District 96 Board of Education Committee of the Whole Meeting 05-01-24

001[Music] uh today is May 1st welcome to May everybody uh 700 p.m. this is the Riverside School District 96 school board meeting Cathy could you call the role certainly Mr Hunt here M Class here Mr bars pres M here Mr Mar here and Mr here all right thank you uh do we have any public comment doesn't appear as though we do okay uh with that are there any changes proposed to the agenda by anybody nope we don't have very much so all right okay so I'll hand it over to principal Todd geerman for a a welcome opening good evening District 96 Board of Education Dr Ryan toy uh welcome to Ames Elementary School got a lot going on in the month of May so I actually had to take some notes here to share all

002the great things going on so it's actually hard to believe it is May 1st right now do you mind if I turn this a little bit this way there we go May 1st 21 days of school left in the school year uh this week we celebrated our aim students and how they showed perseverance and determination during the month of April during our schoolwide assembly during the month that was during the month of April I'm sorry during the month of May our students in staff will be learning about gratitude and we'll have an assembly at the end of the year to celebrate everything we learned about gratitude we also had a very surprised video visit yesterday during our parent kindergarten centers right here at Ames BL and bingo I am too old to know blue and

003bingo are so I had to actually Google them but some of you might know what blue and bingo are because you might watch the show uh they came to Ames yesterday and they sang and danced with our kindergarten students during their centers uh kind kindergartens were just besides themselves it was just like like they were ready autographs um and also you know only 21 days of school left we're going to pack a lot into the month of May so besides a good old-fashioned Reading Writing and arithmetic our students will also be participating in the following fun educational activities as we wrap up another successful school year here at Ames kindergarten is going to be going to the zoo so that's a field trip they have in store first grade is going to be going to

004the Peggy not art Nature Museum this month and they're taking a field trip to the North Riverside Police and Fire Department second grade is going to be heading to the Morton Arboretum third grade is going to be going to neor settlement and doing a Riverside trolley tour which many of us may have taken part in ourselves fourth grade's going to Brookfield Zoo I'm glad we're all sitting down here because fifth grade has a wild ride in May here we go Millennial Park in Chicago's first lady boat tour is going to be coming up fifth grade games night over at Hower fifth grade Houser Junior High Step Up day where they get to follow a junior high schedule the end of your picnic and student recognition event and the culminating fifth grade clap out which is

005going to take place on May 31st where we're going to send our fifth graders off to Hower so besides all the fun that our fifth graders St our fifth grade students will be participating in during their last month as an Ames dolphin our staff at ases has done a wonderful job preparing these young scholars for their next chapter of their educational Journey as they start houso Junior High in the fall always a lot of tears that that fifth grade clap out you know whether a student might have started this year in fifth grade at Ames or in District 96 or their entire tenure since kindergarten uh the time goes by so quick but uh they're always prepared for Hower and yes they will do fine opening up their combination lock with that thank you and

006welcome names again thank you all right with that we will move into committee reports which if I remember correctly we only have two or at least agenda items right policy and yeah we have a budget amendment and we also have the facility advisory so a little bit of something y y y okay so we will kick it off with the education committee Miss KCK on Ela curriculum no she's not here what am I talking about uh so I'll just invite Angela up to the table and we're going to talk about Ela curricular resource recommendation good evening everybody um I'm going to I'm here tonight to talk to you about the um curricular adoption the ELA curricular adoption for our elementary um for our Elementary grades K through five I'll talk start with talking about how

007we got here then talking about the Middle School uh curricular resource update just give you a brief update on what we're doing with the Middle School um then look at the elementary curricular resource team the process and how we came to a recommendation and then talk about the financial implications because we know that is important and then talk about what our next steps are so how we got to where we're at now in 20178 uh Benchmark Advance was adopted for kindergarten in first grade and savis ready gen was adopted for 1 through fifth grade our kindergarten um teachers at that time there was a committee that worked together to determine the ELA curriculum at that time and the committee at that time felt that ready Jen was too um Advanced to high a level for

008the kindergarten students and for a halfday program at that time and so they uh ended up selecting a different program for kindergarten that then first grade kids would start using um but then they would switch into Savas ready genen at some point in the year uh sixth through 8th grade adopted my perspective which is also a savus program we have a curriculum program review schedule and it's about every five years we review different curricular resources to ensure that they're still meeting our needs and so it's fluid it's everchanging um but this is where we're currently at when we look at uh curricular resources and so if you are looking in the 23 24 school year column and you see review K5 language arts Reading Writing that's where we're at um you also see in their

00968 math and I think I've talked at the table a little bit about where math is at if not I will make sure I do that um and then we also had adopted a science curricular resource this year we reviewed and adopted one so you can see that we try to file we try to follow this cycle um we sometimes get off uh but we do work on working through a fivey year about a fiveyear cycle to review resources so that we're not reviewing things at the same time we're not trying to purchase large purchases at the same time um and just because we review it doesn't mean we make a purchase which I'm going to talk about right now with uh the middle school so 20171 18 we adopted programs now um about 7

010years later six seven years later ready Jen is actually phasing out um ready Jen is being phased out by savis and they've started a new program called my view and my perspectives is being phased out the addition we use and they're only using their updated version um so at the middle school level the middle school teacher started reviewing the new version of my perspectives because they like the program they're using um could there be things that could be fixed yes no program is perfect but for the most part it provides them the tools they feel they need for instruction at the middle school level so they wanted to see if the new version addressed some of the concerns that they did have the things that they would wish would be fixed um or if it

011just the new version wasn't going to work for them so they started reviewing the new version at the elementary level we knew one ready gen was not going to work for us but we weren't sure if my view the new version was going to be very similar to ready gen or if it was going to be something different so for elementary we went through a full review cycle um which did include starting with a look at my view so at Middle School um they did the we did ask for the updated resources just to see if we could get some samples so teachers could start just perusing them so in January we received some samples they started looking through it we had uh Mr havales Miss May and I have had gone to all the

012ELA grade level meetings to talk about uh how my perspective is working for them what challenges they had and um we also talked with the company about those challenges where they pointed out this is how we've addressed this this is what we've done so what we've talked about with sixth seventh and eighth grade ELA teachers is that we do feel that my perspective meets our needs so we want to see if the new version does so we're going to take next year to Pilot um the new version and if it meets our needs then we will uh just continue our contract with them on a multi-year contract and if it doesn't meet our needs we're seeing a problem with the update updated version then we'll go go into a full review cycle then so that's

013where we're at with 68a for kindergarten through fifth grade you see here we had a very robust team um the team consisted of two grade level teachers at each two teachers at each grade level kindergarten through fifth grade um four of our five reading Specialists two eel teachers who piloted the resource to see um there's a Spanish version we wanted to make sure there was a Spanish version with whatever program we looked at so when we got to the pilot the two El teachers U Melissa Basile at BL and Minnie Maywood at ases when we piloted they piloted the all Spanish curriculum with their uh TBE students if you remember we talked about those are students who receive instruction in their native language as well as in English and then they also piloted the um

014TPI Resources with the students who receive um support in English academic language um if they're an English language student we um Miss Hefner was our principal representative and uh we did have a special education representative as well so great cross representation across grades across um support staff and across schools and um Maro selli who we had a contract with to work on this work with from um The Catalyst for educational change worked with me through the whole process to lead this review process so in September we identified our committee members and we started our introductory work Margo and I worked with the team to determine what tools would be used we discussed what were the non-negotiables that we would have um when looking at resources some of those non-negotiables included we wanted a good phonics

015program for primary um we wanted obviously a rigorous curriculum we were looking for good writing instruction because ready Jen didn't have a solid set writing instructional program um and we wanted to make sure that there was uh a focus on comprehension and responding to literature we Margo and I shared programs that we identified for an initial review there were um six Publishers that Margo and I had identified um and we looked at those identifications based off of Ed reports uh which is a company that looks at resources looks how their standard align looks at how um their programs are doing in terms of assessment student assessment and achievement and then they give them a rating on like a green a yellow or a red and so we picked only green programming that we looked at

