001Oh, here. >> Lauren Hersh >> here. >> Laura Breakstall >> here. >> Andrew Carlson here. >> Richard Driver >> here. >> All right. May we stand for the pledge of allegiance, please. >> 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. Thank you. Thank you. Miss, would you mind reading the mission, vision, and model, please? >> Mission, ensure academic achievement and personal growth for all students through innovative and and engaging educational opportunities. Vision inclusive community of motivated learners who are inspired to change the world through exploration and collaboration. MTO excellence in education, enthusiasm for life, every student, every day. Thank you so much. All right, we will move on. We have um a
002moment for public comments. We welcome anybody from the audience or emailed in one. >> Hi all, my name is Karen Niggo. I have four children in the district. Um, thank you the board for all of your time and service. I do watch the board meetings online each month. I eagerly read all of the email communication and I participate in all the surveys that are sent um throughout the year. So really thank you for all your time and effort for that. So I really appreciate that. I was really excited to see Dr. Leali's um addition of the future town hall meetings to the calendar that's on the agenda for today. Really for me, I feel like town hall meetings are truly a unique way to build dialogue and share understanding in a way that listening to
003meetings or sharing at the public comment slot just cannot. Um that ability for real-time dialogue and follow-up questions and just expanded explanations to questions or concerns I think is really huge. So uh I do really think it will create a valuable opportunity to highlight both the positives that are happening and that have been achieved in the district and then truly the areas where we continue to see growth. Um so thanks for listening to the concerned parents. It really gives me hope to see that working together and that we can continue to with that shared goal of just making our schools the best that they can be. So thank you. >> Thank you. Anyone else online? >> Awesome. All right, we'll have another time at the end of today's meeting for any additional public comment. Um,
004moving on. PTO report for Alliance. I don't think we have anything today. Nothing for me. And back to >> Yeah, just really quickly, happy to report that both buildings got over 20% um responses from the five essential survey for parents. So, we will have a parent report from uh the fact centrals this year for both of our buildings. And that being said, we hope everyone has a wonderful spring break. Uh don't forget that the A testing happens after spring break this year. So, um we just ask that parents really help us with getting students prepared by good night's sleep and um eating a good meal in the morning and encouraging them. Those are long days of testing and as we've been talking about um it's important for our district and for our students to be
005able to show what they know. So that is all I have. We will move right into our discussion and presentations. You want to go first staffing plan? >> Great. So as we started talking about last month, we are here with a tenative 26 27 staffing plan. And I say tentative just because there's a few things that we still haven't quite ironed out yet, including our technology um department. Um but overall, we're recommending uh staffing plan for our licensed staff. That's a net increase of a plus.8 full-time equivalent. Um and life licensed staffing would increase by 1.7, but the increase will be offset by a reduction in 0.9 FTE and support staff. So, we always try to kind of balance um and and make sure that when we're adding, we're also seeing if there's other efficiencies
006that we can create in our staffing plan. Um I think we went through everything last month. Um but there are a couple things that I want to highlight. So, uh you'll see in there that there is a recommendation for an intergovernmental agreement for a physical therapist. Um, that's something that Tracy's been working on with Lake Forest District 67 and 115. So, I just want her to give you a little background on that. So, in order to ensure that we have the proper related services as we work through the changes with Trin North, districts 65,67, and 115 have worked together to um look at how we could hire staff collectively. Um, so this intergovernmental agreement, while right now it's focused on a physical therapist that all three districts would share, we wrote the agreements so that
007it could cover any related service provider in the future. So we wouldn't have to continue to go back and forth and create new agreements um at any point in time. If we wanted to share a service provider such as the occupational therapist, a speech language pathologist, we could also hire them um in collective agreement with um the high school district in district 67. Um district 67 has worked to hire a physical therapist. So um we have someone available and ready um so that we could um share that position. >> We were involved in the interview, right? were very involved in the entire process. Um we interviewed five candidates. Um some of our um people some people that we know and we've worked with in the past and some candidates from um outside of our community
008and um we were able to hire an excellent staff member. So we are very excited about the person who um will be working with us. >> Questions for Tracy? >> Thanks Tracy. Um, we are also decreasing the number of elementary sections by 1.0 next year at this point, but as you remember, we look at our class sizes all the way up to August 1st when we sort of see whether or not we need to add positions at that point. Uh, we are in uh increasing our speech and language pathologists uh position by.7 FTE, but it also reduces our need for outsourced speech services. a small increase of 0.1 FTE for our occupational therapist. As you know, we're still looking at our technology department, but we are definitely reducing a 1.0 full-time equivalent support staff position.
009That was our registar and tech support position. And then finally, uh, as we started talking about last month, we're asking for an increase of 2.0 FTE for teaching and learning coordinators. this position. We are asking the board for two positions right now. This looks like teacher support um to facilitate professional development um especially in terms of bringing in the new CKLA curriculum and the increased focus in math. However, we are still working with teachers um and asking for their feedback on what would be the best uh use of these two positions. We want to continue to talk to staff about that if the board were to approve these this increase. Um there could be other ways that we might lose one of those positions, but we're really asking the board for that flexibility of two
010additional positions so that we can support our staff andor students um moving forward. Okay. Thank you. I appreciate you always balancing the positions with the changes. be most of it. They're always looking at being fiscally responsible. >> Um, >> like she just said, reminder, we're just approving the two full-time positions, not necessarily their job descriptions. >> Go on. >> Yes. I So, I just like to talk about these a little bit. Um, the new position. Um so um yeah I think in the emails and everything it you know their focus is on improving the academic performance and I think you know we're all 100% behind that that focus on doing that. Um, but I always kind of and I don't know I come back to that um I AI report that you put out for
011ECRA that ECAR report that just showed that that was you know so graphic and it kind of showed where in math we're doing really well in language arts showing growth and progress but in the math we're kind of stuck at on the I AR at 60%. Um, which is is like 40 students in each class, you know, in each in each grade like 40 students are below grade level. Um, and some of those are IEPs and it's, you know, it's not fair to hold them to that AR standard. Um so maybe like 10 just average I don't know 10 in each class would be I uh qualify for IEPs have those so maybe 30 students we're trying to focus on to improve and uh the last meeting um you know the uh school improvement plans
012were put forward and the elementary level was very specific focusing on on math um and focusing on first, second, third grade um with a with a goal with a with a goal um of getting that up to 80%. You know, obviously they don't take it in the first and second grades, but by the time they're third graders to be up to to 80% which is is very aggressive. Um, so I just want to understand kind of the role that these two will play in that whole kind of process. um and where they're going to fit in as I as I understand and I'm just trying to I kind of want to understand our overall plan for you know achieving this and especially in the elementary level because we we uh created the um the enrichment
013team you know and we got four really strong teachers in and I guess I looked at it saying okay we're going to also then in a way add to other teachers that are that are going to be supporting um the academic enrichment and part you know the the I'm not enrichment but the enrichment team as I understand it was supposed to help free the uh grade level teachers the teams um so that they could have more focus on math and language arts you know through their planning and processing and everything. Um and I think um Kelly presented that that those teams are being very effective in focusing on you know the individual um students and and that need help and that developing plans for them. Um but it's a big pretty big investment. I mean,
014between four uh teachers in enrichment and these two, I mean, it's six 650, I don't know, $700,000, you know, for the for this group. Uh that are, you know, um they're not they're not in front of the they're not teaching language arts or math. They're supporting it and helping it. so the other teachers can focus on that. Um so is that right? Is that a an fairly accurate assessment of what our plan is over our overall plan as to how these individual teachers in each grade will be able to try to focus on their five or six or seven students to try to get them up to grade level. So you mentioned a lot of things. So I want to I just took some notes so I can repeat. >> You could have interrupted it.
