001Call to meeting uh call to order this uh meeting, Board of Education regular meeting, Tuesday, October 21st, 2025 at 7:02 p.m. And I have a roll call, please. Mrs. Mala here. Mr. PJ here. Mrs. Mcillis here. Mrs. Herba Barnfield. Mrs. Theodore here. Mr. Bardi here. Mr. Busilio here. We have a quorum. Let's uh stand for the pledge of allegiance. I aliance to the flag of the United States of America and to the for it stands one nation under God, indivisible with liberty and justice for all. I'll read the mission statement. The mission of Nor School District E is inspiring educational excellence and nurturing environment. Uh celebrate the success. Okay. Well, I'd like to thank everyone for the huge turnout. Really appreciate you coming, especially on short notice. Um we do have two programs that we're
002celebrating here at Gile School. The first program that we're celebrating is the space program. And what it stands for is student principal advisory committee and engagement. And as I explained to the students this afternoon at our first meeting that we had that for my staff, I have a building leadership team. And now I have a program designed specifically for our students to address needs that are student needs or concerns throughout the building. So, here is a sampling of uh four students per grade level, fifth through 8th grade, that represent child's school, represent their grade level, and represent concerns um or issues that they feel as a student body that uh us as a administration and as a school district, we should discuss and figure out ways to uh solve any problems they may be. So
003responsibilities of a space member is to identify and promote district and school goals. Focus on the characteristics of pride and that stands for being positive, respectful, responsible, inclusive, determined and engaged. Promote a Gilesmade environment. Be a voice for other students. Develop engaging activities to promote a collaborative environment for the student body. discuss issues, concerns facing our students and be leaders of the school and community by promoting the district's mission of inspiring educational excellence in a nurturing environment. So at our first meeting today, what our students did is they broke up into groups. Well, first of all, we developed their norms for the year. Then we broke up into grade level teams to discuss grade level um concerns or topics that the students would like to address. Due to time we got through 7th and 8th,
0045th and 6th. As I said, keep those notes. We'll get that at our next meeting on November 6th. But what I would like all of you if you can stand up and let's head over towards the uh monitor if you don't mind all of the space members and if you can just share with us your name and your grade. I know you shared more at today's meeting but I just want you to share your name and your gra. So let's start. We'll start right. Go ahead. I'm Amish and I'm in eighth grade. I'm Violet Bowling and I'm in seventh grade. I'm Julia Sal and I'm in seventh grade. I'm Livia tonight and I'm in seventh grade. My name is Nathan and I'm in seventh grade. My name is Sergio and I'm in fifth grade. My
005name is Jash and I'm in fifth grade. My name is Joel and I'm in eighth grade. My name is Abigail and I'm in eighth grade. My name is Liliana and I'm in eighth grade. My name is Joel and I'm in sixth grade. My name is my gloves and so these are our space members that will represent GI school. So I look forward to an exciting year this school year. If you could just stay up here because now I'd like to bring our attention to our pride leaders. So we have another group of students and they're pride leaders and they're uh through Miss Fig who is the pride leader. And so pride leaders can you stand up and stand on the black line right here? Miss there can actually do their speaking if they're great. Okay,
006good. I'll be fine. So positive and help to create. We help promote school spirit along with a positive learning environment. We are responsible for various activities, announcements, and leadership roles throughout the school year. These are some of the activities we're excited for this year. Red ribbon weeks, angel tree collection. [Music] And when is red ribbon week? There you go. Next week big spirit week over at Giles. Okay. Can they introduce themselves to you? Absolutely. My name is Ariel Woot and I'm in I'm Isabelle and I'm in eighth grade. My name is Maya Basel and I'm in eighth grade. My name is Ka Christic and I'm in eighth grade. My name is Anastasia and I'm in eighth grade. My name is Georgin. My name is Jen and I'm in eighth grade. My name is Clarence in
007eighth grade. So other things that this group will do is also support le school in the PTA. Many times PTA is always looking for volunteers especially when they're do the activities here at least school. So the the pride leaders and depending on how many volunteers they need may also encompass the space leaders as well. But these group of individuals will will volunteer as well and help support our programs here at North School District D. So thank you all. I'm looking forward to an exciting year. Thank you to Miss Fig. And now can we have a picture with the board of education? So, why don't we have the uh how we might want to do the in the middle? Yeah. So, let's have the space move up a little closer to the projects and then we'll
008have the bed in the back. Thank you. And then you get a little smile. Perfect. Thank you all very much. Of course, you are welcome to stay for the rest of the meeting, but we do understand if you have to leave early. Thank you very much. [Music] Heat. Heat. I see. audience. There's a big audience. I know. Uh, keeping along with that theme of celebrating the success, it is October is our month to recognize our two successful principles, Mr. Vietki and Dr. Radiola, we want to thank both of you for all of the time and dedication that you put into students here at um in district 80. We know that there are many times that you have to uh make some decisions that are tough between your family and being here with our families. So,
009we thank you for all of your time. Thank you for your leadership skills on leading our teachers and our students into um nurturing individuals with uh academic success. So, thank you. Thank you both very much for your roles. Thank you. Thank you. Of course, purple is red. Thank you. Thank you very much. Thank you. And now to conduct public a public hearing regarding your school district a e-learning plan during learning plan. So every 3 years the West 40 which are is our um regional office of education uh requires us to do hearing before we can approve our e-learning plans for the next 3 years and then once a year um over the next two years we'll reapprove them make any changes that are needed and then you know continue that cycle of having a hearing.