016to review and then we had from October through December we had those six Publishers come and talk to the team about their um materials we had as you see at the beginning of October we developed a rubric that would look at all those non-negotiables and so we gave that rubric to the Publishers that they weren't trying to throw darts at Jello and they knew what we were looking for and um some of them were able to address what we were looking for and some of them weren't for instance one of the companies we looked at didn't have a phonic program yet and they're just like well a lot of people buy this phonic program to go with us so we knew we weren't going to Pilot them another program said well we don't have a

017Spanish version so we knew we weren't going to Pilot them so that was how we some of the ways we ended up narrowing it down and then with the ones that were left that had all the non-negotiables for us we were looking at the rubric and how they scored on the rubric but then also looking at um which ones we felt would best provide the rigor we know District 96 students need but also ensure the support of our diverse Learners in December we narrowed it down from the six to two resources and decided we were going to Pilot hotin Mifflin into reading and we would pilot amplify core knowledge language arts which I will just call CK from the point forward so in January we had professional learning for our inter reading pilot um where

018teachers learned how to navigate the resource online learned about the handheld resources like the actual hard copies of the teachers manual um inter reading has many different facets and so there are many different books to go with the many different facets so they had to figure out how to manage all of those materials um and we piloted inter reading for five weeks which was the equivalent to one to two modules or units in March we started our professional learning for ckla um and had finished the pilot from inter reading so we de briefed on that inter reading pilot and what went well what didn't go well where were the challenges what were some of the gaps and then the team decid they they rated whether um how they felt the program did in each of

019the non-negotiables um then we moved into the pilot in March through April we moved into a 5we pilot for ckla which was again equivalent to one or two units and then at the end of that pilot which was um it feels like so long ago but it was actually the 18th of April so not too long ago we debriefed on the amplify CA pilot same way we did with inter reading and we talked about how it measured up on the non-negotiables and uh we talked about what worked what didn't work and what were any concerns that people had and then we compared the two programs and a final decision was made um a couple of things that I just want to make sure you are aware of as we talk about how we got to

020our recommendation inter reading and CK are two strong programs I was very excited when those were the two that Rose to the top for the pilot um there are many things that I as the Director of teaching and learning found very valuable in inter reading and there are many things I found very valuable in CK with that said they are two strong programs with different approaches um specifically amplify CA has an approach as at the primary level where they focus on both oral and reading comprehension and so research shows that when you are orally comprehending stories you can comprehend at a higher level than when you're reading because when you are reading and decoding words while trying to comprehend you're working on the decoding and you're spending effort on decoding so you need a a

021lower level a lower Lexi level lower grade level access level to read and comprehend than you do to listen and comprehend in and so amplifi CK works both on oral comprehension and reading comprehension where into reading works on just the reading comprehension so book in hand all the time reading and exploring texts um where ccla teachers are reading out loud at the primary level and asking questions and developing those oral skills those oral listing skills the other thing we realized as we were debriefing on the two programs is that five weeks is a short pilot um and it's hard to make sure you're C capturing everything in five weeks and so we noticed when we were debriefing that there were concerns coming up about Amplified ccla from some of the teachers maybe they said like

022the assessments weren't rigorous rigorous enough they only offered this type of assessment or they might have said that um one of the programs didn't have sound letter cards and they those are important to have the sound letter cards for primary and kindergarten but when you go and dig into it they were there they just didn't see it because it was only a 5we pilot so when we looked at their concerns dug into the resources more we could see that they both had the materials and the things they were looking for but people were partial to their decisions and so we did have a split decision on our hands where um one level teachers preferred one program another level preferred another program um with some intermixing between the two so as a director of teaching and

023learning it became my role to determine not majority rules but what was truly going to push one over the other to be the best resource for our students so I looked at a couple of things that is offered by one but not the other and one of the things is background knowledge research shows that background knowledge is key to students understanding reading and to students comprehending reading um you can see by that quote that students who properly decode the words and understand the basic structure of a text may still come up short in measures of comprehension because they failed to activate relevant existing background knowledge and so as we were working with different programs specifically amplify C they said to us during their presentation read this passage and so we all read the passage and

024I don't know if you read it before tonight but we all read the passage and everybody in this room can decode this passage everybody knows all the words in that passage but does anybody know what the passage is about I had no idea what this was I a cricket game it's got to be Cricket definitely UK yes but I don't know Cricket so I'm just guessing with the scores and the way they're talking and English Innings and exactly and that's what it is it is a cricket game okay but if you know nothing about engl or English Sports if you know nothing about Cricket if you're an American who doesn't even know that sport exists you can read all those words but it means nothing to you because you have nothing to attach it no

025background knowledge to attach it to someone in England a fifth grader in England will read that and know exactly what it's happening so that's just showing how important it is to have background knowledge when you're reading so that was my question I wasn't sure if this was like a trick to prove a point but like this this is this actually means something to somebody that knows oh yeah it is about cricket and it's um a score report from a cricket game just read it with a cockney accent think about someone from Europe listening to NFL foot oh yeah I was trying to translate it into like a commentator thing I read it four times I was like okay yep so um I do want to go back to this this is called Scarboro rope this

026this picture here and it is uh diagram that just explains the important Concepts in uh reading in reading programs you may be you may know that Illinois just uh adopted the state of Illinois just adopted an Illinois comprehensive literacy plan and that literacy plan is a plan for what districts should look for when they are um looking at reading language arts curriculum and it focuses on scar bro's rope and so the top the Orange is about language comprehension and you want to make sure all those pieces are in a good program for good language comprehension instruction and the bottom talks about the word recognition that needs to happen which you probably know is like the fluency the phic awareness phics instruction that happens that's the word recognition and when both of those are happening and

027you bring them together and integrate them that's where you're going to get strong results in Reading instruction both the programs into reading and amplify ccla have all those pieces of Scarborough's rope but amplify CA is very deliberate and systemic in how they present how they have students learning about background knowledge where into readings back background knowledge piece are side points in the teachers manual that says if you need to connect this for students ask them about this or point out this so it's kind of a side thought or an afterthought where background knowledge is the foundation of amplify CCL so what this slide and the next slide shows is just as they're building background knowledge these concepts are going to connect and so when a student gets to third or fourth grade after having been

028in amplify ccla they will have had like the basis of other pieces so for instance if you start at science connections we're not going to be doing prek but if you look at kindergarten under science connections taking care of the Earth as a module in kindergarten and then in first grade they're going to talk about the history of the earth and then from the history of the Earth in second grade they're going to talk about Cycles in nature third grade they're going to talk about ecology in fourth grade they're going to talk about geology and in fifth grade it's going to lead to chemical matter and every year it's building on that knowledge and if you look in the teacher manual it says students will have learned this in previous years so that kids have

029that prior knowledge that they're building on um so these are the different topics that are happening in amplify ccla it's very deliberate very systemic and how they build background knowledge for students so as I said both programs are strong both programs address background knowledge but inter reading offers tips for helping kids understand and connect to stories where amplifi CK bases its resource on the development background knowledge in an intentional and systemic manner because of the background knowledge and the rigor of the the the units and the topics the recommendation um that comes out of our committee and like I said it was a divided committee and in the end it was me the director of teaching and learning that had to determine what was going to be the best resource for students with the input

030from the teachers and listening to their concerns and making sure anyone who had concerns about amplify CCL that we address the concern concerns and they were valid concerns some of them were concerns because they didn't experience it in the 5we pilot and some of them are solid concerns that we're going to look at during the course of this first year of adoption and see what we might need to switch around if it's um uh sequencing that we might need to switch around or if it is um another resource for phonics not for phonics for writing um at the kindergarten level that might we might need to look at because in talking to another District they said the kindergarten writing for amplify C La um was something that they weren't really thrilled with but everything else

031outweighed that so we're going to look at how it works for our students and if it's still a concern then we will be addressing that at the end of the year but all the pros of amplify ccla outweigh that piece and really justify us going with amplify ccla forward so what does that mean financially um I did put in here what we paid in our first year of implementation for Benchmark advance and ready gen and I just put it in here because of all the times I've come to the table for a curriculum adoption it hasn't been as high as an Ela curriculum adoption is so I just wanted to show for reference what we've paid for it in 20178 so thinking about six seven years back it was a total of 221,000 once you

