001It is November 24th, 2025 at 7:37 p.m. and I would like to call to order the meeting of the Lyall Community Unit School District 202 Board of Education. Could we please have a roll call? >> Yes. Um, Miss Novousel, >> present. Mr. Mr. Nigler >> present. >> Mr. Helderley >> present. >> Miss Foster >> present. >> Miss D. Dominico >> present. >> Miss Sims is present. And Miss Alman >> present. Thank you. Could we please rise for the pledge of allegiance? [clears throat] >> 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. Before we proceeding with the agenda, I would like to take uh just a moment to acknowledge the sadness and the difficult experience
002in the district this month with the death of a beloved elementary teacher, Nicole Nelson. In teaching in district 202 for the past 27 years, Nicole made an indelible mark on all of our learning community and she leaves a wonderful legacy of love, learning, and laughter. So, at this time, I ask if you would please join me in a moment of silence to honor Mrs. Nelson and her family both at home and at Lyall Elementary. Thank you. Next on our agenda is a reading of our mission statement. And the Lyall 202 mission statement is to provide our learning community with the essential education, skills, and experiences for future success. So, we'll keep those thoughts in mind as we meet this evening. Next we have public comment. Anyone in the audience for public comment? I think they'll
003be commenting soon. Um did we have any um anything uploaded? Okay, thank you. Okay, so that brings us to our action item. Um before we begin, is there anything anyone would like to have pulled from the action item? >> Um can you pull 5 a A5, please? >> Okay. >> Thank you. Okay. Um, do you want to discuss uh 55 which is the tenative 2025 real estate tax levy which we just discussed previously in our finance meeting? >> No, just separate vote. >> Okay. Just for a separate vote. No comments. Okay. Um, with that I will entertain a motion to approve the consent agenda. 5A 5A1 board meeting minutes. 582 payroll pay orders. 583 vendor pay orders. 584 personnel. 584 A rescending of a classified retirement request. 584B certified leave. 584 C classified retirement. 5
004A4D extra duty employment. 5 A6 audited fiscal year 2025 financial statements. and 5A7 FY2026 school maintenance project grant. May I have a motion to approve the consent agenda as read? >> So moved. Second. >> And could we please have a roll call? >> Mr. Helderly >> I. >> Mr. Naggler >> I. >> Miss Dmenico. >> I Miss Foster >> I. >> Miss Novousel >> I. >> Miss Sims is an I. And Miss Alman >> I. Thank you. Which brings us back to item 5 A5 which is the tenative 2025 real estate uh tax levy. There was no discussion. You just wanted a separate vote on that. So let me uh that's a separate motion then. Okay. Sorry. Okay. I'll entertain a motion to approve the FY 2026, I'm sorry, the tenative FY2025 real estate tax
005levy. There is no specific motion on it, but it is the tax um levy as presented in the packet. So, I'll entertain a motion to approve it. So, moved. >> Second. >> Okay. All in favor? No. We'll go. We'll do a roll call, please. >> Okay. Uh, Miss Denco, >> I. >> Mr. Helderly, >> I. >> Miss Foster. >> Nay. >> Mr. or um, Mr. Nigler? >> I. >> Miss Novousel. >> I. >> Miss Sims, I miss >> I. Thank you. Okay, that brings us to our financial information. Um, let's see. The board acknowledges receipt of the following reports. 6A, which is our financial report, and 6B, which is the treasures report. Do anyone have any specific questions on those items? Okay. And we're at item seven, which is our discussion items. And the first
006is 7A, which is our school improvement plan for Lyall High School. So, I would invite Lyall High School administration to come on down. >> You left the buses for us. >> Yeah, feel free to take a bus. >> Appreciate that. Well, welcome and I'll turn the the discussion over to you. Wonderful. Thank you so much for having us tonight. Um, Eric Marsoff, principal at Lyall High School. I have the pleasure of being joined by Dr. Megan Ewald, our assistant principal for curriculum instruction, Mr. Mr. Jim O'Hara, our Dean of Students, and Mr. Tom Markham, our athletics and activities director. So, thanks for having us. I have the power of the clicker. Hey, there we go. So, tonight we're going to go through uh last year's action plan. Um what went well, what may not have
007gone so well, and what we can learn from it, and what we can do better. Um as well as all of our things with student services, student engagement, academics. Um all the things are listed on there. So, let's get right to it. Um last year we focused on um those action steps. So changing our PE curriculum, what we did is we shifted our health classes to freshman year and then we discontinued sophomore PE. Um allowing sophomores through seniors the opportunity to select from all of our elective PE courses, those being personal fitness, strength and conditioning, team individual activities. Um the most significant redesign overall was that of our strength and conditioning class which has blown up. Um which is a good thing uh that we have a lot of kids that are taking it. Um
008it's great for Mr. makes Mr. Markham happy for our athletics. Um and that we have students taking this uh and wanting to do this. But we didn't when we redesigned this we didn't lose anything from our sophomore PE because there was a lot of redundancy from our freshman PE. So, we just reinccorporated some of the things that we didn't tweak. Um, so they can make sure that we got that uh in the new PE courses. Um, we also added the addition of AP pre-calculus. Um, so we're looking for ways to get our seniors another opportunity to earn college credit, right? Not every student wants to take AP calculus um as they go into they're following the math pathway, right? So, this allows students that may have gone into um an honors pre-calc or perhaps another
009elective um the opportunity to earn those college credits in an AP class. Uh and then we also talked about we changed our chemistry uh curriculum to open up access for all. We'll talk more about that later on. Um as as well as our algebra and geometry. So, we eliminated algebra core and our applied geometry. Um for in terms of the ACT, we gave a practice test in October um and saw great results with that. Again, we'll go through more in detail as we come up with that. Um and the utilization of those results as we move through through our curriculum uh work and then the practice test from Cambridge for juniors and then we'll talk later for next year about what we're going to do differently in that regard. um pre-ACCT test analysis we did
010with our institute day with our BLT that's our department heads as we go through and we had some departments that incorporated those ACT style questions into their assessments and into their daily bell ringers just to get kids used to it because those questions are asked in just a little bit of a different way than a typical assessment question. Um and then you know fostering our culture of growth always looking for ways to get better uh as we can do this um utilization of student surveys to inform practices um for students and um for for staff and for us as well. Um we met I met with uh focus groups for vision 202 at the in September of this year and we'll talk a little bit about the founding findings for that as we move forward.
011So we switch over now to student services. Good evening. My name is Jim O'Hare. I'm the dean here at the high school. I appreciate the opportunity tonight to be in front of you guys and to talk about um a couple of the next couple slides. I I think that our the way we have this presentation kind of set up is we're kind of starting off with the student service side and kind of student engagement side to kind of give you guys almost like a snapshot of things some of the things that our students go through and and experience because all of that kind of has a a kind of giant impact on the next slides when it comes to the the test results and the AP uh data. And so um for better or worse
012it does have an impact on on what those scores are going to look like. And so it's it's important to discuss uh some of the data. And so on this slide, you know, a couple things to note. If first off, you kind of look at our average attendance rate. And you know, that probably thing that pops out of in your in your mind is you had that COVID kind of uh low there. And now we're kind of back to that kind of consistent 94% attendance rate for the for the year, which uh in my mind is a good spot to be at. Um you know, it's obviously not perfect. It's it's never going to be perfect, but I think that 94% is a good threshold. um of where we want to be. Um diving in
013further, mental health days. If you kind of look at the data there from the last three years, the state of Illinois, um as many of you are aware, the state of Illinois allows each student to have up to five, uh days where they're called out for mental health. Um so you are aware, um we do code that as MH in our attendance system. And then when a student is called off for multiple of those, we do have somebody from our student service department check on that student to make sure that they are okay. Um and then the right hand side you have hospitalization data. Um and just by the years um and just to kind of clarify that that is from last year there were 10 students that encompassed um 180 days. Once again one
014student may have had more of those days than another one but a total of 180 80 days over those 10 students. Um, [clears throat] a couple things that I just wanted to kind of point out just to make sure we are clear. Um, you know, one of the things when it comes to attendance rates and later on when we look at our rating, um, we do get kind of rated on our chronically absent numbers. And so, uh, when you hear that term come up, chronically absent means a student is absent for 10% or more of the school year. um that includes excused absences, that includes unexcused absences, that includes if they have they had a a surgery and they're route for two weeks, those days are including that chronically absent. And so given in our
015schedule 180 days, you're talking about what 18 days uh or more would be considered chronically absent for the school year. Okay. Uh hospitalizations do not count for that. So if we have documentation that they are hospitalized, um they are provided academic instruction. Um, and that is considered a present code in the system. You know, kind of looking at the numbers, I think, you know, it's, as I said, 94% is good. We're we're we're happy with that, but it's never never want to be content. And so, kind of some things that we're doing here, uh, we did last year and kind of continuing this year is we are, and I mentioned this to you guys last year as well, but we're kind of doing monthly attendance challenges. So any student that uh achieves a 94% attendance
016rate or higher for the month gets thrown into our raffle and we kind of just partner with the local business and then that business offers uh a bunch of things. Last year I think there were 488 students that won some sort of prize whether that was from Buffalo Wild Wings, Chick-fil-A, uh you name it. So just kind of cool a cool kind of incentive for just being present and being at school and then we're obviously continuing with that as well. Um, an additional piece I was kind of just trying to kind of tackle attendance and and doing everything we can. We've always done attendance letters uh for the entire year. So from August all the way to May and now we've kind of changed that this semester to try something different. We're doing it by
017semester. And kind of the the reason for that is I guess two reasons. Number one, I think it allows us to be in contact with parents and students earlier, right? So if there is something going on, we're having that communication earlier compared to waiting till whenever that time is. And then number two, if a student does have a bad semester, like we're going to refresh it and we're going to start fresh in January and hopefully kind of be able to turn that around compared to dinging them from from things that happened in the fall semester. So, uh, so far I I think it's working, but obviously it's a it's a pretty short notice on that and we'll see how it goes for the for the whole school year. Okay, this next slide uh is something
018I appreciate um you know in dealing with and working with students and trying to improve our attendance numbers and talking with parents and talking with students um and I think there's just it's kind of common sense and I think you guys would all agree like if you're in school you're probably going to do better, right? And it for me it's always been that that thing I've said like there's a there's obviously a direct correlation there. Well, is there? And so uh we ran the numbers from last year and it just kind of it's good to see but if you look on the left hand side average attendance rate and then with that what's the correlation to their average GPA and you obviously see the higher the more times you're in school the better your attendance
019is the higher your your grade point average is and then just tying that to test data just from the uh the junior class from last year so class of 2026 um the exact same thing. So once again, the better your attendance rate was, the um the higher the ACT score. And so we could only do that just for that that class because the tests are a little bit different and just made sense just for the junior class. Um there was a question just in general about, you know, that looking at that 79% threshold and below and like what what kind of students are in that and and so that breakdown. Um well first off just to kind of give you a perspective that is approximately if you had a 79% attendance rate or below you
020had 36 or more absences for the year. Um and then if you look at that breakdown is about not about it was 19 students five of those being seniors four being juniors three being sophomores and seven being freshman. Uh was the breakdown um this information so you were aware was shared with our our community through Mr. Martzoff's uh weekly principal message at the start of the school year and then when I had my student assemblies uh it was one of the slides that I kind of hammered home on as well. So slide seven is looking at once again still in this branch of student services with special education. Special education is a large uh a very large branch of our of our student services department. Um, and you know, in general, services, you know, I
021shouldn't say in general, but services are are based on students individual needs. And I think that's a a a major part of this slide. Um, when you look at the IEPs, um, and the numbers, you look at the 504s, the social work minutes, and then our learning for life. Each one of those, it is it is based off the students needs as far as where they're placed and what that looks like. Um, in general, the numbers are very consistent from where they've been in past years. you know, students that third, I should say fourth column, students with social work minutes, those students are are encompassed in either an IEP or 504. So, there's an overlap there. Um, you know, it uh learning for life program is a program that we have uh within the building.
