001Are you ready, Katie? >> Okay. It is 6:01 p.m. on February 11th, 2026. Call the regular [clears throat] board meeting to order, noting no one is absent. Please stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Noting no guest or well, no public comment. Moving on to the approval of board minutes. I need a motion to approve the special board meeting minutes of January 26, 2026 as submitted. >> It was January 20. I just noticed. Oh, sorry. >> Okay. So, I need a motion to approve the special board meeting minutes of January 20th, 2026 as submitted. >> So moved. >> Second. >> Flicking. >> Yes.
002Self. >> Yes. >> Flores. >> Yes. >> Sher, >> yes. >> Hansel, yes. [clears throat] Yes. Hansen. >> Yes. Motion carried. >> Um, next up, I need a motion to approve the executive session special board meeting minutes of January 20th, 2026 as submitted. >> So, second, >> yes. Trader, >> yes. >> Hansel, >> yes. >> Denko, >> yes. >> Hansen, >> Yes. Motion carried. >> Um, next up, I need a motion to approve the February 2026 expenses as submitted. So move second. >> Flores, >> yes. >> Sher, >> yes. >> Hansel, >> yes. >> Denko, >> yes. >> Hansen, >> Yes. Motion carried. >> Um, next up is the treasurer's report. >> Very good. Sorry. [laughter] Um, the balance in the supernal account at the end of January 2026 was $5,895,281. Outstanding checks for the
003month were $26,29.73. January pay payroll carryover was 70,9963 leaving the adjusted bank balance at 5,797,97645. uh lunch program balance at the end of the month 81,68697 impressed fund usual 5,000 keeping the total at 5,884,66342 the investment balances total 5,784 18304 leaving the balance of all funds as of January 31 at 11,668,4646 January receipts Total 825,11457. Expenses 1,568,64140. Individual fund balances at the end of the month. Education fund 7,743,14799. Building fund 1,289,6137. [clears throat] Bond and interestus 42,9901. Transportation Fund 1,141,69527 IMRF 163,6209 working cash fund 433,66111 port fund balance 375,74788 and light safety 565,46076 interest at first community for January total 19,288 87. We had quite a few distributions from the state in January. Uh the normal state aid 5 355,9.998 state free lunch 9680. School lunch program 12,3901. Special mouth $1844 special ed private facility
00411,3535. Special ed orphanage 35,76172. Special ed transportation 61,27337. Special ed orphanage summer school $374. Uh regular transportation 96,22410. and title one 34,216 title 2648 title 4 18,433 and ID IDA so 78,427 even no distributions on taxes >> okay I need a motion to approve the treasures report as presented so move Second >> Shrader, >> yes. >> Hansel, >> yes. >> Denko, >> yes. >> Hansen, >> yes. >> Lickling, >> yes. >> Belt, [music] >> yes. >> Flores, >> yes. Motion carried. >> Next up are staff reports. First up is Miss Black. So since I went first, I decided I was going to add a couple of slides to explain the difference in scoring on. So the first couple slides do that. Um two tests we'll be talking about ISA. Both tests are online. fifth grade
005only for ISA the science assessment and I was taken by your third quarter and fifth graders. So the state made some changes. The next couple slides are just taken from the state's presentation. Um that top one if you look really close it has all of the states listed on the uh NAPE test which actually our fourth graders were chosen to take this year. So that's really the only national test because all the states give their own test, but it's hard to compare them because they're so different. Um, so NAPE is a national test that's given to all fourth graders. And um, looking at this chart, our students in Illinois have to score the highest um, in order to be marked proficient on our local assessment. So in the state of Illinois find that shows that
006our assessment was the most difficult assessment which is why they looked at um changing the uh cut scores for the IA. Um so what it was showing is that the science cut scores were too low, the ELA and math cut scores were too high. And this also shows part of the reason why they did that. um that I had five different levels that students could score, ISA had four different levels, SAT had four different levels, all of them were named something different. It was kind of confusing. Um after they did all of their research, 18 months of going around talking to schools, talking to educators, all of that, um they have a new unified performance levels across all three of those tests. um and four different levels all with the same name. Again, all of
007these slides came from um in these presentations. So, the big takeaways for us is that the state has moved from five performance levels to four performance levels. The e the ELA and math scores were adjusted to make proficiency easier. Science scores were adjusted to make proficiency difficult. um they have said to us many times that it does not make sense to compare like normally I have um results that we show from year to year but because those proficiency scores are changed and now we have four um you know areas of scoring instead of five it it's really hard to compare those now looking back um but they also made sure the test itself did not change and how it was scored wasn't changed It was just that when they had those results, [clears throat] how
008they put those in the four, the three, the two, and the one is what changed. So, the test itself wasn't changed at all. Or even again, how it was um how it was graded in how it wasn't changed. So, just wanted to let you guys know a little bit about that. And then here are our results. So, this is the Illinois science assessment. We the state average was 41% students um showing proficiency in fifth grade. Our students at future elementary school 39% of those students showed proficiency. This is definitely again they say you can't really compare scores but definitely different than what um we had done in the past. I left that historical data. Normally um especially the last you know couple of years we've been above where the state average was for science. Um
009but since they made that um change, we are just a hair below where the state average is for science. Here's where we are for our math. So I'm going to do all of the math first and then all of the ELA second. So if you look here, this shows the math proficiency um proficient and above proficient. So that would be levels three and four um that they consider that. So um um Miss Fley, I hope you I I'm sure you could share these, right? I hope you're not trying to write. Okay, I'm sure Dr. can share that with you. I hope you're not I should have said it. Sorry. These will always like every year we put these on the website so you'll be able to find them other legal files. So I know I
010t tilted the TV away from the camera. I'm not hiding anything. These will be available on the website. I just need to make sure that seven people who are here. Sorry, Solo [laughter] can see it. [clears throat] >> So, anyway, sorry. Um, but here's where we were. Our third and fourth grade were above the state average for math. Our fifth grade was below the state average for math. And I'll break that down a little bit further. Um, here is third grade um in those four different levels. across the board will be orange and the state is black. So you can kind of see looking at that. Um and again I just have those numbers again at the bottom what the state's overall proficiency they consider that three four area. And then here are the fourth
011grade scores and here are the fifth grade scores. Um, I compared our scores to the local schools, the same schools that we typically compare them to. So that's our will, can will, excuse me, can will conference and then we add um premoni just because they're close to us as well. And that is where we are math proficiency wise against those other schools. Looking at our ELA scores, our ELA scores are far above the state average in all three grade levels. And there here's a third grade reading breakdown. I mean, wow. 32% of the students from the four range. That is awesome. Awesome stuff. and fourth grade as well 34 still a great number when you think of the state average of students who are scoring for 13%. That is a great number. And then fifth
