District 96 Board of Education Committee of the Whole Meeting 08-06-25

001Uh this is uh the Riverside District uh 96 Committee I'm sorry, it's Wednesday, August 6th. This is the Riverside District uh 96 Committee of the Whole meeting. Uh Cathy, can you call the roll, please? >> Okay. Mr. Hunt? >> Here. >> Ms. Klaps? >> I'm here. >> Ms. Gunn? >> Here. >> Ms. Kalay? >> Here. >> Mr. Ollick? >> Here. >> And Mr. Barsanti? >> Present. >> A quorum is present. >> Um are there any changes proposed chan- all right, excuse me, is there any public comment? >> There was not. >> Is there any changes uh proposed changes to the agenda? Uh then that moves us right into the committee report. So, uh first up uh is the Education Committee. Dan. >> All right. Well, we met I don't know, was it two or two

002weeks ago? >> We We met very early because of everyone's vacation schedule. So, we met maybe even 3 weeks ago. >> It was a while back. >> was a while back. >> Uh we discussed a lot of things about back to school. Uh I see we have a presentation here tonight, so I'm assuming Dr. Dozal shall uh come bail me out. >> Good evening, everybody. Um welcome to August. Here we go. So, tonight I'm going to just take some time to update everyone on where we're at as we get ready to start the new school year and just some changes we've made as well as uh the direction that we're looking on taking with certain uh initiatives that we're working on in the district. So, tonight we'll start with uh talking about changes to the

003elementary school day um and then look at some of the work from strategic plan goal one, which includes standards-based grading and reporting as well as advanced learning. Um also want to talk a little bit about CKLA the third edition CKLA. I had briefly mentioned it at in June, I believe. Um and talked about that we were going to be moving to the third edition edition, but we would explain all of that um in this meeting. And then just talk about a few additional They're labeled as focus areas here, but they're just things that we need to take care of that we just continuously take care of year to year. So, with the elementary school day, we added an additional 10 minutes to the school day. And this actually allows It's It's kind of crazy. I

004was saying something to my husband about it, and my son was there, and he's just like, "10 minutes really makes a difference?" And I'm like, "Actually, it does." So, it's It seems like it's not a lot, but 10 minutes to every school day actually allows us to restructure some parts of the school day and increase instructional time. So, one of the things that we heard from teachers was it was hard to implement CKLA with fidelity because at the primary level uh CKLA asked for 120 minutes a day of instruction time, 60 for skills, 60 for knowledge, but we were only last year able to allot 90 minutes. So, they were having to make some changes, and that was um impacting pacing. So, with that 10 minutes, we're able to restructure some things. Now, we have

005120 minutes like we should K-3, and then we continue the 90 minutes that's recommended by CKLA for fourth and fifth. We were able to expand physical education so that we could provide 30 additional minutes per week at every grade level. So, now kindergarten through fifth grade will have PE um 30 minutes three times a week. And while doing all this, we want to make sure that we were reaffirming the right to play, um, which is one of Illinois's, uh, mandates that we ensure students have uh, 30 minutes, at least 30 minutes of unstructured free play time. And if you break it up, you can only break it up in it has to be at least 15-minute increments. And so, with that, we were ending up with about, or not it has to be 20-minute increments,

006I'm sorry. So, with that, we were ending up with about 40-50 minutes of recess time in a day. And so, by that extra 10 minutes and the restructuring we did, we're able to ensure we have 30 minutes of the, uh, right to play time. There would still be additional time that teachers can have if students are needing an extra break, but, um, we're able to gain some of that time, that 50 minutes of recess time, back for instructional time, too. We adjusted, so for that 10 minutes a day, we adjusted the school hours and now we'll start 5 minutes earlier and end 5 minutes later at the elementary level. So, school will start at 8:10 and end at 3:00 for students in kindergarten through fifth grade, with supervision beginning at 7:50 a.m. And the first

007bell then would ring at 8:00 and the tardy bell at 8:10. So, standards-based grading reporting is, uh, strategic plan strategy under goal one. And we have been working for the past 4 years on, um, getting ready for standards-based grading reporting to implement it, um, K-8, but K-5 in one way and 6-8 in another way. And so, through the past 4 years, we've been doing a lot of standards-aligned work. So, it's the behind-the-scenes stuff that parents don't necessarily see happening, um, making sure that all the work we're doing is aligned, making sure common assessments, you can see what questions are aligned to what standards, making sure teachers were able to, um, you know, show parents not just that your kid got eight out of 10 on an assessment, but that they got certain standards, understood certain

008standards, and may have struggled with other standards. So, we've been doing a lot of curriculum work and professional learning on ensuring that we have common assessments, assuring they're aligned to the standards, and ensuring that our instruction matches those standards that we're assessing. So, we've come to a point where, um, we are looking at a partial implementation. And that partial implementation looks like in year one, uh, for the 2025-2026 school year, this school year coming up, we would have a report card where teachers would report on standards for math, science, and learning behaviors at the elementary level. In middle school, they're going to maintain the current grading system of, uh, um, A through F. However, in PowerSchool, parents will be able to see how assessments and learning activities relate to standards. So, we'll explain to parents

009how they can go into PowerSchool and see that for this assessment, my kid didn't just get an 80%, but these were the standards they knew, or these were the standards they struggled with. And then we would look at full implementation, um, in the following school year, the 2026-2027 school year, where we would then have add-on standards, um, reporting for language arts, social studies, and all of our special areas. And the reason why we're doing it in two parts is because we are still working on some of that standards alignment for social studies, um, language arts with the new curriculum resource, and then our special area teachers have been working on their scope and sequences, and ensuring that the work they're doing is aligned to the standards for their areas. So, we'll continue to have ongoing

010professional learning, um, to ensure that we're all working, um, that we're all consistent in how we are assessing students and what we're reporting to families. Um, we have worked on aligning the proficiency language. So, the report card then would show mastered the standards, proficient in the standards, approaching the standards, or below the standards. Um, we'll have professional learning uh with the teachers on how to utilize the electronic grade book and for the reporting of the standards. And then we've also focused The committee is working on clear family communication, explaining what is standards-based grading reporting, why we're shifting to it, and how it will impact families, what they'll end up seeing. >> So, for elementary students this year, how will it look different than what their what the parents have been used to in the past?

011>> So, for elementary students this year, um, the current report card leading up till this year has been a 1 2 3 4, and I can't remember what the delineators were for 1 2 3 4, um, but it wasn't like you've mastered standards. I think it's like, um, it exceeds or proficient or something like that. And the criteria under, we'll say math, um, were random. Um, when the report cards were developed many years ago, uh, the grade level teachers were able to say, "Okay, these are the things we feel are important for kids to know at our grade level." And so, it might have been like at first grade, um, can count to 150. And so, then kids would get marks based on those random, um, pieces. So, what changes then with the standards-based grading

012reporting tool that will push out is that it's standards that you'll see on the report card. So, for first grade you would see something like for operations and algebraic thinking 1.3, and it would is, first grade, third standard in operations and algebraic thinking. It'd have the language for it. You would be able to see then my child has mastered that standard, is proficient in that standard, is approaching that standard, or below it. So, if you've it, then that means a student can do it regularly without mistakes. They are They have They are showing that they can independently do this work. If they're proficient, they can do it independently. They might need assistance every now and then, or they might make a few mistakes here or there, but they still know it. If they're approaching, they're

013probably getting a little bit of assistance um regularly, and they're showing that they're working towards it, and that they can get it with that assistance. And they have their below, it means that we're putting in It's probably students that are receiving tier two, tier three services, and we're putting in extra supports to make sure that they're working towards mastering that standard. So, you'll see an MPA or B instead of that one, two, three, or four under math, science, and then learning behaviors. What we've done is um I don't know if you've ever noticed as a parent, but every grade level's uh study skills, work behaviors were different. So, the study skills that grade levels years ago determined were important in kindergarten were different at first, were different at second, and so forth. And none of

014them were not Some of them weren't continuous. Um some grade levels thought homework was important and should be a characteristic. Some grade levels didn't, so it wasn't on there. So, what we've actually done now is um aligned the learning behaviors K through five, so that you can see progress from kindergarten through fifth grade in the same eight learning behaviors. So, those will be the changes that you would see. >> Is that report card that we're moving towards something that we're creating, or is there a standard for standard-based reporting? >> So, in PowerSchool, um which is where we get our current report card from, PowerSchool has the standards listed in there, and so um what we've done is we have over the course of the past four years, we've talked about what are the priority standards.

