001to the pledge. >> I aliance 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. >> Thanks. >> Katie Casey >> here. >> Joel Johnson. >> Natalie Mel here. >> Joseph Quinn. Tom Schwarz >> here. >> Mary Shoefeld >> here. >> Ali Stansberry >> here. >> Okay. Um, first thing is the consent agenda. >> Um, I need a recommendation to approve the consent agenda as submitted. >> I'll make a motion. >> Second. >> Schwarz. >> Yes. >> Casey, >> yes. >> Johnson, >> yes. >> Melffeld, >> yes. >> Shoefeld, >> yes. >> Stansbury, >> yes. >> Okay. Uh, next is public input. There is none. Um, so next are our reports. Please stop if you have a
002question. Um, 5.1 revenue expenditure report. 5.2 Fund balance comparison report. 5.3 Special Education Revenue Expenditure Report. 5.4 impress report 5.5 impact fees. Okay, that brings us to 5.6 administrative reports starting with Superintendent Lyn. >> Thank you. Um today I'm going to kind of give a brief uh review of where we've been this year, some of the highlights. I want to start by saying if you take a look at the comparison financial comparison report, uh you should notice that last year we were $500,000 at the end of May, higher than we were the year before. Remember, we had been running into deficits. Uh through the the cost cuts, through all the efforts of everybody, staff, teachers, this year, we're a million dollars above where we were last year. Okay? not where we want to be yet,
003but it's significant. And I bring that up because we're still replacing roofs, we're still fixing things, and at the same time, uh, you're seeing a significant cost savings. So, I just kind of want to highlight that. Um, those are un uh audited numbers, so they could change a little bit, but I think it's a a a great uh overview of where we're going as a district financially. Um, moving on real quick. I always start out with uh certain slides each year to kind of show you where we where we're headed. And in this one, you take a look at it, you'll see um our population. ECE always makes it look we're sometimes lower. It's only 34 students there. But let's go to first or kindergarten. So when you look at kindergarten, we're at 89 students.
004When you look at uh the orange numbers or the orange line there, which is Richmond Burton, uh they are at 129. Uh freshman 133, 137 for sophomores, 116 for juniors. So, you can see there's a dip in our our population. So, 89 for kindergarten, we have 92 for first grade. It bumps up a little bit for second. Um, our fifth grade was the big class coming through at 144. But overall, we're seeing a decline, and we have been seeing a decline over the last six, seven years in population within our schools. That's not unusual for the area. uh area schools for the most part are seeing declines across the board. Um there's several things that could be impacting it. One, cost of housing. Uh it's very difficult for young families to move uh and buy
005a house at the cost and the price that they are right now. To me, that's probably the biggest thing that's keeping our population um kind of declining. Plus, there's just less children uh in the population right now as far as that age group goes. We do have some concerns that our our kindergarten is extremely small. It may be one of the smallest classes we've ever had. Uh we don't know if we're going to have two sections or three sections this year at uh RGS. And usually we have three or four. So kind of put it into perspective. We'll watch it. There are some real benefits to that as well when we talk about financial benefits as well as um being able to provide more resources. and go ahead and stop me if you have any
006questions, but I put up an overview of the AR. Uh, I've got the wrong year there. I should say 2025. Whoops. Um, but it is the right correct data. So, if you take a look at that, let me see. There we go. Uh, we continue to perform well. Uh, we perform over the state averages, which is something that we want to do. Uh there's a lot of things going on with local testing as well that uh Dr. Enri will talk to you about when we look at our subgroups for testing. This year we had our students with disabilities, Hispanic and lowincome. All right, going to our student demographics. Our demographics in our students pretty much stays the same each year. Uh we usually are between 82 and 85% white. We're usually between 10 and 12%
007Hispanic and 3.9 identified as more than one race. Our low income is around the same, 23.9%. Um, our students with IEPs are 17.9. I think the state average is uh 16.7 or eight. So, we're right where we need to be there. Uh, we had no uh EL subgroup this year. Uh, our chronic truent students as it's measured is 3.5% which is very low. And if you take a look at our our it says RV again, it should say D2. Uh student mobility of 2.7%. That's very low. And actually that's a very good thing to have in your district. That means that when students move here, they're staying. They're not coming here for six, seven months and then moving somewhere else. It kind of uh represents the the stable families and homes that we have in
008this this area. If I can get this to work right. There we go. So we take a look at teacher demographics again 88 teachers uh 50% of them with master's degree we have zero provisional teachers our student teacher ratio is 15 to1 right now which is was excellent um our retention is 88%. Uh our teacher attendance is above state average 72% of teachers have fewer than 10 absences a year. Uh the thing that can throw that off is when you have uh a leave of absence. It can kind of skew the numbers, but again, our teachers are above average on that and 100% are proficient or excellent in their evaluations. Go quick to the levy history because this is something that impacts us and we talk about quite a bit. I think this gives you
009a good overview. If you look from about 2010 up to 2018, you'll notice that we hardly grew at all in revenues. And that's why we're now starting to see things grow back up. But part of the problem was for about eight years, we were just flat. We weren't growing. And and if you think about it from this perspective, just between your insurance increases, your salary increases, you know, fuel expenses, you're talking hundreds of thousands of dollars a year in increases. And so when you're not growing with those, you start to go into deficit suspending. And eventually you have to turn it around. But it it's like turning a ship. It doesn't just turn around automatically. So you can see from 2019 up to where we are now, 2025, uh we've grown in over $3 million
010of revenue that we take in. That's significant. I think you're seeing that uh with the declining enrollment, but also with the budget cuts that we've made, you're starting to see a lot more of the black in our spending again, which is very positive trend to see. tax rate, our seven-year tax rate, um, or actually this one would be our 10-year tax rate. If you notice, our tax rate continues to go down and it will probably go down again this year is as the prices of homes drop or I'm sorry, increase or EAV, the tax rate drops, um, so when people say, "But how come my taxes go up?" It's because the price of your house, the assessment by the county assessor, township assessor, it continues to probably go up. So, if your house stayed the
011same and there was no increase in assessment, you probably would pay a little bit less. Um, so that that kind of gives you an indication. It's good to see the tax rate drop. It does help control the increase in taxes, but that's how that works. Now, if you have a situation where your EAV is starting to drop and the value of your property in your your district is dropping, then you're going to see the tax rate start to go up to capture more revenue to meet what you had. 2026 to 2030 FA uh facilities and capital improvement plan. These are things that we've talked about a lot. Um I was talking to Tom and and before Natalie got here, we're going to meet sometime in July and spend some real time on going through our
012building plans and life safety, but our priority a life safety items are completed. Um so those are done and out of the way and that's great. Uh those I believe were a little bit over a million dollars. Our priority B's are supposed to be done in three to five years. Uh that's where our priority B's will be taken care of probably through bonding or other measures and I'll get to that a little bit in the in the presentation. Again, we're waiting for final approval from Isby on the health life safety bonds. Uh the state did send back to our architects uh questions about each item. some items that they want just a picture of it. Can you take a picture to match the description? Um, and some of the items that we listed, they wanted
