001At this time, I'd like to call the meeting to order at 610. >> At 610. Um, Andrea, can you call the role, please? >> Patricia Bok. >> Yandrea Delati here. Allison DS here. >> Tina Ao >> here. >> Stephanie Fiori >> here. >> Tina Sada >> here. >> Jennifer Ziggler >> here. >> Also in attendance we have Dr. Cartsmith, Dr. Stabru, Mr. Humbles, Mr. Groby, Mr. Moranto, Miss Groki, Miss Howlett, Mr. Amsler, Miss Senbach, Miss Fishials, Miss Meleone, Miss Gastler, and Miss Blo. >> We have a quorum. Please stand for the pledge. >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I'd like to entertain a motion that the board of education
002establish the consent agenda as presented. >> I'll second. >> Okay. Any questions, comments, concerns? Easily say none. I can't do it. Can you call the role, please? >> Sada, >> yes. >> Ziggler, >> yes. >> Box, >> yes. >> Delzado, yes. DS, >> yes. >> Iano, >> yes. >> Fiori, >> yes. Motion passes. I'd like to entertain a motion that the board of education approve the consent agenda. >> I'll second. >> Any questions, comments, concerns? Seeing none, Andrea, can we call the role, please? >> Sada, >> yes. >> Ziggler, >> yes. >> Cloak, >> yes. >> Delati, yes. DS, >> yes. >> Theori, >> yes. Motion passes. There were no items removed, so we'll go to the next item. uh public participation, seeing principal reports and enrollment reports. Well, District 81 has been busy celebrating
003some pretty u important milestones. Um each moment that you see here really served as a reminder of how important our students are to our learning community. Um we had our first grade memorial day performance. We had our members of the American Legion Post 104 give awards out to their co Poppy contest winners. We had our LMS six flags trip. Some students taking their first roller coasters uh rides ever. That was pretty cool. We had our bull cruise with eighth grade. So, that was a really lovely day. The weather couldn't have been more perfect. Um we love seeing former students come back and visit SD81. Recently, we've had a couple students visit the schools, and I think Miss Megleion, Miss Howlet, you all would attest that it's really special to see our students grow up and
004want to come back and see us and visit us. We're very, very proud of them. Um, we've had our field days, our field trips, the fifth grade dardy, the daytime party, um, eighth grade promotion, kindergarten graduation. We've had retirement parties, last day clapouts and celebrations, waving our buses goodbye. So, congratulations to everyone on the successful completion of the 2526 school year, and we look forward to what's to come next year. So, enjoy the well-earned summer and congratulations on the year. >> Yes, you guys do an amazing job ending the school year so everybody but um Pasquali can relax. um as this becomes a busy time for the business B business office. Um so thank you for all you do for our kids and for um our families. And Donna, I hope you enjoy your last
005board meeting. >> Pantina, >> last board meeting. >> Board meeting too, right? Sorry. Um up next is the examples of excellence. So we have student achievement. >> Yeah, we're really excited to have our principles and assistant principles come on up to share um the amazing student growth from this school year. All right. So, we're very proud and excited to present our um 2026 um spring map data and as web data and access information to you all tonight. Um so, we will start with um Kennedy school reading. Um you will see that from fall to spring, Kennedy students demonstrated exceptional growth. Our median growth percentile is the 67th percentile, meaning Kennedy students grew more than 67% of students nationally. Too bad there's no kids here to celebrate 67. Nearly twothirds of our students are growing at
006or above the 61st percentile. And that tells us that our differentiated instruction is continuing to have a significant impact on student learning. Even more importantly, that growth has translated into higher achievement. So in our in the fall, our medium achievement was the 45th percentile and by spring we increased to the 61st percentile. We also reduced the percentage of students in the lowest 2 percentile bands from 44% in the fall to 29% in the spring while increasing the percentage of students above the 60th percentile to over half of our students. The quadrant charts at the bottom show that each grade level at Kennedy moved to the higher growth, higher achievement quartortile, which is certainly something to celebrate. The next slide shows um the blue bars that you are all very familiar with with that show the
007observed growth for this testing period. Um kindergarten was an outstanding cohort. They grew tremendously this school year and they gained an average of 23 points in their RET score from fall to spring. The projected growth was 13 points which is shown by that orange diamond. So that blue bar shows our average growth and it's much higher than expected. And the same is true for our first, second, and third grade students in reading. Um we also take a look at the student norms and the percentage of students who meet or exceed their spring targets. And the table at the bottom shows the percentage of students at each grade level who met their spring targets and reading. We are very proud of the hard work of all of our teachers and the differentiation that they did to