015>> No, that's okay. No. So I think you you have the right idea. The enrichment we had two enrichment teachers prior to the program that we have now. Those enrichment teachers were doing accelerated services and also providing some staff coaching. But we realized at that point that those teachers, those two people who were doing that um did not have the capacity to do the studentf facing work and the teacher coaching work. And so we added those other two enrichment teachers, right, to take the science and social studies and give yeah the teacher teams time not only to focus on math and ELA, but also the plan time. So that 90minute block facilitates that 90minute plan time on the other side. So yes, that was an investment of two additional teachers for that team. Um, in
016terms of the ELA, you're right, ELA, we're doing great. We are also though implementing a new program next year. We've heard a lot from our third grade team. While they love it and they have enjoyed teaching the pilot, it's a lot of work for them to and for any team, it's going to be for any team to be able to sort through all that those resources, make sure they're making good decisions, for us to help them uh with professional development around the resource and the assessments. And it's a big philosophical and pedagogical change in ELA. So, one of those two positions is going to be really focused at least next year on ELA and the CKLA curriculum. That's important because our teachers need that support. The other position is the one we're still working on
017with teachers. To your point, you're right. Math is a goal for us. We have, as I talked about last year, a a staff member from the regional office who's been helping us meeting with teams, looking at instruction, looking at assessments, and working with Jackie to kind of make a plan for what would be the best use of our time and the best thing to start working on with staff in the future. She hasn't met with all the teams yet, but she's met with four out of the six. And once we have those conversations done and we've talked with staff about what they truly feel like the needs are in terms of supporting their instruction and student achievement and growth, we'd like to then make a plan for that second position. It might be more teacher
018facing and supporting them in their planning and data analysis and instruction. There might be a component that's student intervention. As you know, we have one math interventionist at LBES and two reading interventionists. There might be a need for some student intervention for that position and it might be a mix of those two things, but we're not really sure yet because we're still working with teachers to do that needs assessment. We know for a fact that most of the districts around us have these types of positions for staff. Um, I've put out kind of the word u for all of our superintendents to just kind of let me know, you know, who's got these teaching support, coaching type positions for sure. Lake Forest, Libertyville, Northshore 112, Highland Park, Deerfield 113, Grass Lake, Gavin, Gra Lake, Big
019Hollow. So, lots of districts have at least one of these in each of their buildings to support teachers in designing the right instruction. And it's not just support for teachers, it's also support for our principles and making sure that that teachers have what they need in between evaluation cycles in terms of somebody to come in and help them with their instruction or looking at student needs or looking at data. So again, I'm not sure that second position yet about exactly how they'll be supporting math. Like I said, there could be teacher support or student support or a mix of both. And we're also looking at some other afterchool opportunities for kids to get more in supplemental after school as well. Um, so we're still in the middle of that discovery process. But I do think
020one thing that we know is Jackie cannot be the only person supporting our teachers in both buildings and she's doing a tremendous job. But we know that the majority of her work for the last two years has been focused with all of the teams at elementary and we've seen great growth. We need to move her into the ability to go into the middle school and start looking vertically at that work across all the grades. >> And these positions are going to be much more detail oriented than than what Jackie would >> Well, Jackie's been in the details. Um, but yes, it will be a position that those positions then can work with Jackie and make sure that they're helping the teachers with what they need. And so ultimately then um we're our expectation is that
021the teachers each teacher and in the grade level teachers um oh correct me if I'm wrong. So are they and I haven't sub for one of those in a long time so I don't quite know what their days are like but are they been focused just almost primarily on math and language arts >> they a classroom teacher >> they do math language arts and social emotional learning as well as other so >> because social studies and science got moved out into the >> but they're they don't do they >> not right now but this new program the CKLA program is going to bring some social studies and science back to the regular uh ed classrooms and there'll be more connective tissue between the enrichment and the English language arts program. >> So our ultimate expectation
022for for success in this is is really focused on those teachers being able to handle um multi-ter kind of u differentiated uh lessons. >> Yeah. in teaching >> and you know in talking with our neighbor districts you know the what we're doing in English language arts in terms of adding a new program it's probably not the direction we're going to go with math the majority of the districts around us use the program we're using >> um and are experiencing success with it u and so we I don't anticipate that we're going to be bringing a new program a lot of the new programs are actually very technology dependent and I know that in this district we're looking to reduce screen time. And so I think the program that we have is the right program, which
023means we need to dig in with the teachers on what exactly it is instructionally that we need to um revisit or refine so that we're getting the results we want for all of our students. >> The way I kind of took it too was it was almost like bringing professional development into the classroom for each teacher. correct me if I'm wrong, but like more when I heard or read about it and my understanding of supporting the teacher of like best practices, things that they've these new positions would have known and they can teach or even learn best practices from our teachers that are currently being used and like spread their wealth. Yeah. >> Does that make sense? >> Yeah. No, I I think I understand it. I I think it's a I think it's it's
024a big challenge for the the teachers. >> Why? >> Our teachers are working really hard. I want to make it clear by us looking to have additional support for our teachers. The indication is not that our teachers are doing a bad job. I want to be very clear on that. Our teachers are working really hard. Our administrators are working really hard. We spent two years building this guaranteed Bible curriculum. We're looking at our internal assessments. We're looking at data. this math is a is something that we're still working through. >> No, it's just it's a uh it's hard with like 20 22 24 students, you know, with different skills, different learning sets and everything trying to, you know, bring them all up bring them all along. Um, but I mean, yeah, I mean, that's what
025the teachers are professionals. That's what they >> should be able to do. >> And they're building learning communities in their classroom. So, it's not like a middle school where they're so segmented where it's like I teach this class, you know, three times and this class three times. They're using their time throughout the day with integrated lang, you know, related arts and the kids go in and out of the classroom. Like they're doing English language arts, reading, writing, listening, speaking, math. social emotional learning. They're putting it all together, right, in that home room experience and creating a community of learners and that also is impacted by all the different needs that students have. So that's the goal, right? That every learner gets what they need. At least 80% of our learners get what they need in
026that tier one environment. I guess I have a question for Jay just based on our budget and our fiscal responsibilities like how do you feel with using some of our money? I feel comfortable that we can rep prioritize things and department all the things we spend money support I mean it's a it's a you know adding new positions is a big step >> sure >> because I mean once you add them it's very difficult to get rid of them so you want to make sure you're making a good decision >> you know when you create a new a new position. >> Absolutely. >> Um I appreciate some your answers to my the questions that I had that everybody got. So I I very much support it. I mean if this is what you think it's
027going to take to get there then then you know I have my support for it. >> Anybody else for comments or questions? Well, we'll be voting on that later. >> Would you like to move on to the ver programming update? >> Yes. Uh, good transition. So, um, as you know, the current administrative recommendation is to sunset the French program at Fluff Middle School, but the last time that we met, um, the board had asked us to go back and look at some other options and rethink kind of what we're thinking about the French program. So, I'm going to invite Nate to come up and we're going to tag team this a little bit. Um, so again, just as a reminder, um, and we presented last time, do you have the presentation up? I do. Okay.