013a little bit more data. So, it's taken several weeks. We've gotten all that together. And this afternoon, I resubmitted it back down to the state. So, we'll see how quick it gets into their queue and then they can review. But, I would expect that um there won't be any further changes. The data that we've given them should be plenty and it's exactly what they asked for. So, I'm hoping that it's a quick turnaround within the month of July, but again, we'll wait and see and I'll keep you updated on that. Um, prepare a financial plan uh to address our aging infrastructure, which we're doing. Again, the levy is the number one positive thing we can do to maintain our buildings to prevent more, I guess, costly fixes down the road. Uh, we maximize our grants
014out. Uh unfortunately, there just aren't those big building construction grants that we saw at one point uh with Isby. Uh the bonding question I think that we'll have to discuss as a board and as committees will be if we go that direction, how much, you know, first of all, let's see what they approve. If they approve everything, do you bond for the full amount or do you say no, we're going to only bond for this much and just fix these things? Um, and I think that comes down to what the building uh and grounds committee is going to talk about. What are the priorities that need to get taken care of. Fall of 2026, we're going to be doing our community messaging right now. Uh, and we'll talk more about this in August, but we've
015talked about having three community meetings, one at each school with presentations that would include myself, um, board members and, um, Allison and others from Wool. And then we've also talked about probably uh sometime in late August, early September coming up with a a short survey to our uh parents as well as trying to get it out through the community through the newsletter, but also um I think Springrove does a digital uh uh newsletter. So, if we can get our our link in there, we can get more people to respond. I think the idea is when you're doing a non-referendum bond, what you want to do is make sure that everybody who wants information on it, whether they agree or disagree with it, has that in front of them because one of the most frustrating things
016I think is when people are like, I heard nothing about this and now we have this this um larger bill. But I do think doing the three uh meetings, the survey, as well as continue sending things out is an excellent way to to go about that. The next thing I think we have to look at um and my recommendations is examine our buildings. I I do think we have to examine as we're looking at the bonding what's the future of NMS. Okay. Is it the building we fix and we go forward with? Are there alternatives? We know there's not many uh if if any. But we we need to at least be able to go forward with a message on that that we've looked at everything. Uh, and I I always go back to as
017our population is declining, we're really getting to a point where we kind of have an unpredictability of sections each year. So, do we have two sections at SGE of first grade and do we have three at uh, RGS? And it kind of could be split resources. I do think at some point we need to reexplore grade centers um, for the educational opportunity. I think it's the the student opportunities and really your operational financial benefits of getting everybody in one grade in a building. But again, that's that's another project. But I do think as we're looking at bonding and thinking about it, we need to be ready to have that conversation because I think it's probably going to come back up. And then I put down uh the big one. I do think in the next
018three to five years, my recommendation is is that we have talks uh about consolidation with district 157 and just to see if there's a possibility out there um of consolidating both districts for cost-saving purposes. Looking at the way consolidation is working, we don't lose like we used to. It used to be that if you consolidated the high school district or the elementary district would lose significant money. Um we've looked at that through the ISBE and it is almost even. It's very little that we looked at to lose. So the question would be is there something to be gained. If we're not going to lose anything, is there something to be gained by becoming one district? That's a whole another big issue. So you've got three out there and the first one's the bonding issue and
019I think that's what we focus on first but looking down the road three five years I think those are conversations we need to keep in the back of our mind and the other thing I I always add to this right thing here is I add a a link to the Illinois state or student report card. I like this because um that's where we get all our data. If you want to spend some time going through uh an incredible amount of data that's easy to read the way they do the state report card, you can click on the nipper school district 2. I'm going to put that online. Um and you can go through you can look at all our finance finances, our demographics, achievement gaps. There's a lot of data there that we use to
020determine where we need to go um in the school. So, if you have questions, I'd be glad to answer them. But that's kind of where I see our district at. It's been an excellent year. We're seeing growth in our our students academically um and we're seeing growth financially towards a more stable um financial situation. Um on the academic side, um I just wondered these um test scores, >> how does that work towards the uh targeted designation that RGS? >> Well, the targeted designation, the thing I don't like about is no matter improving, which we would we would not have qualified as target with these numbers, but they keep you on it for four years no matter what. So, our goal is to watch those subgroups, particularly our students with disabilities. Sure. >> And and keep
021targeting those students, whether it be small groups or individuals uh for pull out or for in-class interventions, um so that we don't end up with another school on that list. But unfortunately, I I do wish there was a way where they were like, "Okay, you're you're on the list as targeted. You've made these improvements. you've tested off the list to remove that label. So I think we have what two more years. >> Yeah. >> Okay. >> So kind of grade two I guess there's two parts here. Yeah. >> So grade level centers. >> Yeah. >> I was on the board when I was new on the board. You know I know that was the direction. >> Yeah. >> We were having discussions with community. We got slaughtered. >> We did. Yes we did. We >>
022I was there. Yeah. >> Yeah. I remember sitting at the seats going poor Tom. >> I mean our our I think if that is something I obviously board and everybody miserable that'll be a lot a lot a lot a lot of discussions. Um, but I'm I mean it's it's interesting seeing that pop up again though where it's it's kind of like, hey, maybe this is the action. If we do go down that path of starting have that conversation, I think we need to be a lot smarter at how >> it's presented to the community. >> Yes, we broach this. Um, you know, and that's that's going to take definitely a lot of conversations, a lot of time and preparations there >> if that is truly something that, you know, maybe is a true benefit for
023the industry. Um, and then I'm actually really shocked to see the consolidation popping back in as of what changed. So here's where I what's changing that I see is our demog not our demographics but our numbers in students and looking at the population how many kids in a building and looking at um the cost of it versus the benefits. So what I'm getting at is if you go to a consolidated district and and I'm I'm looking at my recommendation would be three five years down the road. There's there's so many other things before it, but I I kind of think we need to keep it on the plate as two districts. The board's kind of talking about it. And the reason being is there's a lot of efficiencies at this point that we can gain
024just because of the smaller student body we have. At one point when you combine the elementary district, last time we talked about I think it was 201 like really talked about it. >> Oh yeah. when you guys didn't start any >> There was a whole different funding system, >> right? And that's why I'm shocked that funding is gone. >> The funding system that they had back then that would almost punish us for becoming a unit district is gone. It's evidence-based funding now. Um the money that you would gain or lose are thousands, not hundreds, not tens of thousands. And so at that point the financial disc like the thing that we're discouraging financially is gone. The population going down. Can we use uh can we become a unit district and better use our staff that
025way? For instance, um if you have a unit district, I'll give you an example. If you have a unit district and you have a need for a social studies teacher at the high school and you have an extra one perhaps at the the middle school, it's it's just a transfer, right? >> The way it would be now is it would have to be it's a like leaving one company and having to get hired by the other. So there's a a easier flow for an operational sense. Um, it uniforms uh your your teachers, it uniforms like how you you do business between both districts, uh, contracts, all those things. >> But there's a lot that goes into it. So, just to say that, you know, I would recommend, hey, throw the switch, let's do it. Um,