008help all of our students make tremendous growth. Okay. Um Kennedy's spring math data also demonstrates outstanding student growth and achievement. Our median growth percentile was at the 80th percentile, meaning our students grew more than 80% of students nationally and nearly half of our students, 49% of them achieved growth at or above the 80th percentile. This growth also translated into higher achievement with Kennedy's overall math percentile increasing from the 53rd percentile in the fall to the 72nd percentile in the spring. We also reduced the number of students in the lowest achievement band from 17% to 6% while increasing the percentage of students performing above the 80th percentile from 18% to 37%. All Kennedy grade levels represented um the high growth high achievement quadrant and every cohort showed increased growth since the fall. You can Okay. Um,
009yeah. Wow. The observed growth in math exceeded expectations in every grade level at Kennedy, which reflects the effectiveness of our instruction and the hard work of both our staff and our students. We are especially proud of the percentage of students who met or exceeded their spring growth targets, which is shown in the chart at the bottom. Every co grade level cohort um had more than 80% of students meet or exceed their target. And again, our kindergarten cohort was really exceptional with 99% of students meeting or exceeding their spring target. These results demonstrate a strong commitment to student growth and achievement across our Kennedy school. Thank you. >> Okay. Along with Kennedy, our Washington Wildcats have also demonstrated exceptional growth. This slide highlights the tremendous reading growth made by Washington students this year. Our students achieved
010a median growth percentile of 74, meaning they grew more than 74% of their academic peers nationwide. In addition to strong growth, student achievement increased from the 48th percentile in the fall to the 63rd percentile in the spring, moving our overall performance from around the national average to well above it. Overall, this data shows that Washington students not only made exceptional growth, but also improved their achievement levels compared to students across the country, demonstrating the effectiveness of our instructional and intervention programs. This next slide um shows our spring reading growth by grade level on the math assessment. In fourth grade, students grew about eight RIP points, well above the projected norm of six points. In fifth grade, students grew about six RIP points, also exceeding the projected norm of four to five points. Additionally, 81% of
011our fourth graders and 82% of our fifth graders met their spring growth targets. Overall, both grade levels are outperforming national growth expectations and demonstrating strong reading progress. Um, shifting over to Washington School's math data. This slide shows our spring math results from the math assessment. Our median percentile increase from the 47th in the fall to the 59th in the spring. So a 12point gain. The percentage of students in the lowest band dropped from 16% to 8%. While students above the 80th percent increased from 12 to 28%. Our median growth percentile was the 74th percentile with 45% of students growing above the 80th percentile. Overall, we are proud to see strong achievement gains and accelerated math growth across the school. This slide, next slide, shows our spring math growth. In fourth grade, students grew approximately 12
012RIP points compared to a projected norm of about 10. In fifth grade, students grew about eight RIP points, exceeding the projected norm of roughly nine points. Additionally, 75% of fourth graders and 87% of fifth graders met their winter growth targets. So overall, both grade levels significantly outperformed national growth expectations with a strong majority of students meeting their goals. >> Good job. And for Lincoln Middle School, uh we see that uh our median growth percentile was the 61st percentile, which means we grew more than 61% of the students nationally. And as we look at from fall to spring, we had a steady growth from the 52nd uh percentile to the 55th. And again, the quadrants just show that growth in a graphical image. And we keep moving up towards that right quadrant is where you want
013to get as high up there as you can. We keep making steady growth there. And then for our projected growth in sixth grade they were supposed to grow 2.7 and they actually grew an average of three points. Uh important note of the sixth grade. Uh this is our co babies. Uh so these were the kids who uh co was kindergarten first grade time. So those crucial years of uh reading um instruction uh was lost on a lot of these kids. And so they're still trying to battle to make their gains back from that time. Uh but they still we still made a little bit of growth and we're going to continue to work with them and uh we definitely have our goals in place and targeted practices in place to help continue to help them
