MCV CUSD 40 School Board Meeting - 12/08/2025

001We got two minutes still on everybody. It's going to be a real question. Jimmy Okay. >> You're hereby notified that there will be a committee of the whole meeting of the board of education, school district number 40, at 6 p.m. on Monday, December 8th, 2025 at the Molen Education Center, 1900 52nd Avenue, Molen, Illinois. um opening meeting. So, uh if we can have approval of any a board of education member participating remotely. Uh first of all, roll call though that I guess. I apologize. >> Audrey Adamson >> here. >> Jen Smith >> here. >> Ramona Dixon >> here. >> Jason Ferrell >> here. >> Lindsay Hines >> here. >> Jeff Mayus >> here. >> Laura Severson >> here. >> Abigail Greenley >> here. >> Verun Makeup >> here. >> Okay. So then the recommended motion

002is the board of education approve Laura Severson to request participate remotely during Monday December 8th 2025 board of education meetings. >> So moved. Second. >> All in favor? >> Awesome. Approval of minutes. Uh get approval of the minutes for the committee of the whole meeting of November 10th, 2025. >> So moved. >> Second. Any discussion? >> No. All in favor? >> I I >> public comment and participation. No. Okay. Okay, next up we have a student spotlight special Olympics. Take it away Peterson and myself are proud to welcome our special Olympics. We have a variety of coaches and students here and um so I'll let them introduce themselves so it probably be a little easier and I won't butcher names but we'll quickly introduce. So from the head the high school we have Holly >>

003Holly the honor head coach >> Sher Lyman assistant coach high school. I'm Jeryn Clark coach at the mini maroon state elementary. >> Sean Johnson for former member and volunteer coach for the Moly Special Olympics. >> Sherry I'm a volunteer. >> Tara Wilson I'm the assistant coach for juniors. >> I'm Kevin Mullen. I'm the regional director for Special Olympics. >> Beta. We have Beta here in the front. And so we have 10 minutes to share some really great things with you about our Special Olympics program. We could talk for probably 30 minutes um but we have limited it to 10 in the interest of time. So we'll let them take it away and we're just really proud of everything that they have accomplished and all the great things happening in Molink Valley for our students. I

004do want to note we are one of the few districts in the area that have not only elementary but middle and high school and that's all celebration to all these wonderful coaches that really formed this. So we are so proud of all the work that they do and all the kids that they bring to Special Olympics. So thank you guys for all of that. So, uh, our first team was created at the high school in 2015. Since then, we've continued to grow. In 2021, we began the unified partners program, which encourages gened students to part partner up with our Special Olympics athletes. In 2022, elementary uh, Special Olympics team was created. Started out with five athletes. Here in a minute, you'll see how much that's grown. Um, in 2023 they officially hired elementary and middle

005school coaches and we continue to grow and right now this year we have over 40 special Olympics Olympics athletes in our molen co valley school district for our mini maroons. Um, we have 19 athletes and growing. Um, the exciting thing is we started at Roosevelt with our five and now we have expanded into four different elementary stu schools. Um, so we're bringing in the whole district um to actually invite them to come and participate in our in our program which is really beneficial for all the schools. >> The junior marines has 12 athletes. Those are from John Deere and Wilson. And then our high school we have 14 athletes and nine unified partners. The minis >> our minis. Um we participate in three different sports. Um, in the fall we do bowling, then um we

006do basketball. We don't do the games, we start them off with their skills. So, we're working on their um their dribbling, their passing, and their shooting. And then we have the competition. Actually, this year again, this is the second year that we are having the regional competition here at Molen. So, that's pretty exciting. Um, so, and I just want to add that it's building the confidence and teamwork, um, and kind of a sense of community that sometimes our kids miss out on. Um so having that team participation really is beneficial for all of our students. >> The middle school um head coach couldn't be here but they are also doing the same thing at the at the middle schools with bowling, basketball and track. Those are some pictures from the our uh fundraiser in November

007and from bowling this year and track I think last year. high school. Um we do five different sports. We have grown. So we start out with the year with bowling um and flag football and right now we are in our basketball season and then we'll start track and botchi here in the spring. This year we were one of 11 teams in the state selected to go to the Chicago Bears flag football uh tournament at Halis Hall. We got second place, but it was a really really awesome experience. The kids loved it. We got our picture with Walter Payeyton bobblehead. It was just it was a really neat experience and we brought home second place. I was a little disappointed because it was you actually got a Chicago Bears trophy. >> Um we can come back

008to that. Um, and then we have unified partners. That is our peer mentor program that participate alongside our Special Olympics student athletes. I know Ramona Dixon's daughter joined this year and she um actually her and Januz are up there with Reese and Grant because they both placed gold at our um at our tournament this year. So, it's a really awesome program that we've started. brings our gened students in to get those volunteer hours and it also just kind of promotes the inclusion which what we're going for. Here's some more pictures. All right. Uh this fall we did our fall classic at Wharton Fieldhouse. We brought in $915 for the high school team and about $800 for the bake scale. Um pictured below though, we also do other fundraising in the area. Um, and that was

009at Bal's in March. Um, that's me actually as the polar bear and a couple of our families that went and plunged. So, um, we would like you guys to join us as an official Polar Plunge team to raise money for, um, the area if you guys are interested. Um it we can give you guys the information on how to do that later, but um it is a really good program. It's hosted at Bales. You get a really amazing dinner afterwards and you get to interact with a lot of different people. >> Um we do have a few students. This is the student spotlight. Vita, what is your favorite sport in Special Olympics? >> Basketball. What else do you do at the same time that you're playing basketball? >> Cheer. >> She She's also on our

010Monarchs inclusive cheer >> team show. >> You're going to show them? >> I don't know. >> You're going to start breaking out a cheer in our >> time show. >> Oh, halftime show. You have to come to one of our games next Monday. We play against Rock Island Rockets at the high school. She'll be playing and cheering at halftime. Sean, you are a former you are probably one of the original Special Olympics athletes and he comes back and volunteers. Do you want to share your experience with Special Olympics? >> I don't know what to start but but before I even be before I was with the Special Olymp before before we moved back to Illinois because my nana got suffered a stroke. Um I we decid we we decided you know that we going to

011stay in Illinois. So and ever since I came to Molen, you know, and and show off and went to my first my first basketball game at um at Warren Fieldhouse, uh I was a little nervous uh cuz I never I never going to I never experienced, you know, playing around a lot of people. And yeah, ever since then I just play my art. And ever since then, you know, I ever since then I was I was I've been I've been a molener for for about four and a half years because you know I I stay here for like one more year before I before I call it before I call it quits and because you know because you know because you know a lot of because this school's ran out of classes for me to

012take. So yeah, and ever since then I volunteered and not only that, not only that the city of Molen and the Moly School District, you know, raised me. I mean, you know, not only that I have a good time with them, but the city of Molen and the Molen school district raised me as a man that I am today. >> That's all I have to say is thank thank you, Molen. I I have a junior maroon and a mini maroon. Um my older two kids volunteer at the high school. Um I volunteer anytime I can to any of the events. I really like it. My kids feel included and it's a really good thing for the kids. Thank you. >> Can I interject for one second? Yeah. So, uh, Molen School District right now is

013really a top tier in terms of delegations that I have and teams that I have. The consistency that's coming from Molen, uh, the products that you're getting and now entering leadership roles. Sean forgot to mention that he's entering leadership roles where he's getting to go speak uh, at events. I'm I He's like the first person I call now to come to events and stuff with me. But Molen is getting that and you see that the the elementary, middle, and high school that form and then afterwards, you know, Special Olympics goes all the way to 82 year olds. I was my oldest athlete this year. And so it's going to be consistent community members now that have had a team and had a place to go for years. You know, we had athletes that say, "People

014told me I'd never be able to play a sport." and then they were a part of a team for now eight nine ten years, a community that it's irreplaceable and I think that this is like the standard in the community right now and I get to use it for other schools. So, thank you. It's been awesome. It's been really great. >> You guys have any questions for our Special Olympics coaches and athletes? >> I have a question. So, Sean, like you came back. So, what was the sport that you enjoyed most playing and now what is the sport you enjoy most sort of um helping coach or or help volunteer with? >> Oh, this is a good question. Um bowling is my bowling is basically my least I know I because I because I I

015know I'm I know I get like silver and all that but or bronze but I en enjoy bowling compared to um compared to basketball and track field. >> Okay, great. Thank you. I think he holds the the record 5.3 meters in the long jump state record for us. So, >> wow. Amazing. >> All right. Well, thank you. >> Was there another question? We had another question. >> Go ahead, Jason. Sorry. For anyone who wants to like get involved, what is the process for any parent or community member that can get involved with this? What's the best way to do? >> You just have to fill a class A unified. Okay. They go on to Special Olympics Illinois and show on volunteers. They just have to do a it's a you have to pass a background