015What are standards at first grade a first grader should master by the end of the year. Because there are some standards grade levels have upwards of 40 standards um assigned to their grade level for sub- different subjects. But some standards you just are introducing. It's not something that students are expected to know because then second grade they're going to learn it, third grade they're going to learn it, and maybe they master it by fourth grade. So, what we've done is a lot of um horizontal, so at the grade level talking as a team about what each grade level feels priority for their grade level, and then we did vertical alignment work to make sure nobody was missing anything from kindergarten through fifth grade. So, the standards you'll see on the report card then, the ones

016we've selected for the report card, are the priority standards. You won't see all 40 of them. You'll see the ones that we want to make sure that grade level masters by the end of the year. >> And so, like if I'm a parent and I see on a report card that my student has not developed proficiency on a certain standard, is that standard something where I can Google it and say, "Okay, what is standard 1.3?" And like or what is the resource that we're going to be prov- with you know, with with giving parents more information, there's going to be a desire hopefully for them to help their kids on these standards, right? So, are we also going to be supportive of helping them with that standard? >> Absolutely. So, um if your student had

017if a student has not shown proficiency in a standard throughout the year, we're not just waiting till the end of the year, but throughout the year, then there are things that are happening in the classroom that teachers are working on, and you'll learn about that when you're having parent-teacher conferences or on the report card in the comments, or if a student's not mastering standards, there should be parent communication happening anyways. So, that's the first piece. But then for families that want to know like "What does this standard mean? What does this look like?" There are you could Google, but we will we'll have a parent um FAQ. It's called something else, but it's basically an FAQ, and in that we would provide resources on where you can access the common course the Illinois state standards.

018>> Okay. Thanks. >> Then with the standards-based grading not coming into junior high this year, but don't coming into next year. I'm assuming there's been coordination with with RB. >> We're not going to go to mastery proficient approaching and below at 6th through 8th grade at all. On the report card it will remain A through F. And we're very deliberate in that because of the transition to high school. We want to make sure that we're giving students time to understand the change between mastering and proficiency and when you get those actual percentage grades. Just through our research and talking to other districts, that was a challenge for some districts that did have standards-based grading and reporting in like 8th grade. Because mastery and proficiency is a huge range. That's when you're looking at percentages, that

019could be anything from an A, a B, or a C. So then kids would go to high school and they would struggle with that and knowing, okay, if I don't do well on this test, like if I get a 72% that's going to impact my grade and later impact the GPA. So we want to make sure we don't have that transition problem between 8th grade and high school. So we're going to keep the A, the letter grading system 6th through 8th throughout this whole process. The change at middle school is that now parents will be able to go into PowerSchool and see what the standards were that were aligned to that assignment or assessment. Where before you would just go in and see, Angela took a test on probability and she got 80%. Now you'll

020see, Angela took a test on probability and in that test it covered the standards about probability. >> This is a uh tricky question, I guess. But like, you know, just um you've done so much, right, to prepare for this over the past couple years, and right, like build the building blocks for implementation. But, like what's your sense for, like is this something that is just so typical that like, you know, in in modern education, like this the move to go towards this such that teachers aren't aren't pushing back much against it, or is there like some hesitation from our teachers in saying like, "Hey, we've got a lot on our plate. This seems like, you know, adding to what we have." Like, what is the general feeling amongst our teachers? >> That's a great question.

021Um it's kind of mixed because there's so much involved in standards-based grading and reporting. Um the reporting piece is something that teachers are clamoring for because as I said, that report card was developed um even way before my predecessor. And so, it's a report card that our staff members have been using for a while. It doesn't match what we're teaching because it's not standards-aligned. Um when we rolled out this committee at the beginning of the strategic plan, everybody is just like, "When are you going to get that? When are we going to get a report card? When are we like, great. Keep talking about this and this and this, but when am I getting a report card?" So, I believe if you took a a poll, a pulse check of our staff, the thing they're

022really looking for is is first the report card. But, with that report card comes and this is what we've had to work on in professional learning is it's not just a reporting tool. Like, I can't just give you a new report card and then you run with it. There's work to do behind that report card. And that is something that um one, the alignment of the work we're doing has been great and the teachers are seeing that and they're talking about the same work that we're doing in the classrooms. Um and it's bringing more consistency across the district, but it is work. >> Yeah. >> And there's still work to do. Um you know, I have uh range of teachers on different range of grade levels of teachers on the committee. And um they're very

023good about making sure that we slow down and we are able to explain like if I say let's try this, they're like well, wait, we've got to go back and do this first. Or this grade our grade level is doing great with this, but oh, our grade level isn't. So, they've done a lot of collaboration and just like oh, how can we make this easier for this grade? This is what we're doing, will this help your grade level? So, there's still work to be done to even make sure that we're ready for the math science piece. Um along with that we have to have conversations about what mastering means, what proficient means. When you take that iReady math math test, um yes, you get 10 out of 10, but or yes, you get seven out

024of 10, but is that proficient or is that approaching? So, we have to have those conversations still. Um so, there's still work to be done. And when we met this summer as a committee, um one of the questions was when are we going to do this work? And so, we've been talking about uh what professional learning looks like this year because of the change with the contract um and how that balances with other professional learning that we have to do as well. Um in terms of a pulse check from the whole staff like when talking about looking at the different priorities that we have and where does where do we have the time to fit it all in? That's something that we're still talking about and working on. Um it's really interesting because our leadership

025team just had just had our two-day retreat um on Monday and Tuesday of this week. And it was a wonderful retreat where we did a lot of collaborative work on what do we see as our district priorities? Um we had a session that was led by an EAB specialist. And we were we're about like when you have a lot of priorities kind of to your question, it's hard to do them really well if you have a lot of priorities. And so we worked as a team through a very intricate process to determine where as the 11 leaders in the district, where do we feel our priorities should be? And it was a valuable opportunity to reflect on where we want to be, where we want to invest our time and energy to have the greatest

026impact on student achievement and learning, academic learning and social emotional learning and growth as well. And one thing that we discussed through all that and part of that that that um activity was that we want to ensure our goals and our priorities are working with each other and supporting each other and not competing with each other. Um so based off those discussions that we just had Monday and Tuesday, so it's still fresh and we had spent two full days together and the principals were like, "School's about to start, you need to get my building." So we haven't really had a lot of chance to even debrief now and figure out then what are all the next steps and how does this impact things that we might have already had planned before this activity? Based on

027that discussion during those two days, there's still some discussions we need to have. Um so I Martha and I want to work with key groups, the leadership continue conversations with the leadership group. I do want to talk to the standards based grading reporting team about some of the priorities that did rise when we had this discussion. Um and then we also want to talk to some other key groups because we might need to have discussions, not might, we will have discussions that will then help us collaboratively decide what what priorities and initiatives are going to be the focus and how do we align that and our efforts so that our instructional priorities are working together um and not competing against each other, especially with the limited time that I mean time is just such a

028limited resource to begin with. So we want to make sure we're working supportively, not against each other, competing with each other with different priorities. So, we're going to continue those conversations in the next week, 2 weeks to come up with exactly what those priorities are. And if we need to make any shifts, then we'll make sure we're communicating that to all important stakeholders, including the board, um of any shifts that come out of that. And so, with that answer, that long answer to your question, um we want to have those conversations to get to exactly what you're asking. And if it is seeming like it's too much, then we know that we want to talk about what are the things that are maybe more at the top for this year, and how do we still

029work on meeting needs with standards-based grading and reporting if that's not one of the ones that rise to the top, while um then working on we're still meeting needs with standards-based grading and reporting while working on other priorities. Or if other priorities don't rise to the top, how do we still meet the immediate needs from those while forwarding with the ones that are priorities. So, it's still it's conversations that we're having. Um this was obviously, this presentation and this direction was obviously put together before our retreat. Um And I think uh if Martha wants to chime in, there are things that came out of that retreat that were um surprising to different members of the leadership team and in great ways, in wonderful ways. Um and has led us all we're all excited about the

030work that we're going to partake on based off of those discussions. But, we do have to have those conversations about supporting versus competing priorities. >> Yeah. I think that like I'm I'm happy to hear that it seems like it was a very constructive session. And um you seem like you're being very thoughtful about it and taking a really collaborative approach, which I think is great. Like undeniably, there is a lot on your plate right now related to the implementation of this and the implementation of the CKLA curriculum. And so, um you know, I know that the board has set a strategic plan and this is part of that strategic plan. Um my perspective is is that sometimes when there are obstacles that you face along the way of your road map that sometimes it forces

