001Order this water vent station regular meeting Tuesday, January 20th, 2026 at 7:03 p.m. Can I get a roll call? >> Mrs. Lela >> here. >> Mr. Bj >> here. >> Mrs. Mc Phillips >> here. Mrs. Barnfield >> here. >> Mrs. Teodor >> here. >> Mrs. >> here. We are stand for >> [clears throat] >> statement. >> Thank you. Celebrate the success. Thank you. We have some students joining us this evening and uh these are students from both me and Giles and we invited um the student who showed the most growth on their IRA diagnostic from the beginning of the year through the middle of the year in both ELA and math from each grade level to come join us this evening. So on the next slide, we'll see a list of students who uh will
002receive this honor in math. So I will call up some names and ask them to come on up. So Angelina, come all the way over here. Stay right there for me, Michael. Alice and Ed and fifth grade. >> Yes. So for fifth grade for math we have Sebastian. For sixth grade math we have Jacob who is not able to make it tonight. In seventh grade we have Maya. And then eighth grade we have J. All right. So, we thought we could have the students introduce themselves here. Do you want to start us off? >> What was your goal? You remember what your goal was? >> and your pro score was. >> Oh, can I say it? You know that one. 67. All right. [clears throat] >> Roll. 71 points and his goal was 36. Also,
003>> my name is Alice. My goal is 21 points. My go was 38 months. >> My name is My goal was 23. My was 43. My name is 37. My name is Maya. I wanted all of our students All right, let's take one step back, baby step, and then we'll call up some friends for our reading high assessment. If you come up to the black line here, do the same thing there. So, I'd like to ask Luna to come on up. You stand right here uniform. Perfect. And Michael, you get to come back up here again because you had the top thrill score for reading as well. Uh, Teresa Maximo and Nicholas. You want to start us off, Luna? >> Can you tell everyone your name? >> My name is >> 134. That's a big
004number. That was a lot of growth. Congratulations, [applause] Michael. Michael 109 points. That's amazing. Congratulations We would like to call out Kaye in fifth grade for the most brilliant reading. Congratulations. We would also like to congratulate Sophia in sixth grade, Jacob and Vasil who's not able to. And living do you want to share your story? Um my my name is Kaylee. My goal is 618 and my growth was 64. Once again, we just want to congratulate all of you for doing such an amazing job and showing the most growth in your grade level. And would our board of education like to come on up and take a picture with our students here? Stand up a little. >> [clears throat] >> Everybody look at me. There you go. Okay. They were left. Thank you very much.
005[applause] Thank you for this time. Of course, you are all welcome to stay to the meeting tonight. We do understand. Thank you very much. Heat. Okay. Action item. Consider a motion to approve the agenda as modified with the modification being the removal of 17. Close session. >> Can I get a motion? >> Motion. >> Amenda. >> Second. >> Jim. Roll call. For all in favor say I. All say. >> Motion passes. Uh recognition of visitors. Thank you. Department visitors. uh correspondence and >> I did include at your table tonight a letter from the village of Nor. I'll be speaking about this in my discussion item, but I did love that. >> Thank you. Public participation. Um lots of foyer requests. Uh but they can be found at the district website for review as they are
006every month. uh to 11 presentation I middle of the year math and reading data. So Dr. Riola is going to be sharing the uh middle of the year reading and math data from I Ready for Giles and for Lee tonight and then he's going to go into more specifics about Lee and then we'll hear more about Giles next month. Mr. Lee is actually ill so he can't be with us. But we'll hear all about Giles next. >> Right. So let's uh start by taking a look at math and this is looking at our growth from the mainly looking at our winter assessment. This was taken before winter break the second week of December. So on this graph uh here what you'll see is this is where our district scored and this is all students in
007board you'll see about 13% of our students are you know two or more grade levels below where they need to be about 13%. But I think what's really important is to also look at what the you know what that looks like throughout the state of Illinois and what that looks like uh you know throughout the nation. I think one of the things we're looking at ready is this is an assessment that's used in quite a few schools. So when you see the national year to date you can see that's about just over 5 million students who took this assessment the same time. So you're This is comparing us to those other 5 million students. And when we're looking at Illinois, we're about 214,000 students. So, pretty good number of students. So, here we had about
00813% that were two or more uh grade levels below, about 45% that are considered one grade level below. And we do the math on what 42 43% who are early on grade level or member of. Of course, this is where we want all of our students to be is in that green area. But I think it's also, you know, worth looking at, well, where's the rest of the state and where's the rest of the country? Are we tracking above that? And the good news is we are. So this is some really interesting information because this shows us where students are in meeting their typical growth and their stretch. So typical growth is what we want their our students to uh hit their goal by the end of the year. So you heard from a lot