026no. But I do think as long as the formula for funding stays as it is, as long as we don't see all of a sudden four or 500 students come into our district in the next three to five years, it's certainly something maybe to discuss and and examine and investigate. >> Okay. So, um, >> really like what I'm seeing out of it is, you know, like you're saying here, three to five years. >> Yeah. Yeah. >> So, it's kind of the hey, keeping it on the board of keep it back burner discussion, making sure we're still >> just because, like I said, it was it was very much what I remember was very much >> we're going to be a poor district. We're in trouble. >> Don't even think about it yet. Correct. You know,
027>> so now all of a sudden it being like, hey, there's a possibility in three to five years. >> It's it's it's the change in formula. >> Yeah. It's it's kind of Okay. So what you would do too, one of the benefits is because of evidence-based funding, we don't get any new money or a few thousand a year where other schools might be getting 500,000 a million and I'm talking state money, >> right? >> So this isn't your local taxpayer money that comes from property. It would be the state of Illinois. They do the, you know, are you an adequate district? They say that we are an adequate district, tier four district. You don't need any more money, right? We're going to take the tax money from the state and they put another 350 million
028in every year. The state does for schools that really need it. I have a whole I have a whole feeling on that. >> I remember that from one of the conferences. >> Yeah, >> you and I actually Yeah, I do remember we were we were in there and that was the whole thing where they were asking about the different tier schools and we're like correct, >> got it, right? Learned a lot though. >> And and so the consolidation no longer cost us money and it it probably in the investigation into it. My guess is you're going to see operational savings significant >> because that's RV is a tier >> Tier four tier three. >> Are we three or four this year? Three. >> Yeah. So D2 would be three, but >> but the majority of
029the money all goes to tier one >> and a little bit of new money goes to tier two and and some crumbs might go to three, >> right? So we're >> so you're you're kind of at a hold safe. This is what you get next year. This is what you get. You're not getting any more. It makes you more heavily dependent on local property tax which is again in districts like ours and they're all over the state. It doesn't benefit us. So So if I had to go back the three things we talked about, first thing is the bonding issue. Yes, >> we have got to take care of the condition of our buildings and we've been doing it. I think we're up to around $4 million. we've put in out of um our our
030funds to fix roofs and all that stuff. Um savings alone is never going to get us to the point where we can then start maintaining the buildings, the 75year-old middle school. So that's the first issue and that's that's big. And then after that's taken care of, I do think the conversation about looking about grade centers needs to take place, but it's got to be investigated and have parent feedback and a lot of those types of things. So, that's the the progression I see based on the numbers I see, based on the population that I see coming into our buildings. And um it it'll keep people busy for a while. Well, and I mean I I do appreciate it because you're you're essentially spelling out the next fiveyear plan of >> pretty much that future is.
031>> Um, so it's just that one just kind of caught me off guard of like, oh, it came back up pretty, you know, expect >> but thank you. >> Yep. No problem. Now talking about consolidation um potential consolidation I just just you know for those who are unaware I I mean I'm not sharp on it but uh what is the process like for consolidation? Is that something where both boards agree? Does this go to the community on the ballot? How how does that work? >> Yeah. So it's it's kind of long process. You form a committee of 10 um it's citizens, it's different people um and you go through a process of investigating the whole thing. You you look at what's to gain, what's to lose. You put all that together and once that committee
032feels that they have a strong understanding of it, they kind of make a recommendation to the board and the board then even though you have board members on the committee attend, then the board really looks into it. Let's say everything goes that way and you decide we want to consolidate. it goes to referendum and um at that point you have to have a question to bring the two schools together and you have to have a referendum on the new tax rate. >> Would the would these processes have to happen simultaneously with both boards 157 and two? >> Yeah. So you would you would have kind of a couple things going on. you have this committee of 10 working which is people from both sides and by the way it's I know I call it a
033committee of 10 but you can have 20 30 people on it >> but you have a multiple of people and then I think through shared services our shared service committee is having these discussions they would probably be on the committee and then go back to both boards and have that discussion and then when you get to that point where you really need to have some votes and things like that you might have dual meetings and we've had dual meetings before just probably in the last six or seven years. >> Okay. So, you'd have to, like you say, form this committee of 10. >> Yeah. >> Between both school boards, have members from each >> Yeah. And community and stuff like that. >> Community and then and then you bring that information back to the individual
034boards. >> But then ultimately then it would have to be approved by each board. >> It would have to well the each board would have to say we'll go forward with this ballot initiative, but it'd have to be approved by the community. >> Okay. So, the the board would have to approve it to be on the ballot. Both both districts. Yep. Both districts. >> Go to the to the voters. >> Yep. >> Okay. Thank you. I wasn't sure of the process. >> Yeah. It's it like I said, it's all these things take a long time. I think we're really in a good position because we're taking the most important thing first and then we'll get that done. >> Absolutely. Yeah. And I I just was unclear about the process. What would be the timeline that
035you would >> consolidation? Yeah. Let's say, you know, you get the buyin from both boards and we're going to, you know, put this on the ballot. I mean probably I mean you could move quicker probably I would say two years >> okay >> a year of research a year of all the things that go into that and then the following year would be your legal votes your discussions developing the question for like a spring uh vote >> and then and then costs estimated cost because that's like prior prior conversations about consolidation it's been you know kind of hearing some numbers of it cost you know a million dollars to consol Is that still true or is that >> so we don't know right now? We would have that's what we really have to discover. We
036know that I mean I go back to 200 11 whatever it was around a million or more dollars to consolidate because we had a different finance system. But the state also had some money out there for consolidation like we want you to consolidate so we'll help you with that that money. So, so back then was that million a loss of revenue? >> It was a loss of it was a loss of revenue because the way they funded the schools, they did it by students and you know how many students you have and an elementary district got you know a little less or a little more and stuff like that. >> Okay. And I appreciate the clarification because I just I always wonder what that what that cost was. Yeah. >> Was it the cost of
037revenue and what was the actual you know actually doing this >> um consolidation? >> Yep. >> All right. Thank you. >> Okay. I actually had two questions and uh Tom brought up one of my questions. I would imagine in the consolidation D2 would take over 157, right? >> I guess it doesn't matter. >> New name, new new number and everything. >> Any because right now they're on the teacher salaries. I'm thinking specific. That's that's the the >> they're on two different >> Yeah. One of the hardest things in a consolidation is you have to sit down and negotiate um both contracts into one. >> That would be very difficult. >> It's not easy. What we've tried to do over the last couple negotiations is kind of that in our mind. We've tried as much as