022It is students um that have significant disabilities. Um and um there's a an asterisk there for part-time because some of those students once again it's based on their need and and if a student doesn't need to be in the learning for life program the entire day then that then they're going to be placed potentially somewhere else that could be in a foundations of algebra class etc. Um which it could be spread out throughout the day. Um yeah I think that covers that. And then slide eight uh I think is an important slide. Slide eight looks at you know to me we look at kind of student mobility. I think a lot of times we we we in this we have this mindset that within while the students that we have in high school we've had
023them for their whole academic careers and and and in reality that's just not the case. And so when you look at kind of student mobility, um we're having students come in and also students leave, uh which the numbers are not huge, but when you compare it to our overall student population, it is it is a big a big number, right? And so I think that's important to note. Um and obviously working with those students and and you know, potentially trying to meet their count their their schedules when they come into our building as far as where their credits are at and trying to get them on track for success and for graduation. And I think that ties to the bottom half of this with our our 180 program. Our 180 program once again is our
024alternative in-house program. Uh it is online. It is through a program called Ingenuity. Um that program uh kind of just really cool. I know I've talked to you guys previously about this program, but it's kind of been really neat to see the evolution of this program from when we first started it to where we are now and and who that program is is helping out and and and truly it is meeting the needs of a lot of students. We have once again students that are in this program for behavioral reasons. We have students that are in this program because of attendance reasons. We have students that are in here because of social emotional reasons. We have students in here um because they're just, you know, being in the classroom and it just is not working
025for them. They need a different environment. We also have we're starting to see a higher number of just scheduling conflicts and some really high flyers that are in this program because their schedule just they can't meet it with where we offer things. And so it's it's kind of really neat neat to see because you have a completely diverse uh group in this. And um I think having the diverse group really kind of picks picks everybody up as well and and find success. And so um once again about 24 students that were served in that program last year. And uh the neat part about it is when we first started that program, we had students that were kind of housed in that program for the entire day. And now it's really involved to maybe a student
026is in there for the whole day, maybe a student's only in there for two periods, maybe a student is only in there for a period. And once again, it kind of ties back to that previous previous previous slide of just kind of meeting the needs of those students. Um, but it's been a I I I say this to you guys every time I I'm in front of you, but I appreciate you guys kind of gave us the the go-ahhead to start this program and I think it's been a huge help and I appreciate uh your support in that because it is really um you know it some some periods we only have a couple kids, some periods we have a lot of kids and it's uh it's nice to have that flexibility inhouse keeping kids
027in our building and and being able to find success with them and getting them back on track. So, thank you for that. which leads to student engagement. >> Thanks for having me here tonight. I was glad that we didn't have an athletic contest scheduled so I could attend. I think this is the first one I've attended in three years. So, >> special guest appearance. >> Yeah, thank you. Um, I'm Tom Mark. I'm the athletic and activities director. Before I go over the data for clubs and activities and sports uh in regards to participation, I wanted to kind of share the message that all of us as administrators um we hound our students on and that's get involved. And I think over the next two slides you're going to uh get a good idea of what
028our students do at our school in terms of extracurricular. So, athletic participation first, you'll see that uh 61% of our students participate in at least one sport. That's a nice clip. Um with that, 45% are participating in more than one thing. What that tells me, two facts, and Mr. Martzoff pointed this out. Um it shows that there's more to school than just academics for some students, and it also shows that they're working on their time management skills. So, two heavy areas that we think are very important to our students. And you'll see um as the data reflects that. Next slide. Activities participation. Although this is our second year of collecting data um for a activities I know we're working with some outside groups and hopefully um some activities uh raising interest for this. We've been
029collecting as you can see 618. Obviously our enrollment is not 618 but we have students um many students same as sports that participate in more than one club or activity. Uh we're looking at expanding that data poll now to um start looking at those clubs and activities that have registrations um fees assigned to them and attendance uh weekly attendances, contests and competitions to where we can backtrack that data. Um as you know, many of our other clubs operate um solely off of who's interested that week and don't have a parameter surrounding you have to attend. similar to our sports. I think that's why it's been easier for us to pull sports numbers, but we're working with um activities booster club to uh raise some more awareness and and kind of delve into more of the
030data that we'll be able to present this time next year hopefully. >> One to talk about the winter sports. >> Yes. >> Um winter sports remind me >> why there was a tip. I see you. That's why he's the boss. Um, one of the questions that was brought up earlier, you'll look at the data that shows there's um, 190 students that participate in the fall season. Between fall season and uh, the winter season. Historically speaking, we've had anywhere from 9 to 11 teams, fall teams, and in the winter there's five to six teams. Uh, so that I would say shows why it's such a a a decrease in the number of attendance. Also, uh there's two sports that I would say are two of our most popular sports in the school just by pure attendance
031percentages, and that's volleyball and that's soccer. And they typically get anywhere from 40 plus kids to participate. Um, another thing you can always say is as we start school years off, there's always that urge to participate in something and get more active with your friends. But I think it's it's been a consistent number as you can tell. with less offerings. I would I would definitely um say that that corroborates why so thank you for the reminder. >> All right, we'll go into our academics now. Um so as I mentioned earlier, we eliminated our algebra core uh and our applied geometry. Reason being is if if a student came in in algebra core, then they went to applied geometry, then they would go to algebra 2 without trigonometry. So, they would be taking the ACT already
032at a deficit and not being exposed to some of the concepts that they would be tested on. So, we're already putting kids behind and we don't want that, right? Obviously, we want our students to be able to be successful. Um, we want all students to be at grade level. Uh, so that's why we eliminated those courses. Um, we're going to have some bumps in the road as we go through and we work things out for sure. Um, but we have a very dedicated math department that is working towards making this the best for the students. Uh, one of the things that we'll talk about for this year is how we're changing how we're co-eing. Uh, that will help with this as well, but we'll get to that later on. Um, so I mentioned all freshmen
033are placed in algebra or higher. We also added the advanced pre-calcula which we talked about much earlier. Uh, not much earlier, but in in the previous slide. And so you'll see that we have about 37 students that are going to attempt to get uh college credit this year that would not have had that opportunity last year, which we think is pretty awesome to get those kids that ability to do that. Um, okay. Science pathway re-examined. A lot of colors, a lot of moving parts here with this one, so bear with me. All right. Previously, uh, prior to this year, a freshman would come in and they would take either biology or biology honors. Okay? If you took biology honors, you went into chemistry and then you most likely went into physics or potentially earth science
034or anatomy or one of the other AP classes down there. If you came into biology, you went into physical science and then you could go maybe into chemistry as a junior or you could go into physics or earth science or anatomy. So we have students that never took a chemistry curriculum. As a matter of fact, we had over the last 10 years, we had about 1,250 students that never took chemistry, which that's not good, right? Especially because that's also part of the ACT. We feel it's a huge part of the NGSS and a core class. We want our kids exposed to chemistry. Plus, Dr. Ewald was a chemistry teacher and you know, we got to get that in there, right, as we go through. Um, but all seriousness, right, we want kids to do that.
035So if you look at the 202526, you'll see biology, biology honors, everybody slides over into chemistry. We're leaving chemistry as a junior senior elective for anybody that didn't take it last year, right? So if I have a junior that was in physical science that didn't take chemistry, we want that opportunity. And we're going to leave it in there next year as well if they want to take it as a senior, but then it's going to revert to simply a sophomore level course. And obviously any transfers that come in also for the 26 27 school year. No, sorry. The 27 28th school year, we're going to implement a honors biology. So, we're building our pathway as we go. So, students will come in with biology, chemistry, and then maybe physics. We're kind of hoping for physics
036at that point. Um, but definitely and then honors biology, honors chemistry, and then something, right? So, we have a pathway that we want to build and it makes sense versus a choose your own adventure path. Um, so we're making sure the students hit we we're all for student choice, but we also want students to hit certain core standards um and to be exposed to those. Um, so that's why we're doing that as it goes through. So I apologize for all the colors in that regard. Um, and then I turn it over to Dr. Uolf. >> Thank you everybody. So excited to be here for my second year. no longer my first year, which is super exciting. So, thank you for having me. Thank you for keeping me. Um, so the most exciting part of this
037presentation in my mind is testing assessment and instruction. So, we're going to go through all of the details with that and I'm going to make sure I do my best incorporating all of your great great great questions too that you incorporated um along the way. So, please stop me if you have questions. I'm more than happy to ask or to answer um as we go. All right. So, this time last year, I went through the differences that were happening because the state of Illinois decided to purchase ACT as our new assessment. Um, and that meant that we needed to start to navigate away from the SAT suite of assessments. And so now we've gone through our first year of ACT testing. Uh as many of you may be aware too as parents and of parents
038who have gone through this and also to parents who are currently going through this. Um ACT is going to continuously evolve just as SAT did. In fact, ACT is trying to become as dynamic as SAT was because they were doing it for quite some time. And so it was only uh a matter of time for ACT to do the same. And so last year our ACT exam was much larger. Um there were more items to it. And so now as it's evolving, it is becoming better for our students, which is a plus. So there's actually lots of positives around these new changes that are occurring for 2026. And so this just highlights those major changes. So you could have a glimpse of that. Uh 44 fewer questions, which means it's now 125 minutes. Um that
039also means that students will have more time per question. Although it's still a timed test, and that's really kind of a a a nuance to ACT over SAT. Uh they will have some more time uh in order to complete it. The other interesting piece is that there are now only four possible answers uh rather than five. And with this uh students then after they take and I'm going to explain this in the next few slides. So there is ACT testing by district which we are mandated to do and that has a specific um specific set of components to it. Then there's also national testing and I'll talk you through that in the next slide. With national testing, you're able to take some things alakart and so it's a little bit different as far as what
040you necessarily need to take and what certain colleges may want to see. So there are some differences there. Um obviously again some positives with that too. Um especially for anybody who pays to you know take the ACT or choose to take it a few times that also helps to alleviate the cost by taking certain things alart. Um but overall what's not changing the scoring remains the same um the benchmarks are remaining the same and the uh you know overall the digital components of it all will remain the same um utilizing testnav as our test manager. And so getting into more of the specifics, I was able to have the opportunity to go to a uh riveting ACT workshop where I was able to learn a lot about each of the different types of ACT tests.
041And so what they're now doing, in case you ever hear that language, the prior ACT is now known as the legacy ACT. It's a very beautiful name. and we're now moving into the enhanced ACT. Okay. So, what that means for us with district testing and that's why we have included writing in both of those uh both legacy and enhanced is because the state of Illinois uh and is requires all of our students in district testing to take the writing component. That's not an option. The other piece is with district testing, we are required to do science as well. It's not an option. Okay. So, if you were to take a national ACT enhanced exam, uh you do not need to take science and you do not need to take writing with it. So, what this
042means for our current juniors is that when they take the ACT in the spring, they are going to take everything with us and that will be a part of their ACT transcript. What that means then is if they choose and they decide, you know, I I want to, you know, take the national or maybe just keep testing to see how I do. Good, great idea. Again, family decision. Um, they then can choose if they want to take science as a part of that. And writing is no longer a component they need to take. And that also then allows students to supercore. And there are many schools that are accepting superc scores. Um and there are some schools still that are, you know, test optional. So again, it's a family decision. But I think it's also
043really important for our students to recognize and know that these um opportunities are available to them. And um I can only see this evolving even more. Right? I think we were in the early stages of ACT uh catching up to a lot of the different uh pieces that SAT was becoming really good at and this is ACT's way of of doing that. Um I just also want to mention too just with the asterisks um that's also too they are embedding field test items as well which is an important piece and what students are starting to learn especially with ACT prep um recognizing that those are not going to be contributing to their score points as well. So there are some again some nuance with ACT as they field test out questions as well. And then
044as well as um what we've just I mean ACT versus the ISBY benchmarks. So just like ACT um learning how to uh catch up and do things a little bit differently, Isby over the years have been talking uh for a while about changing their cut scores even when uh we were still utilizing SAT. [snorts] Isby has now spent I believe about like 18 months discussing, researching, looking at the um state standards and they have then decided it was this past July they convened and this is when they came out with the finalized cut scores. Those cut scores are for math, science and ELA. That ELA is a combination as well of the reading, English and writing. Okay, so it's combined average. So what we could see here, and I want to make sure we're kind
045of clear about each of these columns. So you have your ACT subcores, and they report all of those out separately. Again, many colleges now may only be asking for specific subcores that they're interested in depending on the programs that you're interested in going into. Um, I say that cuz my son's, you know, he's um applying for engineering. They really just want to know what his math subcore was and they don't even care about his composite. So it's very interesting now in this world where we are so used to the composite making sure we increase that where nope I just want to see what your math subcore is. So it's an important thing again for students to know. Um but when you look at college courses, so what this means is if you meet and you
046let's say have a 23 for your science subcore, that means that you are 50% likely to have a B in the entry level biology course when you go to college. So that's kind of what they're trying to um predict is a predictor of your success in your freshman year of college. Just like for STEM, they're telling you if you get a 26, again, you have about a 50% chance you're going to have a B in one of those classes your freshman year. Um, the Isby cut scores, the way that they were developed is they kind of looked at it and said, well, we have our ACT benchmarks and those are really nicely delineated and those are really useful. Uh, our teachers utilize those as well to inform instruction. But Isby was like, "Well, we uh
047as Illinois have decided that we're going to decide on these cut scores, meaning well, this means that you have, you know, again, about a 50% chance of having a C in those courses, which is what they deem to be proficient in meeting the state standards." And so that's um the scale that they utilized. I thought it would also be really nice for you to see that we are exceeding our ISBY cut scores and very much really really close to uh meeting all of the ACT benchmarks. And so I do want to point out with science specifically, um I say this because there was a question around it. Um we use that as predictor with biology, but our science department specifically last year knowing that we were going to have the ACT benchmarks which were different.
048Um their goal was to try to meet the 23 uh benchmark and they got really close to it. So I applaud them for that and their focus for it was around the skills and so teachers utilize this to look at those benchmarks and there's a link in there you could go in specifically with each range to know what those skills or content or uh big ideas are that they should be meeting they should be meeting. Um but like for example for science that's science reasoning and so if you have a 23 that means that you're meeting specific skills around interpreting data uh scientific investigation and um evaluation of models. So those are things that they're trying to make sure that they're incorporating on a daily basis while teaching their science content to meet those skills.