032have that first year of implementation with an English language arts program and you're paying for the classroom material so like the sound letter cards you're paying for the teachers manuals like all those things that you're not going to have to replenish then the cost the following years becomes replenishing the consumables um and so you can see from 2017 where it was 221,000 to this past year where we spent 53,000 you'll start to see a decrease in cost as you continue on through the years so when I looked at the two resources that we were looking at that we piloted CK and uh into reading in the first year come out about the same but if you do a three-year contract where you end up receiving um discounts from year to year uh amplify ccla does

033come out a little bit higher but it's because of since the program is based on foundational knowledge there are multiple um books that the teachers need for the different units and where um Hoon Mifflin is your traditional teacher basil book where every chapter is in that book there's less teacher materials so that first year does end up being um a little bit higher and then your subsequent years for the consumables that we'd have to be are a little bit higher with amplify ccla so as I said the recommendation is for amplify ccla and we know that there are some teachers who are still grappling with this decision and so what um some of the next steps are is that I'm working with uh colleagues in other districts who are in their first or second year

034of implementation of amplify CCL and are seeing great results um and working on site visits especially for our primary teachers but also for intermediate teachers if it's available we will determine the professional learning schedule for our teachers and our principal there'll be a building leader session in August for our principal so that they are learning about the program and can support their teachers there will be instructional coaching professional learning for our three instructional coaches and then we'll have an introduction session in August another session where uh the CK reps will come and help plan with our teachers in the beginning of September so that they're kicking off on the right foot um and then what ccla does is they provide coaches that come to the building work with the building individually and they'll work with

035the instructional coaches too and they will either go in classrooms and co- plan co- te or they'll meet during their collaborative plan time to talk about what's working what troubles are they having how can they assist how can they help so um each building will have a coach three or four times a year and then as I said we're going to monitor this first year of implementation so that um we can make adjustments with sequencing we can make adjustments with materials we can work with the company on where we might need more professional learning um as the year is going on so do you have any questions for me is the C is some of the frustrations from some of the less than enthralled teachers due to is Reen different or is CK that different

036from Reen as well it is it's different from Reen and Inter reading inter reading and ready gen have similar structures um inter reading is is still a better program than ready genen now my view is to us for our needs um but it is a different mindset shift it is a different way of instructing um with CK that oral reading piece is huge they're going to spend time reading out loud to kids at the primary level asking questions while kids are comprehending and that's just new our students aren't used to sitting on a carpet and listening to a story and have to answering questions they might be used to sitting on a carpet and hearing a fun story um when you have like reading time or carpet time but they're not used to why did

037the character travel to that area why did they trade this what made this a good person or whatever the case might be they're not used to that part and so that is part of the concern but as I explained to the team it will be new it will be different and it will probably be Harden the beginning but we don't shy away from hard if it's good for kids um so it's the instructional practices and then because it builds background knowledge it's a lot of focus on science and social studies types Concepts and it's not necessarily like one of the modules in um in one of the grade levels I can't remember which one is like uh how to be a good citizen which is a very good topic but it's not forming all that

038background knowledge that's going to help our students on assessments that's going to help our students become better readers that's going to help our students connect to reading better um it's more of a a general type broader type lesson that's happening in that inter reading in already gen so perhaps a little bit more comprehensive which is kind of our overall goal anyway and I don't want to beat this one down but there's always the discussion about standardized tests and the fact that certain individuals are advantaged depending on their background so this is essentially hitting the same topic early on where you're trying to create a common background right yes which is yes which is where I was and where the teachers who saw CA as the resource for us were there at um and where I

039know our teachers are going to get to when they see the results from it and sometimes change takes time um I guess the only other are kids going to struggle transitioning from ready Jen to CK CK excuse me when you're say a third grader because you haven't been exposed to this where or not or or it just takes a little more effort on the part of the instructor I think I think it takes a little bit more effort on the part of the instructor when I think about the pilot that happened and we were in the classrooms we did uh the Reps and I went into classrooms to see students learning they were engaged and they loved it and they were learning from it um was it harder yes but I don't think the transition

040was even hard during the five week pilot um I was in one class I was in that one class for a different reason um one of the teachers will every year invite people in to read to her class and so I was in there for my annual reading but she's like oh miss dozel is the one who's in charge of you guys helping me with inter reading and amplify and um she's like before you ask your questions of her because every guest gets put on the hot seat um she's like let's talk to her about what we like and what we don't like and just from the mouth of these students they were saying we like this we like this and naming a whole bunch of things they liked about amplifi they named some things

041about inter reading but then the teacher said show of hands who thinks that inter reading is the one we need and it was three of her kids picked it who liked amplify learning and kids were like I'm learning things I haven't learned before I am enjoying reading and they're telling me I like the Hub where I get to do extension readings based off of this particular class was learning about the Maya in Incas and Aztecs um so even the kids were enjoying it and liking what they were hearing so to answer your question might there be a small transition maybe but really I think that we have such strong teachers and such great professionals that they're going to be able to make it a smooth transition for the kids and I was not questioning their

042ability to do so I just oh no not at all I did not hear that I did not hear that so so I I wonder is is there a concern or maybe part of the concern is it maybe for older kids that they're not certain they'll be able to keep their attention or that they'll be able to remain FOC focused while they're having like a long passage read to them is that perhaps something that come up or um I think at the primary level that's part of the concern is that with an oral reading not having a book in hand because ready Jen they've got their their textbook that they're following along in I think the teachers are struggling to see that kids do listen to oral comprehension that part of it is how you

043are telling the story how you are engaging them and that with time they're going to get better at it um I think that is part of The Angst with um amplify versus uh inter reading but the other part is um I know the writing instruction is a little bit different um there's a whole separate writing book for inter reading and amplify incorporates their writing in response to what you're reading which is also you know we don't teach to tests but we do want to make sure our kids have certain skills and one of them is being able to look back in a text and talk about the evidence you see and amplify does that's how they teach writing they still teach the five-step process of plan draft edit publish I'm missing one in there because

044it's five steps not four but they still teach the process they just don't have this separate book that like today we're going to write a narrative and we're going to brainstorm about our favorite event that happened in our life like it's just a different type of writing and I think that maybe um at the primary level they were looking for more of the inter reading type writing versus the CK type writing I think um I appreciate how much rigor you put around the process and I I wish the the outcome would have been a little bit easier to come to for you but um it does seem that the process was really well done and uh I appreciate that you had so much input from different teachers at different levels and support staff and um

045I I guess just a few questions that I had is you know we implementing a new science curriculum we're implementing a new Ela curriculum this Ela curriculum is not you know not everyone's on board with it right right so as we do this next year um are there resources that we need to consider as a board to really help support the teachers I really just need your understanding with the professional learning budget um you know and I'll work with Jim on how it fits into the budget and everything but knowing that this first year professional learning probably will be higher with this adoption because that's how teachers are going to be successful if they have the support to understand the programming and know the ins and outs of it from the beginning and they're not

046left like it's not a a soft professional learning piece where they just get a foundation and it's not really dug into deeply if they just get this Foundation then they're left to figure it out on their own that's not going to make people feel better where if you have you really pour into the professional learning in that first year and have the their hand held pretty much at all levels that first year so that they know all the different resources and they're getting their questions answered and if they don't feel comfortable teaching writing the coach is helping them understand like this is what you're looking for this is where it is let me come in and help show you how we can make this work if the board understands that professional learning might be a

047little bit higher this year that that right there does wonders and that will come in the form of external Consultants or the prog instructional coaching the rep the uh CCL any any program has uh professional development trainers who will come and train on their program so for I ready we often have someone come at least once a year and they'll come and train about I ready these are people who know the program know the ins and outs of it and that's their job is to go from District to District to train so ccla has that they have people who are just ingrained in CK's practices procedures and curriculum and they'll come in and they'll be the coaches so we're paying to the company okay got it on like a hourly Consulting basis or something like

048that got it okay and then um there was talk in the past about moving more towards like standards based grade reporting is this supportive of that or absolutely so um it's all standards aligned we would not at this point pick any curricular resource that's not so it is standards align one of the nice things about um any program but that we have with amplify ccla is there's a scope and sequence for these standards are taught in this lesson in this skills knowled this skills unit in this knowledge unit and it lays out all the standards when they're taught um throughout the whole year so that when we move to um reporting on standards the teachers have right in front of them I taught unit three lesson one and it covered these standards and so they