031you to reprioritize, right? And so I think what you're doing um by getting a lot of um buy-in and having these important conversations is um the best approach. So. >> Thank you. Is there anything you want to add to my long-winded answer? >> No, it's a good answer. Um yeah, we'll we'll be talking more over the course of time really about our retreat, our retreat in the Great Bear Wilderness Classroom at the Brookfield Zoo. Um it was it was really wonderful. I mean, just you know, just uh applauding our team and and our new team, right? So, couple new people and that was really exciting for us also to welcome each other. We did a detailed timeline of the past 10 years in District 96 and kind of the shared accomplishments. I I can present

032that to all of you at our self-assessment, too, because I think there'd be areas where the the board may want to sort of highlight some that are very specific uh from a board perspective as well. We did a lot of um reflection on uh school leadership. School leadership, there's a new uh sort of evaluation plan, but really not looking at that as the compliance tool or the procedural tool, but really some self-reflection as well as group reflection as well as like what is that important work that we all do as educational leaders. And then that was day one and then day two we were able to really dig into sort of our reflection and assessments and and work on a prioritization workshop, which was really really powerful. So, um yeah, it was it was a

033good good 2 days. >> So, I will um you'll hear more from me than it was things do shift about what those shifts are and if there are shifts in phasing and standards based grading reporting you'll definitely hear about that. If there's shifts with how we work with advanced learning, which is our next slide, you'll hear about that. Whatever changes we're making, obviously, we're going to definitely keep the board involved. Um >> I'll just I will definitely appreciate that the idea that sometimes there's a teach a detour or more of a bend in the road or just a you know, if not an abandonment of goals, just sort of a a re-timing and a re-calibrating around goals. So, I appreciate the understanding on that. >> So, advanced the advanced learners program review um in May,

034we received a report the report um from the process that uh the Center for Talent and Northwestern Center for Talent and Development Consultants worked on um to talk about different priorities that we could look at for um adjusting our advanced learning program to be more impactful for um more students if possible. And so, what we're going to do with that report now is um the committee is going to meet in September to review the findings from that report. We'll prioritize the recommendations by urgency, by quick wins, things that are easy to take care of and change and get those done and then also by systemic shifts that might need to happen um that would happen maybe fall of 2026 or shortly thereafter. Um after the committee meets and prioritizes those recommendations, we'll begin to work

035on them. Um we'll partner still with the Northwestern Center for Talent Development because they have ideas just because of through their work um where they might have research-based suggestions or they might be able to support long-term plan development um but we'll continue to partner partner with them just on a less regular basis than we did last year. And again, once we prioritize the recommendations, we'll begin addressing some of those immediate goals that are the the low-hanging fruits, so to speak. So, CKLA third edition, we are moving to the third edition of CKLA. Um the second edition that we just adopted was copyrighted in '22 20 2022. And what happens with all curricular resources is they often listen to the feedback that's provided to them by districts that are implementing their resources. And CKLA was no

036different in that. They were listening to the feedback that had been provided to them um through the districts implementing second edition. And they also continue to follow current research on instructional practices, and through that, they developed a third edition. So, there are many districts that are moving to this third edition, including Brookfield-LaGrange School District 95, and I point them out because they're one of our feeder districts to Riverside-Brookfield High School as well. Um districts that aren't moving to the third edition aren't moving because they're either in their last year of their contract, um or they might be a dual language district like Cicero or Berwyn, and CKLA is rolling out their Caminos, their Spanish edition, um next year, their updated edition for that next year. So, the dual language programs, the districts that have dual

037language program, because they rely so heavily on the um Spanish version of CKLA, they can't switch yet because it's not as aligned. They are doing a crosswalk between the current Caminos and the third edition, so districts like ours, who have pull-out services for language programming, are able to still move to the third edition and still utilize the second edition of Caminos because we don't rely on it as heavily as a dual language program. And then there were some districts that weren't moving to the third edition because they were unaware of the change until the last minute. Usually, just a little quick background, usually when companies are going to update their edition, they know it's coming up. When you're going through the adoption process, they tell you. I-Ready did that. I-Ready, when we were adopting I-Ready,

038they said, "We're coming up with a new edition. Do you want to wait to adopt or do you want to adopt now? If you adopt now, we'll replace everything when we come up with the new edition." So, we knew that going in. They told us what the change like what the changes were looking like. For I ready, it wasn't going to be really huge. So, we did go ahead and just start right away and then they made the change. It was a seamless effort. CKLA did not do that. They did not say, "Hey, by the way, we're looking at a third edition. Do you want to wait or not?" And then, what CKLA also didn't do, um is they didn't advertise the third edition. I found out about the third edition through my different curricular

039uh contacts, as well as our instructional coaches had contacts. Like, they're in a instructional coaching group and they had talked about that group and then they came back to me and said, "Did you know this was happening?" And we immediately called the representative and we set up a meeting. They're like, "Tell us more about this change." So, districts had to be proactive to learn about the third edition. >> Right. >> Districts had to be proactive to learn about the third edition and so some districts didn't hear about it until some of us were like, "Oh, yeah, we're switching." "You're switching? What do you What do you mean?" And so then it was too late for them to switch. Um an example of that is Aaron Dwyer, the principal at Hollywood. They had already ordered all

040their second edition materials and so she had come to our April um institute day, saw the benefits of it, went back to her district at that time and said, "You really should switch. Like, this is going to be This is good." But her superintendent said, "We can't. We already have the materials ordered. They're coming in a couple of months." So, there are districts that were unaware of it until the last minute because of the way CKLA did not talk about it much. Um and I don't know why. But that's where we're at. Um so, that's why some aren't moving, but we chose to move. We uh as you know, in April had institute day where we introduced it to the staff members. They were very excited about the changes. We'll talk more about the changes

041in a second. And so, that's why we continued to move forward cuz the teachers were on board with moving to changing. Um publishers will often update their materials, like I said, to incorporate user feedback, to improve assessments and data tools, and to streamline implementation. So, what are the key uh differences between second edition and third edition? The instructional quality has improved. Um we have enhanced knowledge builders, knowledge building sequences. So, the new and updated units are more intentional in the sequence that it builds from um vertically from kindergarten through fifth grade. The science of writing um based instruction has been improved in the third edition. In the second edition, writing was an additional piece. It was an additional teacher's manual, an additional piece that teachers had to plan for. Now, it's thread throughout all the

042lessons in third edition. So, it's there for them right right in that teacher manual. They don't have to go and pull another resource to figure out, how do I now fit this writing assignment in here? And it's also now in every assignment rather than teachers picking and choosing what lessons that they'll teach again. Um and there are um updated texts and supports for all learners. So, there's more authentic diverse texts, and they also took out some of the units that might have been a little bit more controversial. Um I wish I could remember some of them off the top of my head, but I know we had teachers that were like, "This unit concerns me, and I don't know if we should teach this piece." Um and those are the ones that actually got pulled

043out, which is another thing that teachers liked is that they were adjusting for what is more um what would probably be more beneficial or appropriate for students to learn. Um teacher usability has a realistic pacing and planning in third edition. The second edition, the scope and sequence was um set for 195 school days. There aren't schools that go to school for 195 school days. We definitely don't. And then when you figure in all the dates for testing and performances and assemblies and holidays, you can't theoretically get through the whole pacing program. With the third edition, they um condensed it. And so now it has a realistic pacing. The pacing guide is for under 170 days. So it's something that's more realistic for our staff members to feel like, "Yes, I can achieve this." Um and

044the platform is a unified digital platform where everything is now condensed in one area where teachers were having to go to different places to get different resources in second edition. The student engagement has increased with more engaging visuals and resources. And then they've embedded support to reach all learners in um all the different areas. And throughout all of the books again, teachers don't have to pull from different resources to get those pieces. It's all in one place now, which makes it easier for teachers to then um to support their students because they're not trying to have to piecemeal it all together. So we have all these second edition materials as we're getting ready to get the third edition materials. So you're probably wondering what are we going to do with those. Um there are student

045readers that we're going to donate the second edition materials. So we would either donate them to a company called SCARCE, which takes in instructional materials and then um sells them to other districts or other countries. Or we can donate them to other districts who are sticking with um the second edition, like Cicero or Berwyn. So the things that we'd be donating are student readers at all grade levels, trade book collections for primary, and then there were big books that grade one had. Um so you're probably wondering, because you are the school board and cost does concern you, um what is the cost of the third edition? How does this change impact us? So I just want to walk you through a few numbers behind the CKLA curriculum update. Last year when we entered our three-year