009of students who were here um sharing their growth and they did a phenomenal job in meeting their typical growth and exceeding their typical growth. Many of them have already met their stretch growth. But what we're looking for here, if we're looking for half of our typical growth, we're about halfway through the school year. What are those percentages? So in kindergarten, about 64% of our students have met half of their typical growth. So this kind of shows us who's on track to meeting that typical growth measure and who may not be. And it doesn't mean that that's the end all be all. That's just one data point at that particular moment in time. This is where the students are. And I also just want to mention that we do take the middle of the year assessment
010early in the window. There are some students that might still be taking it at this point in the year into January. But that's one of the things that we like to try to get done before winter break. So that way we can um get our planning in place for after winter break. We can get our next round of interventions in place. Um because all of those decisions rely on this. But kindergarten 64% are uh meeting half that growth. First grade 55% second grade six so on and so forth. And remember this is in the area and just want to note that this is nothing about achievement. This is not how well our students are performing on this slide. This is just where did they come in in August or September whenever that test was first
011taken and where are they now and what type of girls are we seeing. >> How is the growth? So the growth goal when a student first takes that assessment in the beginning of the year there's a formula that is used to kind of say all right so if this is where a student is coming in this is the average amount of growth that a student who scored that score in the beginning of the year where they would be at the end of the year and that's what's used to guide typical growth. Remember that's just typical. If we want them to be on that same trajectory, so to speak, that would be typical. If we want them to have a more accelerated learning path, that's when we're looking for the stretch growth. That goal is going
012above and beyond typical growth. >> Thank you. So this is a really interesting piece of information because we we look a lot at I Ready because it's an assessment we take throughout the year multiple times. But this correlates to IE. So what you'll see here is that if our students showed no additional growth from when they took and this is just lean on this side. So third and fourth grade from when they took this in December. If they just stayed where they're at, we would predict that 39% of those students would be proficient. um which remember the Illinois State Board of Education changed the words that they use for those categories. There used to be five, now there's four. And so we're looking at proficient and above proficient. So we would have 39% of our
013students that would fall into those categories. Now this isn't perfect, but it gives us a good idea as to where we would fall when it comes to the state assessment. So when we look at our projection if students achieve typical growth now this is saying out of these 227 students who took the assessment if 100% of them met their typical growth they we would be projected to have 64% proficiency in math in third and fourth grade. But if you recall from the slide previous, these are where our numbers are tracking right now in terms of students meeting half of their typical group. So let's say we stayed on the same course and you know for the remainder of the school year 64% met and 55% met for typical growth. you know, that's not necessarily going
014to get us to we're to that nice, you know, 60 was what was it 64% proficient number in A because that's assuming 100% of those students measure but it gives us an idea as to the students who we can target and how we can support them. All right. So when thinking about who these students are and how we support them, this is one piece of information that we can look at. What this shows us is that when students come in and take this assessment in the beginning of the school year, how much growth did they show based on if they were three or more grade levels below or two grade levels below or one grade level below? and looking at the growth when we kind of look at it for all of our students. When
015students come in further behind, we're able to really maximize their growth. Where we start to see some challenge is really when they come in early on grade level, we're not seeing them grow as much. So what that tells us is that we have to look at our 2:1 instruction and provide different opportunities to provide more differentiated instruction and making sure we're meeting all students where they're at. It also tells us that we have good supports in place for the students who are below level. We've spent a lot of time focused around our MTSS system, multi-tered system of supports. Those are our tier 2 and our tier three interventions. We got a lot of ways that we support our students both academically and social and behaviorally. And we can see that the data is showing us
016that those programs are successful, which is great. But it's also showing us that we have some work to do for students who are already coming in on grade level. So we'll flip from math and take a look at reading. So we're going to see the same sequence of slides. So similar kind of thing here. Here's our district and we have Illinois and national. So looking at this, we can see that about 55% of our students are early on grade level or mid or above grade level in reading. That's great. That is something to celebrate, especially when you look at Illinois being at 41% being at 42%. That's really something to be proud of. We also >> talk you paused. I thought we were done. I apologize. >> Just needed to breathe. Uh but 28% of