049can see it right in front of them when it's covering got it okay um even after presenting to the or did you have the opportunity to take it back to the teachers about the elements of the background knowledge and the oral comprehension and even that you love what you love you love what you love all right um I again there were a lot of great things about inter reading I don't I don't fault them at all we we selected two really strong programs um so while I also wish it had been more cohesive I appreciate that there were different pieces that everybody brought every different lenses that help people pick different pieces of programming yeah I mean the part that really resonated with me in this sort of builds off Joel's point is not every

050everyone comes in with the same understandings right into our our kindergarten setting and so and not everyone is the same kind of learner right some people are more visual Learners other people are more auditory Learners and so I think that this sort of can serve many different Learners and also to have those elements that we' in through where it almost seems like you're teaching elements of science or elements of history but it's part of the LA curriculum seems really smart so I agree that's all I got so I'll just I'll take you back on that last thing then could you go back to those slides that the two what I don't know what you just called it the ribbon thing um or rope um so I did hear that you twist no no no this

051is good well I think this is I assume this is the Rope right yeah so that is kind of what Selena said at the end that's how I was sort of trying to fit this together so this isn't like we just adopted a science curriculum that's not here this is using Science History whatever yes to further the reading comprehension or reading and writing or whatever so the science is still independent yes but I'm sure is there overlap between there will some overlap yes but amplifies very um quick to tell you this doesn't cover all the science standards so it can't stud are going to see cohesion through these different programs even though they're independent things there's cohesion that kind of together so for instance Monday we're actually going to be working on the scope and

052sequence for mystery science which we just adopted for next year and one of the things that um teachers will have at their disposal is the pacing guide for amplify ccla also because for instance in first grade I was saying um to the principles today in first grade the first graders learn about um astronomy so you can see like right above the history of the earth is astronomy and in first grade Mystery Science there's a star Sun Moon units so looking at can we line those two up so that you're teaching about the star sun moon in science while also talking about um astronomy in first grade so there will be some overlap um with science and we'll try to use that to our advantage as well and so each thing in these columns I presumed

053was an exhibit of like what's actually in the prek curriculum correct yeah okay it's very interesting I just had a quick I had a question on the background knowledge the standards based reporting also yeah want to be very mindful you know math curriculum what a year ago science Ela you know it's it's it's a lot it's a big it's it's a big ask to be um constantly you know changing some of this I understand the reasons um one other question I have is implementation of this curriculum what effect might that have have on um individuals who receive like reading intervention or conversely like Advanced Learners things like 504 plans I mean I think about my ADHD daughter sitting there listening to someone right out loud like I can't expect a teacher's going to just take

054her into a room herself and read to her so we won't yeah just curious like what what effect it might have on things like people receiving intervention the advance you know the different part of the uh triangle and any um with intervention reading Specialists were on the team and they learned about some of the intervention programs but that would be part of the professional learning too and how they can use different material pieces to support students outside the classroom um same with our English language Learners and there's one part of amplify that our English language Learners piloted it's called language studio um it's part of CK and it's not just good for helping our English language Learners connect to what what's being taught in the classroom it's also good for our students who are tier

055two or tier three needing um supports it's good for helping them also connect what's being done in the classroom so they'll get training on that with um we also noticed while piloting that um there were times that students were supposed to be pulled for services um and at one of the schools instead of pulling kids one of the Specialists actually pushed into the classroom and worked with the kids while in there and so that's what we hope to work towards is more push in rather than pull out because if we what we found is if you're pulling kids out they're missing the background knowledge stuff right so we want to try to pull out less and less if possible so that's one of the things that um I'll be working with the reading specialist with

056on how can we do more pushin service rather than pull out and that's going to take time it's not something we'll see happen in September and October or even in this first year it's something we're going to have to work towards in terms of the um other part of the diamond where you look at students who need enrichment there are enrichment activities that say if your you notice your students have um a grasp of this have them go into What's called the language Hub it's a part of the digital experience where they're going to read things at a higher level where it's going to require a higher level of comprehending and um responding to literature and so I want to work with our Advanced learning teachers on their ability to use that which will connect

057to the units being taught in the classroom want to work with our Advanced learning teachers on how they can use that to implement um for advanced learning especially at four well in fourth and fifth grade because right now Advanced learning is a pull out for ELA where they're pulled out three days three two to three days a week so again want to make sure kids aren't missing key parts of instruction because they're being pulled out for advanced learning enrichment so how can we have them work together on that so that will be part of our first year of implementation too and then in terms of um you know talking about student who might have ADHD or just like um have struggles being able to sit still for certain periods of time for whatever reason like

058just all of those pieces that is a concern that's part of the concern that some of our teachers on the team had is just like what's going to happen to those kids because they're not going to just sit still because now we're doing oral reading but that's where we as Educators have to put in supports um to help all of our students so is it reading a shorter part of it and maybe you're not reading the whole story out loud is is it um you can play the story also so is it um you can play it off the computer so is it switching off between reading it or playing it and there's also picture cards that go with it whether you're reading out loud or you're playing on the computer there's picture cards that

059go with it so it will be a matter of how we work together me as a director of teaching and learning um Nora G as a director of uh special education how we're working together to help our teachers with modifications and adaptations and just looking at what's good for one kid is often good for all so what are we doing to support our kids rather again than just running away from it would we get rid of like Lexia no not at all finish that yeah no so Lexia um is like an indiv as we know we have a few individualized pathway type programs Lexia is more individualized to students needs so this is all whole whole group and there will be some small group instruction that comes along with it for intervention and supports and

060enrichment but Lexia is helping students grow at their Pace with some of those fing skills as well and last question I know the um committee was looking between these two specific curriculums but was there a thought that Jen I Jen ready Jen was meeting our needs no okay there wasn't and it wasn't there was not that thought at any point um but again ready Jen is being phased out it's no longer printed so my view is sav's new program instead of ready genen and we did look at it but we felt that these two were just better thanks for clarifying that again no worries mention sorry one more question as you're doing that initial filter does Price play into it um the initial which initial filter that initial filter of like okay we're looking at

061six based on some reading no did not you're asking no pardon me the the group that is piloting cost is not is that what ask I was wondering if like as she looks through the resources and does and looks at the ratings if she's when she's narrowing it down to like the six that she's considering if she's thinking at that point like this one this one costs too much we can't look at that okay and she said no no I did not okay I um we look at the price once we know it down because if if it's a program that's not going to meet our needs even if it's the cheaper one it's not going to meet our needs so we wouldn't look at it so we want to make sure we're looking at

062costs between programs that we know would be good for district 96 students so I have a out of left field question but I take too much time but I I I'm Cur I can't help but be curious about this anyway didn't I didn't catch it the first time where you mentioned you had L English Learners on the committee or English learner instructors on the committee so I'm wondering uh if you're an English learner how do you learn English language arts um great question then I don't know that I would do sufficient Justice to answering but I will tell you that through the pilot um Miss Maywood and Miss bile had their own coach who was helping them with um how to utilize the program to best meet student needs and they have been for years

063even before this resource been teaching kids how to learn English language arts um so I don't know the techn techniques to doing it I think that's a great question but I don't think I could answer it fully and completely and be confident I'm answering it correctly okay to that which is why I do not have a bilingual endorsement that's good to that and this is probably this is to you and Martha I can't remember when but we had number of the El teachers present to us and next time they do can we bring that detail back because we do have so many more El kids that we're trying to serve and maybe that would give us or at least Me Greater insight into some of the challenges that we've got going and it's that's be

064really interesting I think they do a great job I'm sure it's a great question from Dan I just it absolutely is a great question and I yes we can do that but I'm assuming no major concerns that they the two e eel teachers who piloted this really just stood behind this program okay um again they both said we'll go either way we can work with either program because they were great programs they were both good programs um but when they talked about the results their kids had from this program you could just hear that they felt stronger about this one um I know Miss Maywood had said her kids were so excited to come in and read their book with her um and that they would go off I can't remember exactly what they were