014grow. So uh seventh grade uh was projected to grow 2.2 and they had an average of five point gain. Um and then eighth grade was projected to grow 2 point two points and they grew six points on the average. And you can see below the the percentage of students meeting their spring target, 55% in sixth grade, uh 64% in seventh and 74% in eighth grade. And so they did a nice job there. Next slide. Thank you. Uh and for math, uh the medium growth percentile was the 70th percentile. Again, meaning that we grew more than 70% of the students nationally. And we look from fall to spring, we again saw a steady growth of the 50th percentile to the 60th percentile. And you can see those little green dots keep moving up to that right
015quadrant corner where we want to grow to. So that was a nice job. Go to the next slide. Um and math continues to be a strong suit for our middle schoolers. >> Uh sixth grade is projected to grow 9.6 and they grew 14 on the average. Seventh grade was projected to grow 6.5 and they grew an average of 10 points. And eighth grade was projected to grow 6.1 and they actually grew an average of 13 points. And you can see down in the bottom there that uh sixth grade 68% met their spring targets. 7th grade 69 and 8th grade 80% made their spring target score. >> All right. Now we're going to look at the student growth summary for from kindergarten through 8th grade. Um and this report highlights and compares our student growth with
016schools across the nation. Um the school conditional growth index is useful to look at and it compares growth between grades and groups. A value of zero means that that particular grade level growth met the projections exactly as expected. And you'll notice that the grades in SD81 grew more than expected on their spring reading assessments. same report, but looking at math, um, all you will notice that all grades in SD81 grew more than expected on their spring math assessments. So while looking at this graph, you can see that our spring NWA results demonstrates strong and sustained growth in both math and reading across grades K through 8. NWA expects about 50 to 60% of students to meet their growth targets and SD81 has consistently exceeded that benchmark norm. and math. The percentage of students meeting their
017spring growth targets increased from just 64% in 2022 to 81% in 2026. And in reading, student performance remained strong, increasing from 72% to 74% during that same period. Um, NWA did implement new norms in 2025, but our 2026 results continue to demonstrate strong student growth. And then this graph shows the percentage of students across the district who met or exceeded the 50th percentile or grade level norms. The horizontal red line that you see going across there represents the 50th percentile benchmark. Um we are excited to see that both last year and this year more than 60% of our students performed above the 50th percentile in um both math and in reading. This indicates that the majority of our students are achieving at or above grade level norms and expectations, demonstrating strong academic performance across the
018district. Um, next you'll see our breakdown of our district achievement and reading by grade level. On the far left next to each grade indicator, you'll find the median achievement score for that grade. And as a whole, every grade level is performing above national norms in reading. You'll also notice that for each grade level, we have a greater number of students performing above the 50th percentile and a very strong number of students performing above the 80th percentile, which again shows that our students are continuing to challenge our higher achieving students in their daily teaching and with the with the differentiation. Um the next chart shows our growth and achievement comparison percentiles across the two testing uh terms fall and spring. So the growth percentile shows how district 81 students compare to other US student scores. District
01981 students growth was at the 74th percentile compared to other students across the US. And the achievement distribution shows the percentage of students in each percentile range. And you'll notice that from fall to spring, we have a fewer number of students in that lower 1st to 20th percentile and 21st to 40th percentile and a greater number of students in the 61st to 80th and above 80th percentile. So again, we're really um working kids and meeting them at their instructional levels and challenging each student to make that individual growth um as the year goes on. This slide provides a district-wide snapshot of our NWA reading achievement. The chart on the left compares our district's average RIT score to the national norm at each grade level, while the table on the right highlights the performance gap between
020SD81 and the national average. Looking at the chart on the left, the blue bars represent SD81's average reading rate scores, while the orange bars represent the national norm for 2025. Across nearly every grade level, our students are performing above the national average. Overall, the chart demonstrates that SD81 students are consistently performing at or above national norms in reading across the district. The table on the right helps quantify those differences by showing the performance gap between our district average and the national norm. Positive numbers indicate that SD81 students are outperforming the national average, while negative numbers indicate scores below the national norm. Our largest positive gap is in kindergarten where students are performing 7.2 points above the national average. We also see strong performance in grades four and eight where students are exceeding national norms by