012grade also if you look at that four category which is something that's really exciting for us when we had the five um the breakdown of the five different levels that was something that we always talked about was how do we push those kids to that highest even when we were doing well and scoring. um you know the state average are a little bit above a lot of times we didn't have a lot of kids in that five range. So in this in the ELA breakdown it's really great to see that in that highest range we have more than the state average [music] for ELA and we've had lots of conversations and if you guys remember even from last year too we attribute a lot of that to the writing. We've spent a lot of time
013on writing and writing is a large part of the ELA test. So, and then here's where we are compared to the other areas for schooling away. So, that's exciting to see. Um, and then here what we're doing overall. Um, a lot of this are the same things that we've done. We met and talked. Obviously, our ELA scores we were very happy with. So, our ELA plan was really kind of just keep doing what we're doing. So, we kept the um you know, our writing committee has met a couple of times talking about what they're doing um especially that fourth and fifth grade, how they're growing that, making sure that we're keeping a writing block for third, fourth, and fifth grade. And then with um math, we continue to look at the scores, look at um
014the historical standards that are low or high across the board, not just one specific grade level. So if we're seeing something consistent across a few different years that is low, how we can address that. Um I know that both Mr. Naggle and Mr. Shorts of trout have put some plans for some of those lower standard areas in their win time along with spiraling those skills a little bit more throughout. So trying to um always keep even you know um fractions in mind even if they're working on long division and just trying to keep those skills far. So >> um >> last year also was that the first year with the new math curriculum? >> Last year was the new the first year with the new math curriculum. So that's again another thing that you know
015we look at looking at that how does that affect what is their scope in sequence are they getting cuz fifth [clears throat] grade is mostly fractions and if you're not getting to fractions in time before the test >> and which is also why um for the last couple years we've been talking about fact fluency because again with fractions if you don't know your basic math facts that makes it difficult when you're trying to um you know put fractions in lowest term or you're trying to find a greatest common factor like that makes that difficult a lot longer process of doing those math >> well [music] writing and explaining your answer that's the big problem you have with math too they get the answer but you have to explain step by step how you did it
016>> right so all things that we have talked about we are aware of and um have put into the plans and what has happened in the classrooms so it's always hard when you get a new program that's why I was curious I thought last year was the new first year so it tends to happen you're still learning All right. Any questions? All right. Next up, Dr. Quasnney. >> Good evening. How are you? >> Okay. I will start with our um presentation for the junior high data for this past year. And before you lie, you know, there it goes. Before we get started, I just wanted to share this only because our scores improved in every single area from leadership to instruction, supportive environment, involved families, and collaborative teachers. So, I just thought I would share
017that every area went up. So, we were really proud of the survey from last year. All right, we'll get started. So, our overall score as a school was 81.7. we did earn the commendable um uh rating for the school. And I just wanted to highlight a couple quick things on here. We got the maximum amount of points that you can get for ELA proficiency as well as ELA growth. So those were some kind of a few highlights I wanted to share before we shared the nitty-gritty of the data. And then our index score was less than 1% from the exemplary rating. So, we were so so excited that we were so close even though we just missed it. Um, you can see right here the line for so they take all the Illinois schools and
018then they only let you know the top 10% of the schools earn that rating. We were just so close, a sliver away. So, 81.99 is the mark. We got an 81.27. So, we were 72 away. But, we're still we're still really happy about it. But it would have been nice to get these at some point. >> Grading and then Nicole Harvey went over this so I will skip it. It's just the new cut scores. You know the cut scores have changed and then the performance levels have changed as well. Here is the science assessment and I did mark because last year or I'm sorry I should say the year before 2024 they changed the test. So that's the reason that I put a different bar color here. And then this year they changed the score.
019So that's why I further changed it because I just don't want to show that this was a consistent, you know, test and data. So there are some changes. We still did outperform the state in science with a 53 versus the state average which was a 45. And here is our comparison to the other area schools. So again, you can see the state average is a 45 and we're sitting at a 53. So we are in the top third for science in the area. Next, we have our ELA and our math scores. And this is the total for all of the school for sixth through 8th grade. And again, as Miss Black shared, you can't really compare the scores so closely because they did change the cut scores. However, even though they changed them a bit,
020you can just see how much growth they did. They changed them. Not by that much though. So I just wanted to show the huge increase you can speak see from our scores from 49 all the way to 78. So we were really excited about that because as you can see the state average went from 46 to 53. So they did make that test you know the scoring a little bit easier but you can see that it's nowhere you know in comparison to our job. Um and then here's our math data and our math. We are cons continuing to show growth. Um, we are below the state average, but we do cons continue to show that growth in math. And here's the breakdown by each grade level. First, we have sixth grade. And you can see
021our proficient and above is here at the 65. And these are all the students who, like I said, um, were proficient and above. And so, again, here's the state in the blue. So, we are far above that. And then math we are below but we are trying to close that gap. And then the sixth grade cohort data is how we track the kids. I always like to see, you know, follow that same group of kids. How did they do when they were in third grade? How did they do in fourth, fifth, sixth, and so forth? And again, I know the test cut scores changed a bit. However, I still wanted to compare to see because if they're a little bit different, okay, but if there's a big jump, then even though the cut scores change,
022that's still I feel like some relevant data to compare. So, you can see the kids were at 24, then they went 36 when they were in fourth grade. In fifth grade, they were at a 43. And then in sixth grade, they jumped to a 65% making proficiency. And then in math, the students were at 25, then they were 14, 14, and then they jumped up to 28 in math. So, we always want to see those gains, even if the scores are lower. Here is our seventh grade data. We have our seventh graders from last year who are now eighth graders at 79% proficiency. So again, really big numbers, especially when you see the state averages at a 53. So our ELA scores were again really great. And then our math, we're at a 32 compared
023to a 37. But as you can see, we're starting to kind of, you know, close that gap. And our math scores, we've been putting some things in place to try to raise those scores as well. And then here's our again cohort data where we track the kids from third grade all the way through. And do you see this jump from sixth grade to seventh grade? That's another huge jump. So we were really proud of our students on that. And then same thing with math. Even though the scores are lower, we're looking for the gains. So they did go up to a 32 um this past year. And then the year before that, you know, you can just kind of see the upward trae tra trajectory there. And then here's our eighth grade data. And we