046contract for CKLA second edition materials, the total cost was about $364,000. That included everything that was needed across all the elementary schools, the digital licenses, teacher materials, the consumables, and any supplemental materials. We prepaid for all 3 years. So, at the beginning of last year, we paid for the whole full 3 years. So, um when you do that then, if we had 60 students in a grade level last year, they we bought 180 sets of materials for students cuz we prepaid for the 60 students every 3 years. And then what happens is if enrollment increases in the following years, you're borrowing from Peter, right, to pay Paul. So, if in the if there were 60 first graders when we started the contract, but then the next year there are 72 first graders, we're going to

047pull 12 more books from the third-year cycle. So, then if there are 60 or more students, we're going to buy 12 more books in that third year to make up for the books that we had pulled from that third-year cycle. So, you reconcile it all in the third year. This year, we made the decision, as you know, to update to CKLA third edition. So, to do this, what we did is we had to end our original contract early. And so, because we did that, um we had only used 1 year of that original 3-year agreement. So, we received a credit for those two unused years of $166,000 $166,844. Then what CKLA does is when you renew, they give you a loyalty discount. So, we received a $93,711 loyalty discount. So, our new 3-year contract, we

048enter a new contract this year. That new contract for 3 years costs us $157,040. And that includes again all the materials for all the elementary schools from 2025 to 2028 based on our enrollment for 2025. So, with anything we do, we want to make sure that we monitor and evaluate how things are working. So, we will monitor and evaluate the third edition CKLA through um MAP IAB curriculum assessments. We will track students' growth and proficiency in reading. Um we'll also use classroom level assessments and review actual student work samples in writing, vocabulary use, and comprehension tasks to see if our students are meeting grade level expectations and showing the growth we're looking for. We teach implementation because we know that we want to make sure we're implementing CKLA the way it should be, especially because

049we're devoting more instructional time to it. We will be doing classroom walk-throughs. I'll be working with our building leadership to be doing walk-throughs to see how our teachers are doing with implementation and what more do they need from us and how can we continue to support them. Um it's not an evaluative walk-through. It's looking at truly how can we support the implementation of CKLA. Um there will be team collaboration, including planning and pacing reviews that we'll have throughout the year. And we're working with a CKLA CKLA consultant for what's called a learning lab where we'll say a third grade teacher um will work with the consultant, plan with the consultant the lesson they're going to teach, and then half of the third grade team will come watch that teacher teach the lesson, and then we'll

050debrief on what did we notice students how are students engaged, what were students doing, um how were students learning in the classroom, and then talk about with the consultant how can we continue to grow in our instructional practices based off of what we saw. And then we'll also just review my evaluate how things are going through um open feedback loops, and then we're going to do a pre-and-post survey and have reflection tools as well so that we are getting that teacher voice throughout. So, that's a CKLA third edition update. And then um we have these additional pieces that are additional focus areas um that we are working on throughout this year as well. But again to the conversation of the retreat we just had, some of these might also change adjust depending on how we

051finalize those pieces. So we're going to continue to work as professional learning communities or empowered teams. We do have a professional learning road map that we are working on for a three-year plan for professional learning so that we can show how professional learning is connected over the next three years. That's something that's still being developed but I know you had the overview in the board packet for that that just shows the priorities we're looking at over the course of three years. MTSS we're looking at making MTSS more consistent with academic and social emotional learning between the three tiers. Tier one universal, tier two and tier three supports. Continuing the focus It's worth noting that that is the area that came up with the highest priority by our leaders. >> Okay. >> Yes. >> So more

052to follow on that. >> So that's something that we are like already starting to work on and also it's great that you had approved that the elementary student intervention coordinator position because that's going to play a huge role in this MTSS work that we're doing that rose to the top during our retreat. Continuing to focus on student growth, looking at STEM instruction and artificial intelligence in schools and then e-learning is up there just to let you know that I will be bringing to you the e-learning uh What's it called? The side contract. >> with the state board of ed we're required to yeah. >> So every three years we just the board has to re-approve our e-learning resolution and so I will be bringing that to you I believe at the October cal to be

053not yeah. Yeah, October cal to be acted on at the October board. So, that's a lot of information. Um it's great talking to you. >> Yes, just one very easy question. >> Okay. >> Um for the school day shift, so I know it says supervision begins at 7:50. Is that outdoor supervision and then they'll be allowed into the classroom or into the buildings at 8:00? >> Yes. >> Okay. >> Yep. So, for the families that kids drop come early, drop off early, we have adults ready to supervise kids at 7:50. >> Okay. Can I ask a question about the school day? So, a couple of parents had brought up that when the district announced the change in the day, it we're getting the way it reads is we're getting the students will be at school

05410 extra minutes a day and that extra 10 minutes went into the lunch recess. So, but what I'm understanding from what you said is that because the students are getting a full 30 minutes of recess, is that taking away a day of gym cuz they normally get two? No? >> They'll still get three Everyone will get three days of gym now. Every grade level, every class, three days of gym for 30 minutes and they'll still get 30 minutes at lunchtime for recess as well. So, that 30 minutes is the right to play time. We're guaranteeing every day every class gets 30 minutes. On teachers though, if you're in class, kids get squirrely and they may not be able to make it through a whole afternoon or a whole morning of instruction. And so, teachers use

055their judgment and they might take them outside for a movement break. What would happen before because our lunch recess wasn't 30 minutes, I think it was about 20, we had to have another time because we didn't have the 30 minutes of right to play. But, we couldn't just do 10 minutes because the law says it has to be at least 20. So, we were doing another 20 minute recess at some point in the day. Now, teachers can take kids out for a movement break, but it might only be 10 or 15 minutes instead, and then they'll come back inside and do the work. Or, on days that they have that PE class, because they're getting the movement in PE one of those three days, they may not have a movement break there, depending on when

056their PE class is. I remember when I was in the classroom, if I PE in the afternoon, we might have taken a movement break like around midday, >> Mhm. >> but it would have been short, and then I knew that they would have that break at PE in the afternoon. So, if you have PE that day, you might or might not have a movement break, but on the days you don't have PE, I can't imagine any teacher who wouldn't take their kids out because it would be a very long day. >> Yeah. I can see though how like Marla, I appreciate you bringing that. I can see how parents are thinking we extended the day 5 minutes on either side, and we're also getting that additional time at lunch, but Angela explained exactly why, but

057yeah, it's not just give the longer lunch recess. It's really to create more continuity of instructional time within the day that had been interrupted to some degree by the right to play. >> I think I think typically parents don't know that there's that like let's keep them outside for the extra, you know, >> Right. >> 15 minutes. So, that makes a ton of sense. >> Some parents do. Like it's it's something we've been challenged on, um the right to play, and and parents have said I don't I don't think my child has enough of it, and I thought it had to be this amount of time for this period of time. So, um yeah, it's I don't I think you're right. I mean, I think there's mandates to a school day that um people don't

058necessarily study the way we study them. They shouldn't have to, but yeah. >> Yeah. No, that makes total sense. >> And I think it's actually nice that they'll get a little bit extra time at lunch because yeah. They like at least my kids like to talk more than they like to eat their lunch. >> It's not just your kids. >> No. >> It's It is something you see consistently. >> Thanks. That makes a lot of sense. Thank you. >> Any other questions? >> So, in regards to the the new contract for the uh CKLA CKLA, so just just so I'm understanding or it's totally clear. So, the 3-year contract total of 15740, that's new additional expenses, correct? >> It is new additional expenses, yes. But, um the great thing about the way Jim has budgeted

059um our budget in the past is that he still plans for well, and it this is what many districts do. They plan for a consumable purchases. So, we I have a line item that talks about consumable items that are needed with things we have to buy year after year. And so, that's part of our consumable budget that that's where we got that from was a consumable budget. So, yes, we weren't expecting to have a new 3-year contract this year, but the money was budgeted for any type of consumables I might have needed to replace. >> Any chance they move to a fourth edition during the next 3-year contract? >> I don't know how long it takes. We're going to stick with third. It usually takes a couple of years because you you take in the

060feedback, you learn what needs to be changed, and then you got to go through all the publishing and the writing and such to change it. Um but if for some reason it changed within this 3-year contract, we're sticking with the third edition. It meets our needs right now, and um it addresses a lot of concerns that many districts, including ours, had that I don't see a need for us to change. It's a great It's actually a great question. >> So, I I wonder though um Oh, I lost my train of lost my train of thought. Um Oh gosh, what was I going to say? I'm totally gone. Somebody else. >> So, I guess I had a question going cuz I know we have we struggled with CKLA CKLA. And the fact that they're now throwing