010So I'm going to just present you real quickly. There's not much actually I don't think there's anything that changed from last year in our plan. This is the lee school plan. Uh now just as a reminder, e-learning takes place due to an an emergency. The state does not allow us to go to virtual learning, but e-learning days are acceptable if there is some type of inclement weather or some other kind of building emergency. The e-learning hours for Lee school are from 9 to 2:45. Teachers will start earlier in the day and share out the schedule with the students by 8:30. They will use Google Classroom as their platform and use Google Meet for video conferencing. The students um have to be active and participate. So, their cameras have to be on, have to be able
011to see them in order for them to be marked present. and they will still have their art or music or media or uh PE uh throughout their day. Special education services will continue and all um other therapies like speech and social work OT and PT will also continue. Students will have 5 hours of instruction will which will include synchronous and asynchronous lessons. During the asynchronous portions of the lessons, teachers will work with small groups of students and provide support uh for the students while working with them. Preschool have 2 and 1/2 hours of instruction which will include a mixture of asynchron synchronous and synchronous instruction. No one wants to put a three-year-old on a computer for two and a half hours, of course. and our pair professionals will um still be involved in the classrooms
012providing individual support for the students as well. This is the overall plan um that what the students will receive throughout their days. The lease schedule and the gile schedule are very different. The lee schedule since it is most of the time one teacher that is you know teaching math and reading and writing and so forth. So there isn't a need for the change of class that you see at child. Any questions on the times? Okay, moving over to Giles. The students will follow their daily schedule still using Google Meets or and uh classroom. They also need to be present and visible to be marked um at marked present for the day. Here we have the student advisory period and lunch periods that'll both be asynchronous and then everything else students will actually be online. uh
013all services speech, social work, band, OTP will happen and e-learning hours are from 8:25 to 255 and then the teachers are available till 3:15 for any questions. So this is going to be a much more detailed schedule. At the beginning of the day, the teachers will start off meeting with Mr. go over any kind of last minute things or anything they need to work out any details and then at that point they'll go right in to check in with the students throughout the go throughout the day check out at 2:15 to 2:55 with the students and then teachers will be available after any questions about the child schedule. Let's hope we don't need these at all, but it is nice to have it available to us if we do not implement it. The days of
014the old fashioned snow days are gone. Okay. So, if the board doesn't have any questions, I will ask the board to uh to approve this as an action item later in the agenda. No problem. Oh, we wanted to start. So, yeah. And receive comments. Sure. You want to read that? Sure. Before we receive comments from the public concerning this hearing, uh I will read. Uh public hearing is not a dialogue or question and answer session between the board and the audience. It is a time when the public can present information and express opinions. The board's role is to listen intently to all comments presented by the public and then consider those comments when the board deliberates on the adoption of the elimin plan. Do we have any comments from the public? No. Okay. Um that
015ends the hearing. Yes. Correct. On to action item. Consider a motion to approve the agenda as modified. That modification being the removal of 16 to consider approval of building structured positions. Strike that. Uh, can I get a motion? Lauren. Uh, roll call, please. Mrs. Urba Barfield. Yes, Mrs. Theodore. Yes, Mrs. Lama. Yes, Mr. PJ. Yes, Mrs. McFillips. Yes, Mr. Garvey. Yes, Mr. Fuzzio. Yes. Motion passes. Recognition of visitors. Thank you. Any correspondence? No. Any public participation? take that foyer request. There are foyers um but they are available at the website as they are published for anyone to see. On to presentation standardsbased grading. Thank you. I'm going to uh speak to the board a little bit about standardsbased grading today and then finalized with uh a followup on our disc special from last month. When
016I went back and read the notes from last month and I um listened to the recordings, I thought that it would this would might be a good time to stop and review what standard based grading is, where it comes from and a little bit about the history within the district. So, traditional grading, which we probably all grew up with, is calculated by averaging together multiple test scores. Um, effort sometimes is used in that homework assignments to get one letter grade per subject. And it doesn't really inform anyone of how a student is really doing. So, if you, you know, receive a a C in um in a class like science, it, yes, it tells you you're getting a C. But what does that really mean? If you look at a traditional grading scale or a
017traditional grading report card, you'll see those there, uh, grades there. And yes, you could tell that someone is passing and you get a general idea on how someone is doing like English or science and they're both being A's, but it doesn't really it doesn't really tell you very much. And if something is like a B minus with history, it doesn't tell you what someone can do to improve or what someone has to work on. So we moved to a standardsbased grading uh format um back in 2017 and it's a grading system that focuses on student learning of the Illinois state standards. So Illinois has Illinois state standards commonly were known as the common core standards but Illinois has kind of kind of taken them and made them their own and call them the Illinois state
018standards and these focus on learning targets and growth and it's about the progress of learning based on most recent recent evidence of learning. So we're not averaging together grades anymore. You might have um a first assignment that you end up being getting a red on and a second assignment that might be red also. Then you might start seeing some yellows on a next assignment, maybe a formative assessment, you get a yellow and then let's say towards the end the student starts to understand it and starts to get the material and starts to be able to master it. That last score then would be green or be mastery. We don't then take those all and average them together to get out to maybe a yellow. It's really about the learning. Can the student now do the
019math problem? Can the student now identify the main topic in a text? Can the student compare two characters and contrast two characters and uh make a diagram? Um, if the student is able to do that, even if they didn't get beginning on everything before that, that's still mastery. It's not average together anymore. We look at um looking at the individual standard gives us the ability to give more feedback. So, if you're looking at math for example, and math you have an A or let's say a C in math, what part of math is that? Is that geometry? Is that number sense? Is that um identifying the the symbol? Is that counting? You really don't know from looking at that. So, if you're looking at putting up the standard separately, you can be more um informed
020on what the instruction is. students, the teachers can learn more about how to address specific instruction and the focus becomes more on the learning of the object or learning of whatever it is they're learning. It also aligns curriculum and better defines what achievement is. Currently, we are using mastery and this is where a student consistently demonstrates complete understanding of application of the standard. We're using developing. Student shows a partial understanding and is approaching mastery and we are using beginning where student demonstrates limited understanding and requires additional support to meet the standard. It should be noted here that mastery means that they show an understanding and application of the standard. It is not above, it's not an honor, it's just you know what you're supposed to know. So here is an example. So that's a standard