024almost thought like that we were reading this incorrectly when we saw we got an 87% of our students making proficiency. And we only had 1% of our students reach below. So we could not believe we got an 87. We were so excited. And the state average is at a 56. And then math. We are always lower in math. So the fact that we were right where the state is at, we were so excited. Again, I know it's lower, but we were at the state average. So that's huge. We always struggle with math. And so we were very, very proud of our students for that. And then here's our cohort data for our eighth grade students. You can see that increase when they get to especially this past year in eighth grade. Again, that 87% was
025huge. And then math, they continued to raise their scores as well. And here's our comparison for ELA to the other area schools. We were number one for ELA. Woohoo. Yes. And the state average was at a 53. And you can see that we received a 78% as our average. And then here is our math data. The state average is at a 38. We're at a 31. We're about the middle of the pack. That's better than being in the bottom of the pack. So, we are going to continue to do our best to implement some different things in math what we have really for this year. So, we'll see if it pays off when we take the test. >> And these are just a few of the things that we did last year. Data analysis, of
026course, we always work with the grade levels and then the content areas to see where are our areas of strength, where do we need to improve? And then we always focus um and we have in the last couple of years on those bubble students. So those who are approaching that we can just kind of push a little bit more so they could make growth. And we did have an MTSS class last year. They met two times a week and the focus was math. They did work on other areas as well. And then crosscurricular instruction. We are trying to push writing in the other classes as well. It's hard but even if they can do a little can you do you know one written answer in your even even PE can you do one written answer
027can you make sure that they have the proper um mechanics and can they just write one maybe extended response social studies science can we do it so even those little things have I feel like have paid off and then we've done the incentives for the past couple years um try to bribe those kids with the raffle tickets um and then we look at their growth from their last year to the next year if they made any growth at all which almost every single student Did they get an extra raffle ticket? Um, give them chips, candy, all the things that they like. We try to ask their opinions. Last year they said, "Oh, order more of the nerve clusters or order more of this." We sure did. We ordered more because we said we still have
028science to take. So, anything that we feel like will be an incentive for them to do well and try and of course taking their time, checking their work. We don't look around and see, you know, what answers are they're picking, of course, but just did you take your time or did you take five minutes, put your head down, you know, so you can kind of tell if they're trying, at least that's, you know, we try to assess as best we can if they put in effort. And then this school year, we have an ELA adoption. So, we started our my perspectives. So, the teachers like it. It's a lot, but it's aligned to the AR. But as Miss Belle already said, sometimes there is a bit of a you know a decrease in scores when
029you implement a new curriculum. So we're hoping to see gains from that. But sometimes it does take a couple years, but it is aligned with the IR. So we're hoping for the best on that. And then we do have E for our English language learners extra support this year with having Mrs. Sparza. So we're hoping that that will make a difference. And then we always of course are going to analyze the data. And then one last thing I wanted to mention is our math class for MTSS this year. It's five days a week. So the first quarter and the last quarter we are working with struggling students because we don't want to only focus on the strugg we only don't want to only focus on the bubble students and then not help the kids who
030really need it. Right? So we started off and we're going to end with helping those students and then quarter two and three when we're kind of doing our test prep that's when we worked with the bubble students for Monday through [music] Friday. And then we also are still helping all year long the students who are struggling in math [music] on Thursdays as well. So we're hoping that those things will pay off for our math scores. Does anyone have any questions? >> Thank you. Next up, Mr. Meyer. There we go. Hello. Hello. So, um, what I have at the top and I'm just showing you because we've switched from ACT to SAT. This will not be here next year. Hopefully, we'll just start having we can relate our classes to or our grades from their freshman
031to their sophomore year to their junior year. But, I just want to kind of show where it went, where it was, and then where it is now. So, on the bottom, the green is proficient, and then the orange is not proficient. That's all we have um in terms of just how the state reports. We'll go into a little bit more detail later, but this is what you see. So 70% ELA was which was pretty good for us. Um comparative to the state where it's 70.5, the state is 52.4. So we're pretty pleased with that. Again, we do the same thing. I've got some schools that are in our conference and then I've got some schools that just are around if it's Baton or Mantino. Um, so I think we we fared pretty well um with
032ELA. So to math, same thing, just SAT stuff at the top. Um, but at the bottom, we're at 38.6 in terms of proficient, but it's better than the state at 38.4, which is a big step for us. Um, looking at the other schools around us, we did a really good job. um as well I think very competitive with uh with the other schools science so science is again proficient at 60 state is 44.6 citizens. Um, I want to say that this group, this senior group, athletically and academically is probably one of the best, probably one of the best in the five years that I've been here, but they were good in junior high, too. Um, I can't tell you, um, the last time since I've been here, the five years I've been here, we have
033not been above the state in ELA, math, and science. So, I'm >> saying this is this is so much better than it's been since I've been on the board. Usually when you come I'm like man why did we end with my [laughter] >> I just thought I thought Don would end to make me feel better but I I mean [laughter] I I am extremely proud of our faculty. I'm extremely proud of the kids they tried. I hope they tried. This group is we've always had a nice group of you know 20 25 pretty pretty solid kids. This group is deep. This group is solid and it's deep. And so I'm I'm like I said I'm I'm proud of our staff. I'm proud of our kids. Um it's nice to see numbers that are you know
034reflective of the effort hopefully our staff is doing, our kids are doing um etc. So uh very very pleased. Okay, AP scores we are the green last year. Um so again biology 80% so that means that uh 80% of our kids passed the AP test. So they got a three, four or five. So calculus I can't even spell calculus. So for 43% I mean I I it's it is what it is. We've got our best best teacher in math doing it. So she's phenomenal. It's it's just it's out of control hard I'm assuming. Um Lang 100% [clears throat] you know lit 94% physics took a wonderful jump for those juniors. Um and then US history's been pretty consistent. I'm really pleased with our AP scores as well. Um it it's it's you know one or
03580% you know 43 whatever but 194 that's again kudos to the teachers kudos to the kids um and pushing those pushing those individuals. Okay so here is a little bit here's kind of what I was saying a little bit more specific. So this this is the number of kids that we had six kids in the ninth grade class last year that are above proficient in English language arts where the 53% are proficient you know then approaching etc. So those are the number of kids that we have. Same thing with math. 28 are uh proficient, 34 approaching blah blah blah. So those are just the number of individuals that reached those particular five things. So 10th grade again you can you can see it, you can read it. Um and then hopefully like next year then
036I can relate to where we were where they were as freshman where they were as sophomores and then we can kind of follow that track kind of like with Dr. Quasa was saying we want to see improvement. We may [clears throat] not be always above the state, we may not be whatever, but wherever I get where we get them, I want us hopefully to continue the growth with that. And then our senior, sorry, our juniors, which are seniors this year. So, credit recovery, we are going to probably go, I shouldn't say probably, we are going to go away from subject. So, we've had egeneuity. Um, we've had subject the last two years, but I don't remember it as much of a problem last year as it is this year in terms of logging in. We