016check and is just a background check, isn't it? And complete um some concussion and awareness training. Oh, perfect. >> It's a very simple online streamlined process >> that that's for the unified if you just want to volunteer, right? Volunteering. It's it's >> you can just contact us with our email addresses. >> Fantastic. Like for events. >> Yeah. Just for just Yeah, >> we have an upcoming event in January. >> Oh, yeah. So, Molen, now it's because I promote it so much. We have a high school and junior tournament at the PEC along with skills competition. And so there's going to be other regions coming in actually to Molen High School for the junior high school tournament on the last Sunday, the 25th of January. So it's going to be awesome to totally stop by. It'll

017be really fun. 9:00 to 3:00 games will run all day. It'll be really fun. >> And so could you use volunteers for that event? >> Absolutely. >> Awesome. Thank you. >> Cool. Yeah. Thanks. >> Yeah, I was hoping um to to connect and I've been meaning to uh connect with all the great work that you guys are doing. I I help uh run and organize one of our uh youth sports feeder programs for for Molen youth basketball and it it's genuinely been one of those things I've been I've been meaning to get in contact with you. I would love to create an opportunity to get creative on how our youth basketball program can help complement all the wonderful work you guys are doing. So whether it's over a cup of coffee or or or sometime

018is as soon as possible I'd like to establish a um a partnership with what you guys are doing. >> Cool. Because just real quick unified sports is with athletes from Special Olympics with community members and athletes not with Special Olympics. And so we're getting like a lot of high schools with athletes competing. We're getting a lot of siblings with Special Olympic athletes, a lot of community members that like sports that want to do more. So a lot of stuff. >> Yeah. Look forward to working with you. >> Cool. 100%. Who would I of everyone who's who's up here? Who would be the who you guys would age? >> This would be specifically grade school through junior high. >> Okay. >> Only like myself or Mrs. Waterman. She's the the middle school coach. And Kevin, we

019could all get together. >> Yeah. And Kevin can get a hold of me and >> Yeah. >> I look forward to it. Amazing work. Good job. Thank you. Thank you. Thank you guys. plunge. >> Next up, we have district leadership pay school progress update for the achievement category. Dr. >> All right. Uh so I have with me uh Mr. Bean and Mr. Ethridge uh our secondary and elementary director. Um we're going to give you guys an update on our achievement uh with our pace role um like we uh did with people already. So we've got we're really excited tonight. We've got a um four big goals up under achievement that are important to us. So we'll just kind of take you through them real quick and I'll start out. Um the first goal is uh

020to implement a new rigorous digital learning platform and blended teaching model including differentiated learner schedules for initial and recovered credit for uh credit at the Aspire Education Center and finalized policies for recovered credit acquisition at Mully High School. And I'm pleased to uh say that this goal has been going really well. We started actually a little bit of this work last year looking at our digital learning platform that we use which was Ingenuity and we knew that uh that platform um had been uh you know kind of used for a long time and we did a we put a committee together and we were able to try something new this year which is called subject.com and we're getting good feedback on that. It's pretty rigorous a little more rigorous than what we had um and

021we've been working with subject to implement that learning platform. It's going really well uh for our uh Aspire students. Um we also have focused on increasing the amount of instructional time in the classes at Aspire. So, more of a blended learning model. So, it's not just all digital learning, trying to meet students where they are and making sure they're getting that in-person instruction so that um if they do have the opportunity to transition back to the high school um they have that uh that teacherled instruction and forming those relationships is a big piece of that. Um so, we've been working on that. Um we did do uh we really just aligned some simple expectations. Cell phones put away and that has been huge this year. Um no cell phones at all. Um that's in alignment

022with what we expect at the high school and that has helped a ton. Um we've uh been able to train staff with our Boytown implementation which is a philosophy and approach to dealing with um students and and helping talk uh common language to to help meet their needs. and that's working really well. Um, we're doing that with some other buildings as well this year. Um, so that that Boytown implementation and coaching is is really helping staff. Um, we're also doing uh we've been meeting uh district leadership has been meeting with uh Aspire leadership on bi-weekly basis because of the changes we've implemented and we've just been offering that additional support um looking at data looking at numbers to make sure that we have a good pulse on how things are going in Aspire and that's

023been very beneficial and eyeopening. Uh Bob's been in on those uh meetings with myself and Trista Sanders. Aaron's been involved in those meetings um uh with Andy and uh um high school leadership as well. So that's been going really well. Um the other thing is uh uh you know, we started an alternative uh ed uh credit recovery committee and we that uh really uh has been a big piece to the school. And what we did is we we sent out uh we've surveyed high school staff and departments trying to figure out what we can do better on the high school side of things to offer students opportunities to recover credit and I would say prevent failure. And one of the things that uh through this committee process we've actually got consensus which we're really excited

024about. We just finished a draft last week, got it out. Um that really puts some clear expectations in terms of um grading and what uh we can expect with uh different tiers of credit recovery depending on where students are at to help give them more pathways to recover credit and uh really bring that consistency to uh you know, you know how large our high school is. It's one of the largest in the 90 mile radius, right? and having that clear consistency across classrooms and departments and we're really excited about that. So with that committee work um currently right now we are looking at from the recommendations of the committee it's going to take um staffing to be able to uh to uh offer opportunities to recover some of this credit. So right now, uh, district

025admin and building admin, actually we just met today. Um, we are looking at our staffing, determining, uh, what that looks like, keeping things level, not bringing in new staff to see what we can do to serve more students in this goal. So really exciting things uh, with this first goal and um, really uh, looking forward to see how things begin to roll out here um, relatively pretty soon to implement some of these uh, opportunities as early as next fall. So turn over gold to Stephen. >> Okay. Um another achievement of ours is we're looking um on increasing the number of students that are performing at the 70 70th percentile or above in grades three through eight. Um we knew that you know this goal a big part of it is going to be the way

026our teachers and our principles utilize data. Um but also just classroom differentiation. Um so one of the first things that we did was we put together we're very data rich district but we have we've had a lot of new teachers the last couple years. We've also had a lot of new administrators, especially at the elementary level. Um so we wanted to build consistency um across the board um K8 and how teachers are looking at data, but also how they're utilizing it. That's the same with our administrative staff as well. So we put together a map presentation. Um this presentation will be used three times per year after each testing period um with our teachers um and our administrators K8. Um the whole goal of this is we took out our core map reports that we

027believe in and that we use most consistently. We broke down those reports, what the purpose of it is, what information that they give teachers, and we also made some guiding questions for teachers when they're working in their grade level PLC's um on how to best utilize those reports to inform their instruction in small group reading and in small group math. So, we're excited about that and excited about the progress and how that presentation will continually evolve over the years to help our teachers um drive what they're doing in the classroom. Um, another thing that we do um that we do K8 is every building has a student solutions team. Um the whole purpose of the student solutions team is to help analyze data but also um target students that are in need of um intervention

028and enrichment. Um any student that is targeted for enrichment if you're at the K2 levels um you can get put on an enrichment plan and we document those plans and um differentiation looks a little bit different for those students within the classroom. And then any student in grades three through five um they have the ability to um get put on an advanced learning plan which is an ALP. We'll bring the parents in. We have the parent questionnaire. um we discussed that process of what we can do for their child um and how we will meet their needs. >> Mommy, I need to come. >> Um something else that we do um for for our literacy improvement is um by the time students reach third grade, we want students to be reading on grade level. Um

029we have multiple different programs that we utilize, especially at the early grades. So, we wanted to target the early grades because we know those foundational skills are so important at the younger levels um in order for those kids to be on grade level by the time they get to third grade. Um so, Matt Fluency is a program that we've utilized the last couple of years. Um we brought in a Matt Fluency coach this year um to kind of like do like a train the trainer model. So with our instructional coaches at the beginning of the year um they did a deep dive in the features that Matt Fluency has to offer and how it can impact instruction within the classroom at the primary levels. So those instructional coaches took that PD and then they took

030it back to their buildings with their K2 teachers to make that program more meaningful and beneficial for our students. Um another program that we use is a Waterford early learning um early reading program. Um this year we made some changes with that program because typically the kids will get on, they'll take like a diagnostic assessment and then they'll stay on that path for the duration of however long it takes them to get through it. Um we want to keep pushing kids forward. So one change that we made this year is every year no matter where um you know for kindergarten, first and second grade, those students will start on grade level. They will stay on that on grade level path for the duration of the year. Um so we continue to push them forward. Um,

031and then for our students in grades three through eight to help target some, I know this is math achievement. I know it's a reading a reading goal, but for math achievement, um, we have an Alex, it's called Alex. It's a math enrichment program. Um, so students in grades three through eight, um, based off those student solutions team's recommendations that they're performing, you know, above the 70th percentile. Um, typically it is recommended that they get put on that Alex platform just to keep pushing them in the area of math. Um and then lastly, um during our digital learning time that the students attend four times per week in the computer labs, um we have a program that we use called Exact Path. Exact Path is for reading and in math. And then that program is designed

