you want a clear vision clear version that is clear and you know nothing was fancy they you know no one asked for fancy technology I mean it was just really wanting to be held accountable and and best serve. >> You have you have you have a lot of good
057attitudes. You have a lot of people working very very hard. You have all the pieces um to truly move Second World War forward in a very positive way. It seemed as though a lot of the responses were nostalgic for what used to be. Uh there was a lot of calling back to getting us back to where we were. It was a great place. Is it now? Is that something that you guys saw when you talked to people or heard about? >> Well, I think it's twofold. I mean, you're a different school district now than you were 10 10 years ago than you were 25 25 years ago. There are components though um of the Sycamore School District 10 years ago. 25 that you would like to still still see, but you also have to meet
058some some some needs that weren't there in yester year. I think it'll be good to get some additional context over time maybe with you, but really trying to understand there's some really strong statements in here that are very helpful, but directionally they're helpful, but how do we get to >> right? How do you how do you operationalize them? >> How is the leadership profile utilized and is it is it is it just utilized to develop the job description part of the job description? Are those going to be able to see this? Are we ready provide that to them? >> We we we use um the core competencies. um they have to the application process has to show evidence and um evidence of the core competencies >> and they have to have been successful in those
059core competencies. >> Sure. >> Um and then they also have to be able to possess those executive leadership skills >> and show evidence in those. And so we talked to you about the fact that we're having them create um put together a portfolio Um and it's through that port we use that um you know as part of their portfolio and then we use it as part of their screening process. >> Okay. >> So so we just don't go to you Allen and say you know how are you at school finance you say I'm good all right check and or when we're talking to your formal references or informal references and so on. We we need to see evidence uh before we give you a check on that on that interview >> and they have to
060you know they have to they have to show competency and experience in those um and then it'll be part of your interview process as well. So they'll have to walk you through that so you can see it as well. We're not the only ones that'll see the portfolio. You will see the portfolio as well. >> I think it's important I mean an interview goes two ways, right? So it's important for the I think those applicants to see what's the community that they might be coming into as well and just so that everybody's transparent into what are we looking for and what we hope to see in you. So hope I'm sure they'll they can see this if they have minutes or find it there as well, but I think this is good information for for
061all of you. >> Well, we're not bringing the best superintendent forward. We're trying to find a superintendent that you need right now for this particular time and you do have some specific needs. Um and so um um so a you know a leader that can meet those needs. >> We should we should also share that and and we didn't put it in in a report here that um many of the stakeholders groups referenced the last time you hired a superintendent the board school district. Um and there was a level of participation from other stakeholders um in in in that in that process. And what we share with the board is that >> um you know we recommended to you to do a confidential search to begin with and then we explained why. And then we
062said we'd have a conversation with you after the first round of interviews and see where we're at with the candidates, where you are are at as a as a board. Um so that is a question that we should be talking about um after that first first round of interviews. And we'll also talk to the candidates. Um there's conversations that we'll have with the candidates when we um we'll have one we'll have um one-on-one interviews with the candidates >> and we reinforce with each stakeholder group that this is the board's decision. This is the most important. We believe this is the most important decision a board makes is is selecting your educational educational leaders. We want to make sure everybody knows whose responsibility is. But we also said we believe the reason he came to us
063HYA rather than a different a different firm is because we think we do it very well reached out to the stakeholders and you value their thoughts, their opinions and their their ideas. >> Just to be clear, you're suggesting we consider at a future date of discussion a community interview or some some of that Is that what you mean? >> Yeah. Is there a place and it depends on the on on the on the final candidates that you're looking at and other variables um some extraneous that is there an opportunity and would it be beneficial for the process to include other stakeholders? uh you've already done a very um comprehensive way to get their involvement, but will there be another opportunity >> that you can take advantage of as a as a board? >> They were