037got students that can't log into their credit recovery class. That's not ideal. Okay, we're trying to help kids out. We've got creating courses as a problem. If we have issues, it takes them a while to get it figured out. And then Joe ultimately does get it figured out, but now we're we're pushing these kids. You are, you know, they're already struggling anyway. Now they can't log in. Now they're getting frustrated. Now they're getting this and that. So um we're looking at going to some um Edenum next year. I I should I'm assuming that's our lead program. Um you never know. Uh but it also is going to be a little bit cheaper than that subject. So subject is user friendly. You just can't use it. That's kind of a problem. Um so that's our credit
038recovery situation. Um so we're looking at at doing a little something different. But with that credit recovery also, one of the things that I want to point out too is is we look at juniors and seniors mostly with credit recovery. I'm not interested in a freshman that failed freshman English to take to take a credit recovery class, you know, right away. You know, some might have to pay the consequence a little bit. So, but individual basis, if we got a kid coming in from a different school that's really far behind and he's a sophomore and he's got, you know, two credits, individual basis, we may look at some of those things, but we don't want with 24 credit hours, we don't want 20 of them from American school and credit recovery and then get a
039beach or diploma. I I I I don't feel comfortable with that and I don't believe Dr. Gham does either. So some of the things that we're trying to continue to do our English and science really work with Albert IO um immediate feedback it's it's been pretty good English part English department really likes Albert I Albert I AO but that's kind of what we are doing uh individual practice weekly assignments if it's at ACT English if it's working out grammar usage punctuation get our English scores you know along with the junior high and the and the elementary, we seem to we're pretty solid around with what we're doing. Um, math, again, we can always get better, but still using the same kind of things that we did last year. The ACT, this the study guide secrets,
040the new online class with Mr. McCord. He's going to see if he likes this ACT online prep that the foundation bought. And then, of course, our ACT practice test when we get closer. And then Mr. McCord does four or five related ACT questions every week. You have to write them out on paper. then you have to submit them in Google Classroom as well because again the tests online. So we want to make sure we're a balance of writing with the pencil but also doing it online as well. And then science again the pre pre-est for ACT on Albert and then working with those questions bell ringers practice problems etc. And then before the final ACT test, another practice test on Albert. And as of right now, you know, so far and we're not they don't
041start this in September. They're going to they start science starts this a little bit later and and then focuses on right before the test, which will be March 31st, I think, when everybody's going to take it on a Tuesday. um they they they have a little a more stronger focus the last couple weeks before um that test because again the bottom line for my opinion the bottom line is we want a well-rounded curriculum. We want to continue to teach the standards and teach all this stuff but we know these are we know the ACT and all that stuff is important but again I I don't want to sit there and spend um whatever 171 days um on just focusing on one test for one day. I want to make sure that they're well. We're trying.
042We're trying. We're trying. But I am I am like I said, I can come next year and say, "Yep, sorry. Sorry, Mr. Belt. We're back to where we are." You know, but this group this group, >> it depends how much senior itis they got. >> I mean, honestly, because you not everyone's going to college, >> correct? >> And it's a it's a test that gets you married college and stuff. So, if you got a kid that doesn't want to try, they don't try. You can't make them try. >> But they did. did well. >> But it was pleasant news that they tried last year >> and it's up and down. It [laughter] seems like it's like every other year it's kind of a it's such a little bit of a roller coaster, but that you
043know we get again [clears throat] I just want to see improvement. I want to see kids get better, you know, whatever academically, behaviorally, >> kind of partial to the juniors, so I hope they do good next year. >> Agreed. >> I'm partial to them. [laughter] >> Any questions? >> Do you do a day where you actually because I see a lot of like practice on paper like taking the ACT online is way different. Do do they have a day where they do the practice exam? will do multiple times. Yes. And that's what one of the things that we talked about too is we would love we would love the uh AP test to go back to paper as well. We like all that stuff but we know it's not but yes we wanted we want
044to Yes. They will practice online as well. >> I know. I hear you. >> I had to take I had to take it online and I was like >> yes and try to just use the use the or the rule or the calculator or all >> and so all the strategies that we were taught on paper are 100% different than online. So I just didn't know if you guys do go through that stuff. Okay. We'll try. Yes. >> The training is >> Oh, no. This is hers. >> Are you Dr. Gingham? Are you next or is it Dr. >> It's gonna go to Miss Con because she's u um I'll I'll do my press my my policy to other than that. >> Okay. >> My time. >> Um in terms of foyers, we have two
045this month. One was satisfied thanks to the hard work of Paul Vogle and Joe Duncan digging into the files from 2019 about all these things that were asked. We found them. We passed along. The other one is in legal's hand right now because um not sure the 100% validity of the request. Um and we are one of 120 people who got the same FOYA. So, uh, has nothing to do with beer, but suppose you you tag us to it and you hope that we don't respond, but we're going to respond. Don't you worry. We're all going to be taken care of. I got you guys. Um, so, um, she's not listed on here, but obviously Miss Compton is here. I mentioned in my report, she is my guest to talk to you guys about our
046special ed program in support. >> Hello. Okay. So, I'm just going to give you a brief overview of kind of where we are at with our populations and our staff and supports. [clears throat] Um, and then I'm going to also talk to you a little bit. I know later on um I think on the agenda somewhere is about Teachtown, our um proposed curriculum that we are looking at for our EC program. So, I did want to make sure that I spend some time talking to you about that as well. Um, so you'll see some of our kids sporadically throughout my presentation here. Here we go. Um, so this is just a breakdown of our students and our staff across the district. Um, not a whole lot changed at the elementary school as far as um,
047staff goes as far as our population goes. Our numbers pretty much stayed where they were compared to last year. Um, so that was kind of nice to see because we have been on an uptick lately. Um, so it was kind of nice to have some stability there. uh junior high. We our population has grown by 10 students there. Um but we kind of anticipated that. We knew we had a big fifth grade class coming over to the junior high this year. So we knew it was coming. Um I do have to say that we just recently um had an addition of a new parah over there which has been very very helpful and able in just opport more opportunity to pro provide more support to our students there. Um, and then same thing at the
048high school. We did not have a lot of change as far as our numbers go in our population. Um, we did have um, going back to the junior high though, we do have two new staff members over there that are brand new. Um, one was a student teacher that was there last year. One worked in the district as a parah. So, they at least came to us with some knowledge of our district and how things worked and they are both doing great. Um, and then Dan Winter, who was one of our junior high teachers, moved over to the high school this year. Um, and he's also had a nice transition. Um, so it's been great. He, it's kind of nice having somebody in the building that's a familiar face to the freshman. I think that's
