001Good evening. It is 7:30 p.m. August 25th, 2025, and I would like to call to order the meeting of the Lyall Community Unit School District 202 Board of Education. Miss Sims is unable to be with us this evening. So I would like to make a motion to appoint Mr. Negler as secretary prom. And um I'll we don't need a second on that. But I will ask um for just a voice vote. All in favor? >> I >> and those opposed. Okay. Mr. Naggler, if you could please do a roll call. >> Miss Alman >> I. >> Miss D. Dominico >> I. Miss Foster. >> I >> Miss Mr. Helderly. >> Hi. >> Uh, Mr. Niggler is here. Miss Novaso, >> hi. >> And Miss Sims is not present. >> Okay. Thank you. If we could
002please rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Next is the Lyall 202 mission statement which 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. Item four is public comment and I don't think we have any public comment. Was there anything online? >> There was not. >> Okay. Thank you. Which brings us to item five, which is our action items for consent. Um, did anybody before I go through, did anybody have any items they wanted to pull from consent? Okay. If not, I will entertain a motion
003to approve item 5A, consent agenda. 5A1, board meeting minutes. 5A2, payroll pay orders. 53, vendor pay orders. 54, personnel. 5 A4A certified employment. 5 A4B certified resignation. 5 A4 C classified employment. 5 A4 D classified resignation. 5 A4E extraduty employment. And 5 A4F extra duty resignation. May I have a motion? >> So moved. >> Second. >> Okay. So that's um >> roll call vote. Yes. Well, we Miss Foster was uh >> Yeah, must Foster. Yes. >> Okay. So, >> all right. So, Miss Foster, >> I >> Mr. Helderly, >> I. >> Miss D. Dominico, >> I >> Miss Alman >> I. >> Mr. Angler's an I and Miss Novaso. >> I Okay, thank you. It's a good roll. 5B is our board policies press 119. And I'll turn that over to you, Mr. Helderly. >>
004All right. I think in the board packet you'll have the the meeting notes appended from last uh month's meeting. I think we just had two that we want to bring back for some discussion. Um as uh Miss Dominico was researching she was looking at our press online. I think it's something we've not really discussed in the past. um is that press has sort of a their copy online and then we have our own we'll call local version and then as we go through changes and now Jason will take those changes and apply either the new recommendations from press plus our feedback and create that and we historically we've just started with our own local copy and then did that um so just sort of highlighting to everybody there's another part of this we've probably never
005seen I think probably Lyndon all these years has has been doing that for us. But since it was brought up, u we included in the press packet the two uh policies that where uh Apolla noticed the differences there that we had that was 790 and also down below 810. So I think with that is there anything else we want to discuss on those two policies or just accept the changes as as discussed? some there's some ideas in there that over time >> we just have never >> that was 790 and >> 790 and 8110. >> Okay. >> So start with 790. Is there anything else we want to discuss for that? I know last meeting Paul you're at a disadvantage with some remote with some electronic challenges. So >> yes I kept trying to like
006un unmute. Um yes. Um when I was looking at the difference between what we had and the publish, there wasn't much in almost every policy. We were pretty um similar in the five-year review except for 790 when it came to allowing high school students to be released to vote and not having that voting um having the voting count as an excused absence. And so I was just curious if that was something others wanted to see as part of our policy. And then I just noted there that there's a couple places that we'd have to update if that is the direction that we wanted to go. >> Is that the practice now for voting they are excused? I'm >> or I'm not aware. I can look into that, but I do think with mail-in voting it
007it's much easier. I I think most I shouldn't say most many people take advantage of the mailin opportunity, but I'm not aware of any students being absent due to voting. If I'm familiar with Lyall polling places, I think we're open >> 7 till se seven. Yeah. So, it's longer than the school day and I know there's work and stuff, but there should be enough time. Um I know it's right the police department is one of our Lyall polling centers which is right next to the high school. So, you could probably walk over in 5 minutes. >> I I would agree. I you know if the poll if it was different poll time >> Yeah. or location. But um that I think allows students to vote >> and often the police the polling station is the
008police department which is on its way right next to the high school. I would say the only thing is I think we have to say is that there's after school activities that there'll be some flexibility with the coaches and sponsors to allow students to go vote and then come back to the their activity. So which allows enough flexibility but we don't need I don't think we need that in policy. I think just >> and I think it's probably put in there because there are schools where it's they're not coll-located or there is a distance. I I tried to do look back and you know the um the press plus item about looking at the press online. This is the first time 119 is the first time it's been in there. I looked back on well