049And I think that they're finding a lot of success around that. Those are the conversations in their PLC's and what they are trying to incorporate around their professional learning. Okay. And then getting into assessment, curriculum, and instruction. Um, with this slide, I'd like to focus just because again, there was a change in testing, which is unique for the class of 2026, but I wanted to point out and kind of uh focus more on the junior uh assessments that they took. And thank you for pointing out my error. Yes, it was October 2024 for preac. Um, but I think it's so fantastic when you look at this. Um and I tried to utilize the ISBY cut scores with this so that way it was aligned and it made sense in comparison. Um the number of students
050was very close and so you could see that there was an increase in the average mean score just from October to April by doing the preac. And one of the most important things I took away from going to the ACT workshop was the uh research and the um data that's starting to be collected now that we are a year in knowing that students who take the preac as juniors in the fall will perform better in April. And there are many different reasons why. One of them is just becoming used to the platform and used to the test. The other great thing about doing preac uh which is different than doing preac9 secure or preac secure where you don't get any sort of data analytics from it but the fact that those juniors in October when
051we mail them home and we share it provides in detail along with the actual test booklet what they had wrong and then it also like analyzes for them so they can self um reflect and self assess to know where their areas of strength are and where their areas of growth are. We also have our teachers then utilize that data in order to work with their PLC's to inform instruction and to say, you know, we're identifying certain skills. Again, if I'm going to talk about science, um recognizing that they're killing it when it comes to data analysis and when it comes to modeling, but we really need to make sure that they're designing more experiments because that's the higher depth of knowledge. And so that's how they're able to utilize that information to make informed data
052decisions about what their lessons and instruction should be. Um, and all of our teams do that. social studies as well finds this really informative with ELA because that also then helps too when we get to it with AP scores because again it's all around the same skills evaluating creating analyzing um those are all very much the same. So this information is really helpful. It is uh a huge kudos to our class of 2026. they're doing an exceptional job um showing off um for us and and again having such uh an increase in the mean score just in one year. Um some other things around this too that are not on this slide but other things that we're doing incorporating is um we have now purchased Albert IO for all students to have and this is
053a part of what they're able to get into class links and it's a single sign on. This is actually it is a it's a tool that is a larger umbrella that fits many uh jobs and not only does it help with core subjects but it also helps with AP and it also helps with ACT and it also provides for students who choose to take SAT there are still components within that. So it provides a lot of resource and practice for them and specifically um they are able to go through on their own and be able to look at and practice you know knowing where their areas of strength and where their areas of growth are and parents are able to look at that data as well. Um this was part of what we're trying to
054incorporate and embed within one pride. We've already had one in the fall um around English because that was um it's always one of those where you know with grammar uh it just makes it easier uh if you practice it more and more. Um but we've been uh I've been able to make folders for just the different classes. They could go in on their own and get that practice, but then also too they can utilize that time just to set it aside and have some sacred time to go through a fulllength practice. uh any of those components and so we'll continue to do that as well. Um but Albert IO again is just a fantastic tool. Um it is something that we choose to we chose to do at the high school to embed rather than
055doing Cambridge which was more standalone in only one way or one sitting um which the teachers and the students didn't find to be as helpful. By doing this they have it at their fingertips and we're able to utilize that data very very quickly. the students see it right away after they finish and they get a specific score, then they actually can go back to each of the questions to see what they did wrong and what they're going to do differently next time. It also helps with timing. Um, just practicing the timing of the test as well. Um, so that's also been very helpful. >> Yes. >> Um, if I heard right, you're taking some of the data from this test to adjust curriculum or how teaching is done. Is there anything going down to the
056individual level with you know students say hey there's three areas I'm weakest in >> and they can get that assistance there and then >> absolutely I think the purpose of of the Albert specifically is to have the individualized information and it fits perfectly with our school goal. Our school goal is to make sure that we are helping students build their self-efficacy skills to move from uh dependent to independent learners. And so many of our teachers, I'm going to speak uh because I' I just saw it recently, especially in pre-calc, I was able to see how when they're in stations, they're able to then move into, okay, they're going to choose to go into this next station and work more on an Albert ACT math test and get immediate feedback right away. And so that then
057tells them what they need to continue to work on. And you're also able to map your progress along the way. So, >> is this the first year? >> Yes, first. Um, we've had Albert. I think they've had Albert in the past. Um, I think in the past they've um were only able to purchase about a few seats or so. I think it was mostly I know AP Stats utilized it in the past. I know that a few other AP teachers did um because they do have a very robust AP um resource and uh set of assessments. Um but we chose um in along with BLT that this was a great way to embed it and again provide the tools in the hands of the students for them to utilize it more often more frequently and
058to have that data to share with their families as well. Um so it's something that we will continue like any tech tool look at the data and in April decide do we continue with it do we move forward with it. Um, but I could say that from the students I've actually had a lot of because we have students who are taking other AP exams that we don't have courses for. For example, AP psychology. I was really able fast. I made a class for AP psychology in Albert. I became their teacher and I populated it with all the different assessments for AP psych for them to go through and practice. So, it's super easy to utilize. It's very intuitive. I feel like if I could do it, anybody can do it. Um, but it it it
059really it it made them feel better right away. I'm able to see that information and um also too I could pull them for one pride and just give them that like extra space to say okay you could work on this during this time you know and along those same lines of individual attention the preac if the student an individual student gets the can they go do they are they going in and talking to the teacher about it rather than looking at at home the parents may not be as helpful >> um so they can take their individual ACT results in to also get help on where they need. >> Absolutely. Yes. And again, it's very detailed because it it goes through it in each of the different components. And so, um, I could say too
060that our math teachers are focusing in on it, um, all of our teachers because again, a lot of this is built around the skills. And so, uh, that then provides again more in like more information and more detail about for teachers. I'm going to make sure I design my lesson then around this because overall data we noticed a dip here. Um it's the same thing that our AP teachers would do then too when they have their AP scores which I'll get to on the next slide. >> Yeah. Well, it's evident from the increase from the preac to ACT. That's terrific. >> Yeah. So, and it's it's it's Yeah, I think um if we were to continue it would I think we should always continue junior year, but I do think I'm excited to see because
061these juniors um you know, this was our first year of it now that we've had, you know, our 9th, 10th, and uh 11th again this year take the preac in the fall and get more of that specialized and personalized information. I'm excited to see how that is going to continue to help them um in the years to come. >> Great. >> Just a quick question, Bill, and I agree. Absolutely fantastic plans so far on all this. And I apologize if I'm getting ahead of a piece of your presentation, but for the students, like you were saying, you guys work on it in class, but like if they individually have an outlier area, is that something where maybe like if they're at risk or not meeting where they need to be, is that sent home to
062like the parents or or something like that? >> Yes. So, the parents um are mailed the pamphlet with all of the detailed information. Um you're able to see where they are as far as in the band and then within that it goes into detail about specific skills or specific um I think it like with even within math like specific content areas where they need to continue to work on and grow with that. Does it like give the parent like like uh just like reference like making sure you connect during like one pride to to work on this piece or something like that just just so the parents know like this is where they're weak like this is what we can do to help them or help encourage them. Yeah, absolutely. And I think too that's
063also what um our teachers enjoy so much about having this extra set of data which a lot of schools may not have in the fall. They're able to utilize that right away in their instruction within their small groups within uh planning within differentiating. Yes. Yeah. Okay. All right. And then the next piece of this would be AP. And um it's exciting because uh last year we were able to make sure we tested all of our students within our building. And uh we were within those two weeks able to test uh we had a total number of 216 AP students last year taking 391 exams which is phenomenal. Um I actually too just because we just finished with registration for this year just to give you an idea too um we have about 195 AP students
064this year and over 100 over 400 exams that are registered for this year. So um it's continuing to grow. Um but I think it also kind of fits into this is like one uh profile of a student uh where we have many students who are within AP and considering that as a pathway for them. We also have many students that do TCD junior and senior year. That's another profile, another pathway. Um and we're now also incorporating more dual credit classes too. That would be another pathway. So within this um it's been exciting to see um the growth and um in the other slideshow that I prepared you could get more details on each of the different courses. Um I did add in I believe it was no it's in the other slideshow. I added another
065link to make sure for you I added another link that has all of them in there. It's in a nice spreadsheet so you could see it. Um, and I think what's what's fascinating about this too when you look at like the 82% although it looks like it's less from last year when you look at 82% of 216 that's 177 students. I mean that's more than the number of students we had last year but those are the ones that have three or more or higher right. Um I think too when you look at it globally because there was a question around that too. Um there's a lot of different factors at play when it comes to AP and looking at now too our goal as administrators and our goal in BLT and our of our teachers
066is to open access and have as many of our students experience AP as much as possible and to experience the rigor of an AP course no matter what score they get. And so for example like AP statistics you know although our overall um scores may look less but we also though within AP stats when you look more in the detail we had eight students though choose to take that class that would probably not have otherwise and they now have the opportunity or had that opportunity to take a more rigorous challenge um which is going to benefit them in the long run. And I I think that that's what we are also seeing globally is the demographics of students who may not fit a traditional AP profile. We have more students who are willing to take
067the challenge, which is a safe environment for them to do in high school prior to taking that first year weed out class when you go to college. They're going to be better prepared with the skills and the perseverance and the grit to do so. Um, and so that's the other phenomenal piece about our data is that you're, yes, we have a lot that have three or more, but I'm also always really interested to see those that took that challenge and maybe got a two, but you know, they really stuck with it and they are probably more likely the next year to take another one. Um, and so I think that's the other uh story that our AP data is telling us at this time as well. Um, as far as the use of this and
068as well as all of our data before we get to the next piece, um, I do want to say that our teachers really look through the data um, as soon as we get it, especially our AP teachers at the start of the year. And we are so fortunate now to have Nick Helms as our instructional coach. And I would have to say ev I I I have to say every single department, our teachers have worked with him in order to improve instruction. And it's been a phenomenal thing to witness and him building that culture and building that trust so quickly because that's now added another embedded professional development piece that we did not have um before. And so that's what we were able to see and that's why I'm excited to see too even now.
069for example, looking at um I think it was AP government, our AP government teacher right away was able to look at the data just to give you a quick story of how this kind of works. She noticed that there were some um gaps in unit 2 by looking at the AP data a little bit more closely. She right away started working with Mr. their helms in figuring out what to do about it and so has started to work on different instructional strategies trying to work on different lessons in order to better improve student learning around that unit for this year. And so it's been really productive um and really helpful. I think what's also another nice piece too that you can't see in this data is that so many of our teachers we actually have
070two teachers in social studies who have become AP readers and so they are also learning on that side of it now that they have read and have done FRQ reading that now has helped them to identify again where are the gaps and what do they need to do um to improve student learning in that way. Um, and I again I I want to hone in on the verbs around what all of our teachers want to keep thinking of when it comes to their learning targets and thinking about what students should be doing in the classroom and it's moving away from that identification piece into that higher depth of knowledge into the creating analyzing critiquing evaluating um they are so uh focused I would say overall focus area for all of our teachers has been on
071improving our student skills around those um types of verbs and and that I think is you is evident across the board because in AP in dual credit in um ACT all of it is going to be around those higher order thinking skills. So um that would be a pattern as a science teacher. I'm going to end with that. A pattern that I have noticed and recognized um by looking at all of the data. >> All right. So, we continue on. Um you'll notice this year um my first year where it's actually like last year I presented on what the previous administration did. This year I have my own and we're commendable and we went down one. Now, people may be concerned about that, but I'm not. And let me tell you why is we have
072so much to be proud of um for what our students and our staff do. And when you dive into the numbers, which we'll get to in a second, right, it really tells a story um as to why it may not be. And and the best part, the state's changing how they do it next year. So like that's why I'm not overly concerned about it because everything changes um as we go through. So, >> can I just I I wanted to point out that we're also in good company cuz I I noticed that Neighborville Central and North are both commendable. Both of the schools and also Downers North and South or North. Yeah, North and South both both are also commendable. So, it's just it's not just you. >> I appreciate that. I appreciate that. Yeah.
073Um >> the green lists areas where we have increases uh in this slide, right? And so you see huge jumps in our ELA proficiency, in our math proficiency, and in our climate survey. Um, those are all awesome. They're only weighted at 7 and a half% of the overall weight of the whole thing, right? And when you look at the composite graduation rate, that accounts for half, right? But now when you think about Lyall and how small we are, we had 88 students that walked across the stage. We had 100 students that started with us as freshmen. that that for that cohort, right? Two students went to private school and or homeschool that didn't get picked up by the and they don't have to report it to the state and so they count against us as
074not graduating. Right? We had a student that transferred in as a senior who is woefully credit deficient, needless to say, did not graduate last year. That counts against us. So, it may sound like I'm making excuses and I guess in a way I am. Um but I'm also tell I want you to understand the reason behind the numbers that go um in addition to it right when you think about those students that are Mr. O'Hara talked about our learning for life, right? And any of the special education students that continue on, right? When they get to 18, they have to make a choice. Do I want to graduate or do I want to continue on with my services? We want them to continue on with their services, right? That's the right thing for them to
075do, but that counts against us as well. So, when you add all those things up, all those things that it's not that we didn't have a lot of kids graduate, we just had different underlying circumstances that that led to that. So, um, we have that in that, uh, we had our ninth grade on track, which went down a little bit. Um, we had a couple more kids that failed more classes. Unfortunately, with summer school, you can make up one class and one class only, like if you fail, right? So, if you have two failures, you're choosing which one are you going to make up. Um, and then on top of it, summer school isn't mandatory. A lot of kids will choose, you know what, I'm just going to take it next year. I don't want
076to give up my summer. Um, you and we can't make them, right? So, um, we're doing our best to work towards that, um, as we go through that. But like I said, we have some awesome things to be proud of, the proficiencies, the science pathways, all of those things that we did. Um, and our climate survey, which we'll get to now. Bless you. >> One question. >> Yes, sir. >> Do do you have an idea of how it's changing for next year? >> I do. um instead of and I don't know all the nitty-gritty of it but basically right now there's a set percentage that can be exemplary where is right and so that that bar moves every year because it's only I believe 10% of the state next year it's going to be if
077you hit these benchmarks you're it whether there's 100 or whether there's five right you're in as the exemplary so it doesn't so when we contacted the state because we had made some mistakes and missed a few things we contacted the state they said yeah you're right but we can't change it because that would knock somebody else off and they've already celebrated and you know their exemplary I'm like all right I I get it right it's our mistake so we we'll take the onus on that next year that wouldn't be the case because it's just however many there is there set cut scores >> great and I think here we appreciate that partially one student's 1% so it's easy to what you indicated I think not surprising that that can sway some of these numbers and