049been helpful to them. Um, districtwide, our staff stayed status quo. We didn't add any additional staff. Um, sadly, Mr. Sarapin will be retiring this year, so we are losing him as a speech path. So, congratulations to him. Um but on the good thing is we've already hired um so we did interviews with um so a month ago and offered a position and so we have already filled his position for next school year which was great. Um we had multiple candidates which doesn't always happen so we're really excited. um she's brand new coming out of school. So, um she's going to work primarily with our EC students, our our younger group, and and I think that's going to be a really great fit for her. Um and then Megan Laws, who is also one of our
050speech paths, is going to move up and and work with some of our older students. So, we're excited about that. Um and then moving to our students that are placed either um receiving services at one of our programs through SOIC or um outside programs. Again, those numbers um changed a little bit. Um we actually this year transitioned um one student back to the elementary school um successfully from CAB. He is doing great. We are so excited. Every day we're celebrating little wins with him and he's doing really well. um going into next year um with your support and in the approval of our crosscat 345 classroom um we have students that are currently in our building that we were considering potential outplacement that we're not going to be able to we don't have to consider
051that anymore. We're going to be able to provide them the support and the resources that they need here. Um and then we have two other students that are at the ELS program that are going to be coming back and joining us as well. So, we're really excited to be able to have the additional um classroom available to just provide a bigger spectrum of services within our district. I think that's very important that our you know, as much as we can keep our students here in our walls of our school district. Um that's always a good thing. Um so, just some things that I think are important to notice for us as a um program this year. Um, again, I just touched on the crosscat classroom and the additional aid at the junior high has been
052super helpful. Um, at the high school, we've continued to grow our support in the gen ed setting. Um, we've added five code talk classes this year. And as Dr. Quasny was talking about um those eighth grade scores, those eighth graders are our current freshmen. That's the first class in ELA at the junior high that we were able to do a fully co-taught English class. And I, you know, it was kind of cool to see those scores where they were and and knowing that those students were all exposed to the gened curriculum and and that rigor. And I really do think that that contributed a little bit to that. So that was great to see. Um, and then obviously, you know, I talked last year about our EC program. Um, you know, we we switched gears
053halfway through the year and moved the program over to peace. Um, it was a really successful transition. the students, the staff, everybody did a great job of being flexible and patient with, you know, moving in the middle of the school year. And it was nerve-wracking for the stu, you know, I think for the students, too, to move them to a whole new setting and learn the routines and all of that. And we um I looked, we started the late year last year at 10 students and we are up to 30 students in our EC program and with a weight list. So, I probably could fill up piece if if you would let me. So um but so with that being said though we you know looking at that program our next thought was okay what
054what do we need to do now? What what is our next step here? And um you know bless those teachers hearts. They had a curriculum that they it was teacher made and they were doing all the things and they were obviously aligning it to standards and but they it was a lot of them doing it. And so I said, "It's it's we need to start looking at a at a a curriculum that's going to be more supportive and more conducive to do what you want to do." Um so that led us to Teachtown here. Um we did look at three different curriculums. We looked at Teachtown, we looked at um Lilio, and we looked at Creative Curriculum. Um we really liked what we saw out of Teachtown. I don't know if any of you are
055familiar with Teachtown um but it's pretty fabulous. It checked all the boxes for us. Um, right off the bat, what I really liked about it is, you know, we have a three and a four-year-old classroom and we have our self-contained classroom. This provides two years of of curriculum. So, we're hitting our three-year-olds, we're hitting our four-year-olds. We're not repeating curriculum. It's it's going to be >> with curriculum. We're hitting them with curriculum. [laughter] >> Yes, we're not repeating the curriculum. They're going to get brand new lessons every single day, whether they're in the three-year-old program, the four-year-old program. Um, you know, all of the hands-on activity based lessons. Um, we were just very excited about everything that it had to offer. It definitely checks the boxes for what we were looking for. Um, two other
056big components we were looking for was um, being able to do more with our dual language, um, the English and the Spanish part of um, being able to connect with our families. Um, Teachtown does that. Every single um, book that is in the library is is also in Spanish. It's in English and in Spanish. The newsletters are in English and in Spanish. um Miss Barber, who teaches our self-contained class and our four-year-old class, was able to pilot um they gave us a twoe trial login. And so she took that and piloted in her class and was able to talk with parents about, you know, through the newsletters and things like that and get some feedback from them as well. And everybody was on board with really liking the curriculum and what they saw. So, it
057was nice too to just not just hear from my staff, but get a little we didn't get a ton of feedback from parents, but what we did was positive. Um, so we were really excited about that piece. And then the other piece is um the data collection. Um, again, you know, some of the students in our EC program have IEPs and so obviously we're we're collecting data for those IEP goals, but just to be able to have the more fluid data collection piece was important to us. Um, and this program provides that as well. And so it, you know, allows for the teachers to collect that data that, you know, they've kind of just been making up their own Google Sheets and doing things like that. It just everything is online. Every student has their
058own login and it parents can access this at home. So, it's going to be really nice. So, whatever book they're reading that week or lesson they're doing, there's activities that parents can log in at home. So, it really helps to promote that school and and parent um partnership. So, we're really very much excited about that. Um, and then this was just an example of what it looks like. Um, you know, and what I really liked, which unfortunately I can't show you. Um, when you are working with it online on the computer, you know, the teacher, all they have to do is click a button for it. It's already set. So, if they want if they want to get rid of some of that, you know, right? this this this right here. This is a lot
059of reading for a three-year-old to tend to. Um they can weed some of that out and make it more simplified for the students. So that was something that I really liked about the program. Um and I know, you know, when you're looking at curriculum, they are not cheap. Um but so we're very fortunate. We're going to be able to use our idea grant money to purchase the curriculum. So it's not going to impact the district financially when it comes to being able to implement the curriculum. Now, does this I just have a question. Does this align with um the state is moving forward for EC like playbased in kindergarten and this aligns with it? Okay. >> I know it hasn't happened yet, but I know it's in the pipeline. Okay. >> That's why I want