032for those students based off of their RIT score um on the math assessment and those students will work on a path for their RIT score for the duration of the school year. >> All right. Uh so one of the uh pieces up there is to develop a new pre-apprenticeship career pathway. You know, we've been focusing a lot on career pathways, how to better communicate those pathways, and how to expand opportunities for kids. Uh we talked a little bit about that the last board meeting. Uh one of those pieces is a pretty cool thing that sort of came to us um which is partnering with Skipalong Daycare um for an early childhood uh career pathway at Molen High School. We've got the grow your own pathway right now. So this would augment that piece um a

033little bit of an additional uh you know branch off of that particular career pathway. Um it did come to us a little late in the game. We had our first planning meeting in June, the end of June uh with all the folks involved. Met again in August with them. Um had another meeting at the end of August with them. Um, so with the school year having already started and us just getting things put in place, uh, marketing this out to the kids or getting the information out was kind of the challenge. So we started with the early round students. Um, we did ask just kids who's interested in early childhood and that was kind of our starting point. Uh, so right now we do have a small uh, group of students that indicated that they

034might be interested in um, this particular pre-apprenticeship career path. So what it is is um they would be uh taking some coursework during high school. When they graduate from high school, then they would have a certification. They would have their early childhood development credential. They would then have a job with Skip along daycare where they would then roll into this uh federal apprenticeship program, the Department of Labor apprenticeship program where they get on the job training, paid to get that training and then go to school to get their teaching credentials and that much of that is paid then through the program. So, we're like this is real cool, right? College is paid for and you're graduating high school with the credential you need to start working already. um it just really pigs were falling in

035line really well. So right now where we stand is we do have some students identified as interested in early childhood education. They're being enrolled in some a training series that's presented by the National Center on Early Childhood Development, Teaching and Learning. So it is some online coursework that they'll be taking after hours right now um after their school day ends and they understand that. But then we're continuing to work with Skip along on the coordination of the early childhood observation hours that they need in the spring uh to go along with that so that they can then get their child development associate credential by the time they graduate. Then next year the hope is now that we have some plans in place, we're able then to get another cohort of kids and hopefully grow this

036piece that that particular pathway. So that's that piece of the achievement goal. And then the last uh goal, you know, the last one is uh we want to we want to by summer 2028, a little bit uh in the future, um we will meet exceed state average in English language arts, math, and science proficiency on the Illinois assessment of readiness. And all school report cards will be rated commendable on the Illinois school report card. And that's a lofty goal, but you know, we are working very hard. Um everything we do with our school improvement process with our our PACE goals uh going back to the five essential framework it all starts there and we're aligning our systems in place. We engage services with ECRA data analysis and um what we are using ECRA for is

037to kind of accelerate our school improvement. We're looking at return on investments for some of the programs that you heard Stephen mention earlier um from Exact Path to Waterford. we can take and look at individual students and we can look at what interventions we're giving. Is it working? Because if it's not working, then we're not serving our students, right? And our teachers want to know what they're doing is a value. So, we've done a lot of work with ECRA this year. Um, and uh we are, you know, we just are looking at our curriculum, our math adoption a few years ago. K8 has been paying dividends. We're seeing scores increase. Um, we know our ELA program needs in the final phases of our ELA adoption that could affect will affect K8 and we're seeing some

038really really great results on that pilot. So, um we've got to make sure our teachers have the curriculum they need, the resources they need to do the best job they can, but we have to be intentional, too. We have to be able to look at data and analyze that data and make sure what we're investing our time in is serving our kids uh to the max capacity for their student achievement. So, with that goal, I mean, I've got a ton of things here, but we've got we're working with coaches. Um, we've got uh uh science. We're looking at our science proficiency. We realigned courses um at the high school. Uh you want to talk a little bit about I mean, I know we >> Yeah. So, so science, you guys know, some of you I

039have a science background. I do. Um but, um so we're taking a look at our science uh our science curriculum and just scope and sequence, things like that. about 10 years ago, you know, we adopted a physics first sequence which was physics, chemistry, biology. Um, and there were some things involved with that, some some goals and things like that. Um, what's happened simultaneously is the state of Illinois has changed the assessment metric for science over the years, right? So, we used uh the Illinois science assessment for a while. We used well before that was Prairie State achievement exam and the Illinois science assessment and then last year they moved to ACT science. So, ACT science is is um well, it tests the foundation of a lot of the questions are are based in biology and

040chemistry. You know, it's it's critical thinking questions, but the background focuses on those. We had a sequence theoretically where a student could take this exam without ever having biology. And so, that really doesn't set them up for success. So, we we were we are resequencing um with this idea of trying to show higher proficiency. our science proficiency um scores used to be higher uh but then last year they took a drop and that's I think one of the reasons is um just based on the assessment that we're using um the Illinois science assessment is still used in the middle schools and we're currently taking a look at the nextG science standards to make sure we're really aligned and um what is you know what's the sequence what is the best sequence to make sure that

041we are hitting those targets on the Illinois science assessment in grade 8 as well. So, that's some of the science work that we've done so far this year. >> And and I would say if you want to check the uh we have our environmental science, which is a brand new course we're going to offer next year. The book's right out in the lobby on display. You can check that out. But um you know, overall, Stephen, on this goal, do you want to add anything? >> I think the only thing that I would add is just to tie it all together. Um one of the main reasons why we chose 70% on the other goal was because um on the old AR cut scores, they just changed them for this year. um but their um analytics

042team had come to the conclusion that if you were in the 70th percentile or above then you would be proficient on the IR state assessment. So that's why we chose that 70% benchmark. Um so it'll be interesting to see how things play out with the new cut scores for for I um but I think we've done a good job this year bringing the bringing the data the IR data to the forefront. Um every um elementary school they have their own specific action trackers trackers for that goal. So, they're keeping track of the specific things that they're doing in their buildings um to help with that district pace goal. So, that's something we're excited about. And as Brian said, it's it's a lofty goal, but um you know, we may not we hope to get it

043in year one, but if not, we know we're doing we have things put in place to hopefully get us there. >> Any questions? It's a ton of information. The only question I I can think of is, you know, we do our pay school setting kind of before the school year, you know, the summer. what can we do when we're meeting for the next pace goal setting to help align with all of this? Because I don't want to come in and all of a sudden we give you a scattershot goal that's outside of all this work you guys are doing. So just I mean it's kind of a big question but is there anything that we can do to maybe keep that in mind when we're setting next? >> I think having that perspective that you

044guys bring in and having us shape that goal is is really what happens. So even though some of those ideas seem to me maybe not connected, we end up finding a way to connect them. And I think that's what I love about our school improvement is is you know it may not fit perfectly but we can find ways to connected in and again you know just remind everybody even in audience what we put on on our strategic plan or our pace we focus on it and it becomes part of our organization. It's not just a check off and we're done. you know, these curriculum alignments, the data we're using, you know, we we're putting in structures and practices that aren't person dependent on just this leadership alone. Years down the road, we want to make

045sure as we get new staff, they they these practices are embedded in our organization over long term. So, I don't know if that answers the question, but >> I have a couple questions. So the chronic absenteeism by 10%. Is that 10% aligned to any sort of milestone that we should expect improvement on or is that just a goal that we've set? >> So okay. Yeah. So that's Yep. And that's we're going to give an update on that one. >> Okay. >> Um at the next board meeting. Okay. Um but yes, I mean that that 10% we've got trend data there that we have over multiple years and and there's some regional data too that we have that we compare with. Okay. >> So um we are and that's our maroon show up >> initiative that

046we're really focusing on but um yeah that we do have a kind of a historical metric there to >> All right. And then for the um for the 70th percentile by >> I can't see that part. >> Oh by percent for fall to spring. >> Yes. Thank you. Yeah. >> So for that one, >> are those like are the scores analyzed and then whoever does like does the company we use provide the data and the metrics that they think we should be focusing on that they've analyzed or do we do our own analytics or both? >> So good question. So that that map data for that goal that's nationally normed data. Okay. That is an Illinois norm. That is an Iowa norm that is normed across the entire United States. So 70% so when a

047student takes that MAP test in the fall they get an individualized goal and based on that normative growth data across the United States and they just updated the norms this year. So um the COVID effect and everything's been incorporated into that data. Each student gets an individualized goal. That goal then and a lot of those you know the the programming like the exact path programming actually takes whatever that fall score is help students uh support teaching and learning that put them on pathways that reinforce those skills that they need to work on. So that 70% goal is if that student hit their growth target um we're hoping that you know 70% of that three through eight hit that uh we want to see a percentile by that increase by 5%. You know so we'd like

048to um so we're using our data against the national norms and what those individual growth targets are for each student. >> But do we know like do we look at because I you know we have all sorts of data points that we collect. Um, so do we know that like we do our own analysis that says like maybe maybe we think it's absenteeism, right? that's that's maybe preventing us from scoring as high as we could, but maybe it's just if a student shows up an hour late, like do we have data points that we're doing analysis on to say for our school district, these are the metrics that matter for what we're trying to do, or are we relying on >> So the system with ECRA, yeah, with the that we've partnered with this year