021base report card on the on the left if you're looking at the screen uh with the S and then that would be the traditional report card. As I mentioned earlier 86% would be a B. But on the left what we're looking at is can I identify a number sentence? The student in this case can that's mastery. Can I solve number sentences that have graphics? That's something that's developing. Can I create number patterns using two rules? Also developing. Can I can I estimate the answers of number sentences? Can I find the sum of twodigit numbers that the student has mastery? And then can I find the difference of twodigit numbers? So, we can add the numbers together and get the sum, but we're still beginning on learning how to subtract them. So a teacher can look
022at this, a parent can look at this and say, "Okay, I actually have a pathway of knowing how I can help this child." A, we know that we need help on uh finding the difference between two-digit numbers. That's pretty straightforward. And then knowing how to estimate the numbers in number sentences is also an area along with of course finding the pattern and solving for brackets. So it just gives us more information and and on the teacher side the teacher has different standards to work on. It's also important to note is mastery is considered if you're getting 90% to 100%. So mastery doesn't mean you have everything right all the time. It means between 90 and 100% of that formative, summitative, assignment, whatever it is that the student is completing, that means that they have gotten
02390 to 100% of that rate. Developing is a very large area. 60% to 89% of what they completed is developing because I know we we often say, well, where are the percents? There certainly are percents. you're still if you're looking at a 100 point quiz, you're still coming up with what that percent is or whatever uh point quiz or or assessment you're looking at. And then beginning is anything below 59%. So when we ask or we we question on do we have a little bit of yellow room, which was one of the questions we had asked last month, and I'll go into this a little on the honor board. We we actually do have a little bit of yellow in there with 90 to 100% already. So, we're not expecting the student to have everything
024perfect every time. And in fact, on that progression towards learning when they're practicing and they're just trying to learn the actual um information, you know, that's certainly okay to be at the beginning of development. It's when that final summitive assessment happens. Do they know the information? if that's a a test, if that's a project or whatever it is uh for students to show their learning. Now, I wanted to give you a little bit of background about how all of this comes together. So, we have two ways of really reporting this to parents. We have conferences. This is just an example of this year at least school November 19th and 20th are parent teacher conferences and there they will review all the evidence of learning. you know where the students are right now. And at Giles,
025it's November 11th and 13th, and they have studentled conferences where the student reports on their strengths and their areas of focus. So, they meet an advisory uh a few times before parent teacher conferences and look at their own standards and say, "Okay, I'm doing really well on this and this is an area I still need to work on." Um I think we have uh develop been developing our student led conferences to be even more powerful over the last few years and so that students have the voice into what they're learning and understanding what their learning is about. Then we have the reporting side. Our trimester just again is an example of what's going on right now. Our trimester ends November 21st and then it's a process of the teachers going in making sure all the
026grades are reported, comments are are in. The comments are really important too because if you don't have thoughtful and um understandable comments, then the you don't understand all of what the standards piece is all about. So we really encourage the the teachers to spend time working on those com on those comments especially now they just met with the parents. So the ones right after this November time are usually not as detailed in January when our progress reports come out. They didn't just meet with the parents. So that's a critical time to be um giving feedback. The progress reports go home um electronically. They'll be sent home on December 5th and then uh sent home in students home language on paper on December 5th as well. So looking back at what you know what is this
027thing I keep talking about standards or the Illinois learning standards or the common core. So a standard is what the state says that kids should learn. It's not how they should learn it. It's not taking the personality out the teacher. It's not saying the teacher has to do this, this, this. It just says this is something you have to learn and I'll go through one uh with you in a moment. And it focuses on the knowledge and skills that the students must do in order to master that. So what happens our first step was we we had the teachers look at all the standards and identify priority standards. This was uh three years ago. So we had them go through all the standards and say what is it that is critical that is important that
028students need to apply for real learn uh real life context and they identify priority standards. They then did um the end of 3 years ago and two years ago they were unpacking the standard. So now you have to take that standard and say okay in order for me to have our students do this what do they need to know beforehand? Obviously, if I want someone to be able to add two numbers, I have to identify what the symbol is. I have to know that's a two. I have to know that a two means two objects. So, you have to go through on identifying that. Now, that was very simple because I used a very simple standard. Obviously, much more complex standards have a lot of unpacking and and a lot of steps to understand. The
029teachers then need to look through the standards whenever they're working with a student and say, "What where are we having trouble? What are we missing here? And what can I help you to to uh help support?" The stuff that we're working on now that we kind of start at the end of last year and are full-fledged working on right now are called proficiency scales. So the proficiency scales are what does a student need to know? What does that look like in that standard in the beginning? What does it look like in developing? What does that look like in mastering? If you don't know where you're going, any of us will get you there, right? You have to know what what you're looking for. So that process of identifying the priority standards, unpacking them, understanding your
030learning targets, understanding what your assessment is, all then ends into our proficiency scales. So just to give you an example of what that looks like right now in the state in the reading categories there are many different areas for reading. So you have literature, you haveformational, foundational um writing, speaking learning, language, reading history which is different than reading science or technical text. On the math side, you have the standards broken down into operations and algebraic thinking, number operations, measurement and data, geometry, number and operations again. So, it gets a little more complex, ratios and proportional relationships, number systems, um, statistics and probability, and then of course into algebra. So, just give you an example of what something like that looks like. Here's a math example. This is a real live fifth grade math example. So
031they are taking this standard which is part of operation and algebraic thinking. And here's generate two number patterns using two different rules. Identify apparent relationships between the corresponding terms. That's the standard they're working on. So the teachers had to go in and break that standard down. And what does that mean? So if I look at the breakdown of that standard, which this is work that was done previous years ago, it lists what the standard is, what the concepts are like what are the nouns, the phrases, the verbs for all of this. What is some sample successful criteria and then goes through the learning progression questions. What skill and concept do students need to master prior to this? So, what do they need to know in order to be successful in this standard? I won't read
032all of it for you. Um, but this is just an example of this one priority standard in fifth grade math. Down at the bottom here, um, we have common formative assessments. Formative assessments are not final assessments. They're assessments you used to learn along the way, um, what you need to work on. Summitive assessments are the final assessments for that test either quiz, the unit, whatever that may be. So if I go back, I take just this one snapshot here, we have what does the standard look like in beginning? Well, a student can try to make number patterns, but still might need a little help. They might have some trouble seeing the patterns with the connections. They might struggle to write to order pairs or to put them in a graph and they ask for guidance.