061out another edition like less than a year after we went to the first to one of to their like their second edition, they're throwing out a third edition. I mean, we're essentially spending 500 about 520,000 over 4 years for this. I mean, that's the I guess I'm just more concerned is are they still the right partner for us? Because we've struggled with them, they now sort of done this. And fact that they're not advertising it, I mean that doesn't make much sense. So, I'm just wondering how do you feel of them as a partner in in this journey? >> I actually feel that we are this is still the right curricular resource, they are still the right partner. I have through the first year of pains have learned where to turn and who to go

062to to get what I need. So, we had a really good consultant that worked with the teachers. All the teachers really appreciated her knowledge, appreciated her style, appreciated what she was able to do with us. And through the surveys that we had after their sessions, each grade level session with her, they had talked about just how much they appreciated it. So, her and I are actually in great contact and we keep in continuous contact and she's local, too, which is even better. And so, when I came up with the thought of we needed a consultant with to work with us regularly throughout the whole year and we need someone who can help with the planning and showing us different instructional strategies, I had called her and told her this is what I'm thinking, this is

063what I want to do and I want to do it with you. And so, we worked it out so that it will be with her the whole year. It's already in her calendar through their system. So, they're the right partner because now I figured out who the people are to work with. >> All right. So, the question I was going to >> Yeah, so we're going to come back to that. >> Yes. Okay. Yes, so the some of I'm wondering if any of the items in between the two editions that were quote-unquote fixed, was that anything that we identified as part of our evaluation of the original program? >> As in needing to be fixed or >> As in a weakness or yeah, something that needed to be fixed. >> I'm going to make sure

064I understand your question. So, the things that they fixed were those things that we said needed to be fixed. Is that what you're asking or am I missing >> Pretty much what was identified as part of the evaluation of the original curriculum. >> Yeah, so the things that were adjusted for third edition are things that the teachers were concerned about, which is why the April half-day institute day, they were very excited when they were learning about the new platform and learning about the resources and seeing the scope and sequence cuz it did address many of the concerns that they had with the second edition. Now, what happens is we have to work on the implementation. One of the concerns that teachers had a lot last year with the implementation was they didn't feel they had

065enough professional learning. So, that's another area that we'll be working on and that's why we have the consultant that we'll be working with throughout the whole year so that we are able to provide more CKLA led professional learning. >> Good. >> Yep. >> Thank you, Angela. >> Thank you. >> All right. Next on the agenda is the finance committee committee. >> So, that is me. Um And we will meet as a finance committee in a few weeks following Mike's arrival and um the for the board's consideration is um and attached to the agenda is or attached to this board deck is um the draft proposal for the budget that he presented at the June board meeting. And so, um our intention is to vote on that at the upcoming board meeting on August 20th. Is

066that what it is? So, um if you have any additional questions, we can talk through them then or um at that time I think Mike will be attending the And as well. >> Mark. Sorry, Mark. Sorry, Mark. >> And that's all I have. >> All right. Thank you, Selena. Uh next up, I guess, is policy. >> All right. >> Take it away, Stephanie. >> everyone's been waiting all summer to discuss policies. The pages just kept building over the summer because we had two um press issues under the first reading for tonight. As usual, I'm not going to go through every single policy. I was just going to, of course, highlight the ones that I thought were worth board discussion and had some significant changes. And of course, any questions or in your reading, anything that

067you identified, happy to look into or try to answer today. Um the first one I just want to quickly note is one of our own edits. It's just 2150. You know, there are a couple different policies that based off of changes to IGAs. This one is specific to our standing board committees because we added family engagement as a board committee. We just have to, you know, continually remember to update some of these policies uh when we make these changes. So, I'm not sure who caught that, but thank you. I did not. Um Okay, so 118. A couple really big things came out of uh press 118. Um the a pretty significant one has to do with Title IX. As you recall, uh two presses ago, uh press 115, uh we made some significant changes uh

068to Title IX regulations in all of our policies. And so, essentially, what now needs to, and we are required to do, is to undo all of that. It's sort of a a time warp for everybody that made all of the changes. Uh ISBA sympathizes with us. But essentially what this does is it impacts a suite of materials um 2265 and about 12 other policies in here. So essentially what happened was um you know, the the scope of the Title IX protections changed. Um you know, in 2020, which is the ones we need to revert back to, they were all about allegations of sexual harassment only. In 2024, the Title IX regulations were expanded. The scope was expanded to include sex discrimination generally. So everywhere where we use the word sexual harassment, we changed that to

069sex-based discrimination. And sex-based discrimination included things like, you know, gender, gender identity, sex stereotypes. So essentially at this time that was under 2024, we go back to the original one. I do want to say though, you might recall when we moved to the 2024 um Title IX, we were essentially saying, "Hey, federally Title IX has now caught up with Illinois." So for us, it didn't feel significantly different because we already had sort of protections in place that covered, you know, we weren't going to allow students to be bullied or harassed in our schools on these bases. Um so I just I do want the board and and, you know, the community to know we're not you know, not going to protect students. You know, we're going to take actions to safeguard students um even with

070the needing to revert back to a more limited definition under a Title IX regulation. We can still lean on other areas of our policy, on state and local anti-discrimination laws, Illinois Human Rights Act, um that that prohibit discrimination on a variety of bases. So >> So, I I do have a question. I mean, I know I've asked this question sort of in a variety of different ways in the past. Then why are we Why do we If we have to do this, why do we even have a policy? I mean, if it's enshrined in law, why do we even need to >> It's the It's the procedure. It's more of the the What it really changes is the the process, the investigation, if you will, >> Mhm. >> that you would need to follow. Because

071last time because essentially what it was doing last time was making it a little bit less onerous also on smaller districts in terms of how like the the grievance procedures that one would follow. I don't know, Mark, but if you had anything else from talking. I know we chatted with Nikki a little bit on it. >> Yeah, and I appreciate what you're saying is that we're not going to allow children to be bullied or harassed really based on any characteristics, right? Um or just Let's just say we're not going to allow children to be bullied or harassed without intervening. And so the bullying and harassment policy and procedures can also relate to sort of for any reason in which a child is bullied or harassed. The Title IX starts to become a bit tighter around

072the language and the procedure related to it, but I think what Stephanie's saying, and I feel it we're all saying is there's an assurance, though, that any sort of negative behavior that's in that unwelcome, unwanted, power differential over an extended period of time, all those things would be then we could follow through multiple ways, right? Um And the Title IX was procedurally very very detailed. And so some of that does shift and change a bit. I don't know. Anything else on that? Just is what what it is. Um, the other uh, large kind of bundle that came out of press 118 um, is known as ensuring success in schools ESS. It's kind of like a big beast of a law. This passed a while back, but it had a delayed um, implementation date of July

0731 of this year. And because of it, it warranted the creation of an entirely new suite of materials because it created a brand new school code. And so that is the 7255. I think it's even titled as um, new unpublished section. So like our current policy manual has no 7255. It's a brand new number that's being added. And um, it's pretty lengthy in title. It's students who are parents, expecting parents, or victims of domestic violence or sexual violence. Essentially, they are categorized and known as Article 26A students. That's like the short term that we're using to capture that uh, group of students. And it does require districts to ensure that, you know, we have these policies and and procedures and resources in place so that these Article 26A students are provided with the supports to

074enable them to meet the state education standards and the school diploma diplomas. Um, the implementation Martha and I were talking, it does have a lot of requirements. Um, you'll see there's some blanks in terms of we need to name and designate, you know, non-discrimination coordinator, Title IX coordinator, as well as a complaint manager. Um but it does require, you know, at least a staff member in each school building or somebody that touches each school building to be identified and trained as the resource person for these 20 Article 26A students. Um it, you know, complaint resolution procedures. Um so certainly we would need to work very closely with our board attorney if we had any type of allegation that came up under this policy. Um but, you know, and Martha and I are just discussing just

075assuring that, you know, something that we would be able to I don't know if conversations have happened around who >> Um a little bit around who, but um and and I know Nora's sitting there. I'd probably name Nora Garrity in that in that role. So with the complaint. >> And I think we were looking into it with IASB. There's like two um areas to fill in, so we didn't know if we had to do two name two people as complaint managers or we could get away with one. Again, somebody who does touch each of our buildings. Uh so yeah, I can't say I've seen an entirely new suite of materials, but that's what that one is about. Any questions or concerns? Okay. Dave, I thought of you for this one. >> I'm wondering given the

076given most of the content there, how how applicable that would be to our district. >> Sure. Yeah, I mean >> That's what you'd hope, right? I mean I I think that was where our conversation started. It's like, what, you know, let's hope this never is an issue for us. >> like ha. Like it's like, oh, there's one that's like, we got a definition for sexting. >> Yeah, like you know, you think about it and you're like, oh, these are the things we have to, yeah, worry about. But yes, parents >> good junior high, good happen expecting parents, victims of, you know domestic or sexual violence that are known to us. Of course would hope not. But yeah, this these policies would ensure the protections for them so that they could be successful um educationally successful.