009I went back to press 115 and all the way back it was not in there before. So, I I just wonder cuz there is an online version. If you go on to theb.com site, there is an online version. And I wonder if this that's to accommodate schools that might not have um a website version. I don't I don't know why that is or why it came. I can certainly call our ISB rep to ask um if we want to know that, but I think that's it. It it just seems strange that all of a sudden we were looking at that. Um, so if you want more clarification, I I can sure ask Arana. >> I'm curious because when I was looking at the directions, um, and and like in full disclosure, the last time we
010did the five-year review was like my second meeting, so I was like not really sure what was happening. Um, but in the review this last time, I was just like I saw that there were directions to refer to. Um, so clarification would be great if you could when you can not. >> Okay. Glad to like tomorrow, but yeah. >> Thank you. Okay. And I'll just email that out. But I'm fine with not including the voting if that was >> I'm I'm good. Which basically we'll just say accept changes as recommended, which is what's in the packet tonight. Excellent. >> Okay. [Music] >> That was a good catch though, Paula. >> Excellent. >> Thank you. learn something new every meeting. So, >> very thorough. Uh, >> anything on 8 col 110 was similar. We had a
011severion there. Um, I think we're looking at having this sentence. The school board is interested in receiving suggestions and concerns from members of the community. So, bring that up. Do we want to add that or >> that was it was such a small change. I just when I saw it, I thought sometimes people are not sure if a comment is welcome or or seen as like a burden or, you know, extending a meeting unnecessarily or something, you know. So, I think if we want the community in, I think being as explicit as possible is a good move. And it's and it's the one line that I saw that was different. We had something similar to invite, but just changing the language ever so slightly um to call out the encouragement of it. but open to
012others thoughts. >> I'm okay with the addition, but I can go either way. I don't have a strong opinion really. >> I don't know. It sounds um you know, like more uh positive toward the community and communication. So, I don't see any reason not to include it. That is >> Yeah, I would agree. Anything that makes it more inviting is a good thing. Mhm. >> I agree. >> Yeah. And I think we we talked about that at the last meeting, too. So, >> okay. >> Agreed. >> So, we'll add that sentence. >> Anything else on >> Not on those two, but um Miss Sims sent in a a comment and asked if we could look at the first sentence of policy to uh colon 120. That's page three of the policy. And there is an
013extra the in the second paragraph first sentence. So I think we deleted part of it. We just need to take out that the the the after it. If you can see it's on page three. >> Yeah. Just >> 2.10. >> 2 one20. >> Oh, one two. >> So second reading if you just go down to page three. a double dow. >> It was It was a a double vow. >> Yep. We can make that adjustment. Okay. >> Okay. Great. Thanks. That that was her. I think everything else was >> Okay. Very good. >> Incorporated. Okay. >> All right. Then there's no other discussion. >> I think we probably Let's see. Um, trying to see if there's a motion that we need to make on that, which there usually is. Let me get back in there.
014Um, well, okay. I think we do need to I'll entertain a motion that the board of education approve the policies and press um with with the amendment this evening as presented. >> So I think >> so so moved. >> Okay. >> Second. >> So that's Mr. Helderly and Miss Foster. >> And we can do we can if you would like to do a roll call, Mr. Negler, that would be great. >> I don't see why not. >> Okay. >> Mr. Helley. I >> Miss Foster. >> I >> Miss Novacel. >> I >> Mr. Naggler is an I. Uh Miss D. Dominico. >> I >> Miss Alman. >> I. >> Thank you. Brings us to item six, which is our financial information. Let me go through here. Uh 6A is a financial report. 6B is a
015treasures report. Um those are presented in our packet. There were no comments ahead of time. Does are we in agreement with those? Okay. Okay. Then the board acknowledges receipt of the following reports. That is the financial report 202507 and the treasures report 202507 leads us to item seven which is our discussion items and 7A the summary of areas of focus for district buildings for the current school year and the top areas of focus are attached. So >> just to give some new board members perspective as to the history of this document, we generally have our school improvement plans in the months of September, October. Sometimes if the state was a little bit later in getting us the results, it was October, November. And so the board had said we'd kind of like to get an
016idea of kind of what are the big things you're focusing on just kind of a foreshadowing as to what you'll talk about in your school improvement plan. And so uh this document isn't something we go through at the building levels. This is more to give you an idea that this isn't the only things they're working on, but this is kind of the heavy lifts that they're seeing for the upcoming year. And so if some of you have had some questions about the items listed here, I'm passing those along to the schools just to make sure that they uh in turn will be able to focus on that during their presentations. Tenatively, we're scheduled to have the elementary and junior high in September and then the high school in October. last. Uh it was actually usually