038we can kind of when we can mirror each contract, >> but that's that's not an easy thing. And that's one of the things you have to be prepared to do um is get the contract the same >> um and get it approved by the membership. And uh then as far as the name and everything like that, you choose a whole new name for the district and a a new number. Okay? >> You know, schools still say the same name, but you get a different district. >> So it's not like 157 will be adapting to what D2 currently has or anything like that. You just start fresh with that. >> They start fresh. Usually usually it's something as silly as, well, there's 157 in district 2. we'll add them together and call it district 159. >>
039Okay. >> I mean that's that's is how they come up with it a lot of times. >> And then my second question was about your slide about student enrollment. >> Yeah. >> Um so right now it shows for this school year that just happened the um fifth grade class had 144 students. >> No, that's that's incoming. >> No, but it says a 256 school. >> Isn't that incoming fifth graders as a big class? >> I think those numbers I got from you are existing this year. Those those were this year. >> So I keep hearing that they're hiring a new fifth grade teacher for that fourth grade that's going to become fifth grade. So if fifth grade was already high 20 kids higher, why would they need another teacher for that current has more kids
040than RGS? But if kindergarten so low, can't you move kindergarten with >> Well, so kindergarten we've already we already have one that's not being replaced. Correct. >> Correct. >> Okay. I just want to make sure I'm saying that right. We had a resignation. Okay. >> And so that person won't be replaced. >> Okay. And what we were looking at now is numbers of classrooms or number of students uh per teacher and we do have a grade level should we have a resignation over the summer we may not need to replace because this the teacher student ratio is low >> and so we wouldn't replace it. So that's that's what you're going to see with with what we're seeing now is we get these low numbers and then you get this one year where you have
04140 more students and so you have to like kind of >> move them around. >> Yeah, it it it's difficult but you know we can certainly manage it but that's what's kind of going on with that. >> Okay. >> Any other questions? No. Okay, thank you very much. Moving on to 5.6.2, Assistant Superintendent of Curriculum Report. Dr. >> Evening everyone, happy summer. Uh, just a really quick update for you on accelerated placement. The last few weeks of May. We've walked through the data that we have available to identify students who are accelerated for next year. And so, we've uh increased our numbers a little bit. In reading, we went from 16 to 22 students. So, an increase of six kids there. And in math, we went from 80 to 95 students. So, an increase of
04215 students there. Really excited about that. The other thing that isn't on there we've been working on is the updated academic standards for our pilot teams, kindergarten and second grade. Those have been updated in Skyward and the new proficiency scales have also been updated in Skyward. So, we're all set on that front for next year. Just a few more things to do. >> I think I've got the wrong report. >> Sorry about that. Any questions for Dr. >> Thank you. 5.6.3 NMS principles report. >> Good evening. Uh so some things that our kids did at the end of the year uh that I wanted to talk about was that our night crew uh had the opportunity to visit the Richmond Village Hall. Um they got to tour the building, talk to some people in the
043village hall. They also got a chance to visit the police department. Um, talked with Sergeant Philicaro, um, ask questions. Uh, I know they went into a couple jail cells, um, which they found exciting. Um, so that was really cool. I know Mrs. Cop uh, that the, uh, teacher that took him on the trip said that kids loved it. She was really excited about it. Uh, coming back then with school celebrations, we did have two students, uh, that represented NMS at the IEA state track meet at the very end of May. Um, seventh grade student Evelyn Smith, uh, she finished seventh place in Shopfoot and eighth grade student Kayla Shay finished 17th in Discus. So, they had a nice showing down there. And on May 22nd, our next year's sixth grade class got to come and
044visit the middle school and they got to tour the school. Uh the really the best part of that is during the visit they uh get to meet or get to talk with current sixth grade students and do a Q&A with them and ask you know how scary is the middle school? How do you open a locker? Stuff like that. Uh that mystifies them for a little while. So uh that's a really good visit. Our sixth grade team organized that uh and did a really good job of of setting that up for the the uh kids to come over and visit. They also got to experience the our band and choir performed for both schools. As one was leaving and the other was coming, they got to see a performance in the gym for from band
045and choir. Um so that was good too. Great questions for principal. Okay, thank you. Um 5.6.4 RGS principles report. So, uh, at the last board meeting, we hadn't quite had our field day just yet. So, the day after we had our field day. We had 120 volunteers, uh, which Mrs. R Johnson Smith did an amazing job organizing everything for the day for everybody involved. It was a beautiful day. I think everybody, including the volunteers and the kids, went home exhausted, uh, and we wrapped up the school year. It was a lot of fun. So, this was the um, one of the indoor games, the cool down area that students got to play. um family feud type game. So, this was what teachers would say you would find in parts of the school. Um and so
046it was kind of interesting to see what they thought the teachers would say was very much different than what the kids would say. Uh we also had a visit from a former RGS alum who's an RV student, uh Bernot. She is an ambassador for Toys for Tots and made a surprise visit for the kids at the end of the year. She brought uh some really great hard coverver books, donated them so that every third through fifth grader got to choose at least one if not two uh books to bring home for summer reading. Uh Mr. Fitman and I hosted our kind kickoffs at the end of uh the first week of June and had a great turnout with our families. Kids got to work on different things in the classrooms and our specialists got to
047see our newcomers which we're excited to have. And we sent everybody home with a party and gift. And finally, we've been working on some updates in the last couple weeks, including our new BI in kind. This is one of our kindergarters who post department during kind kickoff uh detail that's in the main hallway that took place on a very blog bulletin board. And I just wanted to put in here just because I missed on the last one for May, our folks with years of service that we celebrated at the end of the school year. See that list there? Any questions for all right? Thank you. All right. 5.6.5 SG principal report. >> Thank you. Um so yes, we had our kindergarten uh kickoff as well in our screening. Um we had 27 students um that
048attended. Um last year we had 28. Um so we're right there at the same number. um pretty much we were at last year. Um our next uh kindergarten event will be our kindergarten orientation um in August 11th um from 9 to 10:30 a.m. So that's when we'll get to to meet them again and uh do some more activities with them. Uh we also celebrated our field day. Uh we celebrated this year um celebrating 250 years of America. So uh people came out you would have seen a sea of blue and red shirts all over the place. Um it was great. We had weather is probably the best we've had in years. Um it was uh incredible. Um lots of volunteers as well. So uh everyone had fun and like Mrs. Powder said, our kids went
049home and they were exhausted. Um I heard the next day everyone slept very well. And then just kind of some upcoming dates um that you'll see um in August. Um again, August very busy. We have to meet the teacher. We'll have childhood meet the teacher as well. U so those dates have been posted and have already been sent out and shared with parents. >> Any questions for Thank you. brings us to 5.7 transportation report. Any questions about that? >> Have we had any updates on the new bus fleet? Is it >> the new bus fleet will be coming in I believe probably is it mid July? >> Mid July. Yeah. They'll take all the buses back. >> We just paid the >> burn and bring the new ones back. >> Yeah. We just paid the
050the lease actually yesterday. >> Last weekend. >> Yesterday. >> So we're we're ready to go. >> That'll be exciting to get those. Thank you. >> Yeah. >> Right. Um 5.8 technology report. No questions about the report there. Okay. 5.9 foyer requests. >> We had one and we responded. >> Yeah. >> Right. Item six, old business. None brings us to new business. Uh item 7.1 approve H increase. >> Yeah. So, we talked about that and then I put the email out. Um, I had to find out was HSA, FSA, we're an H. So, it was within guidelines. So, >> okay. >> Any discussion with commotion? >> I know our you know our question that we had was like if it was allowable and that's been address. So, yeah, I don't have anything else. >> Okay. Then