028Um we presented the last couple of meetings that we've seen a decline um in enrollment and it's certainly not at where the levels were when the program was designed as a 6040 program. So 60% of our students in Spanish and 40% in French. We've seen that decline enrollment in the last um few years and also projecting out uh with the survey that we sent to third through fifth graders. Um, >> so one of the things that I know there was a question about was just uh what do other comparable districts offer as far as world language go? So it was kind of last minute but I reached out to all of my uh fellow principles in the area throughout uh Lake County and and did a super simple survey when I was at 20 principles
029and I asked them to just respond. Um, and here's a quick summary of the 11 that have gotten back to me so far. It's about half and half that are offering the French and you can see which districts had gotten back to us as far as French, Spanish or multiple languages. Uh it got cut off here but but I asked the question as well uh if you utilize any kind of independent study or online programming. There was one district that specified yes there and that's on a pretty small scale really for uh students whose families feel strongly about a language that isn't being offered uh directly from a teacher. Um, that's just a quick overview of those who responded to my informal survey. Any questions about any of that? >> What does banking say? Banking
030isn't gritty, I think. >> Yeah. >> Um, so keep rolling in. >> Yeah. Yeah. >> With the understanding that uh you wanted us to come back with some ideas or recommendations if we chose not to or the board chose not to move forward with the previous recommendations. um wanted to talk a little bit about um what that would look like. Um we're recommending tonight that if the board decides to not uh begin the gradual elimination of a French program at Lake Bluff Middle School, that we maintain a three-year program. One of the things we talked a bit about was this idea of uh offering French and eighth grade. Uh the thought there is that a student that starts French in eighth grade has a higher likelihood of getting to uh the honors level AP placement
031French classes and really in order to do that the feedback that we got from White High School was as best they started at the eighth grade level if not sooner. Um the struggle in that is that there's this uncertainty that would be in play every year. we would not know how many students would be transitioning from a Spanish class into an eighth grade French class. Uh that uncertainty is challenging as it comes to uh creating a schedule that allows us to balance class sizes. Um so >> the thing that's hard is that we had talked about you know if all of our student if our students are joining students from Deer Path and those students have a three-year French program we wanted to if we're going to offer French we want it to be a
032comparable program. So, um that just makes more sense to us. >> Um in that model or scenario, uh we anticipate we would have enough students enrolled in French to uh facilitate a a.5 FT. We could probably do it with a 0.5 FTP teacher. That would be roughly $40 to $50,000 a year uh in salary. uh that does not include benefits because it would be below 60%. Um so there's a obviously a cost to that. Um an alternative to hiring a teacher would be to look at something like uh the Illinois virtual school. Uh there are online programs that would allow students to take a French class. Uh would work to find a way to facilitate that classroom experience for them, but they would be receiving their instruction online. It would also not be restrictive to
033French. If there was, for example, a student wanted to take another language that we don't offer, that might be an option utilizing the Illinois virtual school. Uh, one of the things that I think is important to keep in mind is even if we do move forward with maintaining that French program, based on the enrollment trends that we're seeing right now, we would still need to increase FTE in Spanish. our Spanish classes are and with the growing number of students that are uh choosing to enroll in Spanish in order to meet that need, we anticipate need to increase our Spanish setting as well. >> So those are the only two slides I added my previous presentation, but >> when would you anticipate needing to add another fulltime? >> So for next year we should need to
034add Spanish. >> Okay. in part because our uh multilingual multilingual learners population is going to be slightly lower next year and we can do some shifting around internally uh to meet the need of the uh that we have coming in. I anticipate the following year though. >> Okay. >> Say two year two. >> Thank you for doing this. This makes me feel a lot better. Taking something away from the kids obviously is not um ideal. So this helps a ton I guess putting on my you know being fiscally responsible. Is there something that we should consider like we do in class size that like a threshold of I mean obviously putting them in front with a teacher would be best case scenario but if we only have you know five kids that are interested or
035I don't know what numbers would be. So I mean that's just a thought that came to my head is is there >> a number of students >> a number that we say okay if it gets under this point then maybe we should look into the you know virtual option and I do like that they could do Latin or Mandarin or something that it looks like Deer Path is also having exposure to. Um, I just would obviously Spanish numbers are getting high or the interest in being in the Spanish class. So, I would I just feel like it maybe makes more sense to have some threshold out of what it is. I have no idea. But >> meaning a minimum number offer the course. Yeah, >> I was thinking the same thing because it worries me
036to add it worries me to add staff when like we can't utilize them to the best of their ability if they're only going to be available for five to 10 students. I don't know. Are there many French teachers that also speak Spanish? uniform entire >> as it as it stand I think there's certain elements to to this scenario that make it harder to find a French teacher. So we're looking for somebody in this case it would be 0.5. So that might be problematic for some um not having benefits associated with that also perhaps adding to the challenge. Um and keeping in mind that we would begin a commitment here to a French program while we still have two years uh before our current French teacher retires. And so now you got a scenario then where
037you're looking for a French teacher and you've got kids in the pipeline, right? It's not as though if you make a decision at that time to eliminate the French program, there isn't a greater impact. We've got kids who started and so that's part of the calculation that needs to be made here is with the previous recommendation we wouldn't end up stranding kids in the pipeline in a French program because you'd be gradually eliminating and not offering it to the incoming students. I think the issue with a threshold might also be that um that commitment to a part-time teacher like um once we hire them we would want them for all you know a section at each grade or however we organize it um and we might end up with a section of.5 but I don't
038think we can go up and down >> depending on you know unless we have somebody who literally is like I'll teach whenever you you know which is amazing but what does happen? What is the scenario when you can't staff it and that's not our >> problem? But like what then what happens? >> A reduction in force. Uh that triggers a bit of a domino effect because depending upon how long this staff member has been with you, you have >> no if we can't staff it or if we don't have enough kids. >> Sorry. >> I mean, no, I get what you're saying and it was what you said. So what if we put it out there and like you said half a part-time job is not ideal for >> and we can't like we don't
039find a candidate >> right well then it's does that >> is >> and then but that's a cost too virtual school >> and then we need a moderator >> and then I mean it's like a whole thing >> yeah I apologize I don't I don't know I don't >> I have looked into the Illinois virtual school option it's something that Lake County supports uh and it's something that our sister districts use for like advanced math courses. They're all Illinois certified teachers. We would have a lot of say in how we wanted to organize that instruction. So, it would be like we want a French one program, you know, spread over three years. We'd like so many days of synchronous learning, so many days of asynchronous learning. Like, we would be able to kind of do