078hopefully can be not such a factor next year with the Correct. Yeah. >> Attendance um I don't remember off the top of my head if attendance hurts as much last year and next year or not. >> It only help right >> or this year for next year. >> For next year for for next year um I do know that for next year attendance and some other things will only help. It will not hurt. >> That was it. >> Which is also a a pro. >> Just one more quick question on your slide here. Um this ninth grade on track I noticed that's a decrease. Is that something where the better preparation in the junior high could assist with that? Is that like before the kids get to you? >> Um maybe. I'm not going to
079attribute it all to that. That's a potential. It's also kids getting to school. Um as we saw, right, with with the attendance of them getting to school, of them doing the work and and doing it. So, I can't say that for sure. It's that um the junior high does a great job with what they with with what they sent us. I think it's maybe a combination of things >> and that's assessed at the end of like the the nth grade year. So it would be like the spring score. >> Spring score. >> Okay. >> Yep. >> So they take the the you have to have everything in by July 31st >> and then all your grades and everything and then when we roll over the the state takes it all at that point. >> Doesn't
080does nth grade on track also have something with algebra if I remember. I think that's a big factor in it as to the number and >> correct. And so we want students that's another reason why we're putting all the students freshman into algebra. >> Right. Yeah. It's not just how they're prepared and it's the number that are in algebra I believe in the next >> in passing. Yeah. >> And we feel they're all ready to go into algebra with their preparation prior to going. >> Yeah. >> Okay. >> Yeah. I think as with any subject, some students are going to need a little more assistance than others, but I think everybody is ready to be successful. >> Okay. Thank you. >> I do have to mention too, I think that that was just based off
081of one student too with that percentage. >> Okay. So that was just it was just a >> one. Yeah. >> Okay. Thank you for clarifying >> and just um I think I remember the junior high thing. They added a a lot more students to the honors the honors math class that's in the eighth grade. This year they had like a crazy amount of students in it. So I think we'll probably see that number go up for the algebra, too. >> Awesome. >> Yeah. I'm thinking of the the kids who aren't in the honors. Like I just that they're ready, but it sounds like they feel >> Yeah. I just want to add too I think you know we are we're continuing to evolve our one pride period and I think a lot of things that
082have been talked about today um just kind of kind of hone back on that period like when it comes to the ACT data when it comes to AP data we are that you know when it comes to students on track I think utilizing that one pride period has been has been a huge advantage and I think we'll only continue to improve those numbers um it's not just a period to um the struggling student. It it's now becoming more of a period for enrichment and for you know Dr. Ewald is now incorporating uh these ACT sessions into that one pride period which I think is a very powerful piece because prior to that we really didn't have that during the day. It was always maybe after school or an optional session and they were involved extracurriculars
083and they couldn't make those those times and so um just another like powerful piece with within the day that I think a lot of students can take advantage of. I think it's a really exciting piece of of the one pride period. Um, and I think as we keep utilizing that, um, not only to help our struggling learners, but alo also to just create enhancement and enrich, um, the better off we're going to be. So, >> can I ask a clarifying question? Um, so is the Lyall 180 the place where students can recover credit if they don't take that one summer school credit? it's in that >> they can, but it it um the 180 class depending on the students like uh if they have a uh a learning disability, they're not going into so if
084they have a a learning disability in math, we're not putting them in an online math class without that potential support. And so it it kind of depends on the the student, but yes, that 180 class could serve um a lot of students for recovery. Um which has been very helpful for like students that are transferring over that are credit deficient. uh we've utilized that or students that yes, maybe students that are not on track. Um ideally we've tried not to put freshmen um in the 180 uh class. Um sometimes that happens but um not always the case. All right, then we'll move on to the five essential survey. Um taking a look at it this way, I I chose to look at a little different this year. Um and I wanted to look at the
085five areas of where we are and we saw growth in four of the five areas. Um we did go down uh in ambitious ambitious instruction and I want to talk about that in a little bit. Um but I just wanted to give you a general overview of where we were. Um super happy with the supportive environment and the involved families and our collaborative teachers. They do a great job in that regard. Um, so where are we performing uh the highest? Uh, and the question was asked like are these these look like clickable links and they are if you're on the website like you can click on them and dive into the questions as they go. Um, which we will with the math um but as we go through. We're performing the highest here uh in
086expect expectations for our post-secary uh education which is uh you know continuing to with the ex uh sorry giving our students opportunities to do to move on be it at a two-year school or at a four-year school. We want them to be able to serve what needs them. Um our quality of student discussion, teacher parent trust and safety and student teacher trust. I wanted to hone in on those last three um that really came up over and over again in our focus groups that uh we had in September for all of our students was students trust the people at Lyall. Be that the teacher trust that they have or the studentto student trust that they have. over and over again it came out that Lyall is being a small close-knit community um where the students
087felt known and supported and welcomed by teachers and peers which I think is huge when it goes to the whole learning thing uh you know when as we go moving forward through it so we definitely wanted to do that um so those were the areas where we are performing the highest uh areas where we saw the highest growth was uh teacher principal trust instructional leadership um you can read those I'm not going to read them to you um teacher, principal, trust. That's not me. That is the four people that are sitting here. And Mrs. Zimmerman, who is not ditching today, she had knee surgery. Um and I told her to stay home. She wanted to come in. I said, "No, stay home." Right. So, um she's I want I didn't want anybody to think that
088she was ditching out today. Um but you know, it's the people sitting at the table, Mrs. Zimmerman, and the effort that they're making with with everybody. Yes, it says principal. Each of these represent that exact same person, right? So, it's it's a team effort in that regard. Um the instructional leadership where we went up 17%, that is one person. That's her, right? Um it is that young lady right there sitting to my right. Um she has done a fantastic job of leading our department heads and moving our school in the right direction. So, I definitely wanted to uh to see that and and recognize them. Where are we performing the lowest? Um and that's not to say it's bad. It's just the areas where we were the lowest. Um, math instruction, teacher toteer trust, we're
089working on English instruction, the collective responsibility and teacher to principal trust. See, it's still bad, right? We're moving up. We just got to get up there um as it goes up. Um, but I wanted to highlight the math instruction. Um, and it may sound weird that I'm highlighting the math instruction. I'm not highlighting it because it's it's listed under the lowest. I want to highlight it because of the response that our math department had when I had when I received these results in July. I sent an email to Mr. Jaggley, our math department had said, "Hey, you know, there's concerns, you know, some questions I have about this. Let's talk about this when you get back in August. Uh, you know, let's develop a plan." He replied back that day. Said, "Nope. I'm coming in
090on Tuesday and we're going to hammer it out." And he didn't just come in over the summer. He came in with a plan like here's what we're going to do, right? and here's how we're going to address it. So, I want to give them kudos uh in that regard. They really took ownership of that and made made it through. So, that was awesome. We're about to go through some of the questions um that go through the math instruction and why students rated it the way they did. But, I also wanted to be upfront and tell you there are two questions I am not going to report on because I personally don't put a lot of faith in them. That is write a math problem for other students to solve. So, they want students writing math
091problems other students to solve. I was a math teacher for 15 years and I don't put a lot of stock in questions that other students wrote for other questions. Hey, what's 2 plus two? Right? Or they have this huge COMPLICATED PROBLEM THAT I couldn't even solve, right? As it's going through with all these parts, right? So, there's really not a lot of validity to that question um in my mind as it goes through. Um and also solving a problem with multiple steps that takes more than 20 minutes. I personally told my students if you're taking more than 20 minutes on a problem, stop. It means that we have issues, right? There's a fundamental misunderstanding that we have and we need to fix, right? So, I don't want kids taking more than 20 minutes on one
092problem, right? They'll do plenty of that in college. All right? But in high school, um it should not take that long for one question. So, that's why I didn't want to uh necessarily report on all of those. Um so, where are we at? So, opportunities for growth, right? Where they're at. So they how often do you write a few sentences uh in math class and uh Mr. Jaggley and their team talked about it um and they want to integrate like how do we get explanations like kids talking to each other how do we actually write things down right of working on these things and not just texting it to each other but actually writing it down um as we go through. So they're working on doing things in that regard. Um explaining how you solved
093a problem to the class, getting up and talking about where we are going to do. Uh discussing those solutions. Um students submitting maybe students are going to submit a video explanation of a problem set that they did. If you're not comfortable getting up and presenting to the whole class, that's fine, right? Send us technology is a wonderful thing. You can send us a video, right? Explanate explanation of how you're going to do it. So you're not up in front of talking to a lot of kids don't like to do that. um or maybe calling students like up one-on-one just to have a conversation with them of how they're going to explain it uh in class. So, that's one of the things that um we wanted to work on discussing problem solutions or solutions to problems
094with other students. Um we are definitely going to focus on the building thinking classrooms um and getting students up and moving as we're going around, not just sitting at their desk talking, but doing the vertical solving, right? talking to each other as they go through and having those conversations, regrouping as they need to. Um, and really getting delving deeper into the math um activities that specifically require them to collaborate and talk to each other, right? Not just sit there, right, and okay, I'll do this, you do this, you do this, right? No, we have to all work together um as it goes through. So, how do we do that? Are there sentence starters? Are there word banks that we're using? Those types of things um as it goes through. And lastly, how do we apply
095math to situations in life outside of school? Right? The number one question I always got when I was in the math classroom is when am I ever going to use this? Um my answer was always probably never. Um but we're teaching you how to think, right? And that's what we want them to do is to how are we going to think mathematically about this. Realistically, you're probably never going to have to use a quadratic formula, right, as you go through this. But can you identify the parts of a problem and what needs to go into it to come up with a solution to it? And so that's what we want them to do in terms of thinking mathematically and applying it situations outside of school in that regard, right? Um and using those types of
096problems, real relatable everyday problems, um as it goes through 2025 26 action plan. We've already talked about some of this stuff because we're in November and we wrote this in July and so we're we're rolling. We're not waiting for this to go um as it goes through. Um Dr. Dr. Ewald has done a fantastic job of writing and developing and implementing the five CCE, excuse me, the five CCE pathways. Um, those are, let's see if I get them all right. I probably won't. Um, we've got education, we've got nursing, we've got EMT, we've got um don't tell me, cosmetology, and what's the fifth one? Culinary. Thank you. Uh so education all all five of those they get dual credit through COOD. All right. We give dual credit through our education pathway. All the rest of
097them will obtain dual credit through the COOD pathway path classes that they will take. Not COODC TCD. Um thank you. Uh as it goes through. So we've got that. I mentioned we're going to begin developing our honors chemistry class to be rolled out in two years. Um realistically we thought okay yeah great. we can do that next year. And we got into developing the regular chemistry and we're building it as we were going and we there ain't no way in heck we're going to be able to do this right. So let's take our time and let's do it right. Let's learn from what we learned here and then we're going to add to it. So we're going to roll that out in two years to make sure it's right and good for students. Um we
098will continue to strengthen our algebra and English one courses as we go through to talk about some of the questions with like the the gaps that they may have. um continuing our multi-year focus on the development of student self-efficacy and them taking the ownership. Some of the things you've heard about with the the Albert IO with some of the one pride things, right? We want the students to take ownership of the learning, not just to sit back and be passive um absorbers or sponge of the information, but to actually take it take part in it. Um we mentioned I mentioned earlier our transition to co-eing model. So when we have a special education teacher and a a content area teacher in the classroom, previously it was a and one model, right? I'm going to be
099the as a math teacher, Dr. Ewell is a co-teer. I'm going to present everything and then she'll just kind of chime in here and there, right? Or add and work with those special education students. What we're moving to is more a true collaboration of, okay, I'm going to start the bell ringer and you're going to start the instruction and we're going to work around. We're going to do ideally by the time we get this implemented. When you walk into a classroom, you won't know who the content teacher is and who the special education teacher is. If we've done this right and we we continue and it's not going to be this year, I will tell you that right now, right? It's going to take some time for us to develop it and work with our
100staff to get that right. Um but when we do it's going to be a wonderful thing for our students uh as it goes through um continue our formative assessment adjustment in real time as we talked about talked about the ACT in October and the use of Albert IO um as we're rolling through. Um Dr. Ewald talked about the use of our instructional coach. Um I actually met with him today. He's met with our over 10 staff members already uh in just a short time that he's been in of how to improve instruction, how to do things, bounce ideas off, be a thought partner of okay, how do I It's not just technology. Yes, technology plays a role in it, but it's also instructional practices, right? And how to do these things and he's doing a
101wonderful job in that regard. Um and probably one of the best things we did this year was our articulation with the junior high. Um I say it did because we're done with it. um all of our uh we have one more uh day in February where we have a half day but up until now we've met on all of our half days and our institute days with our counterparts at the junior high we've alternated schools and we've talked about things we we developed a uh grading statement what what do grades mean in Lyall um we've talked about how do we communicate with families about what those grades are what's the best way to do that um as well as what our reassessment policies are and like why do we reassess all right what is our
102policy in that regard and and what can we do moving forward. We are nowhere near being done and but this is starting the ball rolling um of getting that collaboration so that our students have a unified experience 6 through 12. Uh and that's not to to diminish the elementary school. Um I know the the junior high is talking about articulating with them u which makes sense. We just don't see a lot of with the from the elementary school up to the high school. So um we're doing that. We've had a great job and Dave and his team have been fantastic to work with. And that is our plan for this year. Resource links are there for you. Thank you for your present for your time this evening. Any other questions? >> I just have a
103comment. Um I just see so much opportunity for students in this presentation. Um, and as you were talking about the chemistry lift, I was like, but you also changed your English classes and your algebra classes and your PE classes and your health offerings. And so that's a lot um to to lead and manage. And it's a lot um on the teachers as well to make sure that they're that bridge to help the students get to where they need to be. So just a really big thank you to all of you and the teachers for being able to put all of that together in in a really short amount of time. There's a lot plus a dual credit. I could go on and on. There's just a lot of opportunity here. So, thank you so much
104for that. >> Oh, yeah. It's all to the teachers. They they've done all the work. >> We just come up with the ideas. >> I I I think we're all going to give you an exemplary on the presentations. Oh, thank not even a commendable way on [laughter] that. It was excellent. Just uh you know, some of the other I I guess kudos that are embedded in those slides was the increase in the number of AP scholars and and the average score for AP. Um also very very impressive. Um one other question and I think you touched on this for the secondary plan the post-secary the student transition is those students who are going on to >> Yeah. So those are our IEP students that are choosing to continue on with their services and then from
1058 to 18 to 22 and then once they age out at 22 then they move on. >> Yeah. Okay. Just wanted to be sure that was that you had given before. If if anyone else has any question, I want to go back to one more, but if Kate, I think you have >> I was going to build off that and that's something they're not thinking of changing. I agree with you. That's the right thing to do for those students to keep them there and maximize their services and that's still something. >> Okay. >> Not that I've heard and I know >> Well, I'm glad we're we're focusing on the right thing for those kids. >> Yeah. >> Okay, good. One more question as long as we have Mr. Markham here or two more questions actually.