049allows us to take groups of students based on certain whatever like if they're in an intervention or they have this many days absence and we can run that and we can get analytics back to compare. >> Okay. So, we c we can and I assume are doing that. >> Yes, absolutely. And that's been a big push with the ECRA partnership um that we have, you know, we're using it districtwide, but our school improvement uh schools that have the 103 title funds that were identified in in in different areas get additional funds for that. So, some of those buildings are getting a little bit more PD in that area, but we're exposing the whole district to that system. So we can get into the weeds because that's we're going to need to get in the weeds

050to get our scores up in 2020. I mean we and with the as as Stephen said the benchmarks change, right? The state has changed the benchmarks but it still doesn't change the goal. I mean we're still going to keep thriving um you know to to get to push our students and put those systems in place because we do need to look at that data. If we're not focused on the data, we don't know what those factors are that affect teaching and learning on a daily basis. Okay. >> And to Jason's question and to bring it full circle with Lindsay's, I see that um the process that we've had as a board as far as setting the goals is evolving. I see more data metrics included. I would guess this summer to link what you're saying

051that we feel as though we're doing like the maroon uh maroon show up initiative for instance. If we tie that directly to the chronic absenteeism, really we're just producing our own theory of action as to why we are doing that. I see that be where our work evolves as a board because the metrics are there now. They're very clear and we see those key activities that you all are doing whether it's um you know the students having intervention andor enrichment. you know, you you talked about different um digital learning opportunities that the students have weekly. Um all of that could be, you know, theory to we believe by doing this th this is going to be the intended outcome. The 70% or more of our third through 8th grade students. I just I think it's

052great work that has been done. So, thank you all. Um you know, I'm always going to ask about that parent piece. So, how do we um you know, there's a lot of data, there's a lot of information about how students are performing. How do we help parents help us as school district um as school district people? They want to know um I think some you said something about advanced early learning um for three through eight. How do parents know that they can request for their kid to have this advanced early learning? How do we educate them that you know like just because the score is here doesn't mean your kid is like off the charts but you know we will work with you in getting your kid there like just that education for parents to

053know and be able to articulate and share with you all what they need for their students or what they think they need. >> Yeah. I mean I think the we're always looking at our communication methods and our modes and what we can do more of and and you know you're exactly right. I want to clarify just one point that 70 percentile. Lindsay, you asked about the about the goals. You know, we're focused. Yeah. We have students way well well below grade level. We have students that are well above grade level and we have to we have to serve all those kids. Just because you're above grade level and you take your MAP test, >> that's that's kind of on us, right? So, the the idea of folks kind of serve we really are about all

054students and that's where that data helps us adjust our instruction so we can hit all students. So, yeah. And then one more question for the initial and recovered credit. Um is that all that section that you guys spoke of is that just for Aspire or is some of that being also shared with the high school like subject.com can any student who desires to take a course on that take a course or is it just open for? So, we have a framework now that's in draft that has a kind of it's like tiers, but think of them as pathways depending on students and where they are, if they do fail a course, how what was their their final grade. So, that depends on maybe the tier that they're in, right? There's a difference between failing a

055grade uh between 50 and 59% versus being 40 and 49%. And sometimes it's just an assignment or two. So we've kind of what we've done is we've established this framework is it's really new but we've got kind of parameters we call them guardrails for grading. So before there wasn't consistency necessarily if a student um was say in the in falling below a 60% passing grade. We didn't really have a consistency on communication. We didn't have a consistency on um what's the plan, right? What's the framework? What's the time frame for students to turn and work? And we've got uh a really good draft that our committee made of teachers, counselors, Aspire teachers and high school teachers, admin, district admin, and we're really excited about how this is going to kind of provide that consistent guidance,

056clarification for students, clarification for parents, and um it will, you know, when you think of Aspire being the alternative high school, it is under, it is at the high school, right? So really what we've done is we've looked at credit recovery as a whole and we have alternative programming which is Aspire but we also have high school and we're really I think what you're going to see is as we look at this the staffing it's all one building and they're all high school kids and how we can better use our resources to help more kids. That's I think what you're going to see coming out of this. I don't want to we're still in the early you know we're in the draft phase but we we're really excited because we're looking at staffing right now

057and how we can maximize that. So, >> so the goal for that is really at the end of the 2526 school year to have a plan going into 27 that we 26 27 that we implement. >> Yeah. And I think with the uh subject.com usage, the new uh the Boytown training, all that is adding to the um impact of what we're seeing already this year and then next year having a very clear uh framework for credit recovery. Um and again, that that'll come and probably will report out to you guys as we get that dialed down. So yeah, >> Thank you so much. >> Thank you. >> Okay, next up we have the Illinois school report card for the 2425 school year. Dr. Savage, >> thank you. Kind of continuing in the same uh topic

058of school improvement. I just want to give a big shout out to Dr. Kribble and Mr. Ethridge and Mr. beam and those departments for really guiding principles and their building leadership teams and their teaching teams to work together in the school improvement process. I think we're in a good groove now of collecting the data, really understanding how to interpret the data and then using it to um inform instruction and make improvement goals. So, I've got uh some information to share. This is an analysis of our district performance from last school year, the 2024 2025 school year, just to keep that in mind. So, moving forward, um oh, I guess I have the clicker there. Sorry, I guess I'll click as I go. Um, it always starts with the why. And so, I have here our

059uh newly revised district purpose and community commitments. We want to make sure that we're fostering student growth, that we're creating a safe and welcoming space, that we are innovating for learning, we are strengthening community partnerships, and we are cultivating resilience. You've heard a lot about that tonight already, and you see a lot of that in our district strategic goals. So, just a little bit of update uh regarding our student demographics and the kids that we serve. Uh we have a lot of needs that are increasing. our free and reduced uh lunch population, the students that qualify for free and reduced lunch, that is increasing. Our students identified for special education, our multilingual learners, we are um up to 20% as of last year. um mobility has decreased a little bit and then you can see

060how our student demographic population is changing as well with an increase in our Hispanic population students, our African-American population students, um and some of those other shifting changes. Our key takeaways for the students that we serve is our needs are ever increasing and our student diversity uh remains um growing, continues to grow, I should say. And that is a beautiful thing as we continue to figure out all of the different ways to support their needs um in our schools. A little bit a little bit of information regarding our staff. As of last year, 447 certified teachers. Our elementary and high school student toteer average ratio is 21 to1, which is decent. Probably one of our biggest points of pride, Whoop, sorry, biggest points of pride is our teacher retention. We are well above 90% in

061the Molen Co Valley School District. Our teachers come and they stay. Our administrators come and they stay. And that's a point of pride for us. It also provides consistency in the classroom, consistency for parents and kids, and that helps us in the school improvement process as well. Speaking of administrators, we have a a high administrator to student ratio. I've got a uh 10 district uh comp list there that you will see uh periodically throughout this presentation and Molen as well compared to this list of 10 districts has the second highest um adminto student ratio. So we are doing more with less. We have a 13 member district leadership team. Um not all of our elementary schools have assistant principles. people are hustling and they're moving and they're shaking and we're working every single day hard

062and fast to do the best that we can for kids. We're proud of that. Um but just know that when we when we have a need and when we come with a need, it's something that we really do need. Uh but I'm proud of the work ethic that we have here in Molen. Um couple of performance highlights. Uh particularly from last school year, our enrollment is up. Our attendance is improving. It is slow going, but it is improving. Our students are showing up. Our math proficiency is increasing as uh Dr. Pribble was speaking about our math and ELA growth um has really improved especially at the high school level. Their growth that they're seeing in math and ELA um is wonderful. Eighth grade uh passing algebra that metric has improved and we are above the

063state average in four out of the five Illinois five essentials. And the fifth one is neck andneck. This really speaks to our climate and culture. This speaks really to the glue and the mortar that holds everything together is something that we are really really proud of. Um we are also um above average in our response rate. So our parents are giving us that feedback, our teachers are giving us that feedback as well as the students. And the more feedback that we get, the the better goals that we can write and the more specific our improvement process can become. Again, I mentioned our teacher retention. We're very proud of that and our adminto student ratio and also we are operationally and financially efficient. We'll speak a little bit more about that as well. Now that we

064are in our third year with ECRA, our data learning partner that Dr. Pribble spoke about a little bit. We are actually able to now kind of come up with some three-year trends and take a look at some of those trends and some of those some of those positive trends and some of those opportunities for improvement. So this was kind of a a unique opportunity that we've had now for the first time working with our data partner now for the third year to have a more comprehensive view of our performance coming out of the pandemic. So we've got some trends to share from years 2022 to the year 2025. We consistently have shown ELA proficiency percentile gains, math proficiency percentile gains. We heard a little bit about that. uh science percentile ranking was added last year

065and uh MCV entered strong compared to the districts that um we uh we'll talk a little bit about our comp districts. Um ELA and math are stable or improving relative to the state median both during and after the pandemic. In 2425, ELA proficiency percentile rose faster than statewide trends. And even with the state's new proficiency standards, which we heard Stephen talk about a little bit, causing some statewide increases, we saw percentile improvements, meaning the gains that we are seeing are real and they just go beyond those benchmark shifts. That's something to be really proud of as well. And again, positive movement across our Illinois 5 essentials reinforces our solid district culture. These are the um for the last year the 2024 indicators and weights for the Illinois school report card. The indicators and weights are