040some customization based on what we think is appropriate, but you would need uh you would pay per seat. And then um then we would also pay for someone to supervise the kids. Um but there wouldn't necessarily be like that. There might be opportunity for like studentto student interaction, but I don't really know how that would work with a facilitator and it would depend on the facilitator and their ability to kind of manage that. >> And remind me we hold the commitment a studentfamily makes to their language for three years. >> Yes. We'd like them to finish out. Now, there are students that finish their eighth grade year and switch a language when they get to high school, >> right? But >> yeah, but >> but let's say hypothetically we hire somebody, a child enters in
041the sixth grade, they're not pleased with the classroom dynamic and they want to switch. Or we can't find somebody and we end up doing virtual, but that's not what they wanted to do. >> And then they switch up. and then they switch. So, >> do we allow them to? >> Yeah, >> it's a pretty rare occurrence that we move from one language to another within their middle school year in part because families don't necessarily want to enroll their students into the grade level equivalent course in another language with the understanding they haven't had that experience. So, for example, >> if a if a child is moving from French to Spanish, it might be more likely that they would move from a seventh grade French class to a sixth grade Spanish class because there's >> we
042just don't. >> It just isn't as attractive. I haven't had many families request that. It's also a little bit more challenging because it kind of pigeon holes them into a schedule. >> Yeah. >> Because our sixth, seventh, and eighth grade classes have different plan times and different fine arts times. Um, so it can't it can't it's not always an easy switch. >> I'm just thinking of scenarios if we keep it and it's not what the people who would want the French to look like it would look like. >> Right. And the harder thing I would I would suggest that it would be more difficult to move from French into Spanish than it would be the opposite. In part because we're offering French for the first time in sixth grade, right? And so students are kind
043of all at the same level as they start in sixth grade whereas Spanish has been offered for our all of our students are coming into the middle school with Spanish experience. Go ahead. >> So I had one observation one one suggestion. um the observations is that you know we really teach in the classes now more than just the skill and you know it's not just you know learning to read and write and speak some French or Spanish the teachers do a great job at really introducing a whole culture you know and they you know they learn all about Marty Grod they learn all about Day of the Dead and they so they really are you know, and the way technology is going, you hardly even need to skill any work because you can just do
044it on your cell phones. Um, but they really learn and and I think that's a very important thing about learning these other languages is that you do see a bigger world out there. Um, so I definitely, you know, if there's any way to make, you know, have a teacher in the classroom, I think it's 100% preferable over um, not 100%, but at any rate, over the virtual just because you bring in these other elements to it. the the suggestion I got is that you know the survey that we took um I'm sure there's a spectrum out there uh for parents and students that are some are you know very strongly want French very strongly want Spanish you know and there are some that are say well I kind of want Spanish I kind of want
045French there might be some that are kind of on the fence and I I just remember my own experience was, you know, I really didn't care which language my daughters learned, but I wanted to learn another language, be exposed to different language. You know, there may be some of those that are saying Spanish that if you really ask them or gave them a chance to rank their, you know, the strength of their preference, you know, would be just as happy taking French >> feasible. I'd also like to respond to the first thing you said, the the yes and about the cultural piece. Yes, there is a lot that goes there, but also want to make sure to emphasize the the focus of our world language program really being on oral proficiency like that. That's >>
046when you're in a a French class, when you're in a Spanish class and you're seeing how much time and effort is being put towards speaking the target language. Uh it's it's impressive and it's challenging to evaluate when you're not a speaker or I know a little bit of Spanish, but it's great to be in the classroom and see and see how it's see how it's going. Sorry, back to uh the other piece. Um >> I think it would be challenging to um I think if you're talking about like slotting people in for their they only want one language and then kind of putting other people where you have room. Is that what you mean? No, I'm saying that I'm saying that um those people who really want French, who really want Spanish, they should go
047have French and Spanish. But there's some that might be saying, "Well, I'd like to have Spanish." >> But are you saying do a different survey? >> At that point, I would say that there's two things that we looked at really closely. One is our trends and the fact for the last 5 years, we've continued to see fewer and fewer kids roll. The other is the attempt to predict the future which is to conduct that survey and we saw the same trend continue. So to your point there may be those who are really not so worried about which language they might go in but I'm doing I'm providing you with the best uh recommendation that I can provide based on the information that I have. It's certainly possible that those third grade families that we've surveyed
048could change their mind before their kids wrap up their fifth grade year. >> That's what I'm thinking. If you went to him and said, "Well, in order for planning, for staffing planning, you know, would you be just as happy having French so we can have a full-time French instructor as Spanish?" And if they come back say, "No, we want Spanish." Well, that tells us, you know, what's going to happen? >> So, you're thinking another survey. I think there would have definitely hit from 0.5 and it would be a lot of families would have to change their vote to get that up to a one. >> Yes, >> that seems like it would be a lot. >> Yeah, we're about at half of what the program is designed for. >> Yeah. Yeah. I just went back
049to that slide just to give you the overview of what's coming down the pipeline, so to speak, versus what we've traditionally been at the last 10 years. >> I know. So we're kind of hovering at about 40%. We're almost to 40% currently. >> That's the fight is based on the survey that we've just conducted. We anticipate >> Yeah, I can read >> 15%. >> Sorry. >> I'm teasing. >> Looked at look at it another way. >> Thank you. >> Yeah, it's tough. I mean like I grapple with that whole percentage like who who to serve. >> I think the other thing that's a little bit of a struggle that I just want to make sure we revisit every additional class that is in as in involved in the scheduling puts another um constraint on the
050schedule. I know. So, I just want to put it out there as um if all students had the same language opportunity or if we had a flexibility in terms of deciding when that virtual period was or things, it would offer the entire building some more flexibility in terms of things like interventions or other programming. So, it just every course we offer puts another constraint in there for our scheduling. So, it's just a middle school schedule's a beast and uh this is why we have more staff members at the middle school, right? Because we offer a lot more programming and when we offer those choices, that's what happens. >> Yeah. >> And so, what I'm saying is, you know, I'll bet we could carve out some of those red Spanish and say, "Congratulations, you're going to
051get to do French." >> I would not say that. >> I don't think so. Well, you're going to we're either going to disappoint the French people that want French >> that same person >> um you know and you know have that diminishing or smaller kind of a program or we're going to disappoint some of the people who mildly want Spanish and they end up with French. >> There are people who don't want any language at all which is surprised. And I think I said this last month as I stood here and made a recommendation that I never thought I'd make honestly. Um, you know, the the idea of of reducing options is something that I don't get excited about. Um, but at the same time, when asked to provide the best recommendation that we can,