017the high school that would go first, but I think the board liked the flow of the elementary and the high school. The only challenge is with the new cut score with IR, we're not quite sure when we're going to get those final numbers and so we may get them in the next few days, but if not, I'll go back to the more traditional flipping it where the high school will have their presentation in the month of September. And then we'll have the elementary and junior high in October after they have their IR cut score final results. I do spend a little bit of time though talking about at the district level and the things that we're going to be focusing on. Um this isn't an all-inclusive list, but when we talked about the amount of
018time and energy that we're probably going to spend in the next year, these are the ones that really stood out. Um first and foremost, and we've talked about this already a little bit tonight, is just the financial plan. Traditionally, we've been about $2 million in the black on average over the last decade or so. And we're seeing some of the numbers really creep up on us. And so, we have a balanced budget, as we said, for this year, but we want to make sure we're proactive this year, making sure for the next two or three years that we can bring you a balanced budget. And so, um, we're going to be digging into those. We have, uh, every two weeks we're meeting and starting to dig into what we can change here, what happened here,
019what can we control, what can we control. somewhat limited in the amount of revenue we can generate, but if you recall, we waved uh student fees for the last few years because financially we could afford to. Those are the types of things maybe we'll be able to bring back, but we're going to do everything we can to really try and minimize the impact on students. And so, very early stages, but we'd like to have some things to you by the end of this calendar year so you can start to think through, help us make some decisions. And I said earlier, at some point, maybe we'll involve the community, too. if it's an eitheror type of decision similar to a vision 202 communication. In addition to that, uh, as you know, we got the vision 202
020feedback from last spring and so we're rolling out some of that type of recommendations that we've got, analyzing them, see what we can realistically do. So that um, definitely the things we've heard to be able to improve uh, in this current school year. We would like to also have two new vision 202s this year. Um, if you recall at the high school, we had wanted to have one last year just talking to students. Um, with having a new principal and assistant principal for curriculum instruction, it was just didn't really sink in with what they needed to get done. But they are scheduled for September of this year. Uh, I do believe they've randomly picked about 20 students and it's going to be having conversations. What's working? What's not working? What would you like to see
021differently? What what um what do you value most in what we do? And so those types of conversations very much open-ended to try and get some feedback in terms of what students like, dislike, and would like to see differently done at their high school. I do think, and I struggled with this a little bit, but I do think we can find a way of doing this to have similar types of conversation with the elementary students. I don't know exactly what that will look like yet, but I don't want to lose their voice in that. And so even if it's targeted very much in the fifth grade/4th grade area, uh I would love to hear from them as to how they view their school experience. What do they like most? What would like they like to
022see different just to make sure that we've talked to the junior high, we've talked to the parents, we're talking to the high school. I don't want to include um our early learners in that conversation. One of the passion projects that has been ongoing over the years is I do feel like I'm frustrated the amount of data that we get versus data that we use. And so, um, not to dig too deep in the weeds, we'll present a little bit more in the future, but I I feel like students get a grade, maybe it's a B. Students get their feedback from I Ready. What does that tell us? Does a student do really well locally, but then really bad on that? Um, or do they do well in both? And then we get the I A
023score and we're like, whoa, you blew it. And so just trying to figure out how those three correlate because I feel like students perspective particularly when you get to the junior and high school years. Um it's more about that local grade. But I do feel like we should be able to develop something that says if a student gets a B or better in a course and they got this certain core or score on I Ready, there's a 95% chance they're going to meet at I AR. like there should be some sort of things like that so that even though we don't know what the question will be on I AR we can have a certain level of confidence that if you have a B or an A uh and you score a certain number on
024I A I'm sorry I ready that it's a pretty good predictor and so Tor and Meredith did a lot of work with it last year I had hoped to be able to share something with you I think it's halfbaked at this point but really trying to find those correlations I think is what we want to be able to not only to the staff and the students but also to you to be able to show that those dots connect. In addition to that, I feel like as much as I hate to draw the line, but there's students who meet and there students who don't meet and I'm trying to get my head around are the students who don't meet close to meeting or are they very far from meeting. And so that's more information we're trying