017our students were under a level below which looking at you know nationwide and in Illinois a little bit uh below those numbers which is great and uh looking at the number of students who are two or three or more grade levels below you know we can see some great uh trends in the data here and similar Similar to this slide, we uh took a look at your math. Here's what it looks like for reading. Now, generally, we have some stronger scores for reading than we do in math. We see some grade levels dipping in the 70s or close to that. Some, you know, the lowest we have is 59% of students making their half of their typical growth. So, these are, of course, we always want to raise the bar. We want to see our
018students doing as best as they can, but this is helpful to see where we're at. And also, it gives us an idea. It's like, okay, if there's 73% of our students who are on track, how are we supporting and what are we putting in place for the other 27%. Who might not be on track. So, when we look at this, those are the types of questions that we ask. So looking at that slide that shows I the correlation to IR. So our projected proficiency if students make no additional growth from the middle of the year would be somewhere around 43% proficient or above proficient. Now, what's interesting here is that this next one, um, if students achieve typical growth, we're projected to be around 53%. Which was a very different number from the math that
019we saw a few slides ago, which was at 64%. Still some questions there, but um, but nonetheless, you know, interesting use of data here. So again, similar to what we saw with our math data, our students who come in, you know, behind where they need to be, two grade levels below, three or more grade levels below, they're making higher levels of birth, which in my mind when I look at the data, They always try to, you know, tell the story behind the data. And I think that story is that we have a lot of supports within our tier 2 and tier three systems to make sure that if a student is behind, we put a plan in place to help support. But as we go higher up the chain and students come in having more,
020you know, knowledge to start the year, we do see that percentage start to drop a little bit. So yeah, there you go. Thank you. So moving into this next piece. This was a presentation that I actually worked through with all of my uh teams here at LEA last week and it really was to go through our student growth and to identify students not on track and to make sure we develop targeted plans so that way we can try to get them on track. So our outcomes were identify those students, think about why they're not meeting that expected go for growth, make sure we create an action plan for them, and then determine how we're going to monitor that plan. We don't want to wait until May when we take this again, and we don't want
021to wait until we get I results over the summer or next year. We want to be able to have a way of monitoring that sooner rather than later. So we uh are working on a protocol called here's what so what now what the here's what is just looking at the data say what data are we looking at which students are not on track what stands out we're not getting into the why not getting into the weaks just pointing out those strengths so we look at I ready we also take fast bridge assessments we can look at our classroom assessments you kind of think about what we're seeing in the classroom. Sometimes that one time a student took a test doesn't match what we see every day in the classroom. Those things do happen, but I
022would hope that those are outliers and not the norm. So, we look at the here's what identify what the data is telling us. Then we get to the so what why does this matter? What is it telling us? That's when you can start to unpack that and try to put some of the the why behind that. Why might this be happening, hypothesize a little bit, identify specific skills that we might need to target or root causes that could be causing this? Maybe maybe we saw, you know, a student who did really poorly in the geometry domain and we haven't taught geometry yet. It happens. Well, what are we going to do about it? because we know that there are some geometry slopes. Do we need to look at is that a trend we see across
023a grade level. If it is, maybe we need to make sure we take a geometry unit and flip it a little bit earlier so that way we make sure we teach that before we take all these assessments that happen to uh include that on there. And it always seems to be geometry. I don't know why. Um, it could be that maybe a student is just not showing engagement in class or one of the other things we've been working a lot on, Mr. Incredible this is, is attendance. Are they actually here to learn? Because if they're not here, well, that's that's a challenge. So, those are all things that we need to look closer at and make sure that it's all part of this package when we're looking at the data. So that's the so what
024tries to get us to the why. So now what what are we going to do about it? So what are we going to do differently? How is instruction going to look different? Um what is the support going to look like? When is it going to happen? How are we going to fit this in? Those are those real questions that we have to ask. So we look at instructional strategies, intervention strategies, different ways of doing what we do, possible groupings of students. It could be a grouping in a class. It could be, hey, I'm going to I see that, you know, uh, you know, Miss Mc Phillips, you have a student who's struggling with this uh this concept, too, so I'm going to pull them from you and then I'm going to send you one and
025then we work on that together. There's all different ways that our teachers can work together to make sure we're supporting all of our students. So, we need to make sure we're doing that. And then, of course, we need to know how we're going to measure that. We have a variety of assessments that we utilize. So, we would use one of those progress monitoring tools for that. So, when I say a plan, a plan should include who the students are that are off track. what we're going to do to make sure that we're increasing our student growth and how we're going to measure it. And then this next piece is that I'm also setting individual meetings with each teacher where we can review what their plan is so that I can have a better understanding of