052if you thought really long and hard about it, uh, just kind of trying to set us up for the best possible stretch forward with the with the pending retirement coming our way. Um but that doesn't mean we can't make it work. That was the other piece that I wanted to to bring here like hey if we if the board decides that we want to continue to offer two languages uh we are a school of 271 students at the moment. It's just it's the nature of a small school and when you look at those stu those schools that have responded that have multiple languages they're they're much larger. It's just easier to do when you got more students. Um, and my my biggest concern was one, sorry, I I'm just reiterating the same thing that I
053said already. The concern being that if in two years time we're really feeling as though the French program is not something we want to maintain, we've got a bigger problem, which is what to do with the kids that are enrolled in that class. and and I really don't want to be in a situation where we're doing something that just isn't quality program because we didn't plan for the future. >> I guess I didn't really think of that aspect until you said it again because we can say keep going and then in two years like we would have to make the choice. We can't spring it on everybody after the third year. Like we have to decide. Yeah, we would want to plan for those families enrolling in sixth grade French to know what their three
054years >> and then the teacher like >> this is heavy. >> Okay. And we're going to vote on this next month. >> Yeah, we're going to vote on it next month. Um, I know that we want to >> I want to give you guys time to look at this revisited recommendation or we still stand by our recommendation to Sunset, but the additional information in terms of what it could look like if we don't. Um, I think last time we were here, we were still thinking of that one-year option as a potential option. Uh what we would like to do is have April 14th turn into a regular meeting so that we can at least get the vote done as early as possible so we can start getting the options out for kids. >> Can we
055ask as board members if people have opinions to email us? >> It would be nice to hear Birmingham if public >> and if people wanted to speak yet would give us some direction and everything >> because I haven't heard except for the nice people that came last month. Yeah, I've I've heard from a lot of people. >> It would be great if they could email the board. >> Yeah, of all the perspectives >> and even younger like even second and third graders that are, you know, thinking they want to do it. Well, parents, parents, not kids, but the parents like if they have a second or third grader and anticipate bad >> if a second grader wants to email me, they can. >> That would be so cute. >> All right. Thank you, Nate. I
056really appreciate the extra information. >> Thank you very much. >> Anybody else want to continue the conversation or if you're okay, we'll move on to our family communication survey results. Yes, that's still over this again. So, as you know, um, one of our goals this year was to do a better job reporting student progress for our parents. And we had determined some action steps that we wanted to take, but part of our um, plan to address the concerns that we were hearing from our parents was to really try to not just measure it once a year um, but to get a pulse check on parents uh, more than once a year. And so as you know we have implemented two two short surveys um at this point and uh I want to just go ahead
057with those two. We plan on doing another one. So this is uh two of the three surveys in terms of results. So we wanted to understand how informed families are feeling about classroom and district communication. Identify the tools that families find most helpful. We want to get feedback on how we can be more clearer and consistent and then just use that feedback to guide our work moving forward. Obviously, when stu parents feel connected and understand how their students are doing, we're we're better together. So, we had more families um participate uh in the first semester than we did in the second or the second um text survey than the second one. Um, as a reminder, the first one was right around parent teacher conferences and the second one was just about a few weeks ago.
058Um, so the majority of our families are still reporting feeling mostly are very informed. Um, and then also we lost some ground and have some parents moved over into that less informed as the year progressed. Um, in terms of strengths, teachers who are providing weekly updates, that's very valuable to parents. Parents appreciate the insight into what their students are doing, what they're working on. Power School continues to be a good tool for especially our middle school parents to understand their graded work and monitor their progress. And we'll talk about this in a minute. Seesaw um provides some visibility into the classroom, but there's a consistency issue there. So, opportunities for our improvement. We're still seeing some variation in how often. So, the frequency that teachers are posting on Seesaw and Schooly. Uh we know that
059families want a clear understanding of what students are learning. This seems to be in the enrichment program, the science and social studies at LBES. Um parents want some more information still. We continue to hear that about their individual child's progress. And then again at the middle school some grade posting timelines or timeliness of posting grades on powers school. So in terms of drilling down to uh LBES families were excited about Seesaw uh in the first survey and then by the second survey we were seeing some inconsistencies in usage um and so their families are feeling a little frustrated by those inconsistencies. in terms of middle school uh some delays in grading that goes into schooly or powers school some difficulty monitoring assignment progress in real time um the timeliness of grading is important and I
060just want to stop here for a moment and say that the schooly portion of our communication is really more towards the students the power school portal is really more for parents and so there is a difference between those two things um and the other piece is and I think that Nate sent out just recently the grading um uh agreements that we have at LBMS as well. Just reminding parents that as you know when uh students turn in assignments it's not just grading 25 of them. Many times they're grading uh over 100 of the same project. So some of those things take a little bit longer to do. So in terms of our action plan we're trying to make some corrections as we move through the year. We'll continue to work on classroom communication at LBES
061through Seesaw. Uh and we'll continue to review the expectations of the grading practices happening at LBMS. Uh we are continuing to work on highlighting curriculum updates through our community bulletin, through our social media, but also we're working on an updated web page for our enrichment program at LBES. We're a little behind on that. As you know, our tech is in um somewhat of a flux right now. So, we're working on that. We are going to be asking our middle school families to give us some feedback soon on the three new courses that's going to be coming in the next couple of months um so that we get a little bit more feedback on the curriculum changes that we've made and we're going to send out this third survey. Um, and then at the end I
062just kind of wanted to highlight like we've been trying to be a little bit more proactive of putting information out there on especially these pieces which were big have been big additions um and changes in terms of our curriculum and programming in the last two years. Uh, and I think that's been received pretty well from a district perspective. I do want to reinforce like anecdotally from the survey parents really value narratives. They value the email communication from teachers. um detailed narratives of how the students are doing and I just um want to emphasize that those are great but also very time they take a lot of time for our teachers to do and it's um hard for them to do that very often um but that hopefully and I have heard that parents are saying
063we're sending more work home more assessments home they're seeing more come home in the backpack that's also part of that progress monitoring and hopefully parents are getting some insight into the work that students are doing by seeing the works sent home So just as a system, but we're grateful for the families that continue to engage in the survey. This is a new kind of way that we're just checking pulse right now and parents seem to be able to quickly log on and take a couple of questions and it gives us some really good feedback. So, >> and this was this all stemmed from last year's >> UNX suggested that our communication was slow >> in the town hall and yeah and it's I would say it's something that has been a fairly consistent piece of