033So if a student is showing that type of uh work, they're in the beginning area developing then they can make one number pattern correctly, but they might have some mistakes with the other one. They're still working on them. They're going to find some connections, but not all of them. They can write or graph ordered parts but sometimes there are some mistakes. Moving on to mastery where you can make two number patterns. You can follow rules that are given. You can find and explain how terms and two patterns are related. You can write ordered pairs in order to show the patterns and then graph that successfully. Now you will see here something where we haven't we don't actually have right now and that's exceeding. This has been a goal of ours uh since we've been working
034on this the last two years. If we had brought out the level of exceeding, we wouldn't have had anything to attach it to. So, we can have exceeding, but what does that mean? What is this dude doing in order to uh show exceeding and how do we capture that? How do we teach it? So it is our goal to have exceeding four numbers moving forward beyond next year. Um and I'll talk a little bit about that in a moment. So you take all of this and you put it into something that looks like this. This is a reading uh literature standard and it is to read closely determine what text says explicitly and to make logical inferences from it. Cite specific textual evidence when writing or speaking to support conclusions conclusions drawn from the text.
035Well, that that's a mouthful. That you might say, well, that that has to be A3 standard. And it is. However, it has to start somewhere. And in order to talk about what a text says, you have to be able to sit down, listen to a story, ask and answer questions about the story, and talk about some key details. So, it starts in the kindergarten level where you read a story to the student. You ask what the details are. Who who are the characters? What did they do? Where did they go? What was said? And then it moves forward into something like, for example, fourth grade where I can find details and examples into the story to explain what it says and make inferences. Inferences is a really difficult step. you're now talking about things that
036aren't right there in the in the text that you can read and make um make a conclusion about without having it right there. As you see, when you move forward in seventh grade, I can cite several key places of evidence of support to explicit and inferential um analysis. So, now we're talking about trying to analyze the text. So not just reading the text, analyzing the text, making connections to it in other ways. Um so that is one standard which is RL1 reading literature one. If we look at readingformational text,formational text uh typically is a little more difficult. We can see kindergarten still down down with um answering and act asking questions about key details with informational text and they're looking for support. You know what supports their thoughts on that. Looking at fourth grade, I
037can find details and examples of a story to explain what it says and to make inferences. And then of course all the way down this time I'll go to eighth grade. I can independently select and cite strong evidence to support clear inferences. So everything is very connected. This area is our goal is to have this completed at the end of this year. Not all of this is completed right now. And some of the standards should be noted don't go all the way down. For example, your foundational skills, which are your skills on your letters, your sounds. If you you have to have that by fourth grade, you know, you're not still teaching letters and sounds in fifth grade, sixth grade, seventh grade, and go forward. So, one of the possible things that we're looking at
038for the future is kind of aligning some of these words along with the new IR uh words, which I know we haven't seen those yet because the workard does post on the 30th and then I will present our I A scores in November, but they're using above proficient. They're using proficient and then still we have some developing developing and some beginning. So these are just some things that we're considering for the future. In order for us to start to uh bring on I'm going to use the word that track of above proficient or of exceeding we have to have what does that look like? How are we going to teach it? How are we going to know who who knows what they um can do and what materials are we going to use? And that's
039something we're currently working on right now. So this all leads together into our honor courts discussion for FY26. Just to remind us where we are, we are looking at a gold court continuing which is an award for mastery. Mastery meaning you're between 90 and 100% in all of your academic achievement which is now going to include SEAL because our SEAL standards are being taught during the advisory. the common core um I'm sorry the second step and um common science sense curriculums the red cord which will uh be awarded for membership in the national honor society that is a a a test situation student seats type and then the green cord which is awarded for successfully completing dual enrollment enrollment in um Newark school district 8 and Richard High School. We do have some advancement in
040the Ridgewood High School opportunities. However, I think we have about eight students, maybe 10 students at the very most. Ridgewood can't take on 30 of our students. So, we need to be able to provide some advancement stuff within our own district for students who are ready for that. Um, students that are ready for that next challenge that we can provide that forum. I think we do well and we talk often about providing that tiered service where for our students who are tier 2 and tier three and we have interventionists that work with them. Um but we also need to provide for students that can go above their academic levels too. Uh again a reminder of the percents the 90 to 100 the 60 to 89 and then the below 59. Um so since the last
041meeting we did review data um on all of last year's students um and we felt that if we allowed honor boards for a little bit of yellow it actually wouldn't have as significant effect on the number of students who qualified for our academic awards and um it is our recommendation that we leave that level as they are now between the 90 and 100 because we think that it would it'd be less meaningful if you would be on lower than 90%. We truly don't feel that lower than 90% is a mastery of yourself. Mastery meaning you know it. You know it up and down and forward and you can um do it every time. That's really what mastery is about. And that is what questions do you have on this? There will still be a little
042bit of yellow in the circle, but there's still 90 between 90 to 100. So on that circle is a little slot slice for each of the different standards. The the slice of the standard is by what the last score is that the student achieved. that last score has to be between 90 and 100 which will be green in order for them to be uh in mastery. Now if you're say 92% let's say mastery if you're looking at the overall for all of ELA. So I should qualify that if you're looking by standard or the overall overall. So the overall that's all going to be green because everything's going to be green and I mean 100%. If I'm looking at an individual standard, I can have red, I can have yellow, I can have um green.