077>> Yes, then that becomes a question then. So again, I'm assuming this would be a low overall low incidents and is that a safe assumption? >> I think it's a safe assumption. >> Yes. Um I'm reminded of the time that I said, we don't need Narcan in our buildings, you know, um and then it became sort of state law, no, you have to have Narcan in your buildings, right? So I what I've learned I guess is you never say never and if there's a policy that says we would take very good care and be very supportive if we ever had a student in this situation, we will take very good care and be very very supportive if we ever had a student in this situation. And I think that's what the policy essentially states for

078us and the implementation is I think a very unlikely. But I I think it's still good to adopt the policy. I think it's still the recommendation that we adopt. I mean, I have that same sense to Dan like, this isn't meant to be for middle school and below. But it is. But yeah. >> It can and when policies are just 9 through 12, it'll specify that and they're not in our manual. >> Yeah. >> But All right. Um the other big thing that came out of that made me think of you Dave was about AI. >> I saw that one. >> So the use of AI in K-12 has been a really hot topic. Um you know, we've talked about it a little bit and certainly especially since you know, things like chat GPT has

079been on the on the scene since like 2022. Um and districts are really kind of all over the place in terms of their AI journey. Um, they were just during one of the webinars, they were providing a lot of nationwide data and studies that found, you know, how many districts are providing teacher training up from, you know, even a year ago. So, pretty trainings are in early stages and all of that. But, essentially, we know that students are also using AI and research is also showing just the percentage of them who were even just using it two years ago before it really blew up. Um, for homework, etc. But, no board policy on AI is required by law right now. There is some stuff kind of happening in the in the Illinois legislator, but given

080the interest from a lot of boards, um, ISBE came up with some suggested language that we could adopt and use in, um, 6:235 access to electronic networks is the policy. So, they created this new subhead, um, and along with it, they created some administrative procedures to help with the implementation of it. Let me just grab my paper copy. Um, so, yeah, it's use of artificial intelligence AI enabled tools. And so, it just provides uh board with some optional language. Uh, we could certainly adopt it as is, um, or not. Uh, we could change it to customize, you know, our own conditions, but this is just some sample language uh for the board to consider. Um, ISBE doesn't really have guidance yet, per se. They were actually able to download this toolkit that had been available

081on the Department of website. It has since been taken down because the um Office of Technology in the Department of Ed was dismantled or eliminated. So, they retained a copy of it, which they're now hosting on their um website, and they're using that as helpful guidance. Um it's not has not been rescinded or anything like that. It was just taken down. So, uh they also recommended something like an existing technology committee or technology working group, and Martha and I were just talking about some opportunities with our new um director and interest in this space and trying to, you know, come up with some a more district-wide develop a district-wide plan um that addresses like our approach to AI and the integration of AI for teachers and students. >> Do we know how teachers and staff

082have been addressing that so far? Like, thinking how their students are going to use ChatGPT or anything. Are teachers supportive, or they say no, or do they explain the right ways to use >> I think it's mixed. I think it's it's all of that. Um and I we did form an AI task force last spring mid-year um knowing that we were also in transition with our director of technology. We are eager to have Molly come on board, and um we look forward to kind of enhancing that. I think you know, it's interesting when you look at it they talk about safe, appropriate, equitable use. They don't say don't use it. I think initially teachers probably were most concerned about plagiarism. That's a fair concern. Um but there's also a lot of the use of tools

083for for teachers, for leaders, for communication, et cetera, that are powerful and valuable. So, I think there's still a lot a lot of information to be gathered, um understood, and then making sure that we also have that true like digital responsibility educational piece for for all of our students from a young age. >> will use the tools. Their parents might not even be able to tell them the right way to use the tools or like don't just copy and paste. You know, you will be out of luck. >> would think I mean Angela and Molly you haven't had a chance to really be here yet, but I think kids are using it and it's um you know, probably not in the most appropriate ways necessarily. So >> I think because of that and because is

084to your question, you know, teachers don't have perhaps the guidance that they need as all of this has evolved and and changed. So I think the policy then leads to the development of a plan that can create more, you know, guidance, resources, ways to address in a consistent manner across our district. So I mean my suggest I don't know if you know, there's tweaks to this language. I I thought the language presented by ISBE that was suggested uh worked well, but it is just step one. Then step two is we need to now follow through on this policy which is creating a district wide AI plan. But I think there's an appetite for it from you know, the teachers and maybe even yeah, community members, parents being like, so what do we tell our kids

085or you know, that can come out of this. >> Yeah, it it's good to hear that this is step one cuz if anything I thought the language kind of really lack any kind of guidance or standard or anything other than >> Yeah, like points to >> know, districts and that gives then each district the autonomy to kind of create their own to determine how far they, you know, they want to go with it, but >> What are you going to say, Jess? >> No, I was going to say essentially the same thing you were going to say. There there did not seem to be sort of any guidance, but if this is like a sort of step-by-step process I guess my question would be I know this is something we we want to start doing

086and so probably it's just good that we put something into and I Something we also discussed was it last year and I remember there was a session at the um IASB conference and they talked about like school districts are already behind in in this, yeah. And so just to start addressing this I think would be a is an imperative thing to that we need to start doing. >> We can't so fast that you're ashamed that our kids miss out and that's now they're behind. They go to high school, they go to college and >> I'm not so worried about the kids being behind and more concerned about being used appropriately because the kids are going to have to use >> Yes. >> I mean kids are going to use it. >> Right. >> So >>

087It can be a really powerful tool. >> Right. >> And I think I appreciate that Valley has said that she's interested in like making this kind of something I think that was I know Martha and I had met earlier and had said that you were really interested and I think it's so important to teach kids like the right ways to use it and how it can be a really great tool, but I think that piece of like also educating parents is if you don't use it in your day to I use chat GPT I pay for chat GPT-4 I use it every day. I use um I use different ones that do research for me, that pull articles for me so I don't have to do all my searches myself. It's like it saves me

088so much time. If you're not using it, you you may have this idea that like no, you should never use AI. It's it's everywhere and in teaching kids to know the difference between something that's AI and fake and that they shouldn't believe or um trust is really important, too. So I think the guidance in this is is perfect for us to kind of take it however we want to you know, try to educate everybody. >> As a board like a board and as it relates to policy it's our responsibility to create sort of a broad framework for responsible use and what we define as being responsible use and not in irresponsible use, but it's not so much our role as a board to set guidelines around what tools are the right tools, right? Like that

089needs to happen more at like this task force level where teachers are sharing best practices and teaching each other about what tools are most effective in their classroom. So, I think in terms of the policy, like I wouldn't really be looking for guidelines around let's use ChatGPT versus let's use Gemini, etc. >> tool. It's probably not tool can change tomorrow. So, you don't want to put a tool, but you want to at least say if you once you do your you get something out of ChatGPT or whatever AI tool you're using, verify that the resource that like the sources that they're citing actually exist. I mean, there've been >> I think >> countless times that we've It's always made the news where people throw out articles that don't exist, made up. So. >> But I

090just thought based on past conversations we've had and I thought it was a prudent time for IASB to provide some language that we could begin to adopt and then that enables, yeah, steps to be taken at the district level, which then does create needs for, you know, trainings both for students and staff annual review of this plan. So, you know, it does create those implementation and administrative procedures, but again, as we oversee policy, I mean, I would recommend Again, my recommendation would be that we move towards adopting it. I know you said that was already kind of in line or aligned with some of the goals we had and I think even as we work on a new strategic plan here in the in the near future, there could be natural tie-ins there as well.