026what it is, who the students are that are off track and what it is that they're planning and how they're going to support them. And that could be times where, hey, that sounds like a great plan. or, you know, maybe we need to, you know, work on that plan together and make sure um that it sounds like a solid plan. But my goal is for every student who's not on track is that we have a plan in place and we know how we're supporting them. I want to see I'd love to see that at 100% of all of our students making typical growth. But if we don't take these steps and making sure that we're having those conversations, then there's no real way to monitor that. This is just what our next step is. So
027I wanted to uh to share that with you just so that way you can see a little bit more about what it is that we do on a daily basis here. And I think that was the last time >> it is. >> But I am open for any questions. Um where is some of the other I'm glad it's very data driven because without these specialists here. >> I I'll just state I'm very excited about hearing about the individual meetings that'll be taking place in a couple of weeks and and hearing about those plans and then of course watching that progress monetune data as it goes along. Very excited to hear that. It's a great plan that you put together. Thank you. Okay, there aren't any other questions. Thank you very much. >> Administrative reports. Superintendent
028Mus. >> Yeah, my report is all in discussion tonight. >> Okay, good reports. Gile school. Mr. Vietki is in here. >> Mrs. Bulo will speak. >> Okay. >> Yes, I will share on behalf of Mr. Um the seventh grade JV boys basketball team won tonight versus them. So they're heading to the championship on Thursday at Ridgewood. That is super exciting. We will find out about varsity tomorrow. The game is at 4:00 at Elm School and they will be still going to the tournament on Thursday either for third place or the championship. We also are starting the second semester this Monday, January 26th. So that means seventh grade will be going to steam and eighth grade will be going to writing. And that is the end of his report. >> Thank you Lee School. Dr. >>
029Thank you. Um, so just want to uh well, first of all highlight that on Thursday we have our talent show coming up and this is the largest lineup for the past uh 5 years. I believe we have 25 packs lined up. So should be uh quite the show. Uh also uh some other fun events when there falls around the corner. We have a kindergarten family engagement night that is planned in February. Um and uh otherwise I think uh I covered a lot of the rest of my report presentation earlier discipline reports child >> we have one student with an inschool suspension for violating policy 7 colon 190 number nine number 11 and number 23. That is the end of my report. >> Thank you, Mr. Pro. >> We have no reports. >> Okay. Thank you.
030Board committees. Um, education. Uh, nothing to report unless touch on anything discussion. Board policy development will be addressed in your discussion. Building grounds as well. Behavioral prevention. I don't think so. negotiations human resources maybe in your discussion uh finance. >> So we've had about I want to say half of what we should have received in so far from the tax dollars. [clears throat] Um Mrs. Scuzzik and I have been attending virtual meetings for um a co like a coalition of superintendent and CSBOs in Cook County. Some districts are um have been more impacted than we have because they've taken out tax anticipation warrants and then not only did they have to take out those warrants when they start had to make the payments on them, they still didn't have tax dollars. Our impact was we've
031had um we had to end one of our investments early. So, we still got interest on that investment, but not as much as we would have if we went out the full time. Um, but that's been our biggest impact. So, compared to some other districts, we're having a smaller impact. So, some of these other districts are actually passing resolutions and then submitting those to the county, asking them for answers and um almost like restitution for what they've lost in the tax anticipation warrants, what they've lost in interest. In general, it's a large amount of money that the school districts have lost. Um, and so they're what they had said is that February is when we're going to get our next installments. Um, we really don't know much about the spring yet if it's all going
032to go according to plan cuz it bills are supposed to go out March 1st. We do April 1st and then we're supposed to get payments, but we're not sure how that's going to work. And um I think the biggest thing for our district and every district is the frustration and no one's really saying exactly what's going on. So it's hard to plan. So even if we're making plans, we're always like looking and it's day by day. I'm checking our fund balances. Do we need to do another resolution to move money? Do we need to do this? Do we need to do that? When are we going to get the money? It's very hard to plan and just, you know, be good stewards of our funds if we don't know where those funds are or when
033we're going to get them. But >> okay, thank you for that. um communications. I understand Jim, you've got work on the next newsletter that will be released um George Park District on that discussion. Uh and without any further ado, discussion items. >> Thank you. So on January 26, next Monday, the superintendent advisory committee, we are tackling the student parent handbook. Really excited about getting some input on the parent side for the student parent handbook. I I've distributed paper copies to all the parents on the committee because I think sometimes when you hold a paper in your hand, it's a little easier to read it and digest it and uh write notes. So very excited to see what'll come out of that. much of the policy is um of the handbook, I'm sorry, is policy. So,