0213.6 and 3.2 points. These results indicate that our students are not only meeting expectations but in most grade levels exceeding national benchmarks in their reading achievement. This slide highlights the percentage of students in each grade level who are performing at or above the national average in reading. The first three columns break students into achievement bands. The high column represents students performing about the 80th percentile. The high average column indicates uh students that are between the 61st and 80th percentile. The third column between the 50th and 60th. And then the final column combines those three categories and shows the total percentages uh students of students performing at the at or above the 50th percentile. Uh what stands out is the strong performance we see across the district. Kindergarten leads with 76% of students performing at or
022above the national average followed by grade three at 70% and then grades four, five, and eight all um at 60% or above and meeting national expectations. We are also proud of the number of students achieving at the highest levels across every grade level. students are represented in the top 20% nationally, demonstrating that many of our learners are not only meeting expectations but excelling beyond them. Overall, this data reflects the strength of reading achievement throughout SG81 and highlights the impact of the high quality instruction and supports that our students are receiving every day. All right, so this is our analysis of our current K through8 math data. Um, so looking at the chart on the left, you're going to see that our district's mean scores, which are in blue, and the national norm, which is in
023orange. Um, this chart highlights a very positive trend that our district is consistently outperforming the national norm. The chart on your right shows you just how much above the national norm we are in each grade. First, you're going to see a tremendous growth right from the beginning. Our kindergarten students are entering the system with a significant advantage. They're scoring 11.8 8 points above our national norm. And then you're going to see that we're successfully maintaining that competitive edge. Each single grade level from kindergarten through 8th grade is performing above the national average. We also see that we're finishing strong in 8th grade where our middle school students are finishing their experience here with 7.4 points ahead of their national peers as they enter high school. this slide or this chart um analyzes our students placements
024within the national achievement tiers. So in the far right column, you can see how many of our students are performing at or above grade level in math. Um so looking at the columns on your left side of your chart, um we've highlighted the amount of students that are performing in our top three tiers of MAP. As you can see, we have a lot of students throughout the district performing in these top tiers. We're so proud of our math department and students as this data just reinforces that our math instruction is working. We're are not just meeting standards. We're consistently moving our students ahead of the national curve across our K through8 spectrum. This is a breakdown of our district's achievement by grade level. So on the far left, kind of in those little circle bubbles,
025um next to each grade level indicator, you're going to find the median achievement score. As a whole, every grade level is performing above the national norms and above grade level. Looking at the right of the screen, the blue bars represent the percentage of students scoring above the 80th percentile in each grade, followed by the green bars, which indicate students scoring from the 61st to the 80th percentile. We're absolutely thrilled to see that so many of our students are achieving at these high levels. It just reflects the hard work of both our educators and our students in math. And then this is just a visual breakdown that highlights our district's achievement and growth in math over the past year. So looking at the bottom left, uh that's our fall achievement. This data shows that we started
026off at the 50th percentile, which is um above grade level and above national norm. By spring, moving to the right side on the bottom, you'll see that that median achievement rose impressively to the 66th percentile. You'll also notice a clear upward shift in our student distribution. So, we have a larger volume of students moving into those higher percentiles, which are that blue and green on the graph. Um, and the percentage of our students in the first through 20th percentile in the red um shrank to just 10%. Finally, the top bar um illustrates just the overall growth distribution from fall to spring throughout our district. Um, and again, we're just really incredibly proud of our students and our staff for continuing to push our math students. >> The celebration doesn't end there. >> That was good.