043And if my final assessment, whatever that is, if that's a test, if that's a project, if that final assessment shows green, then it's green, even though all those other colors are there. Then when you take the final assessment, that goes onto the overall. There's two different parts of it you know that of the standards based report card. The first page is the cover page and then the second page is could be very gold but the cover page would be to be all green which is reflects 90% to 100% time but I see circles that are 90% not the cover sheet but on the actual standard sheet. Yes. Yep. I'm sure you have that wouldn't be matching um full man. Any other questions? Will this be for this year that you're presenting? So the only thing
044that I'm changing that's any different for this year is where we put the um purple core into academics. All of the rest of what I just talked about is um what we've been working on with the standards and then what the future consideration would be for the higher C level. We're not at the ex level right now. Everything else is what we're currently doing right now. This is this um looking at the identifying the priority standards. We started I want to say three years ago, but it was probably four years ago. unpacking the standards, looking at the learning targets and aligning their assessments. We've been this is our PLC work, our professional learning committee work that the teachers work on on early release Wednesdays and collaboration. So whatever is established for this year that we're
045going to be doing, is there any way you can send out to 8th grade parents detail of the criteria? There's no Yes, we already have that that written. We just needed to speak about it tonight. Then we'll set that up. [Music] Yeah. And we could look at that. Um if we do that, we'd have to change grading systems. Master Connect which we use right now does not allow for a dual system. Um it is only a standardsbased grading system. Um so we would have to look at a complete change in grading systems. It's not it's just not an overnight switch. Um as far as Ridgewood uh goes in and any of the high schools we feed into, they don't even look at our grades. So and just their perspective they look at our um the
046standard scholarship the winter school exam I'm ready believe they do all placement based on we we've had situations where kids go off to different high schools or other schools and if we're using standards based in their book they want some type of uh written explanation about it since they don't know should they be going into advanced math or advanced reading but I I think do we need to look at an overall grade system? Yes, we do. Also because um uh there are better options out there that are are more um familyfriendly um to look at. So I think and and the work we're doing right now would not in any way uh impede us moving forward into a different system. Basically in all of that is a percent and you have to come up with
047a percent of it's in there. You just don't see it. I'm assuming it's clearly conveyed to the eighth graders that their winter high readiness is extremely important because that is the place in which it is so that they can take that test for your scar. Yes. That we've had issues in the past where a student wants to do better in their spring scores and Richard will not replace after the spring. I mean, how many times has it happened where there's Ira scores that are not good and students are mashing across the board? Well, I I couldn't give you any numbers on that, but I'm sure it's happening. But we do inform them that those A38 scores that winter test is going to do to the placement of Ridgewood is very strict. They get their schedule
048done early. That's also why and they're very supportive of us. Uh not I'm not speaking about them negatively at all, but they are not um capable of taking all of our students that might be able to do some advanced work. So we you know we need to develop that program. Sure. Which is unfortunate. [Music] the green courts are um dual oh the dual programs dual enrollment I think we're what we're going to have to discuss then when we look at if we moving to um and an above proficient proficient level how do we want to relook at those because we do call them honor boards so we'd have to look at what does that mean to be an honor board certainly is an honor to a mastery in everything. Absolutely. But is that is that
049enough? Will we want to look at a different level then? Also, if someone is doing, for example, uh freshman work in their eighth grade year, which is what they're doing um average work. Some in some cases some students are doing sophomore. I think we even once had a student doing junior work. and and we want to grow that and we want to grow that program. We do have the ability uh here where a students can be in our building and virtually you know working on or working on the work at Richmond too any question. Thank you very much. administrative reports. I have everything in my discussion today. Special education, Mr. Bastard. Yeah, we had a number of great opportunities for our staff over the last couple of weeks. Um, including uh October 10th where we
050had our special education department uh partner with our special education committee kind of do some case work and some general uh documentation and compliance uh matters which was great. Uh we also had something very similar with the multilingual department focusing on how to embed our WEDA standards into daily instruction. So again just kind of how we can support our multilingual learners. Um and we also had some alternative and augmentative communication training for preschool staff. So helping our very young learners use uh iPads or other devices that will speak for them to kind of build that language development. So really great opportunities. Um and the only other thing is two opportunities that will be coming up. Our multilingual night will be held on October 3rd, so this Thursday. Um, so that would be a great to
051event that is designed to welcome and support our new parent families. And we also have a speech uh parent university that is open to all families who might be interested in learning a little bit more about speech language development and how to support their children. Uh, that will be on October 28th. That concludes our report. Very good. Thank you. Reports child school. Mr. Yesterday, our cadet and concert band had their fall concert. It was they did an amazing job. I in all my years here in this district, I think it's one of the largest uh band concert and cadet groups that we have. Uh so we it's going to be a great year listening to our cadet and concert band members. Uh quick reminder, November 3rd, 8th grade graduation pictures are at Gio School. They'll
052take two poses, one in a cap and gown and one dressing. Uh the retakes um if you do not like the uh the graduation original pictures will be in January 14th. I'll communicate as we get closer to that date for the picture retakes. And then one final thing, we've made a change. So we've always talked to our students about see something, say something, but what we what we've added is report something. So, we have new posters, new signs that are posted throughout our building that says, "See something, say something, report something, speak with a trusted adult, email a trusted adult, or submit a report through the child's tip line." So, the focus here is to make sure reporting. So, I just wanted to share that with you. And that concludes my report. Thank you, Lee
053School. Dr. Lio. Thank you. So, um I'd like to uh just recognize our third graders who had the highest percent for attendance for the month of September. Um we've been trying to, you know, have a little incentive for each month and we have a bulletin board that's uh right across from the office near the nurse's office there um that tracks week by week percentage of attendance for every grade level. So just trying to put that out there. Um you know how to get the students to uh you know see that as well. Of course we realize that there's times when kids are sick and we want them to stay home if they're sick or attendance is one of those things we've really been uh been working on. Um so for the the month of October,