025to work with to get a feel for. We often call them bubble kids. or they just need to get over that line, but then how many bubble kids made it over that line and I'm fearful that they'll back track a little bit and not be above that line. And so trying to figure out that work. The only real difficulty in that this time around is the cut score has been changed. And my fear is, of course, I would hope we're going to do better with the new cut score, but then I also don't want to misconstrue that to mean, oh, we're doing so much better because look, we went from 45% to 60% meeting. Same kids, same result, same answers. Did we just lower our expectations? And so, we really want to dig into what
026that line is, but we also want to look within that line. how many students were right at that line just above or below to see if we can really do some targets so that moving forward it isn't a 50/50 chance of being above or below. >> Keith on on that if I remember the graphs it's always like a red, yellow, green bar chart. >> Yeah, there's does not meet approaching met exceeds. I think I may even be missing one of the five categories. Yeah. I think there's and so you look at if it was just the let's say the three for discussion sake, you look at the ones at the top of the yellow that are almost in the green, right? >> Yes. And I I do feel like and I've said in a lot
027of these meetings, we have great conversations about those students that are really struggling and I think the teams pulled together to really have some targeted and instruction for them and oftentimes interventions. But I do feel like there's this group of kids that are just below that we don't spend as much time talking about. And so that's where I want to find out who they are, why they didn't get above the line, and see if there's some things we can do for those students, too. >> Yeah. Would it make sense to also do the ones that are just at the top of the red and almost a yellow? Like it'd be interesting cuz, >> you know, in an unlimited amount of time, that would be great. But I do feel like starting right at that line
028to get you above that line is our next step. And once we find success there, then we can look at seeing, okay, instead of green, now going to whatever that next level is where we want to be. >> Okay. Expand the use of artificial intelligence. I I hate to fall into this, but I feel like if we don't keep talking about it, leaning into it, we're going to fall behind. Students will continue to pull further and further away. We'll see other school districts maybe find some like wonderful thing that we've missed out on. And so, um, it will be continual part of our professional development. We have not only Vinnie now from the junior high, but also have Nick from the high school and they're going to be doing a lot of PDAs getting in
029the classrooms trying to find out what we want to accomplish. And so, Vinnie did a little bit of a presentation of what we're doing and but I do feel like we've only dipped our toe into what that type of artificial intelligence can do to improve instruction. So, that will be a major focus, I think, districtwide. And then finally, um, just recently, the, uh, evaluation system has changed. Usually 30% or historically 30% of a teacher's evaluation was based on student growth. Some districts have very quickly eliminated it. I can't speak for those districts, but I do think we have to have some conversations with you as a board, with the staff, and figure out what are the pros and cons. And so, I think one of the questions is, is this a good thing? I don't
030know yet. I do think we have to have some conversations as to what are the pros and cons because I do think theoretically we all want students to grow. Theoretically um having that be part of your evaluation is important. I just don't know how it's currently designed whether it's as impactful as we really feel it should be because for example at the junior high it's an all-in and so they calculate it buildingwide and that's the number for everyone. it isn't specific to a classroom, specific to a student. And so, um, I want there to be learning. I want to there to be improvement instruction. I just don't know including this in the evaluation helps or hinders those types of conversations and the end results. So, um, sometimes you already have the answer and you want
031to lean towards the answer or work towards that answer. A lot of these I don't have the answer yet, but I want to let you know at the start of the year, this is what we're going to be spending a lot of time and energy Just to clarify with that though, which um I know it's being removed from the evaluation system, but whatever >> no longer required. >> It's no longer required, but just evaluations aside, um the whatever process we use to obtain that data, the testing is that still exists. So we could still if we decide we want to monitor it in a different way for student growth in the future, it's available. The data is still available. >> Yes, it's still available and and it didn't change for administrators. Uh for the principles
032it's still 30% of their evaluation. This is only for teachers. >> Okay. All right. Thank you for >> the data. It will definitely still be available. >> Perfect. >> And still be something we will bring to you for the school improvement plans. >> Perfect. Any questions on the areas of focus? Any additional? And again, when we get to this individual schools, they'll really dig in and and this is just the tip of the iceberg and the things that they're working on. >> And I think you you probably welcome if we have additional things that uh you know, we've listed out several items to that we are hopeful that will be covered in their school improvement plans, but if we send them in in advance, that's always helpful. >> Yeah. Yeah. The earlier the better, but