064feedback over the last couple of years. >> Well, thank you. That's I do appreciate the surveys and I appreciate the people that respond to them. to get something like a fe any questions or discussion points. Awesome. Will the kids be surveyed on the classes? >> Yes, the survey will go to staff, students, and parents. Anecdotally, we heard a lot of great feedback on did the CIC visit on the classes. So, that's great from the focus groups that we had, but we're looking for a broader perspective as well. Awesome. Okay, moving on to our community tall hound. I heard it, but I don't know if I can correct it. >> Yep. The town hall proposal. Um, and I just want to say from a board member standpoint, I appreciate the conversation that was started last month
065and that you put together a proposal um that we can all think about. it will require our time as like another night or day, whatever the structure looks like, um, for the board members because I do think it's really important that if we go forward with it that we're all in attendance when we're all available this kind of conversation. >> Yeah, it's a conversation. >> It is. It's definitely an opportunity for a different kind of engagement with the community. So, um the proposal that we had uh to bring forward tonight is that we move more towards just a predictable um parent engagement schedule for this type of meeting to allow parents and families to plan for attendance. Um it is it is difficult to get families uh on their schedules, you know, nights on their
066schedules and things like that. And so the the earlier that we can do it as well as the board members and administrative team members that need to be there. It's um a lot of people to organize. And so having a more scheduled thing um makes a lot of sense to us. So we're proposing that if if the board would like to move in this direction that we amend and put those town hall meetings on the board of education calendar that we can reapprove next month. Um and we just come up with those dates now >> because um >> it would be an open meeting. >> It would be Yep. It would have to be an open meeting. Okay. So that would be posted and um we would we would work it like we work a
067normal board meeting in terms of posting and notification and making sure people are aware of all that. But in addition to that, there would be some preparation that we would do just like we do with a board meeting as well. Um we're proposing that we send out a survey um prior to the whole community to ask what are people interested in um hearing about which gives everyone an equitable voice and what would be addressed in those meetings. We would take that survey data and we would prepare some information to give. So that a portion of the town hall would be sort of information sharing and then that would also give us an opportunity to also share with our staff what would be shared at the parent event also. Um because that's another stakeholder group that
068we want to make sure is on the same page with us. So parents might be wondering about something that we're not talking about that much with staff and so we would want to make sure everyone's on the same page as far as what's coming. Thank you for interrupting. Do do you do you want to project this? >> So the people at home be watching. >> This is also I'm reading from what's in the packet too. So if parents want to look at it also >> we can do that. >> Oops. Okay. Um so the survey the information gathering and then offer some time for um question and answer. Um, also we think that it would be important to record it and then send it out much like we did we didn't record the round table
069but we sent out the presentation with all the questions and the information that was given to the community after the round table. So this would be more like here's the actual thing. This would also give us time to set up and make sure that we have good recording, we have good audio. Um, and then we could also send out the presentation just so everyone had access to those things as well. Um, and then the other piece in the memo is just a draft survey um, giving some areas for them to prioritize, for parents to prioritize, and then a place for them to put in specific questions. uh and then an also an RSVP so that we can see how many people are looking to attend. Um we can have the proper setting and set up
070for it and then um be able to just plan more proactive. >> So kind of based on Lauren's previous word thresholds um we might get questions we might not get attendance. So, how do we want to work through those numbers? Just cuz I do know it's hard for people when it isn't like that. Maybe something else is going on, but they do have questions like can we come up with maybe a suggested way of sharing the answers because they're they're still valid questions and I don't know like a letter >> if we don't get enough responding saying they want to come >> like we'll have to RSVP right otherwise it's just I agree with you and I especially with the concept of a threshold, but I think there will be even if a parent can't
071attend because they can't get a babysitter or work or whatever, they'll still want to watch the recording. They'll still have questions to submit even if they can't come in person. >> Okay. So, like go through the motions of a presentation with >> Yeah. Yeah. >> I think we're gonna just try it out and see. >> Yeah. But but on the calendar for years to come. I just want to make sure it doesn't, >> you know, we revisit what >> works too. >> Right. That's all. >> Yeah. >> And we'll have that opportunity because every year we calendar, >> right? >> I mean, I say we put them on for next year >> if they fizzle >> two years. We revisit it and just say, "Yeah, that wouldn't work. Let's >> only do one a year
072or whatever." say fairly counter, see if it works and >> because we'll still have to go through those steps of notifying ahead of time and just like it. >> Yeah, >> this is a great outline threw together. A lot of thought. >> Do you feel like uh one fall before winter break, one after winter break? Sounds reasonable. >> Yeah. Yeah. just want to give us some guidance in terms of where we're putting it by the calendar. >> I'm not really sure. I guess when was our last one? April. >> It was in the spring. Yeah. February. >> That one will be I think a bigger one because people have time to come up with >> thoughts. September just seems a little >> Yeah, I think maybe like October and then after spring break. So October
073or April >> that they've had like two months in school to have the questions after parents >> I yes April feels like in the year court adjustments >> so I would just say that because then there's things like that are actually below the maximum that feel >> I mean like just February too close together. Oh, we can >> we could also relate. >> Yeah, like after parent teacher and after parent teacher. >> Oh, that's a good idea. That way it's always like on people's minds. They can be reminded of everything before. >> People just fall asleep. >> Yeah. No, it's a good point. >> That was smart. So why don't we um look at the calendar try to figure out some spacing between the February board meeting and the sorry October board meeting and February
074board. So it' be parent teacher conference and then this a little bit after so that people could put on topics that yeah can do that. We'll bring it to the April meeting. um we have to adjust our February meeting anyway next year because of the elections again. So we'll make that adjustment uh and then add those town halls and we'll bring it back for discussion in >> Can we add this to or the dates to you know the newsletter that goes out to all >> Yeah. Oh yeah. >> What is that called? The inlock that. Yeah. >> Uh we could probably add it to the fall one. >> The other two are a little bit not sure when they fall. It's kind of hard together, but we can also do our community emails. >> I
075just I see the facilities and campus improvements if you know somebody who doesn't necessarily have kids in the district have a question about something. >> Yeah. And we we've been good about adding to uh the chamber has some new communication options as well as the village. We've been putting things in their communication. So we have lots of ways to get the word out and >> y awesome. All right. Well, thank you. Like I said, it was nice way to see the structure and see That's possible. Yeah. >> Um the next Yeah. The next item we just wanted to give board members an opportunity to talk about. We've had a couple of collaborative opportunities with like Forest High School District 115 recently. We were invited to um Dr. Leonard's uh student board mixer, which is great.