051we need a motion to increase the H by $1,000 for eligible employees. >> I'll make a motion. >> Second. >> Schwarz, >> yes. >> Shoefeld, >> yes. >> Mayel, >> yes. >> Casey, >> yes. >> Johnson, >> yes. >> Stansbury, >> yes. Passes. That brings us to item 7.2, special education presentation. Thank you for having us here this evening. Like Dr. Lynn, we prepared somewhat of an overview um kind of the information that we've collected and where we're heading. >> Um I apologize for looking at my computer instead of the screen because last week as big as I can get it up there. >> Last week Dr. Lynn was playing with me and I couldn't see things. So now I have two pairs of glasses and a computer. So anyways, just to give you a
052general idea of kind of where we're heading, um based on the information that we've collected throughout the school year, we've identified kind of four areas, four major areas being um that we want to focus our efforts. First of which is building leadership, second is program and instruction, third is systems and compliance, and the fourth is professional development. You can see the descriptions of those on the slide. Um really based on the information um that we've gathered over time, these are the areas that we're really pushing for. Building leadership is something that Jen's going to expand a little bit on. Um, just the idea that giving the building a little bit more ownership in some of the day-to-day operations of special education will allow us to be a little bit more of a proactive approach to
053things versus constantly a reactive um approach, which is kind of where we've been stuck the last few years. So, Jen, if you wanted to share a little bit about what that LEA um switch over might look like. >> Sure. So the major responsibilities that we're looking to shift to the LEA would be running all the IEP meetings and I say all a a lot of them. I will still be present for their questions or you know there are issues that we need to work through um with parents and so really taking over that responsibility as well as we're doing all the paperwork. Um typically I would do all of that. So giving that building leadership person the LEA um that responsibility ahead of time. They'll sit on the building level intervention data team meetings and
054then I will be meeting with those building level people to kind of review the data, go over paperwork, um talk about any issues that are coming up, kids that we have, talk about trends, things like that. So giving building level folks responsibilities that they can kind of then report to us so we can better monitor our service delivery, our minutes, um allocation of folks, things like that. So and just to give you a general idea of how many meetings we run, there's 192 students in district 2. I add another 70ish for RV. They every single one of them has at least one meeting every year. Um and every three years a student is re-evaluated. So you know and that's just the kids that we know of you know then there's our initial kids that are
055coming through the pipeline. So when we're in buildings it's very difficult for us to collaborate with principles or work through you know the MTSS process because of that sort of responsibility and making sure that those meetings are running effective. So that's kind of where we're starting our efforts. The other thing I wanted to draw your attention to is something called cyclical monitoring. Um, good news for DES. I guess it's good news and I'm not really sure. We're still doing it for RB, so might have been nice to get them both done, but um, ISB has started Illinois State Board of Education has started a six-year monitoring uh, process. So, every six years they're going through every district in the state of Illinois using a protocol and they're calling it cyclical monitoring. So, um, a lot
056of groups that will have to get together looking at policy, making sure we have all the appropriate policies in place, making sure our IEPs are all compliant. Um, it looks the actual template of the protocol itself is very rigorous. Um, so we'll see what happens. There's a lot of districts in the state of Illinois and there's not a lot of people at the state board of education. So, we'll see how far they get. Um, like I said, district two got bumped back to three years, I think. >> Yeah. So, we got bumped back because they weren't able to finish what needed to be done this year, but RV has not been bumped yet. So, we'll see how that goes. But, um, so just another layer of information. There's always eyes on special ed. It's very
057monitored. So, this is just another layer of that. So, um, next, if we could look at what we look at in terms of, you know, our data to decision. So, you know, resources are allocated based on what we value, right? Resources being staff, resources being trainings, resources being just money sometimes. So, when we're making recommendations to you, you know, this is kind of the pipeline that we're following. We're looking at gathering all of the information needed. So, student metrics, looking at our IEPs, what are the actual student needs that we need to address from year to year. What are our capacity at the building level? How how much space do we have? Um what sort of teacher resources do we have? Related services, um what sort of specialists might might we need in order to
058implement, you know, a a different type of programming. And then as we look at that, of course, we have community involvement. We're looking at what do the parents value? what is it that they're hoping that their child receives from their special education services. Um we're looking at what type of programs um that might change uh expand decrease you know over time. So this happens kind of daily honestly you know because we could have a family move in and have a large number of students with special needs and whatever we had planned for this school year is now kind of a movement. So, this is an ongoing process that we're going through. Um, we're looking towards the superintendent kind of getting his spin on things and then finally to you for your approval. Who are our
059kids? So, the next slide there's a graphic on there and there I have three circles. So, really what you're looking at is you have your kiddos at we'll start with NMS, right? In that big circle. As student need goes up, your class sizes go down and the specialists required to meet the needs of those kids increase. So that's why you're looking at the cost that you see because the requirements to educate those students become so much more uh rigorous. So the expense will increase. And why you might say why is there only five kids in that classroom? Well, that's a mandate. You know, that's a federal mandate. We have class size limitations. We have um mandates for staffing levels. So, as you're moving towards the middle of that circle, your costs are going up because
060your needs are going up. Your next graphic has to do with MTSS. You kind of heard that thrown out probably in a lot of different areas, but really looking at who are the kiddos, what percentages are we kind of shooting for? Um, we typically remain pretty close to those percentages. I actually have, um, I had done calculations myself and I think you said we had 17.9% of special education students or something. I had 18% and then if you took out ECE, we were down to 15%. So, >> you know, we typically stay pretty close to the state averages and um, you know, what those types of groups look like in terms of numbers. Next slide. Outplace skills. So you have transportation costs that come your way. You have tuition bills that come your way. Um
061based on today, district 2 has three outplaced kiddos. That's it. You know, so I think we do a pretty decent job of meeting the needs of our kiddos in district. When a student has a need that cannot be met in our district for whatever reason, um we need to sometimes look outside and you what you'll see there is that top bar is our calculated tuition cost for district two per student. So what we would bill another district if they were to um tuition a student to us, a general education student, I should clarify that. Um an alternative out of district placement is the bottom bar. Um, and that does not include transportation. So, you know, our recommendation is always to look at expanding programs to better meet the needs of the kids in district because