027>> Um, we currently have about 410 students that take Access each year. The access measures their English language proficiency. So, let's take a look at some of the results. Uh so our overall if you look uh from uh till now our scores and the number of students who have exited the program have really uh grown considerably. Uh starting in 2023 we exited 4.4% and then 6.9 8.4 and 10.2. So we're steadily going up and exiting more kids each year which is great. >> All right. So most of our students will exit the taking the access test between third and fifth grade um because it takes about 5 to seven years when they start school to really gain that English language proficiency. And this test measures speaking, listening, reading, and writing. And um moving forward, we're
028really going to focus on the speaking component and the writing component to continue to close those gaps that we have seen from this data. But we're very excited. Um because for Oh, next slide. Sorry, I'm getting ahead of myself. Um we have 72 students that scored between a 4.1 and a 4.7. and um to exit the access, you need a 4.8. So, we really want to focus and help um those students really close that gap. But we're really excited um to see all the amazing things. So, we're hoping in the next couple of years that we'll exit all 72 of these kids who write who are right on that cusp. And the more we target in on their language and vocabulary, then um hopefully more students will be able to exit. But we're really proud
029of what we've gained this year. All right. Next up is um our district-wide Ames web results. Um so this slide highlights our district-wide reading performance and growth from fall to spring as as measured by the ASW web benchmarking assessment. The data is organized by tier level with green representing tier 1 students who are meeting expectations, yellow representing our tier 2 students who may benefit from additional support and then tier three or the red representing our tier three students who require more intensive interventions. As you can see, the overall trend shows a greater percentage of students meeting expectations by the end of the school year. At the beginning of the school year, 59% of our students were performing at tier 1, meaning they were meeting grade level expectations in reading. By spring, that number increased to
03076%. So, that's really something to celebrate. Um, that means we saw a 17% point increase in the number of students performing at grade level over the course of the year. We also saw encouraging reductions in the number of students requiring additional support. Students in tier 2 decreased from 18% in the fall to 10% in the spring, while students in tier 3 decreased from 23% to 14%. These results show that many students who started the year below benchmark made meaningful progress and moved into higher performing categories. This growth reflects the impact of our literacy instruction, our intervention programs, our flexible grouping structures, um our reading room supports, and all the hard work of our students and staff. For math, at the beginning of the school year, just over half of our students, 51% were performing at
031tier 1, which means they were meeting grade level expectations. By spring, that number has grown to 81%. In other words, four out of every five students are now performing at grade level in math for our district. At the same time, the percentage of students needing additional support decreased significantly. Students in tier 2 dropped from 22% in the fall to just 5% in the spring. Students in tier three who require the most intensive interventions decreased from 27% to 14%. What this tells us is that many students who began the year needing support made enough growth to move into higher performing categories. This reflects the impact of our teachers instruction, our targeted interventions, our flex our flexible grouping and all the support systems that we have in place throughout the district. Good job, GUYS. Who wants to
032go first? That was amazing. >> That I mean, I don't know how you guys do it, right? Like everything is in the top quadrants where you're continuing to see high growth and when you see high growth, it's hard to close. You know, it's hard to keep seeing that growth. and you guys just took on an extra challenge and we're like, we're going to focus on achievement and now you guys are moved from the upper left quadrant to the upper right quadrant where you're all high achieving. So, um it just goes to show that um the recommendations that you all made of implementing instructional coaches, um moving reading room over to Washington and um adding all these additional supports for our students seem to really be helping. Um, and we're glad that, you know, we can