065talking about but then she was showing them a map because it had to do with like the story they were reading had to do with another country and so now they're pulling out a math and looking at where this country is located and then they were talking about how that related to what they have at their house and she just said the engagement was so strong with this program which I feel like that maybe was getting to your answer or at least when I heard your question that's what I was looking for cuz like you could explain it fully and completely and I still am not going to understand right so like as long as they're feeling great about it that's part of it but honestly it is it's it's okay how do you get

066from here to there I guess that's just in it's in phrasing it itself if you're a non-english speaker how do you get to learn English yeah and especially you know Spanish and they're definitely different grammar rules that I don't know I'm sure we could we could do a week on it and it wouldn't uh J we have to do 18 weeks on it 18 weeks out yeah okay we need a master's program for the board is that it my uh and I think that's a good point though because I I just had this conversation with my daughter yesterday exactly what you said because she's become really good friends with a English learner that came last year and even I when I hear him talking I'm like holy like the just in one year but you

067know we've I've always been told like the best way to learn language is immersion like go move to a country you know study abroad things which I never did um definitely not the UK yeah yeah uh but that was one of the things I was trying to explain to her is like with certain languages like if you actually completely translate them to English they're in the wrong order like English is a weird language compared to other languages so like I think I think that's a great question just the question itself so as long as they're feeling good about it that's what really matters to me all right I'm curious to like this um curriculum I guess what were some of the thoughts as it relates to like you know like diversity equity and inclusion seeing

068yourself represented and like the material you know I I think of families and communities I think of nursery rhymes and fables I think of fairy tales like growing up in a different country what those look like to me what those sound like um I'm just curious some of these categories give me just pause about kind of cultural representation actually not I you know full transparency one of our team members is just like so who decided this is the background knowledge we needed which is a great question right um but I will say as I was digging into the resources so I was knowledgeable about it and so that I could answer the questions that some of our our teachers had um I can't speak to every unit yet but I know like in kindergarten when

069talking about the five senses they end up talking about um Ray Charles and Helen Keller so I know that um and then there's a was it first grade first grade when talking about which unit did they pilot maybe it was different land similar stories um they had uh folktales and stories from different countries um there is um in second grade you'll see there is a unit [Music] on which one is it huh well there's immigration I'm not sure what's covered which which who's covered in Immigration but there is in second grade um maybe it's an ancient Greek civilizations maybe where they're going to talk about um how there were religions that started civilizations um which when you think about our students who are Jewish one of them is going to be Judaism so our Jewish

070students will see themselves in those stories so it is happening in um different areas at this moment I can't speak to the specifics of all of it though um but that was diversity was one of our non-negotiables and it's still ranked out um from the people who piloted and dug into it at their great levels I I know the other thing um make your presentation a lot longer and thank you Angela you've done an outstanding job um you've done a lot of communication with other districts too and other districts who are in the same you know phase of adoption but also districts that have been ahead of us with adoption um specifically districts that have adopted this and I would describe some of those districts that you've shared with me as um even more diverse

071in terms of their their student population and they've been very very pleased with the program so that's another good indicator thank you that's yes I got some picky things but you've got some what picky things um all right so on the on the cost I just want to make sure I'm reading this correctly so your first Slide the first one of these three you were telling me that implementation year this is what it cost us in 2017 correct okay so go one sorry other way no this yeah that one this was this was what we adopted in 201 17 18 correct okay and that was a total of 221 713 correct so two forward I think are you doing inflation path no no well sort of but not really so it 221 so I mean

072yeah essenti yes essentially I mean it's only I just forgot my number thank you Stephanie 50,000 roughly $55,000 more eight years later six years later it that doesn't feel too terrible I think if you go one up you're say um no back one I'm sorry that one so you're saying if we just continue forward you're just trying to show us if we continue forward it's only 53,000 but reminding us it cost us 221 to get that up this is phasing out we don't feel like this meets our needs so we got to get rid of it so our options are these two MH and and so you gave us a one-ear and you gave us a threeyear I heard some concerns about not digging in and we're going to assess those in the first year

073so are you recommending a one- year I'm recommending a threee because the first year of implementation always has bumps so what I'm saying when I say we're going to be analyzing it and reflecting on how it's going is then we're going to address the bumps okay but the program is good for three years okay the program is good probably longer than three years but I'm we're starting with a three-year contract okay so when you say well add it in the first year it's just getting through the hurdles of AD it's addressing the the pain points that will come across in the first year of because when you said that I I immediately as soon as I said it I thought the same thing I'm like because I went to this slide going how you going

074to get out of a three-year contract after the first year and I have no desire to have a three-year contract it's just how are we we're going to reflect on our implementation so we can address what pain points we're having but it's not because the pain points are there because the program's bad the program's good and as Martha was saying I have been talking to other districts who um are either in this phase of adoption where we're at looking at adopting for next year or have been implementing for a year or for two years and um they speak highly of it and even Martha and I were in a meeting with uh a couple of people from West 40 and they were saying they were speaking highly of it and saying that they see results

075in different districts have started implementing it too so no we won't want to get out of a three-year contract um we'll just be addressing pain points that we see across that first year um and then this is more I I don't know how how relevant this is but like we did the the coaches got brought up and one of the things I noticed looking at your list here is that there were no coaches I I know we only have two and so their resources are scarce but is is that something that maybe so here's a great thing okay Sam Crawley was one of the original piloter before we even knew coaching was going to come about and she was going to apply and she was going to get it so Sam was the one of

076the third grade teachers who piloted it and now Sam's one of our coaches ah that work out okay yeah and many people had been going to Sarah hickey and talking to her um about what they were experiencing in both programs so while Sarah wasn't trained in it while she hasn't been handson in it she has um some very basic knowledge of it and then her and Sam have been talking since it started to look like it was heading this way okay and then so on that slide and this is just this is just how I think and so if this doesn't bother anybody else this is just a personal thing for me I was trying to bounce between how like who at the schools and at what grades and it didn't appear that this was

077in any particular order alphabetical grade school it's alphabetical order oh is it yeah oh by last name yes I just picked up on that okay I I don't know I would prefer it to be by school or by grade or something it I think for me it would just be easier to kind of see the diversity that you have in there but I figured it out it wasn't that difficult I they you just the way my brain works that would have been easier so that's my thing I can tell you we had a higher number of classroom teachers from Central Central sent the most classroom teachers um but every school was represented yeah um and I think every gr grade in every school if I count correctly yeah okay every grade yes because there were

078two teachers from kindergarten through 5ifth and then because the reading Specialists were all a part of it everyone's reading specialist was represented from all four elementary schools um and then uh English language learner wise um mini Maywood from ases where we have a really high population of English language Learners and we have the TBE program and Miss Melissa Basile from BL where we're just about that point where we're about to tip at BCE so we had um two El teachers who teach both the TPI program and then the TV program um any that's specialed representative yes special education representative and she was from BL um but then also spoke for special education um yeah but duly noted I can no and thank you for breaking that down for me because that's I was just kind

079of like going through and just making sure that I had the right view of who was in here so that just like I said it's just a picky thing it's just it's just the way that I think and so like I'm not asking necessarily for a change but that just it was hard for me to kind of figure out the representation m for me I'll just let you know for me I was more you were going by school I was going by grades I was doing both oh yeah see for me so would you like two slides school one by grade what would you like I thought it was Selena lik alphabetical representation it's a me thing so I will worry about me and I don't need other people to worry about me okay random

080random sampling of stuff okay so I I I do have one question which it really isn't related to curriculum say but because we've gone through so many changes so far how I mean it seems like it's I don't want to call it it seems very regular that these um companies phase out to these curriculums and I guess my question is how what lead time notice do they get because it seems like we're doing this I mean I know it's not every year but it's seems it feels like every year because because the way it was adopted and then with the pandemic and that's where that 5year cycle comes in so it hopefully doesn't feel like that as but sometimes but I feel sometimes but like is this one this is being phased out I forgot

081which other one was being phased out that we had to my perspectives and ready Jen both being phased out um do they give us notice like they do give us notice uh my perspective said you can keep this one but we're not supporting it anymore so um we've known the representative told us probably two 3 years ago that they were going to go out uh that was going to be out um ready Jen I think she gave us the same about 2 three years notice also as I start to phase it out they do give you a couple years two three years so it's not like it's not we're going to pH it out and Yeah do something this year yeah all right I I had similar thoughts David because yes almost seems like there's