060to make sure cuz I >> face the science of reading. [laughter] >> Yes. Um, we also have access I forgot to mention there is a um speech component to this. Um, and there's an SEAL component to this. And so our our speech pads and our social workers and our OT already push in and do small groups at least once a week with our students. Um, so they're going to have curriculum as well that they're going to be able to implement in the classroom when they push in. Any other questions? All right. Thank you. clicker. >> Oh, sure. >> Dr. [clears throat] Gham. >> And so, these have all been updated onto the district website. Um, by updated, I mean these are all URLs that automatically update when the state updates them. So, if anybody like
061to see specific more specifics about our district report card where you can find all this data and information. Um, go underneath the Illinois report cards underneath the district. Um, believe it's under the district files. Help me out here, Joe. I think it's under the schoolboard resources and then it's right there as your Illinois report card. So, it's underneath your guys's resources if anybody wants to look up any of that information. Um, and then I will make sure that um again it's not showing the TV so it doesn't really make a difference but these presentations will be available on the files page as well. >> And then is the our five essential surveys currently open? >> Yep. And so if you go to the main page >> to fill it out if possible, >> right on
062the main page. That's one of the other things I had to mention. We have it as the main link. Uh so if parents want to go on there, they can click on they don't have to search for it. It's right there across the the banner. >> They want they need to go on there because it's part of our Illinois report card. >> They do. >> As a matter of fact, they need to go there and find out the link for the BOE meeting that's live right now. Um, one of the things I wanted to mention um, about some of these presentations is is twofold. One, Dawn kind of alluded to it a little bit because Ryan um, is at the junior high right now. In the last 5 years, six years, we've now had Ryan
063who was who was an aid, Denise, who was an aid, Yah who was a secretary, and Nick Jacobs who was a sub, turned aid turned teacher. We've had four teachers in the last four or five years who we've worked with to become aids to teachers in our own district. And the reason we don't have vacancies in our teaching positions is because we're able to cultivate a culture that allows people to feel supported. Nick has been, you know, I don't think Nick wanted to be a special ed teacher to begin with, but you know what? He he he saw what he could do and so he took on the challenge. He did everything we asked him to do. And sure enough, the kid is doing a nice job in uh in social studies uh right now
064at the high school. Rihanna, when we hired her, she didn't have a special ed degree. She had a differentiation um degree, but she's done everything we've asked her to do. She's gone back. She's got a degree and and she is doing a great job at the elementary. So, I just want to make sure that we acknowledge how hard the staff works and how they're they're embracing the challenges that are put in front of them, especially Yahara and Denise, who are our bilingual transitional teachers, which you can't find anywhere. >> Don't forget about [snorts] >> Oh, and then Miss Hodgees, who's been a sub for us the last few years, kind of working with us and then getting her degree as well. So, she's in the process. There's another one, >> Sophia. She was a >>
065Well, she Yeah, she was a student teacher with us last year and she came on as as a full-time teacher. >> Mrs. Martinez, >> you're killing me. >> Was that [laughter] >> Yeah. Mrs. Martinez is our Spanish teacher. Yeah. I feel terrible for not remembering that. She was a custodian here who went back and got a teaching degree and is now a teacher for us. >> So, like we're building we're building something here, guys, that >> teachers want to be here and they want to help out. And more importantly, they love the kids here and it's real easy to not like kids and then not want to be around here. They're seeing the need and they're and they're stepping up and they're doing everything they can to help these kids out. So, and I think
066that is reflected in some of the scores you just saw. Um, I am very proud of the scores. Do we have hiccups? Absolutely. Are we perfect? No. Despite what my wife seems to think about me, I'm not perfect. But dog on it, I will take those scores any day. Um John Palin can owe me a lunch because my scores are better than his on some of them. So John Palin's going to part he's retiring so he doesn't mind. Um so yeah um next month I'll bring I'll talk more about it. But um Mike Peters who I'm telling you the man should do voiceovers. Pixar needs to hire him when he does his reports. Um he always reads to you, hey this is what came from the state and I lost it. Oh god. Okay. And
067this month is a good example. So I at least want to show it to you. So what I highlighted from special private facility all the way to regular transportation minus the orphanage. Orphanage is a little bit orphanage the only one that the state will actually um fully fund funded 100%. Those are called mandated categoricals means we are by by law mandated to make sure that kids get these services. So kids who live more than a mile and a half way by law have to have or if they live on the other side of the railway by law have to have a right to the bus. We then submit to the state, whether it's special ed facilities, whether it's all these things to the state, say, "Hey, this is what it cost us as a school
068district to do those services." Uh, we're I believe it's $1.2 million to do all of our mandated categoricals. The state funds that at about 60 to 65%. So, though EBF continues to be fully funded um as at the $350 million, which is great. I mean, I I like to say that one of the things that ISA and the superintendents and a lot of your legislators are now looking at is what are called mandated categoricals. Because if you're only funding something that cost me $1.2 million or is 60%, we're getting about $700,000. There's $500,000 that I need to steal from a different fund to cover the mandated categoricals. So, yes, it's great that we pass a referendum. Yes, it's great that EVF is fully funded. But those in in education understand there's there's a huge gap
069in these mandated g categoricals and you're going to see more and more of that talk um as as they go along. So just want to give you a heads up when you start seeing that the speech are affected 100% we are we're affected by about $500,000. So and we always have uh it's it's decreased over the years. Um I will show you next month we actually have a a chart that shows they've always kept the proration the same. That's that's not the issue. The issue is the claims go up. Well, if my pration stays the same and my claims go up, there's a significant gap that get that develop. So, what used to be, you know, at 90% is now at 70 60%. So, >> are you all done? >> Did you say I got
070nothing? >> No, I said are you all done? [laughter] >> Like you always thinking negative. Always. Next up, community updates on the clubs and the groups. Um, I have carbs. We only meet every quarter, so I didn't have a meeting. Um, the, uh, scholarship association had a meeting, um, in January and they had some very exciting, um, things happen. They raised the amount of the scholarship for vocational schools from 500 to 750. So, it'll be 750 for both vocational and two-year programs and then the 1500 for the four-year programs. So, um they saw that more kids were um were are pursuing that KACC and um they acknowledged that those kids still have um you know the need for that that scholarship as well. So, they did increase that. So, I thought that was a wonderful
071thing. Um the scholarship application um is being reviewed by the board. the applications need to be in by April 3rd. Um so they've been discussing how to engage more um get more kids to apply for that. So there's been um different discussions on that as well as different and [music] uh discussions on how to um you know generate more funds for the scholarship so [music] they can um award more scholarships to our students. Um, I have the Chamber of Commerce and I missed the last meeting. So, I do not pay our dues though. So, when they talk to you, please you guys can prove that earlier today. >> Booster Club. Um, we had a really fun um night um for the homecoming. Um, right before homecoming, we did um the volleyball game between different sports.