034there's not a lot we can change, but we could tweak some things. So, I'm really uh excited for their input next week. Summer school and ESY, we are on our way planning that. Uh so, just a reminder to the board, summer school is a tuitionbased program in the district. ESY is extended school year which is offered to students um with uh special needs and when they have an IEP and the IEP team decides when a student qualifies for ESY or not. So not all students with IEPs qualify for ESY but they everyone is is welcome to attend summer school. So the dates are uh June 9th through June 26. We're going to start with the teacher um survey setting up to see what teachers are interested in working. And I'm sorry that it has no
035school in June 19th. Uh which this year's a Friday, so that's a little bit nicer. Um they have it on a Friday instead of during the week. 8:00 a.m. to 12:00 p.m. Registration is going to open uh via a Google form on March 1st. Uh we're going to end that registration on April 10th so that we can work out staffing for the program. Uh summer school, I am recommending $175 uh for summer school. ESY, as I mentioned, is free to students who qualify. And then we will be offering a small amount of students to be invited to attend summer school um tuition free through the title one grant. That grant is still in place right now this year. And we have set aside uh some dollars to offer um students who are tier 2 or
036tier three or part of our ML program into free tuition. So we'll be sending out individual letters to those parents to let them know and hopefully they take advantage of the program. It's always been a good program. We've gotten great feedback. This is an increase. I am recommending a $25 increase from last year um on the 175 and I would like to bring that to the board next month for approval and then start start signing. There is still and I believe will still happen again this year the Norwood Park program which is held in July that is open to district 80, district 79 and district 86. Last year they ran that program at Ridgewood. I would re I would say that's probably still going to run at Ridgewood since there's so much construction happening at
037schools during the summer in all of our schools. 26 27 registration. Wow, that's time. Um so we would like to open registration. That would be right after summer school closes. Uh we're hoping to open registration on April 17th. This will be very similar system to what you saw last year where you'll have one continuous form that returning uh parents would fill out and guardians that has all the information. They then also would be uploading all of um the proofs of residency at the same time. We are exploring moving away from Pushcoin, which right now is Pushcoin is where we do all of our fees for tuition, curriculum, and lunch. So, what we're proposing is to move to my school books and we would move to my school bucks. We kind of run both programs for
038a couple of months. We would move to my school Brooks in April in order to pay for fees for um fees or tuition, but then continue the lunch with um Pushcoin until the end of this year and then start up Pushcoin, I'm sorry, start up the lunch program with my school bus next year. There's a couple reasons for this move. Uh we're finding that my school bus is much more uh familyfriendly. uh the screens are much more friendly how you make payments and it's very friendly also you can access my school books through push coin I'm sorry through powers school excuse me as you know one of the uh feedbacks and the goals that I have received from parents is we just have too many systems I have to go into push coin I have
039to go into power school I have to come into mastery connect and you know it's just too much we're trying to streamline that so when you would sign into your powers school account which is account used for registration. There will be on the left hand side a little icon to go to my school books. So you can go in, register, pay for your curriculum all right at the same time, right in the same place and very easy, friendly interface for families. Of course, we would have to train people on that, but it's it's actually very very simple. So, we're in the transition mode right now, trying to uh get ourselves a little more settled into understanding my school bucks well and then hope to bring that to the board. Um, all for approval moving forward.
040Speaking of fees, I am proposing that we keep the fees the same as they were last year. And if early bird fees are paid by May 29th, they'll be 275. Anything after May 29th would be 325. It's the same thing we did for this year. And this is of course for returning students. Any new students to the district, we would charge the 275. Then kindergarten tuition. I am proposing to keep that the same at 3,000. That is the next year we are last year kindergarten tuition 27 28. We will be going to uh full day kindergarten for everyone for free under the state mandate. I am proposing uh extracurricular sports being 160 currently that this year's 145. So that's going up a little bit in my proposal. And then band going up a little bit
041as well to 260 which currently is 245. difference is um the you know the everything has gone up. Uh transportation has gone up. The fees for the umps and the refs have gone up. So um the proposal is about $15 more which isn't a great amount but so almost keep some of our fees uh it will keep some of our fees the same and then just a small increase. So, I would highly recommend that when parents register, they just go right in, pay the fees, get the 275 over with, and then we don't have to deal with the uh additional $50 charge, which would happen on May 3rd. Any questions about fees or registration? Yeah, can't believe we're talking about that already. So tonight I am asking you to approve the 26 27th school calendar.