106Um the feeder programs at the junior high, how is that impacting the high school programs? I mean, is it a positive? Do you see growth? >> I see it being a very positive thing. In talking with um Mr. Martzoff and even Mr. Carney, I think uh we do such a great job. I look at Mr. O'Hara. I look at all of our administrators. Um we align disciplinary, right? We align building safety. We've aligned academically. Now we are aligning um some activities but a lot of athletics. So I would say it's a very very positive thing. >> Good. Good. And my other question was I I've noticed kind of a trend and I wondered if you had the data on that on the number of our staff who are our coaches. Has that is that it
107seems that we have a lot of outside coaches and the trend has gone down and I think it's you know that's an important part of that that daily uh connection that coaches make. >> Absolutely. I think it's it's stayed pretty consistent around 50% since I've been here. Right now we have 44 coaches. Um 22 of those are in district. So um it's one of those things that we've identified as a building leadership team. We want we agree with you a thousand%. We want our teacher teachers to do things after the school day and that only engages our students more and and having those relationships uh outside of the math class or outside of the physical education class. So we see the um impact and the power behind that and when we start to interview staff
108members for various uh variety of positions that's one of the first thing that we ask them what else are you going to get involved in. Um so that's that's definitely in our mission and what we're looking for. I would love to see, as I sit here and say, I would love to see a 100%. There are those coaches that that are also here probably more than our our teachers and they live in the school because that's that's their passion and they just had a different um approach or a different avenue to get to where they are. So, we're at about 50%, it's it's teetered down to 45 and up to 55, but um we know the importance of our kids seeing our coaches throughout the school day and we tried to uh get that as
109much as we possibly can. >> Okay, thank you. Thank you. Anybody else? >> I actually have a question building off Pam's question. Um I think Pam, good question, inspiration, but um I was thinking of this when we went through policies too. We were looking at the duties and qualifications of the coaches and just with about half of them being from outside of district. How do we ensure that you know they're doing their duties because I know they're when they're not playing at home they are all over the place. So it's got you know you can't be in pietone and straighter and all those different things. So what are we doing to make sure that they're fulfilling all those things we expect of them? >> Um in regards to duties and daily assignments I'm thinking that's
110what you're asking. not so much their background knowledge or or their day-to-day duties. I I would say we have several different things. Obviously, you're going to get feedback from all of the stakeholders, from the student athletes, from the parents, um from other administrators at other other buildings. Um whether that's an opponent's building, whether that's uh conferences, whether that's junior high, it's just you'll get feedback in in that direction. Um, it's one of those things that it's year by year by year, season by season, and you continue to provide professional development for whatever instances. We do goal setting. So, at the high school, and what we're eventually trying to get done with me taking um over at the junior high with the evaluation tool, there's goal setting and we're looking at, okay, how was your season?
111Season one finished in the fall. What were your strengths? What were your weaknesses? what were areas of growth that we could potentially work on for our next season. That comes back from student surveys. Um that comes back from uh I my my observations that I've had and as well as some feedback that I've gotten from parents. So you'll see a goal set. I use this often. Um one one staff member, a coach identified that communication could have been better. That was dinged in surveys and that was also brought up for parents. um that coach created a better means for communication that next season. So um it it's an ongoing thing. There's professional development opportunities that we always strive. We have a professional development budget that we're always wanting our coaches to to do as many
112things as possible and to continue. As you know, as teachers, you have to do a certain amount of CPDUs every year. I have that same expectation for coaches. the games, um, contest, uh, sports, they've changed from when I was in school, from when you guys were in school, from when we all, and so have students. So, we need to learn how what's the best way we can, um, potentially get to these students because I think wins and losses are great. Wins are great, better. Um, but the stu the student experience to me is the most important thing. And I've found that when our students are having better experiences, the wins are going to come, right? So, does that answer your question? Yes, it does. Thank you. >> Anybody else have any questions? Okay. If not,
113we'll let you go. But thank you again. That was that was outstanding. So, >> Thank you for you guys. >> You, too. You're welcome to stay. >> 37 policy items. Don't miss it. [laughter] Yeah. >> Thank you again. >> Thank you. Have a good night. >> Thank you. Okay, we're at uh 7B on our agenda, which is the new club proposal, Lyall Junior High Spanti Spanish Spanish Spanish Club. So, I think I have some overview on that. Um, as we've talked about before, we're really wanting to give as many opportunities for students, but we're also at a financial point where we feel like we're not going to be adding things. And so, um, the program was piloted last year. We had about 30 to I think 35 students participate. Very wellreceived. Um, we felt like
114we had committed to that individual that if you piloted it, um, we would and you had a lot of, uh, students participate, we would add it the next year. And so, uh, we would like to bring to you if you're comfortable, the recommendation at the December meeting to add that, but also want to make it clear like we are we're not adding new things and the only reason we're adding this new thing is because we pilot it and now we're following through with our commitment. Any questions about the program at all? Uh, it the stipen is about $500. So, it's not a huge financial impact on our school district, but again, want to make a clear message as to we're working towards a balanced budget for next year. >> No, thank you. I just wanted
115to know how many were participated and that has that's a big impact. So, >> thank you. >> Okay, brings us to item 7C, which is board policies press 120. I'll turn it over to Dan. >> All right. Thank you everybody for getting your feedback in. Um you'll find the board packet uh the summary of everybody's feedback together and just I think in the interest of time I'm going to try to go through as quickly as possible. So if I'm going too quickly just call me out. I'll try to slow down. Um so anyway starting with uh policy 220 board member development uh feedback all some of us accept changes presented. Any additional discussion? Okay, hearing none. 2 col 150 committees. Um I think we had a question under uh for under other committees it says
116are required by law. Should we specify which do of those we have? How often do they meet? So any discussion on that or Yeah, there you go. >> I mean I I asked the question I think somebody else asked the question as well. Um, I know that we have the bilingual parent advisory committee, but I wasn't it wasn't clear to me in the policy which of those were required by law just as some are. And it seemed to imply that all of them were. Um, I see the administration response. Is that primarily done through the building teams? And I can't off the top of my head recall, but there was one that required parents as well to be involved. So, I just wanted some clarity on which ones are required by law and That's the
117only one on that list in the policy. >> We'll bring more information next month. That was a question we got recently. It's our understanding that we've complied with all the requirements, but we'll bring that back uh for next month for the second reading. Okay. Anything else? Okay. So, we'll have additional information at the next at the second reading. I'm moving on to policies 2270 discrimination harassment on the basis of race color and national origin prohibited and 2220 E4 exhibit open meeting minutes both of them the feedback was accept all changes from all of us any additional conversation on that those two okay uh moving on to policy 4 col 10 fiscal and business management uh there was a suggestion to under transfer of funds use boxes to more clearly define find the table that shows
118from to funds. Do we have the ability to do the formatting in the right? I think you're looking at some formatting in that. Is that right, Heather? Sorry. >> I think we need need admin input. >> Okay. And then um the suggestion to change district's internet website to district's website. I'm I'm good with that. I think that's >> Yeah. Oh, it makes sense. >> Sure. Websites are on the internet, so >> yeah. [laughter] >> Good. >> Make that note and uh administration provided feedback on the questions. Um any additional information? No. Okay, great. So, let me check a note. All right. Um, looking at all right for 30 revenue and investments. Uh in comment on page 17, last paragraph, should the first sentence be deleted and or outstanding, added after rating of satisfactory in the
119second sentence, fourth line of that paragraph. And then under controls and report a third paragraph paragraph add or designate after superintendent in the first line and after the second line. Any I'm fine with both of those. Any discussion? I think when there was some a question from to the administration that's it's been answered for for me. So any other discussion? >> Okay. So accept the changes with the suggested change. >> I guess if there's no one I'm sorry I was just catching up. Um, on page 17, Pam, can you clarify what the sentence would read then? >> It would um, let me see first. >> So, the first sentence would go out and would be deleted and then let's [clears throat] see after after rating of satisfactory. So um the institution has a current rating
120of satisfactory >> and just end the sentence there. >> Yeah. Should the [clears throat] first sentence be deleted and or outstanding as so that it would say subject to IC unless the institution has a current rating of satisfactory or um what is it or excellent or outstanding. So the first sentence talks about the two ratings um unless it has a current rating of satisfactory or outstanding. So why not just say in the second sentence then for the if you look down the third one the fourth line in that last paragraph. So unless the institution has a current rating of satisfactory or outstanding >> rather than repeat the same thing. I was just I mean it it's fine repeating it. I just thought >> I just thought that the CRA and the were different. >> But
121I see what you're saying about like if it's satisfactory, why do we have to say satisfactory or outstanding? So I would be good with deleting the or outstanding. >> Um but I think the sentence itself should stay. Okay. Is everybody good? >> Are you sure there isn't I I'm on your um on deleting outstanding based on like I'm wondering if that maybe the two different things have like one says satisfactory and the other one says outstanding and that's why they're both in there. >> Yeah. I I don't know. I mean if there's confusion I would say just leave it. you know, there was just I think they both referred to the well, one to the CRA and the IC, but >> yeah, I would just want clarification on if that is important like I don't
122want to like come back and say, well, now we can only use the CRA and not the IC, you know, like or >> I see what you're saying. Like if it's it's not it is satisfactory or it was outstanding >> then I say we can leave it. I >> Okay, so we'll keep the >> Yeah, keep it. Page 17 as is page 18 we'll add or designate. >> Okay. Moving on to policy 480 accounting and audits. Um suggestion to add superintendent superintendent or designate. Now it's on that. What was the randy? Will we'll decide at the meeting? >> I got an answer to my question. That was just I just thought um I wanted to see what the answer was before I answer. I'm fine with it. That was good. >> I think we've got
123a couple spots [clears throat] on board. Does he need >> um Katie had a question? >> Kate had you had a question about dollar amount. >> Yeah. Page 21 um the under disposition of district property where it says of dimminionative value. Do we need a dollar amount there? I mean, I don't think we need to know when we throw everything out, but if it's something real expensive, should there be an awareness, maybe we could get information back on that next time or for a second reading also. I I don't know what the dimmin what how dimminitive would be defined. I mean, if for a dollar amount, that's what she's asking. >> Yeah. Yeah, if you could give us a suggestion, we could definitely add what you would want to learn more about like is there
124a >> threshold is just what would what would be the dollar value for dimminitive in this on page 21. So maybe we could just get >> it just didn't get answered I think. >> Yeah, I I had a formatting issue and may have not correctly sent Dan a lot of my stuff. So, I apologize, Dan, but um yeah, I just um I you know, in some uh organizations if something's over, let's say $5,000 or something at initial purchase or over $10,000 when it's disposed of there's a process for disposing of it, you know, cuz sometimes you can sell those and I don't know how much how many items we have in that range, but just if we have anything that's larger value, is there a dollar amount where like an initial value dollar amount of
125the item um you would go through a process of alerting. >> So you know we do have one where we approve things any spend above 25 35,000. >> Yeah. >> I would I would need to get clarification and bring it back for >> second reading. >> Okay. >> I would say Dave Dave probably >> so the administration will provide some feedback on a dollar amount for dimminive value. >> It really think it comes down to what you view as being dimminitive. But I mean, if you want us to bring everything more than $5,000, we will, but if it's less than $5,000, we won't. Or is it 500? It's more what you're most comfortable with. >> So, are we defining dimunive ourselves or >> Yeah, I think that's okay. So, I >> it says dimminative in
126here. So, I don't think that there is my >> It is subjective. So, I mean, for me, if I does everybody recall the amount for what we have to prove for any purchases, >> I'm 99% sure it was 25. 25 I'd say align it to the same value if they're going to buy something for $25,000 or >> um >> Ke what um what where where on page 21 >> that first paragraph under disposition of district property maybe 1 2 3 4 five lines down um superintendent or designate may unilaterally dispose of personal proity of a dimminionative value. It just um just seems open-ended. If we had something really expensive, you know, sometimes things can be repurposed, resold. >> Is 5,000 seem reasonable? >> 5,000? I mean, just in terms of like school property that, you
127know, to me 5,000 seems reasonable, but does that seem like a reasonable number of when you guys have the opportunity to, you know, like if you're buying something from a company and you know, do they take things back in or anything like that? I'm just I'm understanding here for example when we moved to Lyall Elementary we had a lot of leftover tables, desks, stuff. I think this is saying we can get rid of it without board approval so long as it's not material in terms of the amount. But I think that's subjective. So, I'm throwing out is anything under 5,000 would you trust us to get rid of it without board approval or is that too high of a number >> or do we need a number? I guess that's the other part of the
128question. >> Is there any frame of reference for a number? Um, I mean 5,000 >> in everything. So, I don't think we have any past experience to be able to say in general what we've done. >> I meant like do we know of any other districts that have a number or process or anything like that? I'm not aware of any, but if you want, we can look at other school districts to see if they defined how much that is and see if you're >> What would you assess as toous five? I mean, if you were looking at something and the staff came to you and said, I want to throw this out. $5,000 is about >> I [snorts] think it's disposal also. I don't know if it necessarily means we throw it in the dumpster.