054we're going to see which grade level has the um highest level of attendance and that's going to be the uh grade level to kind of lead off the Halloween parade. So that was their incentives that will be the first one. So just trying to find different, you know, fun little incentives for um for them on a monthly basis. Um, speaking of, we have uh our annual Halloween parade coming up on Halloween 31st. That'll be at 1:45. That's always a great time. And um the Giles band usually or some of the band members come over. They do a fantastic job. So, really excited for that event. And just want to mention that the PTA Halloween bash will be the day before on Thursday, October 30th from 5 to 7 in two discipline reports. At Gile School,
055we had two students with inschool suspensions for violating policy 71 190 numbers 9 and 21. And just report for the week. Uh we have nothing to report that board committees uh education welcome to report board policy development um you will take action um policy 119 [Music] to schedule a committee meeting for um district the 700s I'll be to review them uh that we will have to come in and be here next couple months out uh building grounds uh met last night and two representatives with W firm the district uh they attended and uh they reviewed future plans and uh I was there discussed some of the uh more important projects and the developing uh life safety study and 10 year plan. Um and next month it'll be will they be a 10 year? Yes. Um
056it'll either be next month or December. Right now it's pencil in for next month. And yes, Alyssa and Mike um who uh are working with us from Wald are contacts. They would need attendance. Uh behavior intervention, computer report, negotiations of human resources, nothing besides the MLA for the art club. We will later finance. Um, we have a tentative levy discussed in November and then a levy in December. Communications, I'm told there's a news newsletter ready and just deciding when to publish. Okay. Yes. You said you were trying to put Oh, I know. [Music] Oh my god. Are you ready for it to go out? It's going to go out. Would you like it to go out tomorrow? I would like to go out tomorrow. Yeah. That's very good. And the last one is Nor Park
057District. Nothing to report, but uh the district would like to thank the park for use of their soccer fields. Much appreciated. On to discussion items. Thank you. Just wanted to inform the board that superintendent advisory committee has uh started meeting again. We met on September 22nd which we reviewed some of the uh last year school report card data. Talked about communication plans um reviewed some of the goals that we had from last year that we were able to check off. As you will recall, the superintendent advisory committee did a lot of uh work last year with the website and with the tracks, which we celebrated that they are both new and uh very happy and helpful. We do still have some areas of the tracks are working on being able to get some more information
058out there, some celebrations, but that's a work in progress. We also looked at school recruitment plan improvement plans and the three goals for Giles and the three goals for Lee. We have a meeting next Monday. Um, at that point we'll take a look at uh what the district budget means, what finances are, where does that come from, what federal and state grants are, and then we'll be focusing on uh le school looking at actually walk the school um for anyone who'd like to stay after the first hour and then talk about improvements in the school and um areas that we might like to see additional. December 8th is our meeting after that and that we're looking at the FY25 school district report card. I'll present that in November to the board. I'll show it to
059them in December. We'll look at the comparisons with other districts and at that point we'll meet at Giles with the building focus of Giles. Uh we do have all of our meetings planned. I just highlighted these the first one and then the next two for you today. Really great group. New piece couple new people this year. So it's nice. and then a couple people that were with us last year. So today in the board consent agenda, I have an agreement with the US OMI and TSACG services. So these services are um a third party that provides retirement plan administration and compliance for the school district. Um I I often just call this TSA. So you may have heard me speak about this before. So they keep the district in compliance with federal and state um
060laws for retirement plans that different employees have that are not part of TRS. So this is separate from TRS. So TRS is a teacher retirement system or IMRF what our um our non-certified staff are part of. This then would be like a 403b plan and it keeps the district in compliance. Uh there's no cost to the district, just an agreement that we have to create tonight, due tonight. There is a cost on it. The people who use the plan, there's a cost to it. Um and then the O'Hare Noise Compatibility Commission agreement, uh intergovernmental agreement I should have in November. So just want to give you a heads up on that. I sit on the O'Hare Noise Compatibility Commission Council, which meets about monthly. Uh the focus of this is reducing aircraft noise in the
061communities surrounding O'Hare International Airport. There are 42 communities that sit on this with 19 school districts. Um as long as I have known uhCC, if you have been part ofC uhCC is responsible for the south grouping for agreeing to the south schools. Um, so there will be a new agreement in November. Finances. Um, the Cook County tax bills are still delayed. We'd appreciate if you don't pay your taxes without paying bills. Um, it's it's difficult. Uh, so what we are looking at is uh proposing probably a resolution in November to move money out of working cash 70 into the ad fund. that has to be done through a resolution by the board and there's a possibility that we might need to move money out of working cash into transportation. Mrs. Moore, anything you want to
062add to that? Um, just for the tax bills, they can't be due any sooner than 30 days than the day that they're mailed out. And in order for them to be mailed out, there's a list of things that still have to be done. So, there is a way to track it on the Cook County website. I look at it a couple times a week and we're still pretty far from that. So, the hope was that they would be due December 1st, but in order for them to be due December 1st, they'd have to be mailed out November 1st. And that doesn't seem likely, but they should hopefully be due someday in December because if they're not due someday in December, then that means people won't be able on their own taxes to claim their home
063their home taxes, which will be an issue. So, the idea is is that if they're not due December 1st, they may be due December 15th or due December 31st. As long as they're due sometime in December, we should be okay. Um, the other thing we have to look at is even though we have a higher fund balance right now, we did put a lot of money out in investments and CDs and we have some that are out further. So, tomorrow I have a meeting with Hillary and um our base to see to look at our actual cash flow to see if we're going to be okay through December or um if we would have to look at op possibly breaking one of those CDs, which is not what we would want to do. So, if
064we can have some idea of when the bills would be due, that would be helpful. Um, and for the transportation, we're also waiting on our first payment of the transportation grant from the state. And when I look at the state, I can see that it was issued, but the check wasn't cut yet, which sometimes there is a timing difference on that. So, that's why we may need to do the resolution, may not. If I get that first payment from the state, we might be okay. But also, that all depends on when the taxes will be due the summer. Any question? Okay. Brick work at Giles. Last month I uh spoke with you um at length about the brick work that is needed at Giles. Uh and that is a couple of things. Um so there