042It's pretty much the same one I wrote to you last month with a couple of exceptions. Uh August 21st is it's a Friday. That would be the first half day. August 24th is that next Monday would be the first full day for students. Um graduation would be June 2nd. That is pending approval from Ridgewood. They could change it but that's where we are right now. last day of school being Friday, June 4th. That would put four institute dates, uh, August 19th and 20th, so two right at the beginning of the year for the teachers. September 17th, which I'm going to talk about a little bit later, um, I think the next slide. And now we're we are actually putting November 2nd down as an institute day. I'll go through that in a moment as well.
043School improvement day is October 9th which will pair up next to uh Columbus Day which is the Monday. So the Friday Monday so parents can take advantage if they'd like to take along look at January 15th which will be pair up with Martin Luther King Day Friday to Monday and then February 12th which will pair up with President's Day. We find that we're really excited that our families do like to take a lot of nice long weekends. We really encourage them to take those long weekends when we're not at school so that the students aren't missing school. As Dr. Raviola talked about absence and um how important it is for a student to be in school. Along that same line, looking at our holidays, they as I just mentioned all will stay the same. We
044do have a November 3rd election day that we are taking off completely off as a just a non-attendance day. So what we did is we paired one of the institute days with that on November 2nd. So the students actually wouldn't have school on Monday and on Tuesday that week. That would be another nice opportunity for our families to take some time off or go on on a trip. That's not a normal time that everybody else in the world is off. So families might be able to take advantage of that. So they'd actually have a 4 day weekend there. Uh, keeping with our normal traditions, Thanksgiving week, we have that week off as a fall break week. We have winter break, which is, you know, two weeks, and then spring break. Please note, spring break is
045a week earlier than it regularly is. We follow Ridgewood's schedule with spring break. So, that is Ridgewood spring break and we are using the same week. Typically, it's been the week after where it starts off March and goes into April. So, I've been mentioning it to everyone. If you are already planning next year's spring break, please note that date is going to be different. Any any questions? Originally last month, we had talked about keeping the teachers in student day in March. We feel it be more valuable to have a November 2nd teachers institute day. Uh it's better for us to get working on data early. Plus, it's a nice time to give our families some time off. >> Friday, >> that's the date that I'm talking about. We typically take that day, so we move
046that one. >> So, we wouldn't have that Friday before Memorial Day anymore. A lot of times that's a useful day for us, but we feel that for next year because we are looking at some curriculum changes, we want to be able to meet with the teachers earlier. Any questions? Okay. So, September 17th, which is a Thursday, and I've been talking a little bit about this already. Um, it is an institute day next year, but the staff will be in um all the full staff and it is our uh coordinated lockdown active shooter safety exercise with the community safety with our community safety partners. Remember the purpose of this exercise is to allow the school staff and first responders to practice and refine emergency procedures ensuring that everyone is well prepared, well trained and if there
047is a real emergency. This is the students are not in session in any of the schools involved. schools involved being uni ridge of course district Giles and Lee and um Bridgel. So our first communication is set to go out to all families next Monday, January 26th. This communication will outline what's going to happen that day. We'll outline all of our community partners and just start a regular round of communication to the community. not just to our community but to the community all around us. Um and George and Howard Heights. This is going to be a big event. People need to know about it so that people know a to stay away from the area the best that they can. Um and also that that it is a an a safety exercise that it's not a
048real event happening. It's just a safety exercise. Very important safety exercise. Uh so please look out for my first communication to come out. Uh the communications by the way are all scripted from the committee writing them together. So the communication that you're going to see come out from district 80 will be the same as that is sent out from the village, the same that is sent out from district 234 and from 79 and from 86. We also do have a website set up. We have a Gmail or email set up. So if people have questions, we have places for them to go to answer. And then throughout the time, the next what seven uh eight months till we get to September, we'll be communicating about this event. The staff is going to do like a
049a little trial exercise here within our district on uh March 17th, which is our next institute day, also an election day. Any questions about this event? Okay, tonight I'm asking the board for approval on our summer projects. We've been talking about all of them, so there's nothing really new here. Uh the wood ceiling at Giles, we don't have a definite uh next steps for, but but we will before we get to the summer. uh south classrooms at Giles, painting furniture, lights, removing the sinks, adding additional storage, and then pretty extensive brick work at Giles on the east wall, the lentil tuck pointing the chimney, and then we have added the uh south wall diamond, which will require some painting and then some replacing of some fencing. There's also on the board agenda tonight in cons