062it's a cost savings. Plain and simple. My slide kind of our our takeaways. You know, what where are we heading? What what is our goal? Um, like I said, we've identified the pillars. we take all sorts of different um information to make these decisions to you um and realizing that it's part of you know a bigger picture obviously and you know a strategic plan that involves the entire district. So um yeah any questions that you might have specifically >> how are the um eleas how will they be chosen for each school? >> Good question. um first of all someone who might apply um who would have a qualification. So obviously a special education background um and really just an interest in I I don't know that I'd say administrative but kind of quasi administration looking
063at a little bit more of a leadership role. So through an interview process >> so it won't necessarily be a staff member already with like more responsibility. I guess that's what I had kind of heard through the grape vine or pipeline or whatever. That's kind of what we're looking at is looking at maybe a current teacher um all sorts of different models like maybe freeing up some release time so that they can schedule these meetings or making it more of a stipen type of approach where they're expected to do that outside of their contractual workday. Um, so depending on the building, it might take a different look and between the two districts also. >> And then will it follow the same format that Jen's had for so long >> in terms of >> just the
064way she runs it? >> For the most part, I would think. Um, I would hope somebody would put their own spin on it, you know, just their own style. But, you know, we take a lot of pride in the way we treat our families and, you know, how welcoming we try to be and, >> you know, so that's what we've tried to model for them and hoping that they carry that forward even after we're gone. >> So, >> and I think for the beginning of the year, not a lot is going to look different because I'm still going to run the meetings as like almost a training module for staff, the the new eleas that we hope to hire. So, they get an idea. And when you're sitting in a meeting in a different facet,
065you have a different purpose being there. not watching what I'm doing, you know, like they they know what to expect because they've done it with me for so long. But when you're sitting in my chair, it's a completely different focus. So, it's it's more of a like, okay, I'm going to run it this way. I have an agenda. >> Having them have that understanding so that I can take it over kind of what they need to move forward. So, it's Yeah. And there's a lot of behind the scenes. You know, we review every single one of those documents. >> So, it's because we're responsible for it and it's what's best for kids. So it's there's it's a big expectation for somebody. >> Oh 100%. Yes. >> But it will free up a lot of time
066for us to do really cool things. >> So is the plan then to hire one for each school >> right now? Yes. >> Okay. And hopefully in place at the start of the school year. >> Yes. >> Thanks. >> Going along with that question, I think all this was coming out of special ed audit that was done, right? That was one of the data, you know, the information that we used. Um, we're still in process, so there's, you know, we're still waiting for more information, but really it, you know, it's kind of best practice. You know, you're wasting really good resources having us do that. Not that it's not, I mean, I love it. I could sit there all day and, you know, talk with parents, but, um, >> we have bigger jobs to do.
067>> Did anything about, um, our aid to student ratio or teacher to student ratio come out of that? >> I haven't seen anything yet. No. So that's just to interrupt. So part two of that all that's done >> um I have to meet with them next week. Uh the company that did it and they'll give us the results as to what we think when we look at the the ratio of this type of need with this type of teacher, you need one more or you're fine here. So we'll get all those numbers and uh we'll get that to everybody in August. I'll email it to you before then, but we'll have it at the August meeting, too. I guess have you guys seen any trends where we've been seeing more increase of tier 3es or
068tier twos that have >> kind of been a struggle of how we can shift and adapt quickly or does it seem pretty consistent year over year? >> We have a lot of customers um you know and it's I their needs are so multiaceted. You know I've been here a long time. I had the pleasure of you know watching this community grow for for years and years. So I you know the differences that >> it's very challenging to meet the needs and it's not just education needs you know so you look at the whole child and you try to address so much and it it can become overwhelming sometimes. So I think I see you know when I say an increase sometimes I think it's the flavor of the day you know what the diagnosis is
069you know but the need is what drives right like what does the kid look like what does he how does he function in the classroom that's what drives our decisions not what the diagnosis is so um but yes like when we get students there's usually family involvement there's usually maybe some poverty involved transiency all of those things that we know to just so impact a a child's ability to learn. So sometimes I wonder is it a disability or is it you know is there something else here and you know we do what we do. >> Now going back to the LEA at each school um you know great questions clarification. So the goal is to hire a new staff member for E schools would be three new staff members, >> not new staff members. >>
070Yeah, these would be existing. >> Correct. >> A change of roles through some efficiencies that were found through this process >> working through it. Yeah. And like I said, each building um kind of, you know, depending on how the building functions, you know, middle school has a master schedule, you know, high school has a master schedule, so we know when teachers are it, you know, grade schools function differently. So we we kind of have to look at it differently at each building. And when you also throw preschool in there, preschool is its own animal. Yeah. It has its own reporting. It has its own, you know, funding system, its own. So that's kind of another layer on there as well >> with all the ech right. It's all >> Oh yes. Yes. So all of
071those good things. >> Um Okay. So right now the the plan is to use existing resources just kind of realign to >> correct but yeah >> better time. >> Okay. >> Is there a chance that there could be more than one at each school? >> Spring Grove I would recommend having two. You've got your high knee programs there and you've got your preschool. >> Yeah. >> So those those are those are big deals. >> So and it requires a lot of close monitoring. Um, so in a perfect world, we'd love one for preschool who could just monitor all of that. Um, with all that separate reporting and then one for, you know, your high need programs and then just your your average kiddos. >> Anything else? Any other questions? >> I'm sure they're >> appreciate
072it. Thank you for the opportunity. Thank you. >> Thank you both. >> All right, that brings us to 7.3. Pre-approval of payment on July bills. >> Yeah. So, this is a regular thing we do. Um, when we say pre-approval, it's really approving your payroll, the necessities that we have to do or things that might come up that we have to cover. So, >> the only other option is to meet >> motion. >> I need a motion. >> You got one already. >> Me, too. >> Oh, sorry. A question. >> Did you? >> Hold up. >> Oh, boy. >> So, pre preapproval and you said this is for payroll. It's it's not just for payroll, but it's for things that >> there's nothing for instance that isn't a normal cost that you're going to see thrown
073in there unless it's an emergency. And then I would contact all the people. >> Okay. So, this is a pre-approval of the typical >> Yes. >> Uh bills. >> Yes. >> And then we'll also list them in August. We'll also put all these bills in too so you see them. >> Okay. I That was my question was it was just referred to as payroll. I didn't know. No, it's more than payroll, but it's it's the normal. >> Okay. Otherwise, >> what we normally >> Yeah. We'd be be tough to wait another month. Okay. Yep. Thank you. >> Okay. >> Anything else? >> Great. Any motion? >> Motion. Second. >> Shoefeld? >> Yes. >> Johnson? >> Schwarz? >> Yes. >> Mfeld? >> Yes. >> Casey? >> Yes. >> Stansburg? >> Yes. >> All right, that motion
074passed. So on to 7.4 approved 2026 2027 NMS parent student and book report >> I read through it. Were there any I didn't see any >> not changes major. >> Okay. Any questions? >> Did anything come about with the wands or the vaping issues? >> Yeah, I've got that. Okay. >> Believe it's on yours. I hope it is. >> Yeah. >> Yep. >> All right. No other questions. I need a motion to approve the 2026 2027 NMS parent handbook. >> Motion. Second. Sorry, I've got just a quick question. Just want to make sure the grading policy is consistent. like it's been updated to reflect the grading policy that we discussed. Yes. At the grade committee. Yes. >> Okay. Great. >> Sorry. >> All right. We'll do the redo the motion. >> Oh, sure. Yes. Sorry.