065are three areas that we're looking at tonight in an action item. I am asking for authorization for the proposal of the cantal lever brick area which is the the lentil we've been talking about for probably the last year. We do have the repair of that lentil and I think it will completely cover that repair in the Giles infrastructure grant the DCEO grant. We also have some chimney work. Uh the chimney um just has not been serviced the one at Giles and so it is it's falling apart. So, it needs uh to be tuck pointed and rebuilt, put back together. We also have that issue um on the Giles East facade, which is that issue on the second floor right above that link area where the brick is pulling away and it's it's literally about 2
066and 1/2 in away from the rest of the building. It's not a safety hazard. Um but it it can become that if it keeps pulling away, anything when you get about 2 in away from the building is an issue. So tonight I am asking uh for your approval to move forward with the proposal in November January we would go through the divine design phase and then look at uh awarding going to bid in February awarding the bid and then approval from by the BOE and then having the brick work uh completed um probably by the 1st of August would be what we'd put into the bid. So here is the scope of the work. Um so based on those things that I just I mentioned to you would be looking at the masonary repairs and
067leave a rack of the 1960s wing. That's that in the area with the lentil. Uh the good news there is the um engineers do feel we can take that limestone down, clean that all up. We don't think it's structural. Uh, and then we can shore that the same limestone back up, which will be nice because if you recall in the DCO grant, uh, there was a historical question about changing the look of the facade. This would not change the look of the facade, and it it actually is a 1960s wing, which isn't really historical, but the rest of the building is actually quite old. Um and then we're looking at doing the um facade in the 1949 portion. That's that area on that second floor that's starting to come out. Um and then of course
068uh looking at um the parapit there is looking at some other miscellaneous tuck pointing as needed. For example, in the front of the building kind of in that peak part on the second to third floor that is a badly deteriorating leading tuck pointing. Should be noted that T20 was um actually mentioned in our 2010 and our 2022 2012 22 22 life safety plans as C items. But um it is something that if we we're putting together a reg regular schedule for touch pointing so that we don't get to a point that it emergency. the facade area though in the 1949 portion of the building that is that is was not um in either of our life safety plans. So, uh we're looking at a possible projected cost of about 102 $82,000 total. That $30,000 should
069cover the lentil area that can lever area that we have in the DCEO grant. The rest of the money would come out of 90 which is a fire and life safety hose which we have. Um obviously this is not the way we want to spend that money but this is you know what it's for. Um so I am asking tonight for a proposal to move forward on the the steps as outlined on this and then we look at this work in December. This is not working during school [Music] as far as 90 or it'll start spending down some of 90. That's 600,000 90. Yeah. The latest thing we've spent a little money on of 90 are the mats in in the gym. that has also be replaced the mats like safety, the ones on the
070stage and you know how they have the ones in the back right there for basketball safety. Really hoping those are up by the time the uh new basketball season comes around. Um but we're waiting on the state right now to approve that. [Music] Sure. Yeah, I think we're still behind that question because this is this is uh specifically 90 funds for health and life safety. Any questions about the group? Just wanted to mention again formally, I think I wrote this to the board in an update, but Ridgewood High School has reached out to us to change uh ask us to change our graduation date. It was June 3rd. It is now June 2nd. We have changed that. Um, Mrs. Garcia has changed that on everything on the website, but just want to make sure if
071anyone has an old piece of paper that sent us June 3rd, that it is June 2nd for graduation. [Music] Yes, it is in the letter that Mr. Um and uh so our next topic here is after school event drop off and this will be for students drop off because there's been a concern about the bus drop off at Giles on Oriel um after an after school event like a sports event for example uh cross country um 64 kids running cross country this year. So when that bus gets there which Mr. Maki has uh notified the bus companies just to make sure that they are pulling up on the proper side so that the doors opening uh towards the building and not towards the street. Simple things like that would actually make a big difference. The
072current situation is the bus drops off on Oriel by Anderson Hall. Uh Oral as you know I I grew up right outside of Noral is a heavily congested road. Uh you have that lighted Irving which makes it just an ideal street to drive down. You also have a stop sign entro that just also adds to it just being an ideal street to drive down. Traffic moves quickly. Uh students are trying to cross in the middle of the street cuz parents are are parked there. Sometimes parent when parents are parked on the on the parallel parking it's hard to get out you know afterwards. Um the street there are actually pretty decent street lights over there. Uh there's street lights right across from Anderson Hall that is on the other side of the street points right
073in that area. Um but of course new lighting or additional lighting is always good and we just have a safety concern. So I wanted to bring this up to the board. This is a an area that we want to put some discussion into. If anybody has anything to add to that. Yeah. So events that involve a bus like coming back from a game that's definitely vectors into this but I'm also being told to pick up from practice which also happens in front of Anderson Hall um right off and uh all search of ideas you know behind all search of ideas come up like uh speed bumps, but you can't do speed bumps because they have to come up during the winter. Um temporarily sending out horses, traffic horses. So, there's a little window of time
074for kids to get out, get into the parent's car. Um thing with that is is it would involve staff setting up the traffic and uh or trap cones. basically anything to remind local traffic that they should be driving in a way that's considerate to kids walking across the street, which you would hope they would anyway, but we live in a world where people just um but the initial parent that brought this up to me was adamant about something happening. Um I know when I would pick up my daughter, it was always hectic. And I think some people are fearing that something is going to happen inevitably uh for the reasons you explain. The traffic goes through oral yet kids are walking across parents are making it more congested by you know waiting right there in
075front of man. Or would a consideration be moving uh pickup practices and after games to color where the bus for the at least for where the bus pulls up to the courtyard asphalt there get out if it's raining or anything they walk inside the building at the the door right just yeah um right by the fifth I don't know if the route there for pick up to or I have to walk on it and walk out of Henderson Hall and walk out of the building wrap around get out there. coming out. [Music] I feel like they have those by just obviously that would be the the village, but what I understand with speed bumps is the block actually needs to initiate the putting on multiple part of the block and agree to speed bumps. that