033I think there was already a variety of ones from this meeting. I think I got some during my evaluation. And so I will share all of that. And if you look at last year's and you go, I really like to see more of or I really didn't get a lot of value out of, anything you can share sooner rather than later would be great. And I I did want to point out one of the comments we got for this month about the format and the importance of let's not forget what we said last year. And I think for the last at least five maybe six school improvement plans, we start with all right, let's go back in time. This is what we said we were going to do a year ago. This is what actually
034happened. These were the results. this is our plan for the new year. So, I I do think we follow that format. Um, but again, any suggestions you have, um, they're already a little bit on the long side, but if there are other things that we can either get as part of that plan or as a supplement to that plan, please let us know in advance if possible. >> Yeah, I think that format's been consistently helpful um because we know where what they're aiming for and what what they achieve. So, good. Anything else on that item? We'll be hearing lots more. So, thank you very much. Um, our next is item 7B, which is the enrollment per building, grade level, and course. Several attachment, seven attachments to that. >> I didn't want to give too much
035information, but found once you start to dig into it, it's hard not to. And so, um, I did include, uh, a number of reports in terms of, I'm just quickly getting to that on my A was just looking at the student enrollment. B, looked at the individual buildings. C, looked at class sizes. D, specifically, you could see at the junior high level per course, how many students were in it. Um, I'm sorry, that was the average class sizes. E and F were the junior high and high school. we could actually see what those numbers look like. I did have a question where there was something called high school placeholder at the junior high. I think we have about four students that start their day at the high school for advanced math and then they come
036to the junior high. So that was that information. I did get some questions about I'm paraphrasing here. Those numbers look kind of low, but in some cases, those are probably interventions where a teacher's only with three or four students or that might be an ELLL group, very small. It might actually be a special ed group where you would expect um in the so-called somewhat self-contained, there only be to three kids. And so there's nothing wrong in any of this, but I didn't want to take the time to pull all of that out until I found out exactly what you wanted because as pretty as this might look, I think we're looking at a three-hour project. Uh I can't be h I I miss Nancy greatly, our data person, but Amy has been incredible. She knows
037her stuff and in a very short period of time has built the relationships and I haven't been able to stump her yet. So, she's been amazing, but she gives me these spreadsheets and then I try and make them more user friendly. And so, um, I I would welcome the opportunity today to learn more of what you would want from these reports. Perhaps I can integrate that into future ones, but I didn't want to put it too much work into it tonight only to find out there was additional things. I'd like to do the project just one more time. So, questions about the data I shared and what would you like to see next month? I liked all the sheets. I like the color coding to, you know, kind of focus on where like looking at
038the class sizes and we you had this, you know, prior meetings where you got the ranges of why what makes the colors. So, I thought I could go through pretty quickly the, you know, of of junior high and high school for the class sizes. You know, I asked I did ask like what there seems to be a trend here that the small a lot of lot of the smaller ones were like for students that need extra assistance. And >> so if you see words like exploring that I'll use the word tutoring but it's uh intervention but that's just a small group. When you see the word like resource that means special ed. when you see uh there was a specific question about um eight and nine um the study halls, those again are special ed.
039So when you see those really small numbers, they're usually less than 10. More times than not, those are special ed. We had some courses that were less than 10. I think I saw like a family consumer science one that had like nine kids. Art usually is a little bit low because students have to make choices, but um a lot of them are specialed. But I looked at as a positive thing. Those students need the most help. You can't have a classroom, I would think, of 20. That wouldn't be effective. And so they have to be small. So I think we're we're providing the good services to those students that need the most assistance. So that's that those are things that are popping out of the numbers going, "Well, if I knew those yellow ones were
040like this category, I said those make sense. We we were doing the right thing by those students." My question was just if we could designate or identify uh which of those smallers pertain to special needs or additional help. Um I I know we we talked I can remember last year's report we did we did it but just maybe if it's an asterric I mean I remembered exploring classes and and some of the resources but if we could just annotate it some ways that >> okay so I can add uh to the report an asterctric or something to that effect if it's special ed in the description >> um or if you grouped them >> all you know said alphabetical if you grouped them by that then you can see all the special ed ones together