075Yes. Motion. >> Johnson. >> Yes. >> Milfeld. >> Yes. >> Casey. >> Yes. >> Schwarz. >> Yes. >> Shel. Yes. >> Stainberry. >> Yes. Don't even. All right, that passed. Okay. 7.5. Approve. Second reading of press policy update 121. >> Unless there's any questions on any of the policies. >> Yeah, it's a lot. >> Such a bear. >> It is. >> All right. Motion. >> I'll second. at >> Milfeld. Yes. >> Johnson, >> yes. >> Casey, yes. >> Shoefeld, >> yes. >> Schwarz, >> yes. >> Stansbury, >> yes. >> All right, that passes. On to 7.6. Approve board policy 740. >> Yeah. So, I I referred to this last meeting. Um, it's a kind of a joint policy between the high school and the middle school. pretty much standard throughout the county at most schools,
076but it's a way that we can start to kind of one more layer in our arsenal to try to stop the vaping so that we can make sure our our bathrooms don't have kids that would, you know, again, we're not talking about a lot, but we're talking four or five students that always try to find the bathroom that the principal is not near or something and then vape. And we don't want that. We don't want other students to be nervous or fearful of the bathroom. So, we sent this to our attorney and the document in front of you. You'll notice that all the changes are uh suggested that we put into the final one, which is below this are in red. So, you'll see what the the attorney suggested for it um and and really
077made it a a solid policy. So, I'm confident going forward that will be covered uh on legal grounds, but I'd be glad to answer any questions. Is there a reason during proposed procedures for use they why legal would strike like for there are reasonable grounds to suspect a student in possession of a weapon, vaping device, that scratch, drugs, alcohol, or other prohibited items? >> Yeah. So, >> is that just going to be assumed that it's prohibited? >> I think yeah. Um I I didn't really get an explanation for why that would be struck. uh because controlled substances uh alcohol I I don't know I don't know I could follow up on that >> I I mean it's just it was just kind of odd where it's like wow it's prohibited for sure >> I think
078that they they struck it saying instead of continue listing >> we might have forgotten one and what I took it as we'll say or other prohibited items >> regardless of what they might be Yeah, >> it's kind of a blanket description. >> And would the wand even detect drugs or alcohol? I mean, >> all in a flask. >> Yeah. >> Bougie kids alcohol. >> Leave it to Mary. >> Yeah. >> Oh jeez. >> I'm interested. I see uh I I see that the director of buildings and grounds is included as a >> I thought conduct the search and so just wondering the reason behind that. >> Uh I think it was just in the uh policy of best practices that we got. We certainly I can't ever think of a time that we would put
079anybody other than a certified administrator in the in the office. And I I'll go say I wouldn't even do it because I'm not in that building. It's to the principal, assistant principal. They're the ones that know how to handle that. >> And that's exactly my thought. So that's why I was surprised to see it in there. I think just a cert, you know, only certified administrator should do that. >> Yeah, we we can certainly remove that. I think this was the best practice policy we got and then we sent it to the attorney on top of it. So >> yeah, I I mean I I I don't I don't think it's probably a good thing to have that in there. I I think it should just be type 75 administrators. I think it would for
080a >> Yeah. >> Um you know, just for protection. I think that's that's pretty wise. >> I don't disagree. We'll take that out. >> All right. Thank you. >> Yep. >> I'm sure Chris appreciates that. and the actual this one launching itself. So this is happening in the front office. >> Yeah, it has been in the administrative office with um uh you know privately in the sense that we're not doing in front of kids. We're not doing those types of things. student will have a chance to hand it over. Otherwise, they'll be want, you know, wanted and um parents will be called and if the student doesn't want to give it to us, then then there's an assumption of guilt. >> Okay. >> So, we're certainly not going to go looking for it past that.
081>> We're not patrolling the halls with the wand essentially. >> No. No. >> That's nothing we want to do. >> No. Okay. I don't think we're there. >> Okay. >> So, so can I make a motion to approve the amended or do we have to change that? >> So, we should in the motion um approve uh >> make the policy. So, motion approve policy with updates. >> Yes. So, we'll put motion to approve policy with updates. >> It will be as >> approved. Yeah. >> Okay. So I can make an emo I make a motion to approve the policy with the updates that we discussed with the removal of director of police >> when she calls in >> before that did anyone have any other question >> I'm just thinking about like airport security because
082I don't often deal with this but is this like a gender issue like if there was a girl that had a vape And Kristen's like, I want to wander. >> No, we would we always have the same gender. You know, it's not required, but we do it. Okay. We don't put ourselves in that spot. And I and I would also say, listen, >> finding a vape isn't >> isn't worth that issue. So, if it becomes um a behavioral resistance uh an issue, we're we're not going to do it. We're just going to move to the next phase. >> Okay. >> Yeah. >> And it does say it um by same-sex personnel when appropriate. >> Exactly. Yeah. So, it is good. >> And the attorney looked it over. So, >> okay. I don't want to violate
083anyone's rights. >> Okay. That being said, can we have a motion to approve board policy 7-140 with updates? Wait, can I just >> I'd love to make a motion. >> Second. >> Schwarz. >> Yes. >> Mayor, >> yes. Stan or Shfeld? >> Yes. >> Casey, >> yes. >> Johnson, >> yes. >> Stansbury, >> yes. >> All right, there's a lot of good questions. >> Um, okay. Item 7.7, consideration of release of closed session minutes. >> Yeah. At this time, I'm going to recommend we do not do that due for the confidentiality of personnel issues. All right. So then we need a motion to keep all closed session minutes closed at this time due to their continued need for confidentiality. >> Motion, >> yes. Johnson, >> yes. >> Shoefeld, >> yes. >> Casey, >> yes. >>
084Stansbury, >> yes. >> All right. Item 7.8, Eight, approve auction for excess district furniture. >> Yeah. So, we always have to go through before we throw things out and give a chance for someone to auction or bid on it and if they don't, then we just get rid of it unless there's another school or place that would like it donated. >> What uh just question, what like what method is used to um like advertise these things? >> That's a good question. We'll put it on our website and we'll >> be like under public information. >> Yeah, we'll put it out there and then um I have to look at how this is going to be run. Chris is going to do this. Usually there's a time, there's a date and people can submit uh what
085they want to bid. They can come look at it beforehand and we go from there. >> I I highly recommend using an auction service. >> Okay. >> Um just because like that's a lot to deal with. you know, you advertise, you got people who come and look at things. If you work with an online auctioneer, you can sub, you know, submit pictures and a catalog. They run it, they sell it, >> you have a window of time to pick it up. Your your your time is minimized dealing with it. And a lot of times you can if it's in your way, you can load it up, >> take it to an auction house, and and be done with it. You get a check. So, I would highly recommend doing that because you'll get the u
086the exposure, the advertisement Is there usually a fee that goes with that though? >> So, so there is, but it comes out of the uh right the sales and it's it's minimal. It's typically in the area of 10%. But the value you get because when you you know do these local things, you don't get the exposure. So most things don't get sold and so it either gets scrapped or thrown away. Um the auction method will sell most items. So just highly recommended and I think it's much easier to deal with. >> Okay. We can certainly look into that and and see if we can get that going. That's something that we had be to began to look into for D157 when we had golf carts and things like that. So, I'll follow up on it.