072Um, it was a lot of fun. Um, we had a lot of people come and cheer on all of our teams competing and it was our first time and I think it went well, but we're definitely going to I think look at it and improve it even more for next year. So, that was a lot of fun. Um, right now we're continuing to grant our uh coaches their wish list. So, one of the things we do for the booster club is obviously we give back on the money that we do raise and uh coaches give um if they would like something they put a wish list together so uh what they would like. So, we've been approving, you know, approving those when they come in. So, a lot of our courses are getting some new
073things, which is great. And um not sure what's coming up next. So, I'll let you know once that comes out of any kind of big things that are coming um out soon. Uh the Education Foundation, their dinners at the end of the month. Um they've been trying to go on Facebook. If you follow them, they've been posting um what we do Wednesdays and sponsor spotlights on Sundays. So they're trying to promote like so people know why um donating would be important and what they're doing for the school. So they are going to provide a donation to the scholarship committee of $1,500 to the association to fund more of the scholarships or however it's dispersed. Um but they are looking for more people to purchase tickets for the dinner and that's a big push. So they
074would love to see more community staff people anybody. You can get it online and a QR code. Okay. The Beecher PTO, uh, we met this evening. Um, major thing is they're still trying to get a, uh, final price commitment from the outdoor signage company. They're giving them till the March meeting because the person keeps telling them, "Yes, I know I haven't gotten you good numbers." And so, the deadline will be in March. Um, want to remind everybody they have donated a trip to Tampa that includes airfare and I think two or three nights in a hotel. Um, they're looking for new board members for the PTO. Um, they have 33,000 32,000 in their account at this time and they're planning a lot of stuff for Olympic day. They're going to have Apple Bar for Valentine's
075Day. They have staff appreciation week [music] in May. Um very busy. So that's it. >> The youth commission, they had the dance last week and uh they had under just under 250 attendees. So that was pretty good. Uh the mother son dance is March 21st and their next meeting is February 17th. >> My birthday is the next day. 17. >> It's a great day. >> Next up, old business. So, we have our um press plus and policy. We already did the first reading, so I need a motion to approve [clears throat] plus press plus 120 and policy 7348 for the second reading as submitted. So, move second. Hansel, >> yes. >> Denko, >> yes. >> Hansen, >> yes. >> Whitling, >> yes. >> Flores, >> yes. >> Trader, >> yes. >> Motion carried. >> Um,
076[clears throat] next up is the Skyward, the HR, and the accounting software that Dr. Gam talked about um last month to us. Does anyone have any questions or concerns? I think >> you did see the new quote was $10,000 less, which always makes me smile a little more. Um I would just also need to know if your pre my preference is if it's in the budget I will just pay it all off um we'll know closer to June and July if it's if it's feasible I'll just pay it all off at one lump sum if we're looking to to rob Peter to pay Paul somewhere I will spend over two two years but they give us interest free um that option. >> All right. So, I need a motion to approve the purchase of the
077Skyward HR accounting software for a cost of $69,778 to be implemented fiscal year 28 as submitted. >> So, moved. >> Second. >> Denko, >> yes. >> Hansen, [music] yes. >> Whitman, >> yes. >> Belt, yes. >> Flores, yes. >> Trader, >> yes. >> Hansel, yes. >> Motion carried. Um, next up, I need a motion to proceed to executive session for the purpose of 5 ILCS120-2C1. >> So, second Hansen, >> yes. >> Whitman, >> yes. >> Flores, >> yes. >> Hansel, >> Yes. Motion carried. Go away from >> Okay, it is 7:43 p.m. the regular board meeting for February 11th back in session. Next up is our new business. [clears throat] Um, does anyone need any appointment separated? No. Okay. Does anyone have any questions? No, we can't do questions. Sorry, that can't be an open
078session. Need a motion. >> You could ask the question. I was probably [laughter] >> Never mind. We can't ask question. Need a motion to approve the employment of Sebastian Salazar as high school boys varsity soccer coach and Cassidy Sinwellski as grade 3 through five cross categorical teacher at bees f for fiscal year 27. So moved >> second. >> Um I will say that Ashley asked the question the soccer coach I know he's not an he's not a 200U employee. It was posted internally for a while and then we had to outsource it. So that's why he's not a 200. So I probably should say that. Sorry about that. >> Of course you can. >> I didn't want to step on your toes. Flipling. >> Yes. >> Belt. >> Yes. >> Flores. Yes. >> Shider. >>
079Yes. >> Hansel. >> Yes. Yes. Venko, >> yes. >> Hansen, yes. Motion carried. >> Next up is the phone system that was brought up at the last meeting. We had the three cross talk is what you had said you recommend. Uh my only question was if it would fit um phones in the classroom and he would said yes because that's something I kind of said um I would like to address in like a facilities and policy meeting was some things that I would like to discuss to see if we could um get those added to where each teacher had a phone in their classroom sometime soonish next year maybe or something and it's possible to do that. So does anyone else have any questions? Because that was mine. Um, I was just curious about because
080I noticed it was the pricing was only good till like December something. >> They're okay with the quote. I actually just spoke with them earlier in the week. So, >> okay. And this would be you said it wasn't it was minimal for install would be done by next school year, right? Like wasn't much you had to do, right? So, >> the networking's in place. We're mostly just taking out what we have and putting in the new system. >> Any other questions? Okay. So, I need a motion to approve the purchase of the Cross Talk Solutions phone system at a cost of $21,96246 for fiscal year 27 as amended. >> So, move second. >> Yes. >> Florence, yes. Sher, >> yes. >> Hansel, >> yes. >> Venko, >> yes. >> Hansen, >> yes. >> Flip, yes.