082a built-in incentive to phase this out come up with something new call it something different and raise the price 20% yeah under a new I wouldn't put that past the Publishers they're gigantic corporations so there not how corporations they I have an inner skeptic techology right I I'm hearing some and that's nothing you're just suffering because of it I I guess I guess in the future if we if there's we come to a curriculum that we actually retained past the 5 years that would you know yeah a little bit of fireworks electronically would be cardie math at the middle school is one where we've reviewed and can and even the even though you're changing from the Middle School to their new tool right like I'm and I'm combining out Ela and math but in math

083you reviewed and kept the same right okay right great um we I should say yeah and UHA were on the path to keep the same um when I when Mr havales Miss May and I talk with the team they're not chomping at the bit to get a new resource they just want to see what this one is going to do if it's going to be the same if it's going to off for a little bit more but they did not say we need something now we need something different so um Middle School is are probably a little bit more stable than Elementary is but there's also been if you um think about just some of the changes that have happened in early uh early grades education there have just been a need for some changes

084um when you think about Ela and the whole piece about structured literacy and making sure that you are addressing those pieces of Scarborough's rope ready Jen did not do that so and that's what a lot of districts are finding out is that the reading curriculum wasn't addressing all the pieces that the comprehensive literacy plan is looking for so that's why a number of districts are actually looking at Ela right now for primary grades so as you start thinking about the professional development personally I I think the support is critical for all the reasons that Selena laid out we're throwing a lot at people so as we as you start working with gim just kind of breaking that down of like when you say PD I'm thinking the specific PD we have but it sounds like

085there's resources to come in and have individual coaching so just figuring out what's free and what costs money and why and stuff I think would be helpful as we move forward we don't need to get into that tonight but that's just one thought that's in my head and then um I almost forgot this but the slide at the beginning you had of all the curricular stuff over five years I have never seen this before and this was absolutely fascinating to me I loved this this was very helpful suppos to be on oursite I know oh is it I think it's deep though I think Martha's absolutely right it's deep um and because even when I went to pull it I couldn't find it right away so I just went to my files um so as

086I work on every summer we try to work on our websites and make sure we're updating them and there's not dead links so as I work on it I'm looking for the right place to put this yeah this I I found very very helpful and again it changes it's fluid yeah yeah how do you define develop um so develop is where you are looking at um you're having those conversations like we were having with Ela on what's working what's not working is it something that we can fix with a supplemental material or with a professional learning or is it something that um we might need to explore other resources so it's where you're just starting to have those conversations review is where now you're going to make the decision we're going to do a a

087review or in the case of 68 Ela we're going to Pilot the new updated resources um or we're going to just stick with what we have because we're fine with it like Carnegie um and then Implement is where we're moving into next year where it's a first year of implementation math um you can see K5 math is going to be in the valuate stage so we're going to start looking at now that we've had um next year in 2425 now that we've had I ready at that point for 3 years what is our data showing what are we seeing happening um with our m math data is it showing growth are we showing growth are we showing improvements and then math will roll up to that developing if we're not showing improvements what are we

088missing how can we fix it do we need to look start thinking about a review and so forth got did that answer yeah okay anybody else hopefully only two things and then I'll stop um one I don't remember if you had mentioned having the outside aggregator of reviews is that new Ed reports yes um it's not new and we did it with math also it's a resource that Educators use all the time um not something new we did it with math we did it with science yeah it's thank you I think it became really popular when the Common Core State Standards came out and all of a sudden state to state people are really looking at the same standards and information it's gotten some criticism but it's gotten some praise like like so many things

089right sure yeah actually I had another one um and with that this seems like one of the few curriculums where there was really a certain amount of debate on the teacher side and that does that just speak to the fact that either one it's a big change in how teaching is going to happen or you actually have two really good curriculums that typically we haven't had that competitive of curriculums like it seems like in the past there's just been ones it's good but it's the other one surpasses it by a mile I think it's both um it's two strong curricular resources that different two sets of groups found great things that supported their choice their decision you love what you love right right but um again brought up great things it brought up great questions

090great concerns great conversations and it forced us all to look deeper into both resources to make sure that if someone brought a concern something was there and it truly wasn't missing from the program okay let and this I'll end on this one and this is probably a longer are we seeing changes in some of the curriculum development postco or is are they are the vendors even there yet what do you mean strategies for like filling in devastated education in terms of what kids learned for two or three years and so we know that there is we fell back to some degree are the curriculums trying to address that at all are we are there some insights that came out of Co education that are being applied wide like I said this is really broad question

091and you can just say Jo all this later um it is a broad question it is a question I have to think a little deeper on um my initial offthe cuff response is that the curriculum still seems to be the same and we have to just we have to adjust how we teach and that's I think we already knew we were in a fiveyear plan for postco so thank you absolutely sorry about that no worries all right well thank you thank [Music] you okay so we will move on to policy committee Miss gun okay got to keep our brains on still for policy um okay so first read of press issue 114 um obviously in board book you will see them in kind of numerical order but I like to try to I'm not going

092to go through each one of course I like to try to talk about them um via the bundles and the reasons for changes some of the more material changes that have an impact so the bundles that you'll find um essentially the issues that you'll find in 114 include like bullying racism free schools uh some changes in anticipation of the title 9 ruling and some 5year reviews or what are now known as review and monitoring so I'm these are not again in order presented in board book but I'm just going to kind of talk about some of them um in terms of the bundles that I thought warranted kind you know mention and then of course if there's any questions along the way things that you know Martha and I can uh further look into or

093discuss uh with the attorney if needed Etc but these are some of the the ones that I wanted to um provide some additional context on so uh one of the the first kind of bundle one of the bigger changes is in regards to um bullying so uh one of the policies at 7180 uh it's called prevention of and response to bullying intimidation and harassment so essentially this is a public act that passed last summer and what it does is it adds new protected categories the definition of bullying right and again this is by Public Act so if you're interested those new protected categories are physical appearance socioeconomic status academic status pregnancy parenting status and homelessness so these are now characteristics upon which bullying can be based and they're now in policy and law um and

094you'll see some strikeouts also in that um in that policy but it's not taking anything away those words appear again in the same paragraph they were just kind of of rearranged so strikeouts are just rearranged elsewhere within the policy it didn't take anything away it added uh new protected categories on which claims of bullying can be brought and then the second part that was added by Public Act is um in that same policy and it's a 24-hour notice provision of of notification of of an alleged claim of bullying which you know I'm hopeful that many schools have been doing I'm confident that's and our um internal practice but this is now kind of formalized via policy so that was one of the big um updates regarding bullying to 7180 um in regards to racism free

095schools so that was another one I wanted to mention so that's a bill that's going into effect this summer The racism free schools law um as of August 1st essentially the goal is to bring like greater awareness to the issue of race-based discrimination and harassment it has some various components um which I I won't necessarily get into but as a as a result of that they created a brand new policy uh I I know that does not happen often at least at my time as chair I've not seen a brand new policy but that's 2270 it's called um discrimination and harassment on the basis of race color and national origin prohibited so essentially the reason they did this was really just for ease of use they made this a standalone policy rather than adding like

096strikeouts and addition addition subheads to other existing non-discrimination and like harassment prevention policies in press so even though you're probably thinking like hey we already have policies that prohibit discrimination based on you know race color national origin um but the this one does require that has specific elements and those weren't necessarily captured in other policies um so just for clarification that's what 227d is and if you're curious the components are a policy and procedures requirement a training requirement for All District employees that will get into um Amendment to the human Illinois Human Rights Act and some ISB data collection so again we oversee policy but there are some like administrative procedures um that are changed as a result of this and that's something that Martha and her team oversee that uh racism free schools affected

097a lot of other different policies um everything from the twos to the fives to the sevens so kind of all over the place nothing substantial more just smaller changes but the one that um was significantly impacted by the kind of racism um free schools is 5100 the staff development program um this one's tagged as Rewritten because there were kind of a mass amount of changes um so what it does is it streamlines the training requirements into eight categories and I'll just mention them to you all um so it's health conditions of students social emotional learning developing cultural competency identifying warning signs of mental illness and suicidal behavior in youth uh Domestic and Sexual Violence and the needs of expectant and parenting youth student accommodations educator ethics um responding to child sexual abuse and grooming behaviors