050I'm sorry in an action item um an intergovernmental agreement with the park district. The purpose of this agreement is uh it's a dual purpose where the park district can use the lead gym on Wednesday starting tomorrow actually if this is passed until the uh end of March and then it's this is an exchange for the home uh so soccer games that'll be held we already held the one season uh back in October for the um oh gosh was it the boys and then we'll be doing the girls in May And really exciting, they have purchased the solder bowls now, so our B&G guys don't have to move them back and forth, which they were doing every year. This agreement had uh originated from their council has also been approved by our council. Uh also in
051uh consent tonight is special education transportation agreement with Safeway Transportation Services Corporation for 2627. You're going to now see me bringing you a lot of 2627 agreements. This agreement is h has a 5.2% increase. I am recommending that we don't go to bid for transportation at this point that we take this increase um and then you know we see where that goes for next year and then we may be sitting in here next year this time and decide to go to it. But right now I think we're good going with this increase. And again, this is just for special education transportation. So, the uh policy committee met on January 15th and reviewed press policy 120. Just two things I want to highlight from that meeting. Um, and one is public the public law 104-32, which
052is a new law that requires districts to offer age appropriate age appropriate mental health screening to students in grades 3 through 8. There's already been some information out there in the media about this and we'll certainly give you the board some more updates and our parents some more updates before we get there. Um it's because it's beginning with the 2728 school year. And um this is interesting because this is one of the things that families can opt out of. It's important to note that we already do in district 80 some mental health screenings for um all the way down from kindergarten to 8th grade. So this is going to look a little bit different than what we do right now because in third and fourth grade the students don't take the screening, the teachers take
053it about the students. So this will not require the students to actually do a an age appropriate health screening. Um and again I'm going to share a lot more about this before we actually get there but just wanted to point out that that is part of press 120. The other interesting part is uh 104-20 which eliminates the requirements on teacher or principal or system principal evaluations to consider growth as a significant factor. So um you may recall from your PAR training for the board members that growth in an evaluation for teachers, principles and assistant principles was deemed a significant factor in the state of Illinois. However, they this law will now change that so that you don't have to use growth as a significant factor anymore. Currently our evaluation plan has 75% of the evaluation
054plan is professional practice. So it's a rubric um that is um gone through with the teachers and the and the uh staff who is evaluating them. And 25% comes from growth which we've looked in the past at math growth which has gone from fall to spring or sometimes we've done winter to winter depending. Right now we're currently fall to spring growth on I Ready that Dr. Babola actually did um showcase some of tonight. This now eliminates that as being a significant factor. Doesn't mean it has to be a factor. It doesn't mean it doesn't have to be factor. It just means that if you want to take it out, you can through negotiations with your association. We have had um Mrs. Mr. Dbor and I have had some general conversations with uh neat leadership on
055if we want to change anything in our significant growth. We're not there right now, but just know this could become something that we could negotiate in the future and it would need to be negotiated by both sides. So, there's just two interesting things and one uh 20 as I'm sure our two board members that were on the committee had a lot to do with footnotes and legal references and just a lot of stuff that you know is important to um to update but not really important to our functioning in a daily policy. Second, tonight the policy updates of the 700s. This is on second read. Um we brought these up last month as well on first read looking at those policies. Um just pull it up really quickly on what was most of this was
056just clarification. Um this was on district red policies not through press. So our policy committee read all the 700s and then just made some suggestions uh about things to change. Those were outlined in board book two. Any questions about any of this other? Then one final policy tonight on the board agenda is policy 5 col250. The policy committee meeting re reviewed this policy as well for district edits. Uh two sections. child rearing leave section said the board shall grant a professional staff member's request for a non-paid child rearing leave. We're making a suggestion of changing the shall to may. And similarly on the second section leaves to serve um as officer, trustee or representative of a specific organization. So this would be if a teacher or a professional staff member wanted to serve on a