129It means like get rid of it. >> Dispose I mean >> so that that's why I'm asking what your number is. I said five, but it sounds like that might be too high. So, >> no, I I'm I'm fine with that because it is it is basically you're you're make it's the superintendent or designation established procedure. So, it's whatever you would evaluate, I would think. >> Okay. So, what I'll do is I'll put $5,000 for next month and then if you want to make it something different, we can make it for the >> work. Yeah. Five is the number I had in my head. I just wasn't sure with just what we're typically used to spending on things in the district if I was off base in either direction on that. >> So that was
130Yeah, it's actually the dollar amount I was thinking of. >> Okay. Okay. I'm making some notes. Should >> I take us to Yeah. Yeah. Yeah. I I got it. Okay. >> Um policy 4 col 140 waiver of student fees. Uh we just had one question. I think how does a parent guardian go through the process of asking for additional considerations on page 23? Um, I don't think we did not get a response from the administration on that or do we know >> again maybe we could bring that one back? >> Yep. >> I mean, it doesn't it's a question so it doesn't affect any of the changes within the text. So, I would suggest >> Yeah, I think that the content looks great in this policy. I just want to make sure for those who
131need a, you know, consideration on a fee, they know just where to go. And >> I don't know if they just all email Keith you want to come back next next meeting. Okay, >> moving on to uh policy 4 col 190 targeted school violence prevention program. Um we had a a good reminder as stated in first paragraph providing students and staff with access to a safe and secure disc environment is an important board goal. So I think it's just a reminder and >> just an observation. >> So do we just accept changes? >> Yeah. as presented. All right, moving on to policy 510, equal employment occortunity and minority recruiting. Um I think is the section of the last line without evidence of past description necessary on page 28. And I I know we talked about
132it the last time this policy came up too and I think we decided to just leave it. Well, we must have decided to just leave it because it's it's in here. I couldn't find my notes on it. But, you know, I just read it again. I just feel like that last line just sits funny cuz we can't without evidence of past discrimination. It's so open-ended. So, does that then require us to give special preferential preferential treatment or special rights? We talked about this. It just it just it reads funny and kind of has a funny implication for us. And I and I think the rest of the the the message I believe that that paragraph is trying to send is an important message. But I feel we can still send that message by um you
133know or special rights based on a protected status period. I I don't Yeah, I'm not sure without evidence of past I don't know if that helps the message at all that it's trying to send. Maybe I'm reading it differently this time, but I I I agree. I I mean, I think it's fine. >> Yeah. >> I mean, I I remember the conversation, too, and I I I think it it didn't Was it a negative or anything in it, but it really probably just reads well to drop it. >> I'm I'm just curious. I'm reading it as like of of how you're reading it because I'm reading it as that the district can give preferential treatment based on a protected status even if that status has not undergone any past discrimination. So your protected status like
134I I imagine there's like a legal statute that I'm just like not aware of off the top of my head that would say that you would have to have had evidence of past discrimination on that protected status. So, I'm just curious if that's what it is. >> Or is it the protected status? You're reading Oh, I see. You're reading it as protected status that didn't didn't have evidence of past discrimination. That makes a whole difference. Yeah. >> Yeah. So, I'm not sure which which it is cuz I think you're reading it as like an individual >> an I'm reading it as like an individual saying I had past discrimination. I should get preferential. Maybe it's just >> the ELA situation that um >> I think we just might have to look at those linked statutes
135to see if >> according to at least the internet it says this policy establishes the district cannot give preferential treatment or special rights to individuals based on protected classes without a specific legal reason such as a court-ordered remedy or past discrimination. So it it seems to have come some legal contents besides an individual. It's more about >> the law >> and the class that the that is Yeah. So I would say that we probably should leave that. >> I kind of like how what you had it almost makes more sense how you pulled it up that's from the law itself. It like it reads more clearly with those additional wording. Or maybe that's just my interpretation. I I think I just really don't like this sentence and just how it's it flows. It's come up
136twice. So, do if we want to change the wording? Yeah, Dan, you mean can decide? I mean, if I mean, do we want to bring suggested wording back instead for second reading? >> Do you want me to? I am the one who feels passionate about the wording not representing the message. So, maybe I'll >> Kate, if you could send to me some suggested language, that would be Yeah. Okay. You can use the same Google search that Keith did. >> Keith, if you could provide Kate what you read. >> I'll ask chat GPT if it can make a more clarifiting right now what I saw. So, we'll we'll use what I read aloud for the next reading unless we get something different. >> Keith can do it. >> Thank you. >> Okay. Okay, moving on to
137policy 590, abuse and neglected children reporting. Um, which said one change to suggest or designate. >> Anybody any other account discussion? Everyone good with that? >> Good. Except accept with suggested change. Okay, great. >> But adding design is fine. >> Yep. Okay, great. Uh five colon 100 staff development program. Um I think Kate you had a question about health conditions of students. That probably should have been on the other column. >> Yeah. [clears throat] >> Probably admin. >> I think I just I just wanted to as we're reviewing this again I know we discussed this at length but just to check in um on the offerings and who's receiving them. It doesn't need to change the policy. Just a general question. And so I think if when we come back for a second if Jason
138has that information by then that would satisfy the questions I had in there. >> Okay. >> And we we the answer might be in the last time we we did that policy. >> We it came up for admin question at that time. So we might have it already. >> Yeah. >> I think last time it came it comes up every like the policy says every five years and we talked about that's kind of too long for some of those. But Linda did share because she was here for the last one that it was more frequently. So I just wanted to check back in just to ensure we're still offering it those frequency and validate who we're giving those to. And then on page 36, the concussion training, it doesn't have a cadence. Um uh and
139I was just wondering how often that's completed cuz I read that as it did they just get it when they start in the district or start coaching. Like should they be also receiving that if they're in one of the areas that you know a PE teacher, a coach, etc. that could um have students with concussions. Should there be a cadence to that teaching or like a brief refresher course? And I think I thought Linda addressed that last time also, but um maybe if we just check what the note said last time and also have have them check it now. >> Okay. If if they need something though where they they need to do that, should that be in the policy if they need to do like every 3 years or something like that that they
140do a refresher? I thought Linda said that it was state law the amount that um they had the or how often they had to do it. I that think that's why we didn't change anything because it was listed in the state law and it could get changed over time and then we have to go back in and change the policy every time. I don't know if we want to have it refer to the particular law where it states it. I don't know. The law there that's linked there says that it has to be renewed every 2 years. Okay. >> The statute says the law. >> Okay. >> But who knows how like when that's changed or updated. >> Should we just have that in there as long as it's what the statute says? >> I
141think we would >> keep it as what this that the linked to that statute cuz it's linked right there. >> Um in number three, if you click on that link and do a a search for concussion, you'll see it in there. >> And so it's in accordance with that law. >> So So it the cadence would come up then in accordance with the law. If they change it then will change automatically like and we're linked >> and I think they're just saying like in the past like you could take it once you were hired and then after 2014 you have to take it before. >> Okay. And then they keep up with the cadence and the law. >> Yeah. So then I could just as long as Jason just validates we are at that rhythm
142that would be great. >> He and he sent me a text. We require the PE teachers and the coaches to take it every year. Even better. Thank you. >> Done. >> Okay. So, do we want administration to follow up on that or do we accept changes? >> I I I there's a check mark already next to it, Dan. We're done. We're moving on. [laughter] >> Great. Check. All right. Great. Uh pol policy uh 5 col 19 teacher qualifications. I think we'll just I think have my comment in the wrong spot. So, ignore my comment on there. But we just accept all changes presented. >> Yeah. What? >> You had a suggestion though. Do you >> Yeah, I'm I'm I'm trying to find it right now. I'm I'm trying to I'm on policy 519. >> Oh,
143it's just where they change the wording from child pornography to child >> uh material or se child sexual abuse material. So you it looks like you wanted to make it in andor and not cut out child pornography. >> Yeah. I thought I don't know. It just seems that they're two different potentially two different things or one's more definitely >> I I don't know. I I would guess legally they put it I mean I would I don't know. >> Is that just new state law terminology for what pornography was historically defined as? See, that's I think that >> I'm I don't know the answer. I'm just sure. Let's see. >> I mean, we could probably click those laws below and and do some research on it. Um, >> but I'm fine with taking their suggestion, but
144>> it's yours. What What What do you want done? Is it was your suggestion? I think >> right now I'm having trouble finding that. What page is that? I'm just for some reason not finding it. >> 32, I think. Hold on. Let me go back up. >> No. Uh, sorry. 31. >> But isn't it with 5190? >> That's the one thing I'm thinking. >> So, it's 5190. But that's >> Oh, funny. It's in here, too. Okay, never mind. >> It was in five colon 90 also. >> Maybe same wording. >> Maybe it's in the wrong spot on the >> I think it's in I put in the wrong spot on. I put my own question in the wrong spot. Yes. Okay. Yeah. So, this is this is policy 590, which we passed already. It was
145>> So, it's really backing up to policy 590. Yeah. And where is it on 590? >> Um, page 31. And it's the highlighted com the green highlight on there. Do you see that? >> Oh, if it's Yeah. If it's uh >> So, they just took out pornography. And >> if it's a sexual action on it, I would think they did it for a reason. >> I just looked Dan. I thought it was really helpful that you included that press memo because I I read that first and then I felt like it cut down my policy reading time like in half cuz it gave me like look fors. So, thank you so much. But I just went and looked there and it just said that the reason for that change is because um of the a
146particular policy has changed the term. >> Okay. >> Yeah. had had Jason I I know Jason provided that but all all credit goes to Jason we've got Jason in the past so >> okay okay so yeah so we'll keep the show backing up we accept changes as presented that's fine 590 but fast to 5 >> accept changes as presented okay >> yeah that's good >> all right make that note all right sorry for the confusion uh policy 5 col 2000 under terms and conditions of employment and dismissal. Uh Greg, you suggested under nursing mothers the wording uh >> it seemed like a more of a statement than a policy like uh like should it be the district shall accommodate employees or will accommodate employees. Um it's not a big deal. I just thought it was
147not typical of policy language. But of course, it could just be that this is a statement that we just make. I wasn't certain. >> And where where in that what I I see the page, but oh, I see down towards the bottom. Okay. >> Okay. >> Just one thing I did to find it. If you do a quick search on the the words that are in the >> consolidated sheet, you can find >> Yeah, >> someone's coming faster. >> Yeah. >> Just a little tip. >> All right. So, do we want to change anything there or just accept? >> I I >> We're fine. >> I'm comfortable. >> I guess it's okay. >> We'll accept changes as presented. All right. >> I think it's we went to policy 5 col 220. student teachers. Um I
148think we had everyone accept changes but Kate you had a question about the when a coach is hired into solely that role how to ensure duties are performed but I think earlier tonight we had that. >> Yeah. Yeah. >> Okay. >> So we accept changes presented. >> Yes. >> Great. Moving on to policy 5280 duties and qualifications. So we everybody accept the changes presented but we had uh also a question about how does the district validate coaches knowledgeable regarding coaching principles. I think we kind of address that earlier so we're good except changes presented any other >> yeah sorry I might have put that in the same spot twice. >> No Heather [clears throat] had >> Oh you did great minds. Um five 300 schedules an employment year. Um, Greg asking if the nursing mother
149section should is supposed to be reiterated here. >> That I guess I should have said or should just be, you know, a reference >> instead of rearing the entire paragraph. is required to do that then it's fine. That should be >> reference it or something. >> I reference it to whatever policy it sort of >> came out of it. [laughter] >> Yeah, it's it's meant this is dropped in a few other policies and I'm like well why would we have it multiple places when we have it in one place then have them all reference that one place? >> Turn your your mic on. >> Oh. So my point was now that my microphone is on um should this uh should we just have um references to one policy where this statement is put or do
150we or are we required to put this uh uh in these multiple policies? I don't know off the top of my head. >> I think this one also talks about compensation whereas the other one just talked about >> No, it's the same wording from the previous section. >> The exact same. >> It's the exact same wording. Yeah, that's why I was >> I don't mind leaving the call out to name that specific need cuz sometimes it could be overlooked. >> Okay. I mean, I'm fine either way. I just >> normally we go for some amount of brevity. >> Yep. >> A very small amount of brevity. >> Probably. We'll just keep it in there. Okay. >> Yeah. >> All right. Moving on to accept changes presented policy 6. We're halfway through 620 school year calendar
151and day. Um I think we had another nothing. >> Same thing. >> You're good. >> Accept changes as presented. >> Okay, great. Um moving on to 6 column 40 curriculum development. Uh we have suggestion to add or designate after superintendent and uh we had some questions to the administration. Um I don't think Randy is yours. It answered mine because Heather asked the same question. Mine just was wordier. >> Nothing's addressed. So, we accept changes as presented with the one change. >> Yeah. >> Okay. Moving right along. Policy 6, curriculum content. Um then for board discussion under on page 52 item number 16 should this read career and technical education instead of vocational to match the earlier language we find there. >> It just looked like from reading that press document um that the terminology was
152changing from um career and technical instead of vocational but then it's listed as vocational in item 16. And if we wanted to keep the nomenclature the same, >> I I think we've tried to do be consistent in the past. So that's a great like a good catch. >> And Heather, you want some discussion? So I think we're all good with that change, right? For vocational. Before we go, Heather's Heather and you had some thoughts around online safety. We included I think earlier. Well, [clears throat] we have um let me see if I can track it down in the actual wording, but we currently have in there that we're doing online safety or cyber training. I'm not sure how it's per worded, but in K through 12. And that's being struck out in favor of now
153it's a legal requirement to do it in starting in grades three, grade 3 through 12 perhaps. Um, and so my question is, do we want to completely take out K through 12 for beginning that age appropriate instruction on online safety given that our students are using Chromebooks as early as kindergarten, starting to take them home around second and third grade. Um, I think the administration response was that it was informally in the curriculum or not informally. I don't exactly remember the wording, but in practice they begin instruction on this. And I don't know if we're beginning instruction on this because it's in policy and now we're taking that out. Should we leave it in? That's my question. >> Let me read this. I mean, I I kind of like I mean, third grade, they're eight
154years old. They know how to >> Google, right? I mean, I I like it. I mean, I support having it some level of online safety earlier, sooner than later. >> It just seems like the law says you're required starting at grades three, but we happen to do it earlier than grades three. So, I don't know if board policy should direct when we do it. I think board policy reflects when we're required to do it. But if we do more then, which is what we're doing, it's fine. Well, unless we want that to be the policy, like if we want to do more than what's required, >> when you put it in policy, then >> I mean, currently in policy number item six is in grades kindergarten through 12. And that now we're noting that that
155would just be through the 2027, the 2026 2027 school year. And then seven would kick in where we're saying now it's grades 3 through 8. and then 9 through 12 has a separate >> item. So, this is maybe a [cough] pet passion for me. So, we don't have to spend all night talking about it, of course. Um, but I do think that if we're already doing it in K through 12, there's in my opinion no harm in having a quick discussion about whether it wants to be we want it to be in policy that we do it earlier than grades three, even though third grade is when we're legally required to do it. Now, >> Heather, I would agree with you. I think there's a lot of 5-year-olds who are on the internet quite a
156bit. Um, and I think anything we can do to keep our kids safe is one of the most important things we do. I would support our policy. Um, aligning that down to kindergarten. I think if we do it, um, I would just add, they changed the wording a little bit and instead of just age appropriate, they put age and developmentally appropriate. And I think maybe adding that to the policy we had just so that it's consistent with that part of the law would be good. >> We might also >> but I support the earlier >> we we might also want to look back right at the it's page 51 the very first sentence um these are required by state statute or regulations as follows. So, um, again, we we'd probably have to specify although not
157required by state, we would if we're going to add K through. So, the state statute is changing or the regulations are changing in 2027. So if we if we want the earlier thing um or if we wanted to define that we would implement K through 3 that would not be in state statute. So we'd want to define that in the policy that although not required by state statute of regulations. So I mean that's >> so I think you're saying something like although the state statute states grades 3 through 12 are district but will will by policy have K through 12 age appropriate education something along that way >> and and do we do we need to get more admin input on something like that? I don't >> I don't know. I think it would be
158good to um talk to Jason and have them, you know, see if there's a reason why you wouldn't want it that way. Like >> especially for the elementary admin to weigh in on it. I mean, it it could come back for at second reading, we could make that decision, but um so I would think um we'd want >> Okay. So, what's >> I do find it interesting that they're also cutting it out after 8th grade. Like, not only are they >> So, that that's my followup point. It's >> 9 through 12 is split out. It appears in number 20 actually. >> Oh, way down there. Okay. >> Um because they add in media literacy as part of the requirement. And um that was one of my other comments was that um in number 20 the
159the piece the last sentence or two here um it requires a unit of instruction on media literacy and internet safety that includes but is not limited to and then it lists for the following topics. None of those following topics apply to actually internet safety. They're all media literacy. So my qu my comment was should we add like something in there D and topics on we don't need to specify what those are but that we're clear that it's not it should also have internet safety component versus just media literacy because >> this is the age group that is actually probably most >> in need of this instruction and so I want to make sure that that's explicit in our curriculum. But again, that's if you look at the press 15 below, it does delineate some of
160what should be included in the curriculum. So, it says in there that like if you it's what page is this on? 57. It's like right in the middle where it's pressed plus 15, which is what what was referenced in number 20. Um, and [clears throat] it talks about um like halfway through it should be age and developmentally appropriate for each grade. teach about harmful physical, emotional, and psychological effects with unhealthy use of the internet and social media. >> Um, and provide information on resources to report cyber bull bullying. So, it does have some elements of that internet safety. >> Copy and paste, put it right on there. I think those are great topics. That's what I felt like was missing from that section. It didn't really spell out what they meant by internet safety. It
161was focused on media literacy. If you look at five, it spells it out for um press plus five spells out it out for the earlier number six. >> Okay. >> So, it might be useful. I mean, it is cross-referred to the um the code or the statute just to cut and paste those sections and put them up with >> um for3. Yeah. And the >> Yep. I think that's >> is that is that >> Yeah, I think that would be helpful. I just I think it should be more explicit in the policy. >> So, if I was to relay this to Jason, you're saying take press plus five and cut and paste it and move it up. >> And sorry, and that one goes into number six. >> So, number five goes into number six.