064all really we we took time to explain the process with them and they're appreciative of that and when we talked to them about kind of the current state of the state, they understood why it had to be confidential at a certain point in time. They that they they understood that. I think I just want to underscore one of the comments from the strengths was like whatever it takes. Um, and that kind of resonates really with me because I'm I truly believe this board will do whatever it takes to get the best possible candidate for Sycamore. So, I'll be eager to hear, you know, what we get from a candidate pool piece and from what information, you know, you can bring us that way we can make the most informed decision so we can again do
065whatever it takes. >> Yeah. to get the best. So, I um I'm really excited about some of these um strengths listed and again some of these profile pieces. I hope that this person's out there um because this seems like a tall order. Um but I I'm committed again to like I said as many and as much as we need to do to get there. Um so, and this is great because I think at a at a high level now we know at least we know what's wanted. we know what to look for. So again, to your point about like what the next stage looks like, I mean, I think turning to your expertise and judgment in terms of what what candidate pool we look at and then in terms of what the confidentiality versus alternatives
066looks like is going to be really a helpful guiding point that that I hope we can lean into you on. >> Yeah, absolutely. Yeah. >> I just have some questions about the when will we see the the dashboard? When will we get access to that? The H18 dashboard where to see the >> Oh, the um the uh portal. >> The portal. >> Yeah. We'll we'll um probably two weeks into recruiting. Okay. >> We'll we'll open that up and and give you instructions on how to access that. >> Okay. And then based on this packet, which I think we all very much appreciate, um >> yes, very much. Should we use this to modify the superintendent's job description, their contract? Like I I guess my concern or a little confusion is we've got the HYA indicators
067of what we're looking for, but then the board has its job description for the superintendent. I did some work trying to reconcile the two so that the um I think they were called qualifications that HYA posted match what our job description has. But I I think there might be some room to collaborate on that or ensure that we're all looking for the same thing. I'm not sure. Sorry, Michael. We're going Nicole's session if we can add 2C1. Um, so we can talk about personnel, but is that something we're supposed we would suggest we do with this is take a look at our job description? >> Not at not at this time. >> Okay. Just the process for that. >> Yeah. Not not at this time. We can talk later in the in the process after
068you start looking at at candidates as well. Um, and and your president is right. This is a this is a very high high ask here. Um and but you're no different your stakeholders you and your stakeholders no different than any other school district work with. I mean you know and I was a superintendent for 15 15 years and and if it was my first year and I saw something I would be scared to death to be a super. This is a this is a lot and so on. And so this is a measuring stick and and and there's no perfect superintendent out there. There's no perfect superintendent for you. Um you need to find one and that's why you hired us the best feature needs and then you have to project you know how that
069person's going to grow into the position in one year and in two years and and so on. So um but with the job description I would hold off on on that. Let's go a little further in the process and then Alex ask the question again. Okay. >> Okay. So, we're not posting the job description when we post the >> correct, right? No, just the posting >> the pro the profile. They're separate. They're completely separate >> documents. Okay. >> Now, we will and you know this at at um when we get to the final candidate, we'll have input on what that contract looks like. >> Yeah. And the job descriptions >> and that's where some Yeah. That's where so the you know the >> and contracts are negotiable >> and superintendent especially um experience experienced ones
070are not shy um and and so you know we we built into the the time uh the the schedule a period of time um once you select somebody you have to secure the deal you know you get them to agree and for you to agree. And so there's a period of time where that negotiation goes out. And I'm not just talking about money. I mean, there's a lot of things that happen during that that that small period of period of time. >> Yeah. You've done some really nice um um work in the terms of the valuation cycle and and that process. So that'll be that'll be really helpful too. So if you remember also as part of our services is that governance workshop. Um and some of that could be could be part of that
071agenda. >> What uh what level of support can we expect uh from your group for the facility or facilit facilitating the negotiation process? >> So we're happy to we're happy to work with you and support you behind the the scenes. We recommend um as a board you set your parameters and then you use your legal resource to work with their legal resource. >> And do we negotiate that publicly? >> No. >> Why wouldn't we negotiate that publicly? >> You can I I I wouldn't I don't think the superintendent can would want to want to do that. >> Why would superintendents not want to negotiate their contracts publicly? because everybody doesn't have the same um base of of information. Um and so I think we shared with you when we first met some states um have