091So, I don't know if anybody had any opposition to >> No opposition. Just that I would there, you know. I would hope that we'd have more fleshed out and and as a parent, I'm not a parent of a middle schooler at the moment, but I would imagine there would be a strong demand as a parent for of middle school kids to have that call, what is responsible use of AI? How can we use it? How can their kids use it? And what can we tell them? >> Right now we've drafted on a as a cow topic, some I think we held we're holding it like October or November for there to be more of a board presentation on it. Like we need time to get back with teachers for Molly to sort of, you know,

092get established in her role and then have more conversations. So this is a great precursor to that and uh yeah, I think there's a lot more to do around student communication, staff communication, family communication still. >> Yeah, I could see it being really great session for families much like the >> detective >> Yeah, yeah. >> the cyber, you know, safety something similar. >> Um just tangential to that, not a policy, but um the in Illinois the or in I don't know the number, but the cell phone ban essentially, the school cell phone ban is is expected to um pass. Obviously for us, cell phones are put away at the junior high level in lockers. My understanding both for my own children is that is very much in enforced um and then for those that have

093it at the elementary also needs to be out of view. So in their cubbies and hanging in their backpacks and in their cubbies, but that's been a really heavily um negotiated piece of legislation and it will allow even when it likely passes a fair amount of flexibility for boards locally to determine its implementation and there'll be exceptions for like IEPs or medical issues or even like instruction. I don't know, some might use a calculator on it in class. So it's not like an outright ban, but just something to note that's coming down the pipeline. I don't know how much it will affect our current practices. >> Yeah, that's my sense that our practices are kind of in line with what's being discussed at the legislative level. I think it's maybe a shift for high schools

094or a shift for schools that have had more flexible approach. >> Um okay, let me see. 118 also Sometimes the accounting ones my eyes kind of gloss over, but there was one for those who like the money parts of the policies. Um the the increase the capitalization from 5,000 to 10,000. I don't know if I think Bart and I were like, "Oh, there's been talks about what is, you know, a capital Mhm. item, but outside of that, nothing else stood out to me as as materially significant other than the capital asset increase from 5 to 10 under the 480 accounting and audits um policy. I mentioned earlier uh sexting 7190 actually includes a definition of sexting in the policy. I guess it did not originally have what the definition was. The definition existed in other

095administrative procedures, but they kind of memorialized it into the actual uh policy. So, included the definition. Um again, fairly broad to give districts flexibility to make sure that um just on implementation. I think that's most of what I got out of 118 to talk through. >> I I I did have one question on on 7 250. >> Okay, let's see. >> a passage on on page one of that one and this is for student support services. It it mentioned about uh the availability of counseling without parental or guardian consent. >> Is that a new line? >> It's a new addition, yes. >> I wonder if that has to do with um >> I guess there's some things I can conceive of where I'd understand that, but it's any kind of language like that definitely perks

096my ears up if nothing else. >> Yeah, I don't see number four of the policy. >> Number four, yes. >> Yeah, number four of the policy. >> I'm trying to look at the I'm trying to see if it was Okay, I L C S added. So, it does look like um like by a from a law. Yeah, we can look into that. I'm trying to see what it said before. It's always hard for me to read it. >> Yeah, was it just not the the green part just wasn't there, right? Yeah. It just said school counseling services. >> Mhm. What's I guess what's your concern with that? Well, I I mean just not any I think a little bit more explanation might be needed for why something would be happening without parental consent. >> It

097looks like from the footnote I can go. Is it really a back to that ESS law? >> Well, that's what I was wondering. It's the same suite. So, that's what I was wondering, but it didn't So, does does that specifically pull out students who are parents, expectant parents, or victims of domestic or sexual violence? Yeah, we can I can look back further into that at why it was added. It is in relation to um Oh, yeah, I think you're uh it is like press plus one. It's the same It's 526A, so it does look like it's coming out of the same code. So, possibly as a result of that one, in which case >> they're Like it's that like that >> Right, if it's if you're a victim of sexual violence and you're over 12

098and you give your own written Like is it saying that? Like I have to go back and read that now. >> right? So, like it's under ILCS 53, so now I need to see if that's the one that references um these 20 these Article 26A students. But, it's so yeah, it's very broadly written though, so >> It's a good catch-up. We can let that take We can take a closer look at that. >> I think we're just going back to the sexting point. I think the one concern I would have with the way that that is written is that it um applies to a child who may be a victim of sexual violence or abuse that has received a text message respect with sexually explicit images or messages. And like it's This doesn't require that

099they be disciplined, correct? It's just opening the door to allow for discipline in that situation. I I just don't think that somebody who's received a message that Uh is what you're saying. >> Yeah, that's it. >> is actually reading it. >> And it's >> 7190 number seven. >> 7190 seven. >> Like um I don't know. I I just don't agree that necessarily receipt of a sex should allow for discipline. call >> I didn't think of that when I read it, but I didn't even think to note it down. >> Hmm, that's another good one. >> But it's not saying there is a discipline action. >> I remember yeah, when I was reading this and I I know it came up. I can Yeah, we can look into that one again. It was still saying that

100it was providing discretion to um the administration to handle it appropriately. >> Fairly broad or designed to give districts flexibility. So, you know, we can look at as defined in state law. So, I don't know if again this is a not ISBA's definition, but the state law definition of sexting. How we choose to Yeah, I think it just provided the definition in general. >> Okay. >> But we can certainly >> Yeah, I mean I would certainly >> the possessing. >> it. We can maybe put him maybe think of taking this receiving out um because that's really not I'd say just because >> It's something that's incentivized if >> I mean how many times do we get all spam text messages saying that uh we missed a toll or something and >> So many of those.

101Yeah, cuz it is under prohibited student conduct. >> this is one that I always have to read like the prohibited versus >> The discipline for gross insubordination or misconduct including but not limited to, so including sexting, which is now defined as possibly possessing >> authorized to discipline. >> Um which is different than required to discipline. >> authorized >> But yeah, we'll see I guess if there's anything with the um definition if that's just the legal definition that we're required to use and >> Yeah. Are you sure you call this the same policy that we've we went >> Yeah. >> with related to the other pieces, the weapons >> piece, so um we can certainly take it It's a good question. I mean, and we could just remove receiving, but is there something there that I'm

102not tuning into for some reason, so Let's have a look at 7170. >> Okay. Um Where's Dan's question? Oh, the counselor. Um counselor. Thank you guys for your close reading. Anything else in 118? Um I really don't have much on 119 unless you all do. The 119 was all what are known as kind of continual monitoring, review and monitoring, five-year reviews. So you read them um every five years in relation to what it says in press, impress plus, and you and you compare it um The only one for discussion um has to do with the board with the oath, which we just recently did, but um there's a question for board members to consider in 280. I don't think we noted it that way in board book, but um so the school code doesn't specifically

103address like what happens when a board member violates their oath. So 280 is just here's the oath, who administers the oath, but then there's no language regarding like um a board member who fails to abide by this oath that they just took may be subject to action by the board. So, I think it is um just uh question or conversation for boards to have if they wanted to add a line into policy 280 and there's some suggested language um at the bottom. A board member who fails to abide by the oath of office or the code may be subject to action by the board including but not limited to formal censure and or referral to the superintendent for removal. Um so, essentially does the board want to also adopt or amend this policy to include

104that optional sentence shown above. So, again, continuous sort of improvement is what this came out of. I don't know if there were thoughts. So, I think feel strongly that we shouldn't. I thought again it was a good idea to reference failure to comply with the oath will have consequences and then certainly what those are are then to be determined with board attorney etc. >> I mean, I don't think the language of the addition like limits you specifically to do something. But, it doesn't I mean, it just feels like more general but gives that option for the board to take action. >> So, I'm I should know this, but as it is now, if a board member did violate their oath of office, there would be no ability for any action to be taken to remove

105that person from board, is that >> I think it depends on the type of violation. >> Yeah. >> Okay. It's like 260, I think, references. >> think that's why the consultant board attorney is is ultimately the process that you would engage in. >> Yeah. >> I think it just like signals cuz there is then a policy 260, which is the board remove board member removal from office, but this sort of points you to that. So, it just makes it clear that failure to do so >> Right. I mean, I saw this and I have I I don't have strong feelings one way or the other. I just I think what probably what we have is sufficient, but um >> Yeah, I didn't either, and I don't know that this was one that Nick or anybody

106recommended we do anything specific with. I think it was just board board preference. There is, again, a separate policy. I think this just called it out and made it clear via the oath. >> Mhm. >> Failure to comply leads to see policy 260. Like, that's kind of how I read it. >> So, if we don't add that line, the policy will still have that addition of 260. >> Oh, 260 still yeah, exists in an on its own. >> Well, yeah, like it's a but it's cross-referenced. >> Yeah, yeah, there you go. That's the word. This policy cross-references 260. If you add that line. If you don't >> Oh, then it wouldn't. Okay. >> then just the oath, then who administers it. >> I I think I think that like the credibility and the reputation of