098and violence prevention and conflict resolution so this is one that Martha I believe Angela Nora will be working on the implementation um it is meant to make things a little bit more streamlined for staff um but this is one that will take you know steps to ensure that we are complying with this staff development program um you will see that this one does have a question presented to the board and in discussions with our attorney with Nikki um she recommends that we actually answer no oh really because we do not offer that to every employee there's specific employees that receive that type of CPR training uh nurses PE teachers some other so it's actually not offered to all so as a result of that Nuance that's why it's it would be no that was actually

099going to be my primary question is do we already do it and what would it cost to do it so it really it' be a default of no because we're giving the right people the training not every would you would say not everybody needs it well you CPR is an interesting one right like we talk about it it would be it would be a great skill for everybody to have CPR is also one of those that you need to keep your license current and it's a good number of hours to get the training so we we've done it in different ways at different times we kind of distill it down to our nurses and our PE teachers need need to be the ones trained um it' be nice in a sort of more perfect world

100to be able to say and if you'd like to come but guess what the other teachers go into the ELA curriculum you know or something like that like it's the time is always a challenge for us and so I don't want to say these are unimportant at all I mean they're very important it's just that we kind of hone in on the the employee groups that need it the most yeah and I don't my question isn't whether this is important or not I think it is it is important it's do we if we already do it then it's you know whatever but if we don't I you you answer my question yeah it was tricky to figure out what I would recommend for the answer Stephanie I talked about this quite a bit talked with

101Nikki well I think it's been kind of a default it was a previous board attorney but I believe it's been mentioned before that yes that if even if it's a practice that we're regularly practicing if there's not a reason to bind us to doing it then then there we really shouldn't yeah it's in the board it's in the district's interest not to yeah Mar I don't know if there's anything else you had on the staff development program and implement ation of you know I mean it's really the intentions have been they've been talked about for a while legislatively like this idea of really needing to streamline kind of the basic required trainings for staff um we do we use a it's called Global compliance uh Network and it's a lot of online trainings they're brief

102but it's the way you can ensure that all staff get some of the basic trainings it really doesn't get into some of our larger scale PD um even though some of those things may be enhanced through larger scale PD so I think of particularly around like the diversity Equity inclusion work that we're doing right now that our staff just did on Friday they also do a very brief module on that at the beginning of the year um because we also do need to make sure that people are compliant so there's a there's a timing a streamlining and an effort to make things less onerous around all these different categories of mandated trainings and requirements that was substantial one um so the title N Stuff right now is actually just kind of getting ahead of of

103what is to come so essentially right now what they are doing in press 114 is removing um sexual harassment from titles and they're trying to make all those title changes now in anticipation of this Title 9 rule making so um so the depart what I have here in my notes is you know Department of Ed released the final Title 9 regulations in April which I have not yet read but they go into effect August 1st and um essentially it's expected that like the scope of the updated regulations is going to be expanded to apply to all sex discrimination allegations not merely to allegations of sexual harassment so we did get notifications that you know it's going to be important for schools to discuss these Title 9 requirements with you know our board attorney to ensure

104full implementation reduce risk um also understanding the complexity of some of the regulations that are going to come down in press issue like 116 around August um it's going to likely take board some time uh to right they sent out like a alert it's going to take you guys some time uh to kind of finalize some of those policies but they hope one of the things that will help is adopting the changes right now in 114 which are just to the title so they're just trying to get ahead of some of it it doesn't yet change the substance of the policy these are title changes in anticipation of the title n um Ru making so more to come on that as we become Title 9 experts over the summer um that's I was sort of

105wondering so thanks for that clarification I was looking at that looking at policy like and you're like it's nothing right it's like what it's supposed to be big yeah yeah all it is is just cleaning up some titles right now as they get ahead of it but the meat the substance of the policy the language and what is you know what the new title n Provisions say which again apparently expand is more expansive to apply to kind of all sex discrimination allegations I don't know how that differs from like specifically like allegations of sexual harassment again I guess we'll learn more about what that differentiation means all of that is coming to be included in our policy it's just not there yet yeah I wish they would just do that with the the like the

106the discri like the bullying and discrimination because I it's like every year they're always adding something new right it's just like no discrimination period period for any reason end the story but and I hear you um and then just some of the last ones that I wanted to discuss are what are known as review and monitoring or what we refer to as fiveyear reviews so obviously every five years um they all looked fine to me in Reading um the ones that I did want to call out there are two and and thank you Kathy did a lot of um digging with press like on some of the history of some of these which are um very much like District specific language so one of them is 2140 Communications to and from the board do we

107have in there Kathy the um press language I forget and board book so looks like there two different versions of that I was going to ask the question why there two the press one there because so press plus is the Press policy is specifically called out from just 2140 right yes so ours the way that ours we adopted it I don't remember when um 2019 2019 with our own language which differs slightly from the Press language so it does it okay I didn't pick up on I thought it was just attached for all the foot [Music] very very slightly so the question was I mean and we can again the this is first read so if we want to table this one to look at it a little bit more closely so you can see

108some of the difference in language it's very slight I you know when I was reading I told Martha I was like well I read it and I was like yeah this sounds good and then I read the press one I was like oh well they've got some things in this one that sound good too like you know we we can leave it as is I think it's fine I think it captures what we've you know what we are what we know for open meetings act Etc um but there's just slight variation in language I guess it would be interesting to know why we diverge them was I on the board then we have the whole history of when it was adopted I don't remember we do different yeah um so maybe that's one again that

109we can all kind of take a closer read at if everybody's comfortable with the language as is and we don't think we need need to make any changes I thought it was fine that way I just thought it was interesting to read4 some of the press um language all right I'll have to go back I didn't notice any difference I was more focused on the footnotes though because I thought that was the purpose of attaching that so I'll go back and compare the other language a little closer I to me they they felt almost identical they they really I mean I feel like in the end we're getting to the same thing um but and then 420 fiscal goals and objectives this policy is completely like unique to the district um I'm sorry which one

110420 fiscal goals and objectives you'll see the language kind of like our flexible boundaries one like this one's very specific language that we've created and I just want to make sure that we're still all on board that these are you know our fiscal goals and objectives that we've all kind of agreed to I mean the one thing I noticed on here I didn't realize this was unique to us but the one thing I noticed on here is we underlined the 40 I know that's been a topic of conversation a couple years and we've all just agreed to leave it at 40 um Which is higher than I think is it 30 33 20 oh 25 is the standard or the minimum or the recommendation or I don't remember getting 25% okay and I can't remember

111what the previous policy said but coming to the agreement of 40% was a very purposeful board agreement around the time that we engaged with all the Capital Improvements and started 2018 it was I think it may have said like an agreed upon amount or something and I don't know if there had been an agreement so the getting to 40% I don't know if that's why it's underlined but yeah maybe it might be a fill in that's yeah it might have just been our own like more of the opinion that it's just a the remnant of you need to put number you need to put a number yeah okay and they weren't filling it in for us but I don't know that for sure so with you calling that out Stephanie is is there is there

112no standard for 20 fiscal goals and objectives or we just completely created our own and is there a comparison to read like The I don't know if it's in board book sorry I have my physical hard copy I didn't actually go look at the the comparison is literally it's very different it's called fund balances is that in there Kathy the original no but I have a copy I wouldn't mind just if this is completely unique I'm I'm fine with it the way it is I I feel like this fits our needs and I wrot the same thing I said ours is very different discuss questions um I don't know if this aligns well with like our kind of you know kpis on our on our stewardship of resources this is full yeah that's it that's

113what it's called so ours is very specific uh to our district that is very short and vague yes is called fund balances probably I wasn't on the board when this was developed but yeah you're it probably was very intentional is it something that you can read if it's that short yeah so the so the actual policy is the superintendent or design shall main designes shall maintain fund balances adequate to ensure the district's ability to maintain levels of service and pay its obligations in a prompt manner in spite of unforeseen events or unexpected expenses the superintendent or design shall inform the board whenever it should discuss drawing upon its reserves or borrowing money the school district seeks to maintain a year-end fund balance to revenue ratio of no less than 15 to 20% as calculated under