076For the second year in a row, I know Andrew and uh Tim were there. So, wanted to give you an opportunity to talk about anything that happened there. >> Yeah. Um, I learned quite a bit. I went in not knowing what to expect, uh, with a daughter who's getting ready to go to high school. I thought it was a fantastic opportunity to actually just sit and listen to students at the high school talk about their experience, talk about um, transition from middle school to high school. Um, I was able to listen to a few ex or former Lake Middle School students who said they felt very well prepared for high school. Um, and then just to find out all the different courses that are offered at the high school that offer dual credit honors right
077out of the gate for freshman was it was pretty eye opening. Um, and just pretty amazing to see all the opportunities that the students had to get to the high school and just to hear how again our previous students had said that they felt very prepared and were enjoying very well and we're now in the process of applying to different colleges and moving on to the next step of their lives. So, I thought it was a fantastic opportunity and I would look forward to doing that again. >> Yeah, it's a really great event. I was able to be there for a little bit this year, too. And it I cannot over emphasize how unbelievable our students are um here and in the high school just listening to them talk and how um uh just articulate
078and u incredibly well thought out they are. It's just amazing to see. And that transitions as well into the portrait of a learner event which also included our students, our students here and students from the high school. Um again, this was organized um as a refresher for the portrait of a learner for all three districts to revisit the portrait and get some feedback on whether or not community members who were originally involved still felt like the portrait was holding up in terms of like is this still relevant content for us to be working on? um and then to showcase a little bit of the work that we've done towards um the portrait competencies, but clearly all three districts are still working on the mechanisms by which we're teaching those competencies and assessing them as well.
079So, um just wanted to open it up for anyone to talk about that also. >> I was kind of going to say that it was a nice reminder of what we did three years ago. Um, I was a little worried that things were going to change just because of all the work that had gone into Portrait of Learner. Um, I think I'll find it very interesting to see what comes back from all the input that we gave. Um but again it it actually was led almost primarily table by table by students at the high school and it was really awesome to see how engaged they were and how interested they were. Um and that was just my two cents and good kids. And so I was I was there and um it was interesting almost
080all the tables there was like a selection of things you could topics you could think were the most important to review and almost every table came up with looking at you know real world applications or more real world exposure for students. Um and such a definite it's you know what that means exactly is is up for discussion. Um but um yeah there was a it was interesting almost every table that was that was what they thought was the most important thing to you know to incorporate in me. I do have sorry unless I need one else. I have a meeting Thursday with administration in district 115 and 67 as well as the facilitator um so that we can go through the results and kind of um see what the trends were. Um but you're absolutely
081right, Doug. A lot of it was about real world engagement. It was hard to keep the conversation away from AI. we all really wanted to like focus on more than that because AI is just a fundamental um shift and change that's hitting education quickly. Um, but I think actually that is in response a little bit to the AI. It's that hands-on inquiry based human connection. Um, real world. I was going to say the students were totally fine with AI. The adults working on it on AI. So, it's very we're teaching them well. It's just pretending like we know what we're doing. >> The kids were great. >> They were. >> Yeah. So, I'm happy to come back and bring some of that information later on in the year when all three districts know kind of
082>> or even suggest that they let the people who participated know. >> Yeah, >> they're great to hear. >> Okay. >> Uh, True North update. >> Real quick update. Our first governing board meeting is no, Wednesday night um with our newly established governing board um formerly known as the leadership council. Um they are taking big action. This is the first big action of the plan, the reorganization plan. Um we are starting to see the shifts in uh staffing with about a 30% reduction being recommended on Wednesday night. Um there's been a lot of difficult conversations happening at True North in the last month or so, but also some really um optimistic and hopeful things. Uh they hosted a job fair we participated in. And in fact, I think almost all the member districts participated. In
083addition to a couple of Lake County districts where staff who um are not going to have a job at True North, we're able to see u where the opportunities are in other member districts and hopefully um find a position somewhere else. So, it's we're in the throws of this is it. This is the work now and all of the work that's been happening. So, um I just want to keep you posted that it's moving along and we're just continue to be so grateful for Jim and Jenny's leadership. I do that >> making it happen. >> And thank you to you and Laura for taking the time. >> And did we have anyone be an alternate? >> Yes. >> Okay. Awesome. They're going to send out a form. I just wanted to make sure. Thank you
084for that. >> Yes. All the >> great Jingle. Just kidding. But audit engagement agreement. So, um, fall before this recent fall, I proposed possibly having a committee or seeing if the board was interested in switching auditors. Um, just because we've been with our current auditor for 10 years and our current auditor is very technically competent. They do a great job. We work well together. Um, there was not a huge interest in changing. It is a lot of work to change auditors and um our books are in good shape and we have good internal controls and good reports. So um I have gone back and asked for them to propose a two-year audit engagement for us going forward just to extend our current relationship. We got a um rate pass in the first year and then
085a 5% increase in next year. So, um, I think it's a good good agreement and they do a great job. There are no objections on could stay with me. >> And remind me, they come every October, November. >> They come in May. >> Oh, >> well, they come to present. >> Right on time. >> No, they come to the board in October. >> Okay. Okay. That's what I meant. >> Right. But they present us and um >> I do a prelim audit in May and then they do the final audit about probably August >> and then we get close and then we get the results in October. >> I thought I was right. >> Perfect. >> So that's great for >> next meeting. Okay. >> Yes. All right. keep on keeping on with the capital
086spending. >> So, we do bring a capital plan uh every other year or so to the board and the previous presentations were included in the packet just for your reference especially if you have not been on the board long. Um, and also I there's a kind of eye chart that's a little bit harder to see that has the plan that we had been working off of with lots of things crossed out. And so I also wanted to present that just for perspective to see what we have accomplished. And then uh most recently or I guess the the kind of updated plan long-term capital plan future is what we have starting now going forward. So this is all the list of projects that uh were not necessarily recommended but identified by our architects during our most
087recent facility assessment. So they went through and assessed the condition and remaining useful life of most of our facilities and systems. And so then I basically take the things we have been working on and some information from that report and laid it out as a table so you can see kind of what things need to be addressed eventually the approximate cost and this is the cost that was put into the report. sorts of kind of dollars um as you move out into the future will get more expensive just to inflation and then kind of the years in which I'm considering you know temporarily or tenatively budgeting to to do them. Uh I put calendar years on this chart instead of fiscal years because most of the capital work just happens in summer and they get