107the board and maintaining that in a strong way in this community is really important, and I think we all take that oath and should abide by it. And so, if it gives the board more ability to um you know, defend its reputation and uphold its stance in our community, I'm uh supportive of taking action to cross-reference it if it gives us more ability to do that. >> Yeah, I think there'd be again, I don't know I don't think there'd be strong feelings one way or the other. I always like, you know, the tighter kind of policies that um that then address, okay, yes, now failure to do this also has a policy that would uh play a role. Anybody Anybody else have opinions on it or >> So, we don't have a strong >> It's

108Yeah, it's again, just >> We already have something in there. It's I'd almost default to if we have something already. I mean, unless there's a specific need to buttress it, I'm happy leaving it off. >> Yeah, like I said, this was just a continuous improvement type change. Optional language to express potential consequences if you violate your oath of office. All right. Well, then, we're not like voting on it now. I don't know how we'll put it in Yeah, right. Do you want it with the optional question or not as a proposed policy to be approved? Cuz we usually have a defaulted to an answer. >> Right, you're saying the default is no. >> Yes. >> Maybe I should have had a stronger suggestion for you all. Sorry, maybe that was on me not to tell

109you, here's what I suggest we do. >> I mean >> I I really lean towards including it. Um but again, I'm not going to lose sleep if we don't have it in there. Up to Selina's well, I just like the optics of it and I like the the tone that it then sets that this is, you know, this is serious. >> I agree that it see seems like a good message to send. It's not open-ended, it's not talk to the attorney, it's a little bit more >> Yeah. And any type of disciplinary action or sanction against a board member would, you know, be in consultation with with the board attorney. But >> Okay. >> Outside of this one, was there any others um in 119 just under the five-year review that people had any thoughts

110or questions on? 120 was in there, that's the IGA one that we're always checking anyway, so um that was funny that it was up. I'm like, no, we just updated that one, but >> Are we going to do that at Is it the August board meeting that we usually just put all of them on for review? >> It's like an annual review. It's always on there. >> Oh, yeah, so it's on there, yeah. >> Oh, no, IGA review. All the IGA is >> And then like 130, like the school district philosophy, the mission statement, vision, values. Like we all we have to usually update that in relation to um strategic plans and the language that comes out of that. So, there are some again like the one that we did earlier that just come out

111of naturally come out of uh changes that we make. But otherwise, yeah, I did not see anything else in the 119 outside the conversation with that line. That sounds like maybe three of us prefer to have it in there. >> Yeah, I think >> You would prefer >> so. Yeah. >> So, the answer is yes? >> I don't know. Dave, you don't Dan, you don't love it, but >> If I'm not going to get up on a hill and campaign against it. >> All right. Okay. >> Okay. >> Then yes, I think the recommendation would then be to present it with the yes and then board members can vote yes accordingly if they >> It's 7170 and 7250 that we'd like additional legal clarification of the counseling >> Mhm. >> and consent and about the

112>> possession of receipt >> Yeah, and I think we're going to clarify the complaint managers um >> Yeah. And >> Can we do just one? All right. Well, that's all I have for you all. >> All right. Thank you, Stephanie. Uh I guess next next up on the agenda is uh facilities. Uh Matt. >> Um so, nothing really new the last um facility advisory committee was the the security cameras which we addressed at the last meeting. Um I don't know if that's started or almost started. >> It's they're getting organized to order the equipment and materials that they would need. >> Okay. >> And I don't have a timeline yet. I've asked for Mesh to provide us with a timeline as soon as that's more known. It will be over a period of time. We

113talked about this work needing to happen after the school day during breaks, etc. So, it won't all happen at once. >> Yeah. And then the Blythe playground, that's the other big piece on there. >> Yes. And we did go ahead and set some dates for our community engagement. Uh, parent coffee on September 8th. That would be not just parents, community will um, I'm going to work with Molly Caster to and Cathy to get some invitations ready for that. And then there'd be a student session that day during the school day. And then again, we would have an evening meeting in conjunction with their PTA meeting. The same thing, like invite friends, neighbors, parks and recreation, people that are interested, village. >> Who would be at that presentation and so >> Uh, our DLA architecture firm

114is typically who's done the student session. And then they would be at the the other two sessions. And we've invited, like we said, Ron Melchiori, Jessica Francis. I've let them know about these dates and um, I'll rely on them to make sure that they share it with you know, again, I don't know what their own sort of thoughts would be about village trustees coming as trustees or as individual community members. But I will make those dates very, very clear and have already sort of shared those out preliminarily. But plus, we just want to engage the neighbors in the community because this is again, this is one it's a little bit different in that it's you know, live with it's not our property, but we don't really know whose property it is. But uh, it's a

115shared, you know, it's a shared agreement in terms of the the community and the and the school district. >> We haven't come up with a definitive answer at this point. I thought maybe it >> I think we were operating on the ambiguity, but uh, shared agreement that we would both take responsibility for it. >> And didn't they didn't the village say that they figured they would have an answer? >> And I just met with the village manager and I I don't think there is any more of an answer. >> Any more, right? Okay. >> It's a good question. I've decided to move on with the language of the IGA is >> Seems like a lot of effort has gone into it and it's it's ambiguous. >> We're going to build a play We're going to

116build a playground. Um and we're going to pay for that playground that we build and uh I did hear that they are going to likely keep the same footprint of the tennis courts. And I believe, I don't want to speak for the village, make it basketball and pickleball, but not extend any of the footprint. Which I know had been a concern about um just the the mature trees that are in the area, etc. etc. >> Do we know the location yet for these community sessions? >> They'll be at life. >> Is it going to be good coffee? >> What's good, Dan? I'll see what I can do. >> Might entice me with good coffee. >> Okay. All right. Kathy, can we work on that? >> Good coffee would be good. Kathy does feel like a

117tote you get from like Dunkin Donuts or Starbucks. >> Uh-huh. Okay. Okay. >> Not just like brewed in the Keurig thing or yeah. >> Corner Bakery, yeah. >> I think that's it. >> That's about it. >> All right. >> Thank you, Matt. Uh next up on the agenda is personnel. Uh that's me. So, I do know there's there's really not much on the personnel right now, but I guess this year we're just doing a little just want to bring something up that we're doing uh something a little different this year for the new uh staff and that we're having a dinner uh at the Hauser cafeteria on the 17th. Um and I don't know, Martha, if you want to add anything to that or I know >> Yeah, so we've been sort of evolving our

118opportunity for new teachers to meet with all of you and it's been everything from sitting in the back somewhere at a meeting to sitting in the back somewhere at a meeting have their trading cards shared and I think it was both Nora and Molly shared that they've done this in prior districts where they actually have a dinner together before. So, if you can come a little bit early, it's a chance to then just chat informally with our new staff. We're also going to invite the mentors if they're interested. We realize coming to our evening meeting is not always a great honor. Sometimes it's a extra responsibility. So, um we will uh share our leadership team, all of you, our new teachers and mentors that are interested as well as our mentor coordinator, Terri Hickey. >>

119All right. That sounds good. >> it's a nice idea. >> Yeah, no I do agree. I agree. All right. Uh then uh next up we have a family engagement committee, Marla. >> Um yeah, we haven't met since the end of the school year, but um I do just want to kind of thank Molly Caster in her um posting that's been going on social media and on the district website. Um I think it's she's done a great job of kind of keeping everybody like eyes to the skies, so to say, um about the capital improvements that have been going on over the summer and um the new staff and things like that. So, it's been it's been great and like the minute that the information came out about the change in school hours, that was uh

120that came right out on social media. So, um yeah, I think it's been fantastic and I kind of like the website design of kind of the the posts match like what's on the website. So, for folks who aren't on social media, can always kind of check out the district website um to see what's going on, but yeah, it's been it's I think it's kind of nice to kind of keep everybody like knowing to look at social media pages for the district and schools over the summer. >> I agree. It's just like been clearer, more concise. I think more of an effort to tell us a certain story and even informative like about the school hours changes. That was out before our written communication. It's sort of a intended to be sort of a soft softer

121launch. >> Yeah. Look for pictures of the district leadership team at the Brookfield Zoo coming soon on Instagram. I think so. >> All right. >> That's it. >> Okay. Thank you, Marla. So, I guess that brings us Is there any additional public comment? >> There is not. >> Okay. So, I guess the future meeting dates we have August 20th regular business meeting in the Hauser Hauser Learning Resource Center. September 3rd is the board self-assessment. This was If you recall, this is what we rescheduled from earlier this summer. September 17th We have the regular business meeting in the Hauser Learning Resource Center. October 1st We have the Committee of the Whole in the multi-purpose purpose room at Hollywood. And then October 15th the regular business meeting at the Hauser Learning Resource Center. And with that the

122meeting is adjourned. >> Thank you.