057board and again it's upon request the board will grant we would like to change to May grant doesn't mean that the board won't do it but we'd like to leave that flexibility up to the board to make that decision. Both of those are fine changes with leave. So that is also on the board agenda. Any questions? Great. We uh Lincoln Investment LLC reached out to us. Just simply wants to be added as an option for a 403b provider as one of our plans. Um just requires board approval. This is no cost to the district. This is just if if a teacher chose to use Lincoln Investments as part of their plan. We use um a company that uh goes through and kind of keeps us legal with all of our 403b plans and all our
058investment plans. This is again on the teacher side, not our district's plans. Um and so this would just be another option for the teachers. So two board meetings that we need to discuss tonight. Um, starting with January 1st, the state has put out a mandate that board meetings cannot be run on election days. Our board meeting, which I know we were excited about, March 17th. Um, we need to change the date of it. I was doing a snarky little St. back thing. But so uh we are suggesting one of the following dates, but this is open to board uh discussion. Maybe March 10th, which would keep it on a Tuesday, but put it a week earlier. Or we could look at March 18th, which could be that next day. The tricky thing about March we
059have to be careful of is we have a lot of days in there of conferences. So kind of watching that as well, which it is possible. Next year we do have some conferences on it on a board night. So it is possible if you wanted to look at the Monday or or the Thursday for example, but we would probably need to take action on this next month February to change official. The other is the June board meeting. Uh just reviewing some um end of the year requirements. We discovered that we had put the June board meeting on June 16th, which is the second Tuesday. We probably really should run it on June 23rd. We couldn't think of a reason why we did it. We don't remember you having a reason for doing it. So, it
060was just there. We can leave it the 16th or we can change it to the 23rd to keep the same pattern of the third Tuesday. We just discovered this a couple weeks ago. So, do you want to check your calendars on the March date? March 10th, March 18th. Do you prefer to keep it on a Tuesday? If I'm looking at the wrong calendar Oh, maybe I'm wrong. >> Hold on. Maybe I wrong. Excuse me, please. >> No, I probably wrote it wrong. I'm sorry. We have the 23rd. I'm sorry. We have the 23rd. It should be the 16th. Thank you for checking that. So, it currently should be the 16th and it's written out as the 25th. So, are we okay leaving it moving to the 16th on June? Do you mean it with our
061pattern? >> That is the third. >> Correct. >> Oh, yes. >> Yes, Amanda is correct. That is the third. And then what do we think about March? [sighs] Um, well, I think they both work and if we could 18 that helpful because of prior obligation to attend. [clears throat] It could be better too cuz I think that the uh girls basketball tournament right might be on the 10th as well the third uh first place. So that might be better since we're hosting too if everyone is okay moving it up on a Tuesday. >> Is that possible? Let's say the 18th or >> Sure. And then if by in the month anything comes up, just reach out. figured out. >> Okay. Thank you. Um, as I mentioned earlier, we have received a donation from the village
062of Norwich, uh, $2500 donation, um, that we, the principles are looking at planning something that could go directly to the students. We haven't figured that out exactly what we're going to do. Um, I believe what I shared to you in a memo was the village sold anything that they could sell in the former divine savior land. Then they took that money and they split it up amongst different organizations within the village of Nor, which is the letter that we received. Very exciting. It's always nice to get the donation that we can bring right back right to the students. And that's my report. >> [clears throat] >> On to consent agenda. I need a motion to approve 15A through 15J. Can I get a motion? >> Second and Lauren call, please. >> Mrs. Theodore. >> Yes.
063>> Mrs. Mr. Barfield, >> yes. >> Mrs. Lala, >> yes. >> Mr. PJ, >> yes. >> Mrs. McFillips, >> yes. >> Mr. Chuzu, >> yes. The motion passes. >> 16 board times. Any comments? Um, discussion on anything you heard or want to bring up. During close session, we will move right on to action items. 18A. Consider a motion to approve the intergovernmental agreement with the North Park District. Can I get a motion? >> Motion. >> Jim Marina. Roll call, please. >> Mr. PJ, >> yes. >> Mrs. Lavala, >> yes. >> Mrs. McFillips, >> yes. >> Mrs. Herbach Barnfield, >> yes. >> Mrs. Theodore, >> yes. >> Mr. Trabuzzio, >> yes. The motion passes. Can I get a motion to approve 19A? Um, let's consider a motion to approve Dylan Golden Browns and seasonal assistant. 1982
064consider motion to approve Paneshi as the tennis show coach. 19 DB1 consider acceptance of the retirement letter from Tam Tammy Dinto for June 30th, 2026. And 19 C1, consider motion to approve foster parent leave for masters. And 19 C2, consider a motion to approve FMLA leave for Columbia for 8 weeks. Can I get a motion? >> Maria Bang. Roll call, please. Mrs. Lama, >> yes. >> Mrs. Theodor, >> yes. >> Mr. PJ, >> yes. >> Mrs. McFillips, >> yes. Mrs. Buck Barfield, >> yes. >> Mr. Trausio, >> yes. The motion passes. >> I need a motion to adjourn this meeting at B1. All in favor say I. I. All >> say nay. The meeting is now adjourned.