088hit either fiscal year so it gets kind of hard to keep track of when you do it by fiscal year. Um, but it's broken down by school, LBES, LBMS, and then the technology is sort of universal districtwide. So, you can see we're looking at maybe $400,000 a year in capital spending. I've got 300,000 in my long-term forecast. And then usually if I do things well by the end of the fiscal year we have a little bit of money left over that we can spend on the capital project for it. So uh the one big I think the biggest ticket item we have um in the near future is the LBES parking lot. It's in pretty bad shape and I was actually not planning on doing that for another several years. However, we're starting to need
089to spend some real money replacing it or concrete repairing it every year. Last year, we spent 20 or $30,000 spot patching. And so, that continues. We may need to replace it sooner rather than later just to prevent spending spending money in not efficient way. I am I do have some proposals in here. Uh the tuck pointing I was planning on doing the f not this summer but next summer following. Um but I would like to get the bids out sooner just in case we um have some room in our budget to do some work this year. And then the parking lot proposal which will also be is in your pocket and will be through next meeting. I'd like to just start evaluating our parking lot getting soil samples. um it can make a big difference
090in the total cost in terms of whether we need to do a full depth replacement or just grind the top and I want to be prepared um with the budget with as much information as possible so I can put it in place >> and I didn't see the grants that we get periodically that you apply for were not included >> they're not included >> but they they do >> yeah it's it's something that I don't like count on because it's sort of as the budget allows, but it's been fairly consistent now over the last five years. There's been $50,000 state maintenance project grants available um and enough to go around. So that in terms of priority, we we've got one every year that so yeah, there's there's some grant funds out there uh for doing
091these projects. There's also we had spoken about the county school facility tax that's could potentially be on the ballot that would provide funding for capital projects in the future too. So, that's an additional reason to kind of delay the parking lot a little bit is just I'd really like to do it um in a similar way to the middle school parking lots because of the durability and there's some drainage things that the current pit I'm not crazy about that could be addressed with papers. So, but if we did get additional funding, we could >> be helpful. >> It'd be helpful to kind of stretch that budget. >> This is really helpful. >> But do you feel that um with the current projections for levy and other sources of revenue um these are all manageable? I
092do and I and there's some flexibility. So, as I said, you know, we we have more money available at the end of the year than I expect. I try I could shift things around and pull the trigger on things. So, sometimes it may seem like I'm coming to you last minute with things that maybe weren't thought through and it's more than I thought them through, but I just have funding available and it's a good opportunity to pull things forward and get things done. There's also sort of below the line all the technology funding equipment is eligible for - funds which is federal grant funding. So every so every single which lasts a couple of years we get a slug of money and where we get a reimbursement of 40% of the cost of those. So
093that's not also the is our full replacement costs and we we can apply for singly funding costs. So I feel uh you know we have two fairly new facilities that are really in good condition and there's nothing that is in dire need of fixing the replacement so that we can plan out the replacement measuring with and couple years ago we spent like over a million dollars on um classroom furniture furnishings and everything. So, we're all good there. Nothing. >> Yeah. I mean, and that was really project that was um that was planned prior to that and then we had COVID, so we sort of didn't spend anything on capital for several years and we pushed our uh furniture budget back because we didn't know what the classroom environment was going to look like because it's
094changed a lot during co and so that we did spend a lot in one or two fiscal years and but that was kind of a pent up demand and accumulation of budget over the fact that we receive it to get spent. So yeah, if we had spend it every year, we probably would have been at this rate to a few years off. >> Um, not on this, but on this because you mentioned it that it sometimes looks like it's a surprise, but you've been planning. I just wanted to point out all of the proposals I've noticed are all streamlined and looks like they go through the same process of recommendations and background and current situations that you do when you put out proposals. Just know that that had come up in the past that I
095wanted to point out. It looks like you have everything well laid out. So, thank you. I like how you have produced the light, the conditions, so you get the kind of get a good idea of the time frame. >> There's some things the LBES boilers I was expecting to need to replace and we were able to replace the heat exchangers and explosive things can fail, but most Right. Any other questions? All right. Thank you so much. We'll move on to our action items. All right. Um we move forward with motion to approve attentive staffing plan for the 202627 school year as just presented. >> So move. >> Second. >> We have any discussion? >> Awesome. Lauren, can you please call vote? >> Laura Brickstone. >> Yes. >> Andrew Carlton. Yes. >> Carrie Steinbach. >> Yes.
096>> Richard Driver. >> Yes. >> Lauren Hersh. Yes. >> Great. Thank you. The motion has passed. Uh we will move to the personnel report that I must read aloud. We have five non-licensed new hires. Jason Lee is a guest teacher effective 35206 at $155 a day. Sandy Lee also a guest teacher effective date 36206 at $155 a day. Jonathan Maybrook is also a guest teacher 36206 with $155 a day. And then Savantthy Kombucha at on March 10th, 2026. She's a guest teacher for $155 a day. And Katherine Phelps, guest teacher, effective date 312, 2022 at $155 a day. We have one resignation of Tara Caldwell. She's a health teacher at LBMS. Effective date 68206. May I have a motion to approve the personnel report is just person. >> So move. >> Second. Any discussion? Okay.
097Lauren, can you please focus Carlson? >> Yes. >> Carrie Steinbach? >> Yes. >> Richard Driver? >> Yes. >> Laura Brastein? >> Yes. Great. The motion is passed. uh to approve the consent agenda for March 16, 2026 as presented by administration and that includes >> Thank you. open session meeting minutes for February 24, 2026 at regular board of education. Our treasures report, our impress report, our bills report, and our PECART report. Anybody Go ahead. Anybody want to make a motion to approve it? >> So moved. >> Second. Second. Any discussion >> or would anybody like to pull anything out? >> Okay. Lauren, can you please call vote? >> Uh Richard Diver, >> yes. >> Andrew Carlson, >> yes. >> Lauren Hirs, yes. Carrie Steinbach, >> yes. >> Laura Brickstone, >> yes. Great. That motion has passed.
098Uh we have had no foyer requests since our last regular board meeting. So we can move on to our last um public comment moment of the >> I I have one question. Sure. >> Before you do that, if you don't mind, do we do we need to um do we need to approve the um the audit engagement? Is that going to be next? >> We're going to bring that up. >> Next one. Then the tuck pointing and parking lot. Do we need to approve those tonight or did we approve those? >> So the uh tech pointing one I've already signed given that it's below under the threshold and there was no objection um when we asked the board I think it doesn't hurt for the board to further next meeting anyway but it's already signed
099and then the but the park would need board but you don't want to do that. if you don't want to do it tonight. >> We have to put it on has to be on the HSO. >> Yeah. Oh, >> it needs like >> they're not going to get started on it. And the same thing with the wireless thing and that um Yeah, they're actually not allowed to order it before April. Go ahead. >> Um Okay. So, public comment anybody? Well none. Thanks everybody for coming and may I have a motion to adjourn adjourn the March 16th board of education meeting at 8:24 p.m. >> So moved. All in favor? >> I. Any opposed? Great. We need to enter it. So you have fun. First challenge.