041and you'll see all the yellows, but then outside that part of the listing, we see a lot of greens or not highlighted. >> I kind of like them with the grade level though, the way they're broken out by grade. Anyways, that's that's the only but >> just whatever way it works, you know. >> And then I would like to draw your attention though to which one is it? Schedule C. This is the one where we have the elementary class sizes. If I thought it through more, I'd call it up on your screen, but this is the one where it it has a minimum, low, target, high, max per grade. And so, um, I'm proud to share that a lot of moving parts in the summer, but with the help of a lot of people in
042this room and outside of this room, we've nailed every class being in the green. And in fact, a couple of classes, third and fourth grade, are slightly less than green by a student or two. So, I think we're in a really good shape. The point of the story, though, is time and time again when I show this to other school districts or people who used to work at other school districts come work here, our green is our green. The world's green is that yellow. Like what we call high, you go any other place, that's their target. And so I'm proud that we've financially been able to do this. I appreciate that parents time and time again say that's what they value. Um the board has been incredibly supportive, but that target is low. And so
043if at some point we're having to make cuts, you know, this might be one of those areas that hopefully will be last to be touched, but this this is not a national norm. This is not a state norm. This is a Lyle and why people come to Lyall. But these numbers are low >> at the elementary level and at the high school level time and time again when I talk to peers and they find out that when you're big like some of our neighbors, you can set thresholds that if there's not at least 25 kids in a course, we're not getting going to have that course. That's their decision. I'm not saying it's a wrong decision, but very few courses at the high school and at the junior high have those types of numbers. And
044so we've been able to offer some incredible courses here, but it comes at a cost when you have some of these lower class sizes. And again, I'm not trying to scare anybody. I'm not proposing any eliminations, but these are the types of things that have probably been able to done in the past. I'm just not sure how much in the future we're going to be able to afford doing that. But no decisions today. We're going to work through the process. But a lot of these numbers is why what we spend per student is more expensive than a lot of our peers. >> The No, it's very helpful. Um the only layout that changes is when you're looking at schedule A is how a cohort or a class of goes. So if you look at the
045the current 9th graders, two years ago they had 103 students. This year they have 114. And so they went up 11. When you look at class the fifth grade, so class of 2033, they've gone up eight. The fourth graders, they actually in the last two years went down eight. So those offset. What's interesting is for those grades that we talk about the bubble, but you look at like a class like the the ninth graders, what happens if they go up again, you know, by, you know, by a few more. In other words, we have some other factors in the the cohorts changing over time. Would you also be interesting to take that back from when they started at Ly was at 114 but maybe they started at 90 or they started at 114 which means
046the fluctuations just went up and down as that cohort went through of of students leaving and arriving to the I'm not sure that's interesting to the rest of the board but >> it just what we what how how valuable you know what would we use with it I guess that's the question and and when we have that data monitoring we'll we'll talk about that I think >> I think the only Anyways, you can see that as that class goes through the system, have been have we been losing more? So, they were they were in the bubble in third grade, but they're not in the bubble in nth grade because more students just for whatever reason of that cohort left. >> So, I think it's just one more angle into the >> one more data point
047>> data point into understanding the nature of our attendance opposed to this is what we have this year for this one class opposed to a cohort. And I find it interesting. It just you see a different trend there when I see 11 students more in ninth grade than when they were in seventh grade. >> That's 11% growth. >> Yeah. And as we would look into that, we you know maybe we we gain kids from St. Jones, which would be the quick answer to that. But um but it is I mean it's something to to look at. And are you talking about schedule A? >> Schedule A, but looking at from a perspective of >> longitudinally. >> Yep. >> Yeah. I'm just watching that red bubble and there's a few years before this where the red
048bubble started in kindergarten and then went K 1 and then went K 1 2 3 and I kept wondering if the red was just going to creep all the way down. Um, >> and that >> but selfishly somewhat thankful that we're starting to see it kind of >> go through this system instead of being the new norm >> in the bubble >> that that but you're right that chart longitudinally >> so >> gives a different perspective. >> You look at the bubble that the current second graders started with 119 now they're up to 121. Now the class the third grade class started with 122 and it was 124. So dropped two. So those two classes actually offset each other. But when you're looking at planning of those grades, that cohort is also kind of going