066changing. The accountability system for the state board of education is changing and lots of new things are coming forward. This report card review will look completely different ne next year. But for the last year, you can see the metrics that make up the elementary and middle school band scores and the um Thanks, I keep forgetting to do that. and also the high school band scores as well. Um currently again for the last year we have five annual summit of designations exemplary, commendable, targeted, comprehensive and intensive and these are some of those school improvement grants and dollars and support systems that we heard the curriculum department speak about uh just previous to this presentation. Again, this is the last year for this series of summitive designations. they're being changed across the state and so our designations

067are going to look a little bit different. Some of the wording might be similar but the the five summitive designations these particular categories are going to be changing. So this these are just the possible um designations that we can see. So for last year uh for the Molen Co Valley School District, you can see our list of buildings that uh earned the commendable rating ranking, excuse me, Franklin bysentennial, Butterworth, Hamilton, Adams, Logan, the High School, Roosevelt, Willard, and Wilson. We have three districts that ranked targeted. Washington, Deer, and Lincoln Irving, and Jefferson Early Childhood Center is is not rated. Now district, excuse me, schools that are in improvement status are in status for multiple years. So they might hit commendable for one year but still be completing an improvement cycle for the previous years. So

068this is where we stand as of this year. Again, a big shout out to the curriculum department, the elementary and secondary teams for really supporting the buildings. Uh Dr. Pribble for working on those grants, finding us a a good data learning partner to help us make sure we really understand where we are at so that we can write good goals, helps us prescribe professional development, make sure we have the right resources in place, and really helps us hone in on key data monitoring for underperforming student groups. This is typically why a school might hit a targeted or comprehensive status is because of one or more underperforming student group. And these are those processes that these uh schools are currently working through. I mentioned before a comparative analysis. Uh we asked ECRA, our data learning partner,

069to choose nine districts that were similar to us in demographic, in number, and on a variety of different metrics. They're all a little bit different sizes, but these were the districts that were chosen for us that are of similar metrics. Belvadier, Collinsville, Decal, Freeport, Rock Island, Gailsburg, Harlem, Peoria, and Orurbana. And so it's important for us to really see not only how we're doing on our own, but how we're doing comparatively, but it goes just beyond ranking. We actually have reached out to districts such as Collinsville. We went to Collinsville, I think three times last year um to really find out what are the strategies, resources, and materials that they're using to see the gains in English language arts that they're seeing. We also learned some great things that they're doing with uh multilingual learning,

070and we're able to make some adjustments to our dual language program. So, these kinds of comparative analysis provide rich information to our districts and allow us to be able to um make good decisions in the improvement process. So this is um our um ranking with these districts from our math performance last year and Molina is in the orange. And then I also have English language arts and science. Again, science is new uh to the system as of last year, but we're kind of entering into the the meaty part of the curb there. Sorry, I keep advancing one and not the other. Apologies. So there is English language arts and there is science. Moving forward, as I mentioned, with this ability now to take a three-year positive trend, we were able to do sort of a

071deeper analysis than we really have ever been able to do before in a variety of different categories. So again, for academic performance, according to our peers, these 10 groups of districts, these nine districts and molen, we maintained or improved our ELA and math relative to our peers over these three years. Um, we consistently plotted near or within the upper right quadrant of ECU scatter plots showing efficient instructional spending compared to our peers. Our ELA proficiency levels have steadily increased, positioning us as a strong performer. Math proficiency demonstrated a notable upward momentum. We're we're looking forward to having ELA match that rate of pace, especially with our new curriculum uh being onboarded soon. Um and we entered strong in our first year of science benchmarking last year as well. Regarding instructional efficiency and return on investment,

072um our instructional spending versus our proficiency analysis positions our district favorably, meaning we're not spending too much. We're spending the right amount and we're still getting the right results or at least putting us positioned in the right direction moving forward. our proficiency levels are equal to or above the peer group average. Even those with comparable um free and reduced lunch or other student needs were we're performing at or above those other comp districts. High proficiency, moderate spending quadrant puts us in a sustainable f fiscal investment category as well. And then lastly, a strong return on on investment and effective resource allocation. Couple of other categories, growth under the new targets. As we heard, ISBY um created new proficiency standards which caused broad increases statewide, but our position re remain strong. Um even with those changes,

073um our gains were authentic and we're very proud about that. In ELA and science, the district's percentile and peer relative standings improved. And then lastly, supporting student needs. We have effective student support systems. We mentioned earlier with our um growing student needs that our systems are strong and even our students coming to us with needs, they're also seeing those gains and growth in the classroom and we're we're showing resilience in closing those achievement gaps. And these last couple of categories for our three-year positive trends. Um for fiscal stewardship, we uh sustain responsible fiscal management. This is uh a point of pride. Strong fiscal stewardship and efficient allocation of resources again compared to this list of 10 districts. And then the trend continued up to last year even though operational cost uh grew statewide. Our peer

074group standing keeps us in a competitive range which is is is something to note. and a reputation for stability and continuous improvement uh keeps us keeps make sure all of our arrows are pointing in the right direction. And then lastly for peer group standing the comparative consistently demonstrates leadership alignment, staff collaboration and strategic planning. A good example of our pay schools and using data to inform instruction. And then lastly, improve culture is that mortar and that glue that keeps it all together. Our Illinois five essentials shows a strong systems level focus, shows measurable growth, and reflects a culture committed to datadriven decisions. >> Jeez, they're loving it. I know they're loving it. They're excited to hear our opportunities for growth. We got We got many three opportunities for growth I'd like to highlight. As Brian

075mentioned in our pay school, we need to make sure that we are hitting at least at or above state average in English language arts, math, and science. That is the goal. There's no reason why we can't get there now that we have the right resources and supports and learning partner uh to get us there. So, that is uh one opportunity for growth I'd want to highlight. The second one is we've seen some steady flu some some fluctuation with our graduation rate and there's a lot of reasons behind this. I have to give a lot of credit to Bob Beam, Chris Moore, Jeff Whitaker at Molen High School, Brian Prible for really digging into why we are seeing this fluctuation with our graduation rate over the last couple of years. Some of the things that we

076learned, five kids equals 1% of graduation rate. This past spring, we had an increase of seven students drop out. We had an increase of eight students entering the GED program. Uh 62 more students in the 2025 cohort compared to last year um entering in ninth grade. So you can see the number shifting there. We also have an increased number of students that can stay at Molen High School that qualify for special ed until age 22. And so we've got some uh different things happening here and we need to really do a better job of understanding each individual child and make sure that we are checking and re-checking every single student listed in the cohort to make sure that they are coded properly. Interestingly enough, although the rate fell that this past spring we had the

077highest number of graduates in the past three years. Um but yet the number of students that were removed from the cohort for transfers and so on remains stable. Couple of other pieces related to that credit recovery is coming into play. We've had a lot of policy changes regarding our credit recovery. We have been um really digging into the credit recovery programs and processes not only in Aspire alternative learning school but also on the gened side Molen High School side. We've had various policy changes which have led to the pay school that we heard um just a little bit ago. Digging into and understanding how students are earning credits, how they're recovering credits um the digital tools that we're using. Are they being utilized properly? Credits that the students are earning on the digital pathways authentic?

078Are students spending the right amount of time earning the credits? We've really peeled back the curtain and really dug into that the last couple of years and this is some of what we are seeing. Key takeaways on that. Um the high school is implementing an early warning system for 9th graders, especially our multilingual students now that we are up to 20%. And we need to make sure that we are working with the state board of education to make sure our students that qualify for special ed that are staying beyond their cohort until the age of 22 are coded properly in the graduation cohort. Um, and then lastly, really digging in, as I mentioned, getting a detailed review of every single student so that we can understand any child that drops out or any fifth year

079student that's staying for special ed services to make sure that we're understanding why that's happening. Is it a program change? Is it a policy change? Is it something uh specific with the student? So, this has really become a point of focus this year as we've sort of pulled back the curtain. A lot of this has come to the forefront. We are owning it and the team at the high school is really tackling it head on. Oops. Once again, I will do it every single time. And the third piece is just to continue to focus on our focus on our underperforming student groups so all of our schools can attain and maintain that commendable status. We've got active data monitoring and we're making sure that our kids get into early intervention, especially our multilingual students, our

080children with disabilities, free and reduced lunch, and a number of our other atrisisk student populations. And really for my last slide, just because I know this is a lot of information, you do have a packet at your tables as well with not only our own district performance, but the comparative analysis as well. It's a lot of numbers. It's a lot of information. There are charts there, but also the narrative to help un uh explain a lot of the information that I presented tonight. This is our pace goal uh chart for this year. Our next steps are to stay the course, keep focused on the pace, make sure that we have strong instruction, and focusing on students well-being while they're in the classroom. And we're really watching for the accountability redesign changes coming down from the