114Illinois State Board of Education School District Financial profile okay and then there the footnote is longer than the actual I'm going to say that policy is so vague yeah and this is not dissing Martha that that policy has so much Le leeway in it yeah I mean the fact that the percentage alone is a range right that that's not that's so that's so Loosey Goosey it's kind of pointless oh that's a good point so so the state requirement of 15 to 20 is so well okay because not everybody everybody gets there but yeah all right so you're mandated to not go below 15 if I'm reading this correctly but to get the highest rating it can be no less than 25 I thought it was like 30 something from past discussion so 25 okay and

115the original adop op option date listed in the 420 that we have is October of 2011 mhm and then it was revised in 2017 and 2018 and I think that was I'm just guessing and trying to recollect I mean I was here you know is coming to that agreement around the 40% fund balance but also Stephanie you you called out when we were previewing these that this felt like wording of our strategic plan you know yeah I agree that we should keep a district specific unique policy language that we should not adopt the generic language for many of the reasons that Joel just stated I just want to make sure we are comfortable with you know the bullet points that we are listing and what we're striving to do within that policy that we are

116still all on board and I and I and I should have better checked it with like our kpis like does this match up is it aligned with you know our strategic um plan with the stewardship of resour ources are do we still all strive for the 40% fund balance so that was it yeah I I can't see why we would change from this to what Wesley just wrote but it is a good point if it's just duplicating our strategic plan should it be a policy I don't know that it makes a difference quite honestly because I think it's good policy I think having the 40% in policy is important yeah it makes a strong statement that way okay and it's something that a future board may want to think differently about so I mean I

117think this really gets to board and governance and policy and Direction that's fair because thinking about it differently this is the law and our strategic plan is just desires that we have and the 40% is unique to our own decision making yeah that that's a good call out okay Dave you question uh quick question Jim this says modified a cruel basis is that what we're on uh maintain a 40% fund balance as a percent of expenditures parentheses modified acral basis for the operating funds is that yeah we're we are no mo the question was is the words modified acrel basis what we're actually tracking against yes okay that's our the number from the audit oh no I'm not questioning the numbers but we use modifi we change several years ago we changed our method this

118language makes sense yeah a little bit a little bit let's see I think I recall from an En counting class is that makers by chance modified a cruel basis is that makers I think it is I just know it's uh it's supposed to get your expenditures into the right year right when I had my own company I could not pay a bill or and push it from one year to another for tax reasons but here if if you pay it late it still gets pushed back in during the audit and that's what I'm going for is we used to be cash now modified ACR yeah oh that was the switch that we made yeah that's what I was trying to remember but I took a minute to remember everything so I guess that's that's another

119good call out that uh you are with this policy so there's wording that we should be contemplating that doesn't match what we're doing that that would probably be good to call out thank you Joel yeah we can have maybe take a look at it again I like I I would recommend continuing to have a district specific um policy on this I just want to make sure yes that the bullet points make sense for 2024 adoption as the last time was 2018 yeah okay that's a good call out any other did people have questions on any that perhaps I didn't touch on or um so I just I was curious as I was reading the bullying stuff and the anti-discrimination stuff you answered my first question is why are they creating a whole separate thing it

120feels like it goes with everything else and my God you just just I read one of them and it was just a paragraphs of commas and words and just like so basically everything so you answered that question but when it comes to the bullying I I kind of you and I have kind of talked about this on and off like bullying has a very like specific and defined um I think it has to occur consist pervasive thank you yeah and all that so like when when you inform us of certain situations where it's pretty elevated and people are getting in school suspens or whatever for like racist comments or derogatory remarks or something like are we using the bullying policy or so that that is I will tell you that 71 is probably the policy

121that I read and reread more than any other policy because so even if it's a onetime event we're still going to follow that and I think parents will often say my child's being bullied yeah um I can tell you a situation I won't tell you about a situation going on right now um young kids right and I would tell you it is difficult social interaction right you know and and I think that is the hardest thing that we and I know Norah's nodding over there right you know like it's children engage unfortunately in in negative social interaction it happens it happens it's part of what we do it's part of why we have anal program it's it's our work right to help children through those things it's not necessarily bullying often times it's not bullying

122right but we'll also rely on Angela or Chris harves as our non-discrimination coordinators sometimes then to take that extra look into a situation that seems particularly challenging or particularly hard to sort of sort that piece out and through that additional investigation interviews Etc um it's often been determined that it's not bullying you know that it's it's an unfortunate social interaction these kids need help finding their way out of it you know but it's it's not bullying when you read those definitions but you do need to go back and yeah like I say read and reread them and think about the situation that you're being presented with and and interpret it to the best of our abilities and and rely on the strength of our team to investigate it may be okay that I mean that's

123just where I've personally struggled when you know you hear the stories right I don't know it's coming from with with mine you know 9 10 11 year olds they embellish things they misstate the story but like some of the things are pretty clear and it's just like man that does feel like bullying but it there's a definition to bullying yeah and so I guess I liked what you just said difficult social interactions learning to interact with other people and maybe not having the background knowledge kind of tying that back in of like why those things are offensive or culturally insensitive or something like that so okay I just was curious if that related to those situations and so the answer to that is yes um I wanted to talk a little bit about 830 yes

124sorry so 8:30 is kind of separate from press I wanted to make sure there were no questions on some of the press ones um when you're doing policy review it ALS always gives you an opportunity to just look at policies in general whether they um have come down via press or not we've done some of these oneoff ones here and there um just in in in reviewing so this is um a policy that we are looking to make some District specific edits to it's um what is the title visitors to and conduct on school property school property and then we want to add or involving School person yes thank you I think I have it here um yes or involving School Personnel um so this one we want wanted to add the definition of um

125you know the definition of school personnel which would include any District employee uh ourselves school board members uh District contractors volunteers um so it's just kind of like I don't know how to the code of conduct how we expect um individuals in our district to kind of be treated and this policy just kind of felt out of date with all of the like when think about some of the bullying stuff like um cyber bullying you know bullying via texting emails via social media this policy was also a little bit um I think outdated in that it really didn't address some of the ways in which this um communication can take place with you know School Personnel specifically so adding in language about you know communicating with school Personnel through any means which would which would

126include something like email so it's not just that an individual will come to school and physically have you know a confrontation it can also be the way in which individuals communicate with defined School Personnel via something like um email and then um it also has in here um enforcement right like what some of the consequences might be for individuals who do not follow or adhere by this policy that we have in place um facing limitations on access to to you know to school property but also expand expanding that to maybe something like communication uh with school Personnel so that was one that we wanted to talk about Wes I don't know if you had anything you wanted to add I we've had discussions yeah I just want to bring that up and then I just

127was I'm assuming the blue it this was just very different than the way like a lot of the press things are updated with the highlights and stuff so is it the blue parts we want to add in the blue Parts is what we want to add in yes and we look at some uh like neighboring district schools right Martha that had um policies that just captured you know School were able to provide additional protections for the def defined School Personnel individuals and again expand the definition to include things like you know communicating via you know I don't know email or social media or things of that nature and really the intent here because you mentioned like since the bullying and all that discrimination stuff was on here of tying it in that makes sense like

128the real intent here is just um not allowing anyone to have I I don't know the right way to like we're talking about like egregious bullying like Behavior not you're upset you s an angry angry email or something but it it's like we as a board haven't had any nasty grams since the end of Co and even those really weren't that bad but I've heard of examples where I mean or you just see it in the news with other politicians of just the vital spewed towards people um with no clear intent and purpose other than to try to injure people that's kind of more what we're talking about is like belligerent Behavior more than anything else is is kind of what we're trying to could be disruptive I mean I think disruptive is kind of

129one of the key pieces to it too really truly disruptive to the school envirment that's that's how the original visitor one came through but I think the same can happen with social media email Etc yeah okay and I just use us as an example because that's an easy one I I think we should take a lot more probably being politically elected so to speak but or public individuals but yeah I just wanted to clarify that so all right that's all I read I found the other version of this and it was all the blue parts were struck out on the other one and I just wanted to make sure I was looking at that