087>> That'd be great. And and I can help, you know, I'd like to help as much as I can. I've got resources that we can >> use for that as well. Uh just companies that I've worked with in the past that done a nice job for Johnsburg. >> Good. Um, another thing too I always like to note when we, you know, when we surplus furniture is, you know, obviously this furniture is either being replaced or because of a, you know, a fallen enrollment. We've got surplus furniture now. And I just always like to make sure that if we do you know if we are storing furniture that we're you know trying you know trying to maintain um you know desks and chairs for those fluctuations because these things are expensive and u also with the
088um popularity of flexible furniture. Okay I I always like to like to highlight that you know flexible furniture is great. Um, I really, you know, it's super important to have a bedding process for furniture that's purchased for schools, um, because of longevity. You know, some of the things you see here, I mean, I mean, some of the stuff's pretty old, but it's also built well. you know, those those chairs that are at the top. I mean, those are $150 a piece of chairs, you know, and so, you know, if you you know, for example, you go out and buy flexible furniture, maybe not from a vetted school specialty and the longevity isn't there, when they wear out in two years, okay, now we got to buy a classroom set of furniture. It's very expensive. So,
089I just want to make, you know, just just make it, you know, kind of just note that it's very important to have a process for vetting furniture, making sure you've got classroom furniture in storage to be able to uh replace them. You may have a new teacher comes in and and they're not into flexible furniture, they want traditional >> desks and chairs. So, just something to note anytime we see surplus. >> Okay. >> Yep. Thank you. Anything else about the auction? >> Then we need a motion to approve the auction for excess district furniture. >> I'll make a motion. >> Second. >> Yes. >> Casey, >> yes. >> Johnson, >> yes. >> Milfeld, >> yes. >> Shoefeld, >> yes. >> Dansbury, >> yes. >> Great. >> All right. Now it's 7.9 IASB conference on November
09020th through the 22nd 2026. >> Yeah, hopefully you can go. It's a really good time. I always I've done it a long time. I always learn something. Um but we need to know the sooner the better so we can get you into the best locations. So >> what is uh our deadline for >> um enrollment started June 1st. So um districts are already >> inputting reports. So the sooner the better. >> And if you're not sure, we can still put you down. But what we have to make sure is that we if you don't go, we have a drop dead date. We have to pull you back out or we get charged for it. So, just let Kim know and >> I'll let you know after the meeting when I can check my computer. >>
091I went for the first time last year and it was amazing. There was so much information um and so many >> different, you know, seminars and things going on. It was, you know, you were busy the whole time and just came back with a a wealth of information. So, highly recommended. >> As long as it's your competitions at the same weekend, I'll be back. >> Okay. You managed before. I have, but it was tough last year and I didn't quite make it. >> Yeah. >> All right. Um, item 7.10, building and grounds update. >> Yeah. Uh, I I just put this in here so you could kind of see what's going on right now. Um, Mr. Link provided this for me to to give to the whole board and the building grounds committee and just
092a lot of work going on in all the buildings. If you get bored someday, you want to walk around, let me know. If they're locked, I'll get you in. Um, but there's a lot of and there's a lot of good things going on. And I'll give Mr. Link a lot of credit. He has really put together a systematic way of approaching our schools that we did not have in maintenance. And I think as if you go back four or five years ago to where we are now, you see a significant difference uh each year and we're really getting a lot of things done. So, take a look at this. If you have questions now or later, please let me know. And if you want to go through the schools, let me know. We'll go take
093a walk. >> Mr. Pippen, what tree is the big silver? >> The in the middle or >> it's toward right up by the road. >> That's a huge It's a big It's It's dead. Part of it's dead. >> It probably interf it kind of does. We're going to leave it up through the 4th of July for the parade. >> One good sitting underneath it for the shade. >> Wow. >> Yeah, it's needed it. >> Very nice. >> Uh I noticed a few air conditioners are failing. >> Yep. >> Have they failed? >> Uh they have. Um is that Yeah. >> Are those window units? >> Those are the window units, you know. >> Well, they're like eight years old. >> They're they get a lot of use. Uh, and they're really undized for the amount
094of air they have to move, you know, and and so the amount of use they get. Yeah. They're eight years old. >> Um, so we'll have to replace them as as they go. >> And then the roof links. >> Yeah. So, the not this storm, but the one that was like this a week ago. Uh, we went in, Mr. Link, myself, and some others went into the cafeteria and the water was just gushing down the walls. And what it was is where there's a seam in the wall with that much rain coming down at one time. The older drains couldn't manage it. It backed up and it just it it looked like a a small waterfall. So, um that's under that that roof is scheduled to be replaced. >> That's one of them. >> Y
095>> but they do have it fixed. Just to let you know, we got them in there. The drains fixed, all that stuff. So, we shouldn't have that again. I'll go check after the meeting to see. >> That's right. >> Rushing down the wall. >> Hopefully not. >> Yeah. >> All right. >> Anything else for building and grounds? No. All right. Um, item eight, closed session. Do we need to go into close? >> Oh, we do have one thing. Yes. >> Okay. >> We do need a >> Yeah, you're >> okay. We do need a motion to enter close session to consider information pertaining to the appointment of employment, dismissal, performance, discipline, and compensation of employees. >> Motion. >> Second. >> Yes. >> Casey, >> yes. Johnson. >> Yes. >> Schwarz. >> Yes. >> Vansberry. >>
096Yes. >> I am surprised. >> I Yeah. All things I am.