072sunshine laws that all interviews everything is is broadcast um all the way all the way through. Um in Illinois we have sunshine laws as well but not to that extreme. Um, I think you would have some some um some challenges >> um because that would be unique compared to just about any other school district in Illinois to negotiate. You negotiate a teacher contract, right? Um and and so does most of the school districts in the in the state. You could do the same thing with with with that. I don't know if everybody would be jumping up and down for that. >> Just really just a light glaze over what that negotiation process typically looks like. The one that happens behind closed doors. >> So, and and I would recommend that it doesn't happen between the
073board and the superintendent directly >> because this is going to be your number one employee. this is going to be member of the team of eight. Um and negotiations are um sometimes um you know it's sensitive and so you use a third party somebody who's done thing done it before. I don't know how much experience you have on the board negotiating superintendent contract, but you're legal probably has more >> definitely >> and and they understand um the legalities that what needs to be done contained with that. The superintendent candidate's going to be represented legally as as well. They typically use the Illinois Association of School Administrators attorney. Um or they could use a private private attorney as well. Um that superintendent candidate's going to set parameters for their representative. You're going to set parameters for
074for your legal and those two will work it out and report back to the respective parties. Um and then the level of personalities doesn't get in get involved because you need to start off on a >> really >> on a good foot um you know with your your new your new educational leader and you want to build that solid foundation. You don't want any baggage to develop through a negotiation process and and that's why we recommend you use your legal counsel. You don't have to take a recommendation. You can >> No, I think that's a great recommendation. >> You could you could um work with >> Yes. >> with with them. Um they'll probably still use an attorney >> um because this is their their livelihood. Um >> what if we go through this process
075and the superintendent asks for too much millions? >> Well, that's that's where we come in. So, um we're going to work. you gave us a a range and it's a soft range right right now and we're going to be working with each candidate intensely especially as they start getting closer and closer to being on our slate and our goal is that we don't have that mismatch >> oh >> at the end if we have a mismatch and they want $50,000 more >> than your highest highest point throw us out of the room and say you do your job hy hy because >> help us in a situation. >> Oh, absol absolutely. Um um >> is that common? Does that happen a lot? >> Not not not at HYA. >> Okay. >> I can't speak to
076other other firms. And so we really we really take care of the individual candidate. Um and and we do our best to make them commit if we put them on the final slate that they're all in on Sycamore. >> And these candidates, they're usually already working at another school district in a lot of cases and their contracts are coming up. >> 90 90 plus percent are, but keep in mind >> that you're not the only opening out there. Um and and so >> how do they get out of those contracts though if they're already working in a school district? >> So again, negotiations, >> you know, you negotiate out of a contract, you mutually agree to dissolve the contract. Some contracts have clauses where the superintendent leaves, you know, you're two of a five-year contract,
077they pay back x amount of dollars. >> So that happens a lot. you're saying >> 20% of the superintendent's turnover every every every year in the state of Illinois. >> Um, but what I was going to say, Michael, is that >> you know, not it's going to be a rare candidate that's only going to be applying for sycamore, >> right? No, that makes perfect. >> So, so you're in competition. You're going to be in competition with like like school school districts. Um, but that's fine. plate and you're kind of you're like you said you're buying and they have multiple offers. >> Oh, you know we have to um look at when we give you a slate um and say it's four candidates or five candidates whatever you know the pool the pool allows. We're going
078to guarantee that any of the four or five or six candidates will be a successful superintendent to you based on the guarantees in our in our in our cont contract. um because it isn't um doesn't happen a lot, but it does happen. You get down to the final two or three and and you know, we're trying to stay ab breast and know everything that candidates doing if they're applying competing another school district. They wouldn't be in another hya search >> or they could be with another firm or the school board association. And if somebody pulls the the trigger before you do and says, you know, here's x amount of dollars, here's a contract we want you as a super superintendent. So Lynn and I will will do our best to measure each p each candidate
079that we're seriously considering to recommend to you and that you're seriously considering for your for your position because >> this happens publicly is what you're saying because it compromises the ability to do it effectively. Is that my >> It hinders it. it hinders it >> and we don't get the best candidate. We don't maybe get a good deal. >> Yeah. >> All that's interesting. >> Yeah. So, there's there's a little bit of a an art to it, but you have to keep an you have to keep an open mind that these individuals, you know, we're selling the school district >> as much as they're selling them themselves to to to you and and and to get through all the sales and we're trying to find the fit. Lyn and I are trying to find that