081state board of education. That's going to impact our report card. that's going to impact our summit of designations. As an example, just a couple of changes. Uh chronic absenteeism will no longer be a factor that hurts the report card metric, but but consistent attendance will be a a metric that will help and provide extra credit on those scores. So, there are a lot of changes that we're going to try to understand. Um we're well designed for improvement and we're going to make sure that that keeps happening. And again, I want to thank Dr. Pribble and the curriculum team and our peanut gallery for making this not so exciting presentation. That's what I have for you. >> Any questions? >> Okay. Thank you so much. >> Okay. >> Name and mascot showcase finalist for the future

082combined Lincoln Irving and Willard School's opening for the fall 27. Dr. Savage and Dr. Privile. Take it away. I'll let you click since I seem to be panled by now. >> This is exciting. This is probably what uh we most wanted to talk about tonight. You like that? We got some nest committee members back there. Uh we're really excited to be here tonight. This is special. Um we um are getting ready to break ground on the addition of the Lincoln Irving Willard expansion project um at the Lincoln Irving site. This is a project that we have been planning and preparing for for the last couple of years. Uh Mr. Gallo and Leget Architects and Estis and a variety of partners have been working on the physical space and making sure that the classrooms and the

083instructional spaces are ready. Uh but we sort of had some fun being able to tackle the name for the new school. We knew that we needed a rebrand. While Lincoln Irving is a wonderful name and represents the school of Lincoln Irving, we have the school of Willard and we want to make sure that when the schools combine that none of those students feel left out and all of the students when they come together at the new school have an opportunity to create a new identity and pave a new path moving forward. So, we um through board policy 4150 uh created a committee uh naming the elementary school together which we uh decided we were going to call the nest committee. A little bit more um affectionate than the naming committee. And we had a great

084committee. If you want to move on to the next slide, we have some of our nest committees there. Uh we had uh Doug Bodin, principal. We had Caitlyn Hillier, assistant principal. We had Marcela Gutierrez and and Jackie Zamora, administrative assistants. We had wonderful teachers, Stephanie Aina, Mark Writtenhouse, Raya Knight, and Alexis Ellis. We had some support staff, Patricia Jacobs is here. We had some parents, Helen Lopez, and Carrie Mayo were here. We had Mr. Manis, Jeff Manis, board of education and Vroom Michela, student board of education member. And then we had myself and Dr. Dr. Pribble and Miss Turstrip also involved in our committee. We had three committee meetings. We had one in October, one in November, and one in December. So, they had a big job and a short amount of time to get

085it done. >> Yeah, I know. >> Grabbing me. >> So, um we we talked about this a while ago when we started talking about the nest committee, kind of the introduction to it. Um, these are the eligibility rules for the names, what they should be and should not be. So, we we talked about they got to be they got to reflect educational values, local history, geography, culture, and nature. Be easy for children to pronounce and spell, be politically neutral and inclusive, age well, be timeless and not trendy. What they should not is reference individuals who are currently living, reference political, religious, or controversial subjects. duplicate or closely resemble other schools in the region. So, um many again we had a very engaging and transparent process. I uh was, you know, we were talking about this

086and um we had the survey open up uh from October 7th to the 31st, which was an open-ended community survey that we take any suggestions or nominations and that was open for almost the entire month of October. We had it out on Facebook. we we had it out there making sure that we had that community input and um that uh closed and then we got the the Nest committee back together. We reviewed all the feedback using the criteria we just mentioned and narrowed it down for survey 2. And in survey two, we had multiple choice of viable names that met the criteria based on the feedback and we had the mascot suggestions as well. We kept that survey open again, multiple choice, almost the entire month of November, not quite, but it we also timed

087that release with our newsletter that hit every mailbox, every mailbox in Co Valley and Moline and we even had that translated over 500 of them, right, in Spanish um for our families. So, that went out and if you look, if you got one of those, you saw the QR code to take the survey, too. So, um that that was our fall newsletter. Then, uh we had the uh three committee dates. Uh the parent community nights that we had at both Lincoln, Irving, and Willard. Um I went to both those and we were just making sure on those community nights that even though we had done the newsletter and we had this out on social media, we wanted to make sure those families had input. So, we got that done. And then we also uh Dr.

088Savage and I were able to go to both Willard and Lincoln Irving and meet with students and that was fun. That was fun. >> They had a lot of great ideas. Uh and then um just uh during parent teacher conferences again another opportunity to reach the families and get input. So very transparent process. Um and then here are the analytics of of survey one. Um we have school names. We had 119 original name entries. We removed those duplicates. Um, we had 76 original mascot entries. Um, we had 43 names removed for ineligibility. Seven of those people were still living. 19 school names were too close to other schools in the region. Um, including Lincoln, Ring, and Ward due to the rebrand. And we had 15 trendy or pretty overly political suggestions, names that were given

089in and two that were just too tough to spell. And again, the committee, the next committee went through these. And with the mascots, we had uh like I said, 76 mascots. 13 of those were removed for inability. Seven repeats of local mascots. Five were considered too trendy and one was too tough for kid to say or spell is what we figured. >> And actually, superintendent. >> Yeah. So, um that little bit about that survey one. >> All right. So, survey two. Uh this first one is the survey for the mascots. So, the committee met and narrowed down the list that Brian just spoke about. We had 2,195 responses for the mascots. This was pretty phenomenal. So you can see we had explorers, griffins, monarchs, navigators, otter, owls, raptors, river otterters, thunderhawks, trailblazers, voyagers, and more

090eagles, which was a combination of Willard Warriors and the Lincoln Irving Eagles. So we had a lot of really, really great nominations. These were the lists of mascots that the NEST committee felt would be best to move forward. And we had over 2,000 members of our community speak. And when we we met last time on December 1st, you know, certainly the survey data was there to inform the committee, but we wanted to make sure that they just didn't feel like the survey was the answer and that was it. Otherwise, we wouldn't need a committee. So they really spent a good amount of time over an hour discussing the right way to go and the right recommendations to make. So um it was exciting and really appreciate this. Uh but this is where we are at

091for the mascot votes in survey number two. Then for the names. >> Yeah. So in the names we had a little bit more responses. We had 2,247 responses as you can see from the list there. Um we had we had lots of variance uh across the board. Um but clearly uh when you look at the numbers here um you know you had uh you had an element through was 36.4% clearly a front runner there. We also had some other ones that were we we kind of grouped together and that 500 to 496 range. What we did with the nest committee is we looked at this data and like Rachel said, it wasn't just about the votes. We discussed it. We actually did some balloting um between what the we saw in the data and what

092the committee wanted and we narrowed that down and it was a very very great discussion. Um I think we only had an hour committee. It was like it was supposed to be an hour, but I think we got out a little bit late that night. Um because we had such thorough discussion and it was it was really it was really positive um and overall um coming to consensus with so many great choices. Uh it it was exciting how the group came to consensus. >> The um survey information then was the last piece of data that the nest committee looked at on the first and their charge was to provide a recommendation to district leadership. And so that is what they did at the end of the meeting on December 1st. So the recommendation that they

093provided to district leadership overwhelmingly for the mascot was the owls. If you haven't had a chance to take a look at the uh virtual walkthrough of the new school, you will note that there is a very large tree in the middle of the school starting on the first floor going all the way up. And so the owl was uh the overwhelming um favorite. Um anybody Mr. Manis I know would you share maybe a little bit about um why the owl uh became everybody's favorite? >> Well certainly just to reiterate that that the overall design and architectural theme of this new new design is everything centers around this tree of education uh for lack of a better terms. And you know when you think of wildlife as they coexist with trees, owls immediately with their wisdom

094um their especially when it comes to the competitive side of being a school um as it pertains to sports, they're they're birds of prey. So I I I think while it's a very cute uh mascot, it's it's also, you know, they're majestic birds in many many ways. So, u I was thrilled and being a NESCA member, I obviously participated in the surveys that that were released and I was one of the whatever it was 800 plus individuals that recommended Owl um as as as the mascot for the school as well. So, I was pleased to see that it it aligned with what what my vision for a mascot would be as well. >> Very good. The next step will be uh after uh board takes action tonight is to figure out what kind of owl

095it is we're talking about. Are we talking about the cute Tootsie Roll Pop owl? Are we talking about the like scary mean temple owl? I don't know. We're going to have to see. And then the name recommendations that came from the nest committee were the Robert Averos Elementary School and the Jane Goodall Elementary School. Two fabulous choices. in action. >> So, um tonight, uh we are here on behalf of uh the cabinet and that and bring the recommendation to you the board of education that we are recommending Robert Anavarious Elementary School put it in and the mascot is the Alps. And just a little bit about uh Robert Anaveros. This was just very just a small snapshot and um we have Chris Anavveris and his family here tonight and um when I reached out because

096it was practice before we put names on the survey to get the family's um input and I know Chris said to me it was great what we had on the survey but it doesn't even capture a glimpse of what he did in his lifetime. So, we wanted to give Chris an opportunity to speak tonight. Um, if you'd like to come up and say some words. >> Oh gosh. Well, I'm really humbled to be honest with you guys. I uh I I have been uh lucky enough to to follow uh and try to follow in my father's footsteps my entire life. Um, he has been an inspiration to me and my family forever, to many people in the community, but you know, he's always my dad. I uh I always I I just u can't tell