049through, you know, the third graders this year. Well, what if the fourth grade next year? You know, they're going to be your fourth graders and your fifth graders. So it's just a another, you know, slice of the same data. >> Yeah. And so much of it is out of our control. I mean, with people moving in and and out, but it's but it's an interesting piece of data. And so the current class, so you look at the current first graders, they started at 96, they're up 100. The current kindergarteners, 113 students, who knows where they're going to be, but the second graders start at 119, you know? So, who knows where that 113 is going to go? Is it going to jump to 115? Who knows? I Nobody can guess, right? It's just one more
050data point to see the beha the historical behavior of that class. Nobody can predict the counts. >> Actually, what stands out to me is the the jump at the grand total number. It's 48 overall. I mean, is that for a 2-year span? I mean, it's only 13 from last year, but it was um 35 the year before overall to the district between 23 24 and 24 25. A 35 net increase in students. Was that with just more kids coming in on those? I mean, those bubble years were already in there. So it just seemed like Dan said some of those grades kind of in the medium section did pick up a few too. So >> yeah. So you're going from 1490 to 1533. What you know that you can only count so many kindergarteners that
051came in not not including the preschool. That's a different factor. But you've got other things happening with the other than just kindergarteners. So >> and I think one of the variables we're trying to get our head around, we've talked about this before is >> families who are homeless. We have, I think, close to 80 now and that's about 6% of your total student enrollment is homeless students. And so they may come and then they may be serviced by us and then they may wind up getting back on their feet either in our district or someplace else. And so I think there's a lot of transient nature when 6% of your students are homeless. But uh in short, these are all things we're going to be looking at. And uh one of the sheets you can
052see we've got quite a bit of capacity still at Lyall Elementary based on um the current staff count. So I think it was over 100 students. And so if they all hit the right grades, we can bring in another 100 students. It'll be a little bit more chaotic, but it isn't as though we're going to have to get trailers or do something extreme. So, it sounds like moving forward what you'd like to see is uh this document with maybe some additional things denoted if it relates to special ed. That's what you asked. >> Yes. >> Okay. >> Did you want the cohort on schedule? >> Well, I I think you wrote that down too, right? The schedule A the cohort. >> Schedule A the cohort. Maybe I didn't write >> We just discussed about >>
053We just discussed the longitudinal. So you want another sheet that shows lunch if the rest of the other board members want. >> Well, if it's if it's going to be one of the monitoring things, it would probably be helpful. I mean, what's every what what's everybody else's view on that? >> You're thinking for next year. >> Yeah, I think that's what Keith is asking. What >> No, I I can just get it done this year. I mean, I I feel like you would want I I think I have like this format for 5 years and so instead of going, you know, first grade all the way across, I just need to shift everything so you can see things in cohorts. So >> that I think is what you're asking. >> It looks like there's a
054lot of heads nodding. So that's a good >> five years seems like a good longitudinal too because there's some consistency and pattern by then. >> What did you say? Five years is >> five years. Yeah. >> Okay. >> Oh, thank you. That's a good piece of information to be looking at. So, great. Anything else with Thank you for all the extensive reports. That's helpful. Item 7 C is the board code of conduct and agreed upon norms review. We do this uh we take a look every six months and read them over. Is there any anybody have any anything that jumped out or any changes you'd like to make? It's always good just to review them. All in agreement with as presented. Okay. All right. Brings us to item 7D which is our freedom of information
055requests. Um the uh the responses are uh in the packet and also um 7E the public comment followup that response also is the followup is in the packet and that brings any questions on either of those on 7D or 7E no then we'll come to the superintendence report which is 7F >> included in the actual documents a lot of information, but in short, uh I think it's been a great start to the school year. I think that uh a lot of excitement for the students to come back and see their friends and I think the staff uh was extremely positive in all the buildings in terms of feeling rested, rejuvenated, and maybe they would have preferred a week or two, particularly with this nice weather, but I think they were excited to be back. And
056so, um, I think it's been one of the smoothest starts to the school year with the exception of the inch of water we got at the junior high. Um, that's why we do the building checks to try and find out as quickly as possible. Dave was wonderful Wilkinson to get a a company in that specializes in this, get all the water out, make sure we sprayed it to make sure everything's decontaminated, getting dehumidifiers in there. And so, you know, we're in really good shape now. And so that's really the only negative thing I think that had the start of the school year. So I think we're up and running, ready to go, fully staffed. I think we've got somewhere between 10 and 15 new staff this year. Every single one seems to be a superstar.