080that ideal fit on both on both ends. >> Well, this is very insightful. Thank you. >> Yeah, good questions. >> Yeah, really good question. >> I think people need to know the answers to those questions. >> Didn't sit up to the top here. When you were here last, you asked about um geographic position of the superintendent. >> Yeah. >> Did that was that just not >> Excellent. Thank you, Alan. Um we asked that question. We said that the board was very interested in getting feedback and you had not made a decision yet. >> We appropriately noted that on the posting it said preferred. >> Um and they almost all your stakeholders thought that was fine. Now you did have a group of stakeholders uh that absolutely wanted to be in that was your community stakeholder
081group said yes they need to be in the community but the rest of them were pretty pretty liberal about it. you know the surrounding area. >> It looks like resoundingly though each of the stakeholder groups wanted a strong presence. >> Yes. >> Oh absolutely. that was what was most important other but rather than living here if you didn't have that presence >> you know now granted they did talk about the fact that you know that you know you can't be commuting three hours something like that because we explained to them it's a 24-hour job um in a unit school district is a 247 job >> yeah I would suggest I think as a board we need to set a salary or compensation range I don't I think I mean I've given numbers but I don't
082think collectively we've done that. >> Yeah. Thank you Alex. So at the slate uh we'll so as you know at the state of Illinois you have to post um yeah minimum >> we agreed to we will be coming with you with analysis. >> So I I actually have that initial analysis >> um and >> and we'll also look at what they're >> we'll see yeah you we'll we'll give you some insight in terms of that. >> Yeah. So, so if we present a slate to you and one person's making this and one person's making that, you know, what's it going to take? If you want this individual, what's it going to take for you to get that that person? Are they going to take a pay cut or are they going to stay the are
083they going to stay the same? Um, but if you set a range and somebody's way down here, you might not need to spend this much like you were going to get for this this this candidate. So you might have to take a look at it in a way um where it's more individual to the to the candidates you know right now and then we'll be working with them on our end and we'll be gathering that information and try to find where their individual range is which then we'll share that information with you too when the point you know when it comes to um considering to um offer and then where what you're going to offer offer for them because you don't want to pay somebody too too much and you don't want to you don't
084want to um offer somebody not enough and not be able to to get them. >> So we look at the salary once we get the slate. It's not something you need direction now like we do not want to go above X dollars. >> That would be that would be helpful. Um >> that's what I think we should maybe do that. >> It'll be useful though to have the market analysis to be able to >> Yeah. And you might also um maybe just exhibit a little bit of patience because um when they present their core competencies and you see that you you know so it's kind of a it's a process I think you should take your your time with. >> So trust your timeline. >> Yes. Yeah. Just kind of Yeah. Yeah. Because those are
085there's things you can also do in the contract that you can also I mean like like Krie said it's an art >> and and this is why you hired us to do that. >> Yeah. And we'll get to know the needs of the individual candidates and where compensation is important. They might have some other things that they would need in that contract that could also be valuable to them. >> Might be non pecuniary. You don't know what's important to each of those. Um it may not it may not always be pecunary. >> It may not always be salary. >> Salary will be there. Don't >> salary will be there. >> Don't get us wrong. Salary will will be there. But but you might not have to move the needle on salary if you're able to
086address >> possibly some others based on you know what's important to them. >> So I guess when you vet will you will you gather that information or is that the board that will when we interview them we need to pro we will when we present the first slate we will present to you an entire profile um that includes that information. So we take um that meeting the ETH will be a very long meeting um because we go through each of the f each of the slate of candidates and we talk about their profile and we share with you the discussions >> and we can look at it we'll look at it in advance though of the ETH with the portal that >> yeah we have we have a deadline of the 31st I believe of
087October >> and then we've given some time to kind of get those profiles together >> likes dislikes water signs >> and superintendent just like students students sometimes, you know, they like to wait until [Music] 11:56 Halloween to hit submit. >> Well, this is great. Thank you. Any other comments, questions on this? >> Thank you for all the time and the diligence. We appreciate you. >> Our pleasure was all ours. Thank you. >> Good good questions and thank you for your >> much much peace to the entire community. >> Of course. Yes. Our uh next item on the agenda uh is a brief executive session and then we'll resume uh hopefully in about 15 20 minutes tops for uh one final item on the agenda. Um so item 6.01 I'll entertain a motion to adjourn to