162And then number 15 goes into 20. Press 15 goes into number 20 on the policy >> above. Yeah. >> Okay. Number 15 into number 20. >> They're linked there, too. It's linked in those numbers. So, >> perfect. >> We'll take care of it. >> Thanks. >> Jeez. [laughter] Not going there. All right. Um any other uh we had some uh questions through the administration. They've come back with answers on most of them. I think Kate I don't think reading through yours. See if we've are we offering I don't think we've got responses on your questions. >> Yeah. Just um and we can get that from Jason next time. Just I noticed in section one it was cursive instruction. Um I'm not sure if we're offering that like routinely and just how we're incorporating that into
163the curriculum. Um section 4 I noticed that they call out fentanyl um only um for let me just go scroll back up here. Um but uh the avoidance of drugs and alcohol and the dangers of fentanyl. Should it say fentanyl and other opioids? I mean, fentanyl is very dangerous, but it's not the only dangerous opioid. And I know they're saying drugs, and yes, that could cover them, but I just um I don't know if there's a reason why we want to call that one out, not call out opioids in general in addition to it. I'm not saying remove the word fentanyl, but maybe >> and other opioids or >> fentanyl and other opioids. Well, methods of opioid and substance abuse. It just it just feels funny that that one was called out solely. >> I
164always find interesting in some cases policy they call out something very specific or like when you see the list of topic it's they say oh you know these you know these topics um not you know not just what's included here but >> they give specific examples. >> Yeah. when they give specific examples is always I don't know >> I you know and I'm reading this again too which makes [clears throat] I feel like less sense but grades K through four developmentally appropriate discussion effective methods of prevention the dangers of opioids but then by the time you're grades 6 through 12 it's only the dangers of fentanyl they stay dangerous >> I would just say and other and other opioids >> okay I just want to make sure we >> I mean I think that's a
165good Yeah, good addition. >> All of it. And then what was my other um sections 14 and 15 just looking at what are the cadence? Um said the dangers of allergies must be taught and the properly administered CPR and a defibrillator. Um do we teach those in health class and do we need to call it out that those are covered in the required health class? cuz that I believe when we did the previous thing that's one of our required credits is they all take health. Are those done in health class and do we need to call out that those are done through the health class? >> That's your question. >> Yeah. Yeah. It's all listed there. Yeah. No different then. >> I think we got these a few hours ago. So Jason uh walk in
166care. So we'll get this for you next. >> Okay. And I I if I recall, I'd have to look back at the school improvement plan for allees, but I believe cursive was included in there, but we could check that too. >> I can say my second grader, my now third grader did cursive in second grade. He had a workbook. >> I'm pretty sure cuz I remember saying it's back now. So I >> it's because it was I I mean I have older kids. I know it was gone for a period of time and not being taught and now I see it in there. So [clears throat] it is back. I just want to confirm. I mean, I don't know if it was man mandated by the curriculum, but I definitely saw the cursive workbook coming
167home. >> Yeah. And then I know it used to be teacher discretion years ago, but I'm real dating myself with that one. So, >> no, no, I know what you mean. >> Yeah. >> All right. Any other discussion on 6 col 60? Okay. On to 61 190 or sorry, 6160 English learners. Um, we just had a couple questions to the administration. I don't see answers for these, but uh, >> we'll just ask administration. >> They can come back. >> Oh, you okay? I think Jen has a >> Oh, Jen, go ahead. No, I said if you let me know what the question is, I might be able to help. >> Yeah, the question is um have we applied for and received grant money for English learners and programs to serve them? >> And the second
168question is the information cited regularly shared with parents, guardians of English learners. >> The first question about the grant, >> you have to have a certain number of students in order to be eligible for it. Otherwise, you have to combine with other districts and we haven't had enough. This will be the first year that we need to determine if the sports work. >> Okay. >> Um, >> oh, your microphone >> that is due to >> your microphone. >> Is your microphone on? >> Oh, [laughter] >> that that does answer the question though. >> Okay. But yeah. Okay. So, >> okay. Thank you again. >> But we got the So, we got the answer. Thank you. >> So, yeah, we haven't had enough students in the past to be eligible for the grant, but I think
169this year we will. Um the intent to apply is in April. So um we'll have to decide if the money that because we just will barely make the threshold. So it won't be a very large grant. So we'll have to determine if the extra manh hours of the business department is worth all of the extra paperwork that we would get from >> however much it is. It's not much. And then the other question was about what notifying families. >> Yeah. Is the information cited regularly shared with parents, guardians of English learners? >> This says it's in reference to number eight. >> Number eight. Oh, so whenever a student is eligible for EL service, a letter goes home to them letting them know um like that initial screening lets them know your child, you know, was
170screened and this is where they scored and so they're eligible for service and the parents have to respond saying I don't want it otherwise their child gets it. And then that happens from that year on. They take the access test and depending on what they score on the access test, the parents receive a letter explaining what services the child will receive. Parents can always opt out, but if they don't opt out, then the student gets a service. >> Okay. Does it include how the program will um specifically help their child learn English and meet age appropriate academic achievement standards? >> Yeah, it has like a blanket statement on there. They're not individualized by students. to just individualize by your student's name, their grade, and what their scores were. The rest of it's a blanket statement.
171>> Okay. >> It probably follows this and so >> Okay. Thank you. >> My guess. >> Okay. So, with that, are we good to accept changes as presented then? >> Yes. >> Thank you, Mr. Law. Dr. Law. Um All right. All right. Moving on to uh six colon 260 complaints about curriculum instruction materials and programs. I think we've all had feedback to accept changes presented. Any discussion? >> Nope. >> Okay. Um next question is 61280 grading promotion. I think Randy you had some potential things you would like to discuss. >> You can decide now. [laughter] I don't know what I was referencing here actually. Hold on. I'm think I'm fine with this. I don't see anything wrong with it. >> I think I accidentally copied that into that square. [clears throat] All right. I think
172we had uh any other discussion then. >> Uh that's what's No, it's on the next one where I had the will vote >> because I had said something about the um on the next it's on the graduation requirements. It just had needed a correction. >> Okay. >> All right. All right. So, if there's no more discussion, 6 col 280 uh 61300 graduation requirements. I think we uh there needs to be a space between uh on and patriotism. >> Yeah. >> Lots of catches on that. [laughter] >> Everybody noticed that we were all over. >> I missed it, too. >> You caught a lot tonight. Don't worry. >> Okay. Yeah. >> That's why we're a team. [laughter] >> So, uh yeah. So on page 64, last paragraph, should and substitutions approved by building principles or designates
173be inserted after school code >> there. >> Since we changed that policy for the exceptions for or the substitutions, I I thought perhaps it's the policy is referenced on the bottom, but it just seems like it's also worth repeating the and substitution exceptions there. I'm okay with that, but >> I'm good with it. >> Uh, and then on page 64, is there an opportunity to keep methods of voting in our district specific policy? >> I was wondering about that also. So, I'm glad you called that out. Yeah, just um I think that's something that is, you know, they're still young and can be a source of confusion. We have students who while they're still with us at the high school are voting or able to vote legally for the first time. So just understanding how
174they can do that, what options they have. And I know that this is part of the the test um it is how I'm reading it an examination um on it. Um and I read the the press plus too also was I was surprised that the pledge of allegiance was removed. Um I don't know if that's something is this like a standardized test or do we have the option of putting those things back in especially the methods of voting I think there's um you know I think we say the pledge of allegiance regularly so the kids would know it um by then but you know the methods of voting I think just an important life skill >> that I'm not sure where else they would get that knowledge if we removed it. >> I'm good with
175keeping it. I like it. >> Yeah, I I'm good with keeping it, too. >> Okay, so I think this we accept changes with the suggested changes. They're in columns D& Okay, excellent. >> Um, moving on to the next four policies. >> Oh, I had one more on 67. I'm sorry, Dan. No, go Um, no. And this one was just, um, when I was reading through the PE requirements here, um, I noticed that in our other policy 6310, um, we have just a really well put together, um, exemption list for PE requirements. And I know it's a reference, but I just don't know if it needs to be called out more here because as they describe all the things about um fulfilling your PE requirements. It talks about um students with IEPs who need that time
176set aside. It may exempt them. Um but I don't know if we need to at the end of that paragraph say or students who meet like exemption standards in policy 6310. it just and I know it's a reference but it it it's not linking it to that they still need to graduate. So like a sentence in there that says that. >> Yeah, because if you look through it still says four units of physical education including one half unit of health education, but we do have I I know we spent time on that last year on 6 and 310 building that and having that good exemption list. So if you are exempt, you're not getting four units of PE. Correct. Um, and so we in here it calls out the IEP um, being a reason to
177not have four, but doesn't call out the exemption list we have in that other policy. >> I I think that's that kind of goes with what I was saying above, too. It's it's cross reference, but if we just simply add and substitutions um or and exemptions something something of that nature >> a few words that so same thing kind of we were going to add above. >> Um >> so you're saying >> nobody's going to >> like the substitutions listed in this policy or whatever the six colon blah blah blah. >> So like a student with a disability who has an AIP. >> Yeah, I think that's that's all fine and good. what's in there I think is fine. I just we you know it's just and um conveniently it's the next policy down. It's
178um about substitutions for required courses or do we need to say um maybe just as a whole separate line, you know, or who meet criteria for substitutions for um reg wording we have here? substitutions for required courses as outlined by policy 6310. >> I just know the gym piece has come up, >> right? >> And you're you're concentrating on that last paragraph. Am I correct? >> Yeah, that last paragraph. >> And that's the same thing that I had set up there. Um, so I would think um maybe we can just work on some wording. It's >> which paragraph is under the certification? >> It's the last paragraph of page 64. Last paragraph >> students with with IEPs students. >> Okay. So it be that first sentence unless exemptions are met. Oh, I may I mean
179unless otherwise exempted. >> Oh, yeah. >> Oh, with exemptions as cited in the school code of Illinois, you could just pay put like with the exemptions listed in policy blah blah blah blah blah. What? >> But they're really substitutions. They're not exemptions. So, um >> yeah, there you're right. They're substitutions cuz really people take like AP. >> That's true. That's true. Okay. >> Chemistry. >> Maybe that's why it's the way it is. >> She'll pass. So the first sentence if we just said shall successfully pass physical education or substitutions each semester and then the substitutions are listed in 6310. Would that >> Yeah. Should we put it should we put it there >> or approve sub substitute that should be the other factor and it's approved >> or approve substitutions in as outlined in policy
1806 310. Yeah, we can. We don't >> well generally cross refer to other sections within the context, but if they're listed below, but uh whatever you you are that's the same policy. So like it's listed in this policy right here. So as >> it's cross referenced in the bottom. Yeah. Or should we say or Pam, you just had really good wording or or >> well just substitutions also with the exceptions as citing uh or sub in what did I say >> and successfully pass physical education or approved substitutions each seme semester. >> Is it pass physical education or approved substitutions as described in policy 61 through10? >> I would just leave the policy. it's it's cross referred at the bottom. So I I mean that's just my thoughts. >> As long as the policy is
181in there somewhere as reference, I think that's great because that policy I felt was very thorough and um or so I like or approve substitutions, whatever Pam just said. I think I said should ads uh well in in my comments were should end substitutions approved by the building principal or designate um it be inserted before the school code of Illinois. So in that sentence, so >> you're saying have it up above, Pam. >> I Yeah, in that very Well, either way, but I I think it would flow better with that first sentence to be inserted in that first sentence. >> Yeah, that that makes sense because then it could just apply to everything. So with the exceptions and substitutions approved by the building principal or designate um and successfully pass physical each semester >> yeah
182something like that. So I guess it would be >> after after state after school code of Illinois. Just insert the and substitutions approved by the building principal or designate and pass physical education each semester. You can play we can play around with it if you want for second reading. >> Yeah. So I can just I'll just make sure I catch the essence of this. Basically change that first sent and say um all students with the exceptions as cited in in the school code of Illinois and substitutions approved by building principal or or designate dot dot dot. >> Yeah, I think that covers it. Yeah, cool. >> Thank you. >> All right. Anything else for move on to the next one? Okay. Uh the next four policies I think we've all replied except changes presented. So
183it's 6 col 310 high school credit for n [clears throat] district experiences core substitutions reentering students 6 col 38 315 high school credit for students in grade seven or eight. Policy 6 320 high school credit for proficiency and 7 col 10 equal educational opportunities. Any discussion on any of those four? >> No. >> All right. Okay. Move on to policy 7170. Agency and law enforcement requests. Uh consider adding or designates after superintendent in the last paragraph. Any objections to that? Okay. And then um we had some suggestions in 6 C is present during questioning up to the front of the sentence to clarify. So make reasonable efforts to ensure the students parent guardian is present during questioning or not and c if if pra practic practicable make reasonable efforts to ensure a trained law enforcement
184officer to promote safe interactions and communications with the student is present during questioning. I agree. His present looks it flows better. Is that what you were looking at, Heather? >> Yeah. Sorry, it took me a minute to catch up to where I was actually talking about it, but it [clears throat] already says this. It's just the It's around. It's kind of a >> Yeah. >> is present to promote. So, just move. >> Yeah. >> It's present during questioning to promote safe interactions. So, how do you want the language? >> Um, I think it would read, "If practicable, make reasonable efforts to ensure a trained law enforcement officer is present during questioning and then to promote safe interactions. Okay. Um, page 77, uh, press plus 7, does admin recommend that all the listed standards be included?