057So um I don't think we could be in better shape. >> Excellent. Thank you. Glad everything started off well. Item eight is our committee reports and item 8A facilities master planning did not meet. 8B finance >> finance met earlier today where we uh got a summary of um the uh uh uh 2025 financial projection. >> Excellent. >> Financial results, pardon me, >> results. And we also gave um Dave a lot of accolades for his very very excellent reports. So policy 8C Dan >> uh we reviewed several policies for second reading which they are listed in the policy and into in the board packet. >> Okay. Approved 119. So 8D is our vision 202 did not meet. Item nine is board rep reports. Home and school did not meet. I'm trying to pull up when we
058have I I sent out the list everybody on when the you all got that on when the next meetings are. So I think we have one coming up. Let's see. Not till September 10th. So we've got a few a few uh days yet to figure out who's going to attend that one in the rotation. Item 9B is ISB delegate to board. anything with that? >> No, but we do have an the fall uh regional meeting coming up and the dates escaping me right now. >> Um it is DuPage division meeting is October 29th. >> Y that's it. >> Okay. And that uh that's a good reminder. It's from 6:00 to 8. Uh the topic is the art of schoolboarding and it's at Carile banquetss. and if we could let Marilyn know by October 1st so
059she could register for us for that. And at the same time, if you could uh we have one person that's already put in their name to register for the joint annual conference. Um it's a considerable amount of a discount if we can get that in by October 15th. So Maryland would like that information by October 1st also. And the date of the conference is November 21st to November 23rd. And I think uh along with that, the IASB constitutional changes, we didn't get an email yet, but I was looking at the IASB website and it said that they were posted on August 12th. So, we should be getting them an email. >> Get the packet with all of them. >> Yeah, with all of them. So, they're on there already if you want to if we
060are so anxious that we want to go looking at that. Um, couple other things. There's, uh, Paul and I are the ISB advocacy ambassadors. Um, there's legislative hot topics and federal updates. It's a webinar on August 28th at noon. And there is also something new this year called Super Saturday and that's on September 3rd at the Hotel Arista. Um, specifically more for for newer board members. Um but it's runs from 9:00 in the morning till 3:00 in the afternoon. So if interested I will send out that um that make sure that everybody sees that email as well. So those are the main things. All right. Gives us to um the intergovernmental did not meet. Um but just a couple items that came up. I was I think it was the day after our last board
061meeting. I uh Dr. Philippiac was on the joint review board and I attended that meeting and uh I want to thank him for uh representing the uh the majority of the board decision in uh supporting that the second of the tiffs. And also he took time to uh thank Mayor Mullen for coming to our meeting and addressing our questions and um uh answering anything that we she could. um on village uh the village of Lyle held a discovering or branding discovery workshop that was on August 19th at BEu and um I think there was about I represented the the district there and there was about 20 of us there. Um it's interesting I've been to branding sessions in the past. Um nothing with cattle. I can see what Greg's thinking there. But the um this
062was a little bit different. Uh you know, we we did what we like and what we would like to see improved in Lyall. Went around with group discussions. We did the sticky notes on the wall types of things of our favorite favorite parts or favorite aspects of of Lyall. Uh we did a letter to Lyall on why we like Lyall so much. um or what we would like to see improved in Lyall. And then we each had a group discussion of uh our group welcomed a a family to Lyall with two children and what we could promote within Lyall for those children. There was new businesses was was one of the topics at one of the table. So we all went around with that and ended with each of us giving two adjectives um for
063Lyall or based on the discussion that we want to see. I uh I think mine was proud and then the second one was sensitive and um everybody had listed things they were proud of but I also had to uh extol on the pride of the lions and tell them that was one of our taglines and and sensitive because I think uh even with those discussions when there's different viewpoints or when somebody starts comparing um certainly for the schools when we get compared to private or to 203 you get somewhat sensitive and that can lead to being defensive. And so it was all part of that whole discussion. So it was an interesting discussion. It followed by a perception survey that was sent out. I took it. It it only took a few minutes, but it's
064due August 31st and it it said to share it. So I will after the meeting send that out to everybody. And if you could take a few minutes and and share your viewpoints on that, I think it would be helpful. It's um it's an outside consultant that was hired by the village um to uh to come up with either rebranding or new branding um you know different aspects of it and see where to go with it. So an interesting an interesting session. Um and then just a reminder too kind of falls under intergovernmental in between that and and legislative but the school law seminar I had sent something out on that. That's a Zoom call on September uh I think that's 9 911 is that or if it's from 9 9 to 11 but I
065sent that out last week and I'll send that out again if you can register those are always very very helpful information >> September 9th >> 19th and the time is from 9 to 11 it's a Zoom call I believe that's a Saturday if I'm not mistaken I could be wrong but we'll check that. So September 19th. All right. Um Len Len did not meet. Lyall Education Foundation did not meet and SASID uh did meet. >> SAS did meet. They did a presentation on the start of their school year. Uh and we approved the fiscal year 2026 budget. >> Excellent. Okay. Which that brings us to item 10, which is agenda topics for future board meetings. Does anybody have anything that they would like to bring back to? Okay, with that we'll go to item 11
066and I will entertain a motion to adjourn to close session for the purpose of discussing the appointment performance discipline compensation or dismissal of employees and litigation. Uh could I have a motion please? Okay, so Mrs. Foster was first and >> second was Dominico. D. Dominico. And then if we could please have a roll call. >> Of course. Miss Foster. >> I. >> Miss D. Dominico. >> I. >> Mr. Helderly. >> I. >> Mr. Naggler isn't I. Miss Novasel >> I. >> Miss Alman. >> I. Thank you. With that we will adjourn to close session at 8:21.