097you um what an honor this is. Um he he has uh you know he's he has some amazing achievements throughout his his uh professional and social and uh and uh and personal careers uh personal endeavors. Uh but this is clearly one of the uh you know mounts of achievements. I mean, to replace Abraham Lincoln, it's uh it's it's unbelievable. It's it is uh my my dad's my dad has a a long list of accomplishments and awards and accolades. Um, the Lincoln Award was I I know my you know I know what my my dad's greatest achievement was the Lincoln >> and and the Lincoln Award is is such a prestigious event um achievement. It's only given to very few Illinois citizens u in their lifetime. And we all know there's been millions of Illinois citizens

098that have done incredible things. And when the state of Illinois acknowledged my dad, um, you know, it was also a very humbling, uh, experience and, uh, achievement. But to have you all and the community see what what we have seen um, is it's just it's so it's just unbelievable. I I wish I didn't live here to now have to follow in these footsteps. I I'm also very proud and um I will strive to do better uh myself to uh you know obviously uh not let him or any of you down and my my children and my wife or you know Pamela, Miss Maria and Ally and Anna and you saw little Christopher. Uh, you know, uh, yeah, I think, uh, it reminds me of Chumanji when that little boy had to go to his the

099school. I hope that doesn't happen to these. Anyway, uh, thank you so much, you guys. I I can't I can't tell you what this means to us. Thank you. >> Thank you. >> Appreciate that. Um, and with that, uh, >> Any questions? Yeah. I'd like to make a quick statement. I uh I was genuinely uh both personally and professionally proud to work with the NES committee members. Um all of you came together and certainly not just it it was a fun approach to the task that we had. But um at the same breath, we maintained lo laser focused. You guys maintain laser focused and and and genuinely put your heart and minds into the process that which led us here today. And undoubtedly w without your guys' effort, dedication, uh because there's a lot of

100things you guys could have been doing on those evenings we all gathered together to to to to meet um you you went out of your way to to to help the school district on this and um it was just a genuine honor and it was it was great to get to know all of you. It's it's uh um it's it was in inspirational. uh you guys all obviously have um an acute um passion and and and love for what you're doing and and and this school district community and specifically the students of this school. So again, thank you. It was awesome. Brun too. >> Brun, anything you'd like to say about the process? >> Um I think we like built a great group. We were all willing to communicate with each other. We all had

101separate ideas and we all were able to I don't know what the word is but like make compromises with one another just like pick the best name. So I think the process was really efficient and obviously hearing what he said I think we made the right choice with what we chose. >> I just like to thank Jeff and everyone and the rest the rest of the committee um and the community for being so engaged in the process. It was really nice to see a lot of people, you know, take the survey, enter names. You know, we got a lot of community feedback. We wanted to be open and transparent with the process. So, really showed that the community cares and they were involved. Thank you to the Bever family for coming tonight. Um, also really

102appreciate the uh owl mascot, you know, with the tree theme and everything. I think that all of this just comes together, you know, with the community that school's in, with the design of the building, the air owls, I think sounds fantastic. So, so thank all you Then I think we um now adjourn and not uh motion to adjurnn. I say that motion to adjurnn. >> So moved. >> All in favor? >> Do we want to move? Do we need a break or do we want to move directly to the next component? We will be voting. Just keep going. Okay. that way this week. >> All right. Call to order the regular meeting of the board of education school district number 40 immediately following the committee of the whole meeting at 7:20 p.m. on Monday, December

1038, 2025 at the Mullen Education Center, 1900 52nd Avenue, Molen, Illinois. Uh opening the meeting. Can I have a roll call, please? >> Audrey Adamson >> here. >> Chetta Smith >> here. >> Ramona Dixon >> here. >> Jason Frell here. Lindseay Hines >> here. >> Jeff Mayus >> here. >> Laura Severson >> here. >> Abigail Greenley >> here. >> Bruna >> here. >> Okay. Approval of any board member participating remotely. Recommend a motion the board of education approve Laura Severson's request to participate remotely during Monday, December 8th, 2025 board of education meeting. >> Second. >> Okay. Any discussion? All in favor? I. >> Okay. 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

104all. >> Okay. Uh approval of minutes. Um I have a motion to approve the minutes of the regular meeting of the board of education of November 10th, 2025. >> So moved. Second. >> Any discussion? Okay. All in favor? >> I I do. We have any communicating public comment? >> I do not. >> Okay. Number five. Let me get thing here. The recommended mo motion is that the board of education approve the following school name for the future consolidated Lincoln Irving and Willard school opening in the fall of 27 2027 to be the Robert Anavveris Elementary School and approve the school mascot to be the Owls. >> So moved. >> Second. >> Okay. Um I have a roll call, please. >> Jason Ferrell. >> Hi. >> Lindseay Hines. >> Hi. >> Jeff Mayus. >> Hi. >>

105Laura Severson. >> Hi. >> Audrey Adamson. I >> Ramona Dixon. >> I >> Chad the Smith. >> Hi. >> Motion carries. >> Okay. Now we will begin the hearing of the 2025 tax letter. that excitement always >> that >> thank you so much for being here tonight. >> Congratulations. >> My my brother also says thank you and uh >> thanks a lot. >> Perfect name. >> Thank you nest committee. >> Thanks guys. Thank you for being here. >> Thank you. Bye. Bye. >> Bye, buddy. >> Beanie is gonna get real boring now. This is This will be great. >> Thanks, So, starting last year, uh, the state board of education has now required us to, um, take a look at how large our fund balances are within our operating funds. So, they want us to

106take the last three-year average of our total operating expenses and then compare that to our cash reserve. Um, so we must be two and a half times less than what our average annual expenses are within those operating funds. Um, so this calculation is on our AFR. And as you can see here, we're well under that two and a half times. So, we have the ability to um have cash reserves up to 275 million based on our operating expenses, but since we're well under that, um there's no action that we have to take um other than presenting this to the board every year. So, um just wanted to give you that little notion before, uh we vote on the tax levy. So, thank you. >> Thank you, Vince. Is there anyone who wishes to speak in

107favor of the 2025 tax levy? Is there anyone who wishes to speak in opposition to the 2025 tax levy? Is there anyone who wishes to speak neither for nor against the 2025 tax levy but wishes to offer additional information? Okay. Uh there has been no public comment. So hearing no public comment, we will now close the hearing of the 2025 tax levy. Okay, thanks again, Vince. Um, all right, then. Moving on to consent agenda. I recommend a motion that the board of education approve the actions cons contain in the revised consent agenda as presented. So, >> second. >> Uh, any discussion hearing? None. Can I have a roll call, please? Lindsey Hines, >> I. >> Jeff Mayus. Hi. >> Laura Severson. Hi. Audrey Adamson. Hi. Ramona Dixon. Hi. Jason Perrell. Hi. Jeffy Smith. Hi. Okay.

108Approval of resolution for 2025 tax levy. I recommend a motion that the board of education of Mullen P Valley School District number 40, Rock Island County, Molen, Illinois. Adopt the resolution approving the official tax levy as listed. >> Second. Any discussion? Hearing none. And I have a roll. >> Jeff May. >> Hi. >> Laura Severson. >> Hi. >> Audrey Adamson. >> Hi. Ramona Dixon. >> Hi >> Jason Ferrell. >> Hi. >> Lindseay Hines. >> Hi. >> Jesse Smith. >> I. >> Number nine. Approval of resolution for 2025 tax abatement. Recommend a motion that the board of education approved the resolution debating all the property taxes hereto for levied for the year 2025 to pay debt services on the general obligation school bonds alternative revenue source series 2018 of community unit school district number 40 Rockon

109County, Illinois. >> So moved. >> Second. Any discussion? Hearing none. Can I have a roll call, please? >> Laura Severson. >> Hi. >> Audrey Adamson. Hi. >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsay Hines. >> Hi. >> Jeff Mayus. >> Hi. >> Chet Smith. >> Hi. >> Number 10. Approval of the intergovernmental agreement between the city of Molen Molen Illinois and the Molen Cole Valley School District number 40. recommended motion that the board of education approve the 10-year intergovernmental agreement between the city of Molen Molen Illinois and the Molen Cole Valley School District number 40. >> I'll move second. >> Uh any discussion hearing? None. Can I have a roll call, please? >> Carter Adamson. >> Hi. >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsay Hines. >>

110Hi. >> Jeff Mayus. >> Hi. >> Severson. >> Hi. >> Chad Smith. >> Hi. >> Hey. Uh number 11 construction cost Lincoln Irving Estus bid results recommend a motion to the board of education accept the recommendation of Estus Construction Company downport Iowa for the lowest compliant biders for the Lincoln Irving school project work packages and authorize Estus Construction Company to enter into agreements with these biders. These bid amounts shall be incorporated into the guaranteed maximum price amended with SS construction company resulting in a revised agreement amount of $29,415,321. >> So moved. >> Second. >> Any discussion? I just want to thank ES's construction for all your work on this and seem to be moving along along great. >> Okay. Um with that, can I have a roll call, please? >> Ramona Dixon. >> Hi. >>