185And >> those those were admin questions. >> Yeah. Yeah. >> So, I think I would just move those over and get those for second reading. >> So, we'll make that change that one sentence and we'll have administration come back with more information on those questions. >> Yeah. Unless Yeah. Unless someone here. >> Okay. Attendant anything any other discussion of policy 7 col 70 attendance and truency uh with a question or discussion what is the process for grade 9 through 12 should that be added to policy and I think that should have probably been under questions for administration right discussion >> where was I wrote page 78 which is a reference list [clears throat] so I was writing it the right place >> that referred to that there was a plan in place to call after
186two hours if a student in grades eight or below were absent. >> Oh yes, that is that is the one. Um [clears throat] do we call I think I was just on the wrong page there. Yeah. So we have it for grades eight and below. Oh yeah, it's page 80. Um, if within 2 hours after the first class, if someone grades 9 through 12 is absent, shouldn't we be calling their parents as well, or do we not call once they get into high school? >> Oh, we do, apparently. That's what Jenna says. We call >> it goes out. >> Do you call what if the child is 18? Uh it still goes out to the parent or guardian who is listed parent. >> Okay. So then should we just train change that to or should
187we not even have grades in there? Right. Like parents of guardia have students after two hours in the first class they will be um without they'll be contacted. >> That's fine. I think it just added more to have students eight and under. >> Just to clarify because this is specifically a telephone call, not a notification. >> So >> that's true. >> Um, parent square would be just a notification, but this is suggesting that like >> grades 8 and below would get a phone call from a human to let them know. And so do we want to check with the administration if that's feasible for including 9 through 12 for a health? >> It is a phone call >> from parent square. >> Okay, never mind. >> It's a phone call through the system. So they
188do get they get a phone call, a text, and a >> Okay, fine. I got a call from a human, so I wasn't sure if it was different. [laughter] >> Oh, so yeah. So, we could change it then if they're all getting phone calls, then we can change it to have just remove >> remove the >> grade eight. >> Eight and under. >> Well, I'm glad we're calling everyone cuz I would still be worried if my >> Yeah. >> 10th grader wasn't at school. >> Okay. We'll change to include K12. >> Okay. Any other discussion on 7170? Okay. Moving on to 7 clone 180 prevention of and responsive bullying, intimidation, harassment. Um I think K just called out that AI section was an important addition uh for formatting. Um I think Heather indicated anonymous reporting
189page 84. >> I was so we looked at this in June 2025. Is that what this is saying? So for formatting the formatting one on page 84 it seems like anonymous reporting should be indented with complaint managers right >> oh tab anonymous reporting be in the same line with complaint manager >> I would think so otherwise it looks like a heading and then it goes to number four I think it's meant to be >> in there. >> Mhm. Um, and then I don't also um [clears throat] number 11 in this policy. Um, that's why I asked the question of where we were at in the review cycle. In June 2025, I was here, but I was fresh, so I can't be blamed for not remembering that we reviewed this. But I don't what I don't
190remember is because it talks about a specific process for when we review this the information that we should be looking at because we're not reviewing the policy but it's suggesting that we should be reviewing the effectiveness of the policy and receiving some data. And so my question was whether this is something that we've looked at recently in terms of the frequency of victimization types of bullying where areas in the school where bullying is occurring. Those are the things that are specifically called out in this policy. So that was my question. like you're thinking like a presentation for a future board meeting just for awareness >> or if it's just I I'm not I'm not really sure how this is traditionally done. Apparently, we just did it. But the I guess what I'm saying is on
191page 86 there is a process that's specifically spelled out for how we review the effectiveness of this policy. My question is whether we've recently done that or not. That's the [clears throat] question I had I think in June when we reviewed the policies was what approach did we want to take and so maybe we should talk about that at a future that should be our topic of discussion for a future board meeting is how are we when we're under our two or fiveyear reviews what's our process because I was very confused in June um >> what's the data we're getting >> how do we know if there's a concern if we haven't talked about it before and so maybe devel developing a process. Um, I would welcome that if that's what you mean like how
192are we approaching this? >> I do that is what I mean and I think that's probably true for all policies and I think at the time I remember that conversation was like well during the policy review we can ask questions about how the how we're doing this in the district. >> This one was a little called out specifically to me that I think state law requires us to evaluate the effectiveness through the policy that's defined in or the process that's defined in this policy. So I just I don't know if those are two separate conversations. >> I think they might be and I think we that both of them are good agreements. >> So so future board meeting to discuss if these review if if we'll have a data on bullying etc to understand the
193effectiveness of this policy basically. >> Okay great. Pam's got it. All right. Any other discussion on 7180? >> Okay. Yes, we accept the changes presented with the addition of tabbing to align the analysis reporting with complaint managers and then the future board meeting. Okay. Uh 71 190 uh behavior there was a question to the administration. I think Pam did you answer satisfactory? >> Yeah, I I I think so. I mostly brought it up because I noticed it was one in one of the principal newsletters. there was a reminder to parents about um cell phones uh their you their ch their child using cell phones. So um I think they're they're continuing to examine it. So that's that's the answer. >> Okay. >> I mean that's a suitable answer. >> Okay. Accept changes as presented. >>
194Okay. Moving on to policy 7 290 suicide and depression awareness prevention. Pam, you had a question to the administration. They've answered it. >> There we good. >> Yeah. Okay, we accept any other discussion. >> Um, I'm fine with all the changes in the content. Just what Heather shared earlier kind of sparked my thoughts when I read through that policy. May maybe some of the plans and different stuff if we're going to do the like a presentation or some information on bullying, maybe we could bring some of the uh work that they said that we're supposed to have this strategic plan um to that meeting things just so we can have more knowledge on what I feel like the two are kind of linked. whi which which is that then >> on the uh suicide and
195depression they just talked about like we'll have a plan and re review it and I think that's just for the district to do but if we're bringing back a bullying some additional information which I think is a great idea just maybe we could just do the whole thing al together >> okay and just so I can highlight it for the which which number or which bullet on page 97 >> uh 729 9. >> So just the suicide and depression awareness and preventive programming and then >> what is the programming? What are the stats for that? Do we have any issues? >> Yeah. >> What's our >> you want to and the prevention program? Yeah. >> Is what it is. It's the first sentence. Okay. [clears throat] >> Yes. >> Okay. >> Anything else on 7
196col 290? 7 col 310 restriction on publications elementary schools and you had a question uh um was answered since veterary >> I I was writing this down sorry which one are you on on 7315 >> uh 310 >> 310 yeah that was >> okay great do any other discussion on that >> except changes as presented and then 7 315 restrictions on publications questions high schools. Um I think Pam, you had some questions, but I don't see a response from administration. >> Yeah. Can can I go back to 7310? >> Um the only reason I brought that up um is a second students. It may be only to address students, but it's um social media postings. It it addresses students. But there's certainly been, in fact, there was a summary in the in the trip today
197of an incident that went on in one of the northern suburbs where a staff member was involved in posting something and it became um, you know, a longstanding legal matter. I I just thought it was a good reminder for staff members or good opportunity to also remind staff members um not to post anything on social media that could be disruptive to the school environment. I know that particular school has a very detailed >> um restriction on staff postings, but you know I don't I don't see it anywhere else. So that's the only reason I asked and and if we're interested didn't see it's not listed in any other policies like >> see it under the media stuff. Okay. >> Yeah. Um [clears throat] I mean it's up to you. It's it's fine. Um >> but
198it's it's more as a as a caution as a safeguard. >> Pam, did you want to look at policy 5125 at another? >> Yeah. And I I I have but that's we can also pull that one up. I was just yeah that might >> and 5125 whether I I guess that's what you're saying is whether we should expand that because it's their 5125 that is expanded in great detail. So I mean we could at a future meeting also review that policy. >> Okay. >> All right. So accept changes but look at policy 5 col25 >> in the future. Okay. Anything else? Get back to 7 col 315. Um I think administration didn't reply to you. So administration will address the questions in second reading. Sounds good. All right. The next two uh 7 col 340
199student records 8:30 visitors to and conduct on school property. Uh everyone respond except changes presented. Any discussion on those two? >> No. >> All right. Except changes is presented and we are done. >> Okay. And then under under 7315, that last one, that's where it in again it's a reference to including staff member. So maybe instead we're going to tie that in with 5125. So they don't the answer above also address that answer. >> Okay. So do you want to >> No, >> except uh changes as presented with 7315. >> Yeah, sure. Sure. I just wanted to point that out. This it's the same question. And it's [clears throat] the same answer and we're actually >> okay >> going to tie try to tie it in with the other. >> All righty. >> Thank you
200everyone. >> Okay. Very good. All right. Thank you, Dion. Thank you all. This brings us to 7 uh D which is freedom of information requests which were in the file or in our packet rather. and 7E public comment followup. We had none last month for followup. So 7F is our superintendence report based on it being near 10:30. I know we've had a lot of great presentations. So included in your board information tonight is the written report. Please let me know if you have any questions. >> Anybody have any questions or highlights? Okay. Um then 8 is our committee reports. Um 8A facility master planning did not meet. Uh 8B finance um finance met at 6:45 in this very room. We uh took a little bit more time than we normally do, but it was an
201important topic of the tenative levy uh for this year. >> Thank you. And policy. Uh we also met in this very room in this very meeting and went over 37 exciting policies. >> Okay. And we'll be bringing that back for second readings. So vision 202 uh which is item D did not meet agenda item 9 board representative reports um all of those listed which is home and school ISB uh 9C intergovernmental 9D lend um and 9E uh Lyall Education Foundation as well as 9F SAS did not meet um so it brings us to item 10, which is agenda items for future board meetings. We have two policy ones, but I also wanted to mention um it was brought up that our December meeting is on dis on a Tuesday because uh we move it up
202a week and that conflicts with um uh Lyall Junior High Band and Coral uh presentation. Uh would we be interested in perhaps changing that to Wednesday so it would go from Tuesday to Wednesday or would that be a conflict? >> It would be December 17th. Um >> I do have a conflict on that night. >> Um a similar coral concert but it is at a different school. >> Okay. Okay. I mean, I I I have a junior high student, so if I'm the only one impacted, I can keep the meeting >> and or the same if you move it to I might I actually probably could make it to the board meeting and just not make it to finance. If you move it to the Wednesday, >> I I leave it up to all of
203you to >> I would have to miss finance too probably, >> but otherwise I could do the 17th of >> I can do either, Pam. Okay, Heather, you makes no difference. >> No difference, >> right? >> Okay, so both you you I mean it wouldn't conflict with getting back in time. >> I think I think I can make it by 7:30. I just may have to drive separately, but I think I can make it by 7:30. I just would not I know I would not make finance. >> Okay. Oh, Greg, that's a um Dr. Philippia, do you have any um There were no issues, I guess, with moving it to Wednesday, so we could do that. Um and you'll be here. I hate to do it. >> I'll rearrange my I can move it. >>
204Okay. All right. We will plan to move the meeting then to the the 17th and um if something changes with yours, let me know. Okay. So that that is a that was a future agenda a future board meeting topic actually. So the other agenda items that I had was pardon me >> if if there is an issue if we move could it be moved to 7:45 to give that additional leeway. [clears throat] >> I mean is it okay if I come late like to the if I I'll drive as fast as I can but I just I might be like >> I think if there's the lovey boat that's the yeah big thing. So, I'd rather have you 15 minutes and you drive safely. >> Yeah. >> And >> Yeah. I mean, that would that
205would work fine. Um I I probably Yeah. I'm just trying to think of the timing. I think >> I should be able to make it by 7:30, 7:45. >> Okay. Would >> Dr. Philippiac, would that be a problem with admin for 7:45? >> No. >> Okay. Thank you. We'll plan on that then December uh Wednesday, December 17th at 7:45 to try to accommodate everybody. Great. Okay. Um the others are seven uh we're going to review policies 7180 and 7290 as far as the required presentations or or requirements. 7180 is a requirements in item 11 and then 7290 is a prevention program just an overview for at a future board meeting and it doesn't have to be December um it can be one of the future ones and also um we'll look at board policy 5125
206as a future agenda item and again those don't have to be we could do that after the first of the year right >> okay >> we'll see how heavy the uh December meeting is and if possible we'll try and cover it then. >> Okay, very good. Anybody else have any >> I did uh also under other items wanted to show appreciation. It is board appreciation month for the month of November and so um people probably don't realize just how many hours it put into and reading the board packets and being prepared and then nights like tonight being able to have the conversations you do to make sure that we've got the direction that we need. So, thank you so much for all those countless hours and I know it's an unpaid position and you do
207it out of your love for the community and wanting to make a difference in the lives of the kids here and so we really appreciate your time and effort. >> Well, thank you. It's a it's a good board to be on. Right. All right. That will bring us now then to um item 11 which is I will entertain a motion to adjurnn to close session for the purpose of discussing the appointment performance discipline compensation or dismissal of employees student matter impending litigation. >> So moved second. >> Okay. Could we got him? >> Yeah. >> Okay. So I need a roll call for that. Okay. Um Mr. Nichler >> I >> Mr. Helderly >> I >> Miss Foster >> I >> Miss Novasel >> Miss Dino >> I >> Miss Simsesai and Miss Alman >> I
208thank you. We will adjourn to close session at 10:26. >> Thank you.