076the other problem will be and the other problem is student. I'm not saying they won't do that. I'm just saying the process. That's all I'm not saying. I'm not saying I don't. It's just it's not something we can decide here. That's right. The other thing is snow snowboards. That's another reason. I didn't really pick them up. I don't Yeah. every winter like that. I did request meeting with the village. Um, another thing that is possible too is maybe putting a crosswalk in with perhaps a system and I'm not talking to the village about this, but a system where you press a button and maybe a light up stop sign can come up and then um right there outside of Anderson Hall, if we still Anderson Hall, we certainly can't. What's in our control right now
077today is moving around to Cullum, right? That that's our control. We can go to column and then as Frank mentioned, the students could come in door three or if they needed to or just leave there like they normally do again. It's an option. Is less busy? Because at the end, it's just as busy. Is very busy as well. It's a busy It's really busy just there in general. Every block right there is busy. There's always cars. I love I love so there's always cars flying around both sides calling whatever it is. Um the only difference with Colin is that area by door three is typically the parked in it where when you're going around by Anderson Hall, those are the spots that are the village spot. The village the people live in the village across
078the street. those spots are are taken. Um, and it's now you're talking about kids walking between cars, which is a little bit difficult. Have we talked with like the police department about having, you know, on game days, especially when the bus is coming in, having an officer out there to set the cones or if that's an option or not? It can. Um, I have request a meeting with the village, but I specifically with Chief Goss. They they notice police vehicles more than they notice cones or traffic, right? So, it's a way to kind of hype it up a little bit if they're willing to do it. Yeah. The issue with putting a horse out um is another added danger for our staff member unless it was a police officer. That's what I was saying. I
079wouldn't I don't feel the staff should have to do it. Yeah. I think we would need to be, you know, the circle, you know, they support us in some way. Sure. I reach out to the police as well. I have not done that. I have a question with the village to go with that area. Does anyone feel that the idea open to crosswalk? I I did pick up and drop off at Bridgewood and they had that cross until the student is like in the middle of the street. Dr. and I were leaving the game on Friday night where they very lovely by the way Ridgewood recognized our kindergarters kindergarteners and yeah it was really nice. Um and I I was actually surprised that people stopped when they walk through that crosswalk because during the day
080you'll see it until the kids get right there. Mhm. I'm just wondering if it's going to take multiple things. Do we is there is there a designated space for the bus when he comes back from games? So, right now the bus just pulls up right there. Um there is a a you know a lined spot to know it is parked right in front of Anderson Hall in that gated area which possibly could be where we're looking at a crosswalk. I'm sure um students get off there and then if they sometimes they take their stuff with them, sometimes they leave their bags. property and then I think they just walk through and just be picked up whatever I call them. I think that's what they expect. [Music] Or or can we do like um different exits
081for different things like cross country maybe go out the band exit or because I think we will reach that again with we'll have scholastic ball on the bus with basketball which potentially could be 40 kids which is a lot of money but you know right now the volleyball 12 kids does like that makes it so uh Mr. Mr. Pick and I can work out a plan like put something together and meet with the village as well and use the village group. I was driving down um St. Charles through Elmer one day and the crossing guard, it was in the morning. The crossing guard had a little button that she had and a a flashing stop sign was just right in the middle of the street. It didn't say St. Charles went off. And I thought,
082well, that's kind of cool. Let me ask you, maybe get something like that where you can press a little button and walk around. But that's an option. So, we'll we'll talk to them about that. Especially this time of year where it's dark dark, [Music] your shortterm business calling is probably the best option. There's not as many cars. [Music] Yeah, the bus could actually pull up right along those spots and then people either way either way they can pull up too where they enter the school in the morning right there. parents can park all in that one side cuz it's long and if they need to come back in they can come back in door three they can leave their stuff if they need to I'm not aware of how many kids take their show how
083many [Music] I'm sorry in the morning people This is on Oander and uh Berto. We I don't think we we don't have staff. [Music] Yeah, we don't have staff back there that early. That starts early. Okay. Well, we'll look at options and see what we can change. In the meantime, we can lose control what we can. That just my last option or my last topic is um at the end of the discussion last month, we said we would revisit the wearable devices, the smartwatch discussion. So, I didn't know if the board wanted to talk about that. I don't have anything on this, but I know he did. Any questions for me or anything you want me to follow up? I did reach out to the parent after the last meeting. Left a couple of voicemails,
084followed up with a email, but I did not get back. That's my report. Consent agenda. I need a motion to approve 16A through 16H, but the number 16E has been removed. I get a motion. Amanda J. Mrs. Mc Phillips. Yes. Mr. BJ. Yes. Mrs. Mala. Yes. Mrs. Ferrell Barfield. Yes. Mrs. Theodore. Yes. Mr. Bardi. Yes. Mr. Yes. The motion passes. Action item 17A. Consider approval award school district e-learning plan for 2025 to 2028. Can I get a motion? F and Maria call. Mrs. Theodore. Yes. Mrs. Lala. Yes. Mr. PJ. Yes. Mrs. Mc Phillips. Yes. Mrs. Barfield. Yes. Mr. Bardi. Yes. Mr. Jio. Yes. Motion passes. 17B. Consider approval of bid proposal for structural work at Gile School for the summer of 2026. Can I get a motion? Seven. Lauren and Jim. Roll call, please. Mrs.
085Irvfield. Yes. Mr. Brener. Yes. Mrs. Lala. Yes. Mrs. Mrs. Mc Phillips. Yes. Mrs. Theodore. Yes. Mr. Bard, yes. Mr. Dusio, yes. The motion passes. Uh, board comments. Anybody have any comments? Okay. On to close session. Consider a motion to adjurnn to close session to discuss the appointment, employment, compensation, discipline, performance, or dismissal of specific employees and review of close session benefits. I get a motion. Roll call, please. Yes. Mrs. L. Yes. Mrs. Theodore. Yes. Mr. Kjack, yes. Mrs. McFillips, yes. Mrs. Barfield, yes. Mr. Bardi, yes. Mr. Brazil, yes. Motion passes. It's 8:26 now. We will meet the closed at 84 [Music] at 9:05 p.m. on 220. Action item. Consider approval of art club memorandum of agreement between the board of education north school district 80 the north educational association of teachers. Uh can I get
086a motion? Motion second. Amanda and Lauren roll call please. Mrs. Mc Phillips. Yes. Mrs. Irv Markfield. Yes. Mrs. Lela. Yes. Mr. Puljer. Yes. Mrs. Theodore. Yes, Mr. Bardi. Yes, Mr. Fusio. Yes, the motion passes. 21A. Retirement. Consider acceptance of retirement letter from Judith Leolo at the conclusion of the 2627 school year. And two, consider acceptance of retirement letter from high at the conclusion of the 2627 school year. Can I get a motion? Motion second. Renzo roll call please. Mr. Barbie. Yes. Mrs. Mc Phillips. Yes. Mrs. Lala. Yes. Mr. Pric. Yes. Mrs. Irv Markfield. Yes. Mrs. Theodore. Yes. Mr. Russio. Yes. Motion passes. Um, I need a motion to adjourn this meeting at 9:06. All in favor say I. Oppos. Meeting is now adjourned.