088executive session under Illinois Open Meetings Act 5 LCS C1 2 6 8 and 11. >> Second. Any discussion? >> I move to amend to five ILCS 120 subsection 2 C12 6 8 and 11 >> 12 68. >> Yeah, we didn't get the full We didn't get the full. >> Is there a second on the amendment to the motion? >> Second. >> Been seconded. Any discussion? >> I Yeah, I do have discussion. >> I'm sorry. I forgot to thank for all her help. I totally forgot. He's been amazing. So, >> um I think motions to amend motions are can get a little messy. Are we would everybody be amendable to just voting no to the amendment and then no to the motion? And then if we want to restate the motion to go into executive session,
089just clean slate it or do we if people want to vote yes on this amendment and so on and so forth, that's all right, too. But >> there's two votes ahead of us regardless. now. So, I mean, it's all the same. >> Well, is it clear what the amendment >> want to restate? Do you just want to restate your amended motion? Sure. Go for it. So my amendment was to adjourn to executive session under the open meetings act 5CS 120 section 2 paragraphs C1 C2 C6 C8 and C11 >> any other discussion >> this is just for further clarity that >> there's no changes to There's no changes to what we're talking. >> These are all the same, >> right? >> Alex is adding. >> I think that's just good perspective of is it do
090we need to be that specific, but I'm fine with it. >> I think I thought we I got guidance that we do, but we can talk about Yeah. >> So, we're good with it. >> Okay. My only discussion is I thought we were adding something else in thatcluded in it. >> Yeah. It's all the same >> personel is included in it. >> Exemptions, just a reward to the full. Yeah. >> Since I sucked on it, I just No, that's a good question. All right, Kelly, would you call the role on the amendment to the motion? >> Um, Evans, >> yes. >> Graos, >> yes. >> Regry, >> no. >> Yes. >> No. >> Yes. >> Motion. >> All right. The motion stands amended. Alex, would you like to restate the motion? >> Yes. It is
091to enter close session or executive session under the open meetings act 5CS122 C1, C2, C6, C8, and C11. >> There's a motion amended. Is there a second for the amended motion? >> We had hosted a Right. We hosted a second. Thank you. Yep. We hosted a second. Kelly, would you call the role? >> Yes. >> Tomlinson? >> Yes. >> Evans? >> Yes. >> We back in like 15 minutes. before we're now back in open session. The uh last item on the agenda, item 7.01, approval of working group proposed. Tonight, the board will consider approval of a memorandum of understanding with the Sycamore Education Association regarding health insurance for staff. In recent months, the insurance committee made up of representatives from across our employee groups has worked closely with the district's insurance broker and the board
092to review our district insurance options. All parties have devoted considerable time, effort, and care to identifying the most sustainable path forward, mindful of concerns that come with any change. We're grateful for the collaborative approach in reviewing the options and guiding this transition. In collaboration with the negotiations team of the SEA, the language to be amended removes the lowdeductible health plan, leaving the existing HSA plan in place as the district's primary health insurance plan. The SEA leadership hosted a vote of their membership last week and an overwhelming majority voted to approve this change. Employees moving to the Blue Cross Blue Shield PO HSA plan will save compared to the current low deductible option while keeping the same access to the PO network. Those already enrolled in the PO HSA plan will see no change from the
093migration. Beginning in the upcoming plan year, we will save more than $1.5 million for employees and the districts. Savings not reflected in our upcoming budget. roughly $640,000 of those savings to employee costs and $860,000 of savings to district costs. It should be noted that these are recurring annual savings, not one time. Instead of leaving our district for insurance companies, these dollars will stay with people who make our schools excellent with the district's share of the savings able to be reinvested in our staff. Thisou shows how fiscal responsibility, good stewardship, and mutual trust can intersect to deliver positive outcomes for all parties. Is there a motion to approve these? >> So moved. >> Second. >> Moved and seconded. Is there any discussion? [Applause] >> I just want to say thanks to the people who thought about
094it. And if I'm understanding this correctly, the district costs the district will save $860,000 next year. this year. I mean, this fiscal year. >> That's correct. This upcoming fiscal year. Yeah. >> Yeah. >> In the most recent approved budget. >> Yeah. So, we in the budget we approved was $860,000 too much accounted for in benefits. >> Correct. >> So, we're saving almost a million dollars if if we approve this. >> Yes. >> And then the membership who is on the plan, they're going to the ones who switch also are going to realize savings. roughly $640,000 in a single year. Yeah, thanks to whoever figured that out. >> Great. >> Any other discussion? >> Kelly, would you call the role? >> Um, Christian, >> yes. >> Evans, >> yes. >> I Tomlinson, >> yes. Yes. >>
095Motion carried. >> Len, would you like to sign it? Kelly, have we got theus handy? >> Thank you for joining us, Len. We appreciate it. Greg, do you want to You want to stand next to L while I sign this with her? >> Do I need to sign her, too? Probably. >> Yep. You probably need to sign. Do we have The focus was one. >> It's an honor to do this. >> Oh, yes. Thank you. [Music] Seeing no items on the agenda, this meeting stands adjourned. >> Thank you everyone.