033provide all of this extra support to our students. Um, and also, I don't know how you guys do it, but you get the students to also take an ownership in their learning. Um, I remember when my kids were here that they would come home and tell me where they're at, where they need to be, what they have to do, what they need to focus on. So, really getting the students to understand why they're taking these tests and what they need to do really is a testament to all the hard work that you guys are drilling in dayto day in the classroom. So, thank you for all you do. I can't wait to see what you guys do next year. I mean, I don't know how you guys keep doing it, but you guys keep doing
034it. >> I don't remember. I don't remember year such >> No, there was there was always a question, right? Like, why is this great so low? Why are the transition great so low? And like you're hitting everyone across the board every year, every time. It was like graduating here and that was not the case this year. >> Excellent. >> I think tonight's data showed that we're triangulating the data, too. We've always done that, but it's really nice when they all line up and you see such amazing progress on all of our different measures of assessments. Um, so I just want to thank Dr. Stabru, all the principles and assistant principles um for your hard work. Our teachers, you all mentioned, our hardworking staff. It's it's not easy to teach in district 81, but clearly what
035we're doing really makes a difference. So, thank you to everyone who has uh been involved in this school year. It's been so proud to see and we just can't wait. So, thanks so much for your dedication. We can't wait to see what next year brings. >> Proud of it. >> And this is just what you guys do in learning. This doesn't show what you guys are doing socially, emotionally. So gosh, good job. Way to go. I'm so proud to say that I my kids went here and I'm proud. I mean, my mom even texted Melissa over the weekend saying >> we've had like 20 people look at our neighbor's house. It's they're saying it's because of the schools. >> So you guys are getting out there. Good job. Way to go. Keep doing what you're
036doing because it's working. Um so up next is board business. Um, so the triple eye conference is coming up November 20th to the 22nd. Um, the focus Friday focus workshops signups were passed around. I hope everyone got it. >> No, not yet. When we go back into executive session, we have those sheets there. >> Um, everyone can take a look. If you're not sure, you want to look into it more, you can probably just let Melissa know what what you want to do, where you want to go. >> Um, up next is I'm sorry, did you have anything to ask? No. Up next is board business and we have the discipline committee update. >> So Nas and I got together with the principles and then parent representations of each school um beginning of June uh
037to talk about the different updates to the handbook. So there's a few um updates that we're making is for the safety obviously um but we included um if a child is questioned that law enforcement or by law >> the parent or a student school mental health professional. Um, we talked about using parent as >> communication. Uh, talked about language about >> we got to add it. Really? Wait. No, we >> No, just to clarify, >> it wasn't an issue under the box. >> It was not an issue. It was recommended by the model school handbooks from the Princess Association. >> Like, what is >> No, it's not happening. But >> we're just adding some additional safety precautions for our bus stops. >> Perfect. >> We're also adding in a new award for all the um
038students to show their growth and leadership in extracurricular activities. We honor their academics, but now we're adding in some outside of the classroom. >> Um firm deadline to have all school work in two weeks before end of the semester. Um, and then in Kennedy and Washington and I'm also looking at the school and their 504 plan and everything like that, but it was a very quick Awesome. Thank you guys for taking the time to do that. >> Um there is no old business information. Um new business information. America celebrates 250 years. >> Yeah. So, on your tables, you'll see um t-shirts that all of our students in district 81 received to commemorate America's 250th birthday this July 4th. >> I'm so glad I didn't find. >> So, now now you can represent District 81 and