081Motion carries. >> Okay. Next up was copers and printers. Are we getting new copers and printers or just renewing the lease? >> Yes, we already have. >> Yes, new machines. Um, they would be of equal speed, a little faster because they power on quicker, but the page per minute once they're fully powered up is identical to what we have. >> Okay. >> Anyone have any questions? >> It's cheaper than what you have. >> It is cheaper. We had to bid out a couple bids and let the different vendors know the other prices we got and we got a cheaper price. So >> Joe Duncan is cut. >> I can tell. >> Well, we'll see how it pairs up when they have to come work on them. [laughter] >> That might be where cheaper doesn't help,
082but we'll see. Um, I need a motion to approve the renewal of the Xerox lease for copers, printers at a cost of $1,750 $2 per month for fiscal year 27 as amended. >> So move second. >> Florence, >> yes. Trader, >> yes. >> Hansel, >> Yes. Hansen, >> yes. >> Motion carried. >> Thanks, Joe. >> Good job, Joe. Okay, next up, the will county will be ready resolution. >> That's the official title. Okay. >> I saw it in there. I was like, okay. >> So, that is basically a one for all and all for one across the county. Everybody's going to support one another. So, it's a formal resolution that we would we would do it anyway because it's the right thing to do, but that's it's it's a formalization of that. [clears throat] >>
083Okay. Okay. So, I need a motion to approve the will county will be ready resolution as submitted. >> So, moved. >> Second. >> Sher, >> yes. >> Hansel, >> yes. Treno, >> yes. >> Hansen, >> yes. >> Quickly, >> yes. >> Flores, yes. Motion carried. >> Um, next up is the Teach Town EC curriculum that Miss Compton spoke about earlier. >> I need a motion to approve the Teachtown EC curriculum as submitted. So I'll second it. >> Hansel, >> yes. >> Hansen, >> Yes. Self, >> yes. >> Flores, >> yes. Trader, >> yes. >> Motion carries. >> Okay, so we have upcoming dates. The foundation dinner February 28th at CD and me. March 11th is our next board meeting at 6. We have any need for any committee meetings before then? I have nothing at
084this time. >> Okay. I know that >> doesn't mean I don't have a right to text and email you guys. >> Okay. Um I would like which I talked about before like maybe for some discussion before the handbook comes out on maybe policy sometime um if possible if there's anything that we want to kind of renew in our policy or we want to end up adding or adopting in our policy before the handbooks get tweaked by the principal. I think that might be beneficial to at least have a conversation if the community wants to come in and >> you you'll have a 121 before you have handbook adoptions policy 121. >> Okay. >> So, >> okay. >> You should you should have one coming up here pretty soon. And then with that, like um I
085know one of the questions I asked during a committ curriculum meeting about um if um if there was any research done about the plus the um like A+es versus the B pluses versus B minuses. That would be a handbook thing, but that's like a bigger thing. I didn't know if there's any research that was done into that that >> um the informal I guess not even informal because if I didn't it is formal. Um I have not found too many schools that break it down by thirds, but most >> thirds meaning each one. Yes, correct. So um the next step would probably be reaching out to having Joe kind of in the background run a report to see if we didn't have the.3 how how it would would not only positively affect kids but also
086negatively see both sides. Yes. >> Yeah. And so and then you know before any decision was made giving you that kind of information. Yeah, perfect. That actually gets changed. I don't know. Is it possible to put Couldn't one set kids be on like one? >> So, so it's the same thing when I when I changed the grading scale when I was the principal, it's effective to that that class. Yeah. >> So yeah, it would be, you know, the freshman class would be the first one seeing this. >> But I mean, theoretically speaking, as long as you did it across the board that school year >> won't impact it, >> it shouldn't affect your class rank because moving forward, everybody's on the same. >> But I I would be a proponent of doing it on a
087freshman level and then moving forward. >> It just depends on whether or not Joe can figure out how to do that. That sounds like a Joe Duncan problem. [laughter] Now he's not doing printers. Guess what, buddy? your fold. Done. >> Okay. >> Anything else? Right. We're good. I know last time you had talked to the union for negotiations. They said perhaps Marchish. Technically, we have till April. So maybe sometime in the next >> until we have until August 30th. >> I thought we had a certain date we had to start negotiations by. >> Oh, okay. Well, maybe we'll reach out and see if we're ready for that in March yet. >> Um we can start. Um Nathan um I don't know what made me just think of this uh Nathan talked to Mike Hurley about
088the lighting at back here and everything and so and then also with this pole he has suggested in lie of trying to replace that pole is basically shot. So it's going to be a heck of a lot cheaper to instead of putting a new pole out there and lights on the pole to actually just light it up from the the building. And so they actually have LEDs that can span pan up or down. Um >> yeah. So so I told him, Mike, I want to be very mindful of the north side because we obviously have residents over there. I don't want anything that blasts 180° up >> or even 90° up. We would probably looking at something like a 30 u sorry 60%. That would get us to the the side uh to the sidewalk.
089And then back here I said I wouldn't mind as much if they had it uh coming up here. So, he's getting numbers. They seem to be very reasonable numbers uh from Mr. Hurley to put all these back to LEDs and then clean up the front end as well. It would not be a poll. Um so, that's it's going to fall underneath the $10,000 requirement for me to come to you guys. >> So, they be like wallp pack like on the building light up the whole building for >> Right. Right. And then it would it would go out. So, which >> is it on the building on the side there? >> Yes. So, if you go out right now, the >> It's dark. >> It's very dark. And there's there's the one above the the door
090and it faces down and so it barely does anything. And then there's the one that's actually been removed because it's behind the tree. The next one points straight down. So, we're going to look to uh not replace, but bring back the one behind the tree and then put LEDs. I don't mind if Dollar General and Casey's lit up. I mean, >> I don't know why they would mind if we lit it up. >> Yeah. appreciate your purpose. >> Start there in the morning when I go to work. So, >> yeah, my big concern is the the res. >> So, yeah, I forgot I forgot that that was an update that >> he happened to tell me it passed the other day. >> Okay. So, I need a motion to adjourn the meeting at 7:53. >>
091So, move second. >> All in favor say I. >> I oppose. >> Meeting adjourned under the 2hour mark.