111Jason Perrell. >> Hi. Lindsay Hines. >> Hi, >> Jeff Mayus. >> Hi, >> Laura Severson. >> Hi, >> Audrey Adamson. >> Hi, >> Jud Smith. >> Hi. >> Okay. Number 12, engaged services professional services for the Mullen High School EBwing and EJ-wing student restroom upgrades. Recommend motion to the board of education engage the services of Leed Architects, Mullen, Illinois for professional service for the Mullen High School EBwing and EJ Wing student restroom upgrades for an estimated cost of $270,000. >> So moved. back. >> Any discussion? >> I think it's wonderful. We're moving forward with this project. >> Absolutely. >> Long needed and benefit a lot. So, >> okay. Um, can I have a roll call, please? >> Jason Perrell. >> Hi, >> Lindsay Hines. >> Hi, >> Jeff Mayus. >> Hi. >> Laura Stevenson, >>

112hi. >> Audrey Adamson. >> Hi, >> Ramona Dixon. >> Hi, >> Jet De Smith. >> Hi. >> Okay, now moving on to reports, request, and open discussion. Uh, Dr. percentage. >> Okay, I'll keep it really short because I know we have other things and I know there's a lot going on at the high school for the students. Um I would just uh just say that we're working through the final revisions of our winter weather remote learning plans. Um as a reminder, the district has the ability to call for a remote learning day in times of inclement weather. Um, two years ago, I believe we pulled our parents and that was the overwhelmingly uh positive response uh to be able to initiate a remote learning day uh instead of a emergency snow day every single time.

113Remote learning days do not need to be made up, but emergency snow days do. We still have the ability to take an emergency snow day if conditions are severe, but we are working on finalizing those remote learning plans. We're working with principles this Thursday to make sure that there aren't any additional changes and then we uh plan to get those out to families uh by the end of next week before winter break. Um we uh typically if the conditions are an advisory we remain open and if the conditions turn to a warning that typically is the trigger that will cause us to close. We try to collaborate with our uh districts in the region, especially the four metro districts in the in the Quad City region here. We try definitely to work together. Even though

114there are subtle nuances amongst us, we do try to work together. Uh but most importantly, we try to keep our doors open as much as possible because we know families have a variety of different circumstances and the most important thing is that students have a safe place to be supervised, warm, safe, and fed. And so we do try to keep our doors open no matter what as much as possible. So those communications will be coming out soon before winter break which starts um next Friday, December 19th. And then lastly, I would just encourage uh parents and community, as everyone does, to continue to come out and support our students. There's lots of events and activities where student talents can be spotlighted, including winter programs, band and choir concerts, athletic events, and theater performances. So we

115are cramming a lot into the next two weeks. So please come out and join us. >> Thank you. Uh financial report. >> Um so if you take a look, I gave you two handouts. Um it'll be July and August. Um month end reports. Uh now that the audit is over, we'll start I'll start presenting you with a financial report um every month. Um but for the next two board meetings, I'll present September and October at the first meeting in uh January and then I'll present November and December and the uh second meeting in January and then we'll be all cut up so that at the second meeting of every month we'll have the previous month's data. Um so if you take a look at July uh not much um of a difference with our local

116revenue uh from year to year on this one. The biggest uh variance is going to be our interest on investments. So that percentage is going down from the previous year. So that's why you see that little bit of a decrease. Um and then in purchase services and supply and materials on the next page on the expenses you'll see a large uh increase from the prior year. That's mainly due to our insurance payments that um the billing cycle on that have kind of changed. So we're paying that more upfront. And on top of that we had a lot of expenses within title and our uh school improvement. So dollars, those grants go through August 31st. So we're spending that money down uh in the month of July and August. And then uh your month-to-ate revenue uh

117is going to be the same as the year-to date. So you can skip the next two pages. Um, and then if you go to the fund balance overview, um, you can see there in like the blue teal all of the previous, um, month end reports for last year, uh, where our fund balance is at. Um, you'll see the purple uh, graph there. We're at about 111 million in our operating fund um, as our end of month fund balance. And then if you go to the bottom of the page, you can see that uh our fund balance as of July 31st, 2025 is 130 million for all funds. So um August very similar. Um August is when we start seeing our state revenue come in. Um, so our uh EVF dollars start to flow in in

118the month of uh August and then we start seeing a lot of that u federal revenue kind of start coming back in uh after we complete all our expenditure reports. And as far as revenues on there, it's very uh standard similar to prior years. you're going to see that variance in the expenses still because that's taking, you know, the month of July and August for that year to date. Um, and then if you go to the last page, your fund balance, um, we're pretty much holding steady. We're at 110 million. Um, and that's due to obviously some expenses that we're incurring the beginning of the year and we're not getting that revenue replacement as quickly. But if you go down to the bottom, we're still at uh close to 130 million overall fund balance. So,

119um any questions on this report? Clarifications. >> Okay. Thank you. >> Thanks, guys. Okay. Student Board of Education member report. >> I only have a few things to report on. Sharejoys started this week. So, the NHS elves are out and about selling all sorts of food. Um, we have our collecting tickets in our classes and then we have fun things like ice cream committee is serving ice cream during lunch on Thursday and Friday. Um, I think we might have EMC coming back in to do energy drinks in the mornings. So, a bunch of fun things for students to participate in and then all of the funds raised will go to buy winter clothing for students in our district who need it. We have the winter play this Thursday and Friday evening shows and then I

120believe a matinea on Saturday and then our first home basketball game tomorrow night. So >> yeah, and like Abby said, shows week is here and you know seeing the elves walk around school, you know, you can really feel the spirit and it's a great cause. So I'm really excited to see how much they raise and how successful it is. Um the superintendent student congress met I think last end of last month and you know we kind of got student input on what they believe about AI and like how it should be used in our schools. So especially with the AI committee AI regulation committee going on. This was extremely important. And then on December 4th the donut eating contest happened and it was an extremely thrilling finish. I couldn't really tell who won from the

121video. And it also raised over over $10,000. So that's really exciting. And then only boys basketball had a great win over UT over their rivals UT 40 to 37. And just a cool statistic that I saw, this is their 10th straight win over UT. So that's some dominance right there. >> All right. Thank you guys. Uh, any board of education members have anything? >> Just a thank you again to the administration and everybody for triple eye. Um, just obviously it was a lot of fun hanging out with everybody and all of that. But the classes, some of those breakout sessions that was were really important. I have a lot of notes and a lot of things I'm looking forward to. But, um, the team building for us, if you haven't gone, that's if you guys

122can go next year, make sure you go. Um, Macy's might have got a couple of us for some money and whatever, but it was it was a really good experience. And like I said, just for you guys to invest in us like that means a lot. So, thank you all again. Anybody else? >> Hey. Uh, now can I have a motion to go into session to consider the appointment, employment, compensation, discipline, performance or dismissal of specific employees and to consider student disciplinary cases? >> So second. >> Okay. All in favor? >> Rachel. Yeah. Amazing. >> I need to sign this. I need a sign another >> almost 9:15. Everybody want me to check on Laura on her right her name on here and it should be initial for her. >> Hey Laura on the thing

123for the Browning field renovations. It just says Miss Laura Severson and then Severson is s i e r t sen. Correct. >> Perfect. Yes. >> Okay. I'm just gonna I'm signing your initials. >> There we go. That's >> what it's all about. >> It's only gonna be in bronze. >> Yeah. So, and that's wrong. >> Not me. I don't know. >> Rewrite this. So, we can read it. >> Like, what is this? We got people who are serving as a elves this week. Uh I spent helped Grant on his own Saturday night. We were at a birthday party. Spent four hours making chocolate covered pretzels and dipping them in things to sell this week. And uh um and then we will make more of them to sell this week because he will just he's like

124I probably made enough for the week. He's like, "Oh no, sweetie. You're going to be doing this every night for the next like along with play practice because the amount of treats that your classmates will consume is extreme. It's crazy. Please. >> All right. We're >> good. Craig, >> all at the table now, Laura. >> All right. Can I have a uh motion to return to open session? >> So moved. >> Second. >> Any discussion? Hearing none. All in favor? >> I. >> Okay. Um, the recommended motion is that student A be expelled for the remainder of the first semester of the 2025 2026 school year and return to the Aspire program for second semester of the 2025 2026 school year and first semester of the 2026 2027 school year. >> So moved. >> Second.

125>> Any discussion? >> Hearing none. Can I have a roll call, please? Laura Seersonson. >> Hi. >> Audrey Adamson. >> Hi. >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsay Hines. >> Hi. >> Jeff Mayus. >> Hi. >> Jet Smith. >> Hi. >> Okay. Uh, carries. Can I have a motion to adjurnn? >> Some moved. >> Second. >> Any discussion? >> None. >> All in favor say I. >> I. End there. >> Thank you, Lord.