039America 250. Um we also sent home with all of our students all the different celebrations that our community is planning um through the village and our township. So, we hope that we see our students wearing these shirts um as they celebrate. >> Hide it. I'm like, we can't wear it. >> So, as they celebrate um this summer, we hope that our students are proud um of this milestone. >> Yeah. Thank you. I didn't I knew about the Schiller Park events, but I was unaware of the Leiden community event. So, thank you for sharing um even the broader events. >> Okay, on to new business action. Um, I would like to entertain a motion that the board of education approve resol resolution uh 2607 authorized using payment of the end of the fiscal year bills as
040presented. >> I'll second. >> Any questions, comments, or concerns? >> I know in a blink of an eye, right? >> Yeah. >> So, Andrea, call the role, please. >> Sada. >> Yes. Ziggler, >> yes. >> BCO, >> yes. >> Delati, yes. DS, >> yes. >> Fiori, >> yes. >> Motion passes. >> I'd like to entertain a motion that the board of education approve resolution 2608 authorizing payment of July 2026 bills for fiscal year 27 as presented. Any questions, comments, or concerns? Hey, answer your call, please. >> Sada, >> yes. >> Ziggler, >> yes. Bocock, >> yes. >> Delzado, yes. DS, >> yes. >> Fiori, >> yes. >> Motion passes. I'd like to entertain a motion that the board of education approve classified and administrative staff staff salaries as increases as presented. Any questions, comments, or
041concerns? Seeing none, Andrea, can you call the role, please? >> Sada, >> yes. >> Ziggler, >> yes. >> Boox, >> Delari, yes. Downs, >> yes. Nanio, >> yes. >> Biori. >> Motion passes. I'd like to entertain a motion that the board of education approve the 20 26 2027 Kennedy Washington and Lincoln Middle School student handbooks as presented. I'll second. Any questions, comments, or concerns? Just want to thank the committee again for their hard work. Andrea, can you call the role, please? >> Sada, >> yes. >> Ziggler, >> yes. Bocock, >> yes. >> Delati, yes. DS, >> yes. >> Ewanio, >> yes. >> Biori, >> yes. >> Motion passes. I'd like to entertain a motion that the board of education approve the destruction of closed session tapes over 18 months old as presented. >> Any questions,
042comments, concerns? Seeing none, Andrea, call the role, please. >> Sada, >> yes. >> Ziggler, yes. >> Box, >> Delati, yes. DS, >> Yes. Fury. >> Motion passes. I'd like to entertain a motion that the board of education approve the SD81 board of education meeting dates for the 2026 2027 school year as presented. >> A second. >> Any questions, comments, concerns? >> I'm very happy that we're doing >> Yeah. Tradition. Okay. Andrea would call the role. Sada, >> yes. >> Ziggler, >> yes. >> BCO, >> Delati, yes. DS, >> yes. >> Ewanio, >> yes. >> Fiori, >> motion passes. Busy. I'd like to entertain a motion that the board of education approve the press policy issue 121, section 2 220, correction, as presented. >> Any questions, comments, or concerns? See none. Answer your call, please. >>
043Sada, >> yes. >> Ziggler. Bo, >> yes. >> Delati, yes. DS, >> yes. >> Awanio, >> yes. >> Biori, >> motion passes. Um, at this time, I'd like to entertain a motion that the board of education adjourn to executive session at >> 650. >> At 6:50 um to discuss personnel matters. >> Andrea, follow the roll, please. >> Sadus. Yes. >> Ziggler. >> Yes. >> BOCOK. >> Telati. Yes. DS. >> Yes. >> Yanio. >> Yes. >> Biori. >> Okay. Motion passes. All right. We're going to go to executive session. Afterwards, I'd like to entertain a motion that the board of education reconvene the regular board meeting of June 17th at 7:29 p.m. >> I'll move. >> I'll second. Andrea, call the role, please. >> Oh, wait. This is wrong. Sada, >> yes. >> Ziggler, >> yes.
044>> Bocock, >> yes. >> Delzadi, yes. DS, >> yes. >> Iwanio, >> yes. >> Fiori, >> yes. It's the right one. >> No, feel where we started. >> Oh, I'd like to entertain a motion that the board of education approve the personnel report for the month of June as presented. >> A second. >> Any questions, comments, concerns? Andrea, call the role, please. >> Sada, >> yes. >> Ziggler, >> yes. BCO Delati, yes. DS, >> yes. >> Bori, >> yes. >> Motion passes. Um, next up is public participation. Um, >> people. >> I'd like to entertain a motion that the board of education adjourn the regular board meeting of June 17th at 7:30 p.m. >> I'll second. >> Andrea, call the role, please. >> Sada. Yes. >> Ziggler. >> Yes. >> Boox Delati. Yes. DS. >>
045Yes. >> Iwanio. >> Yes. >> Fiori. >> Yes. >> Okay. Motion passes. >> Just threw me off like I was like, don't worry. >> What? >> I said it threw me off. I was like, >> oh yeah. >> I was like I wasn't calling her name before. This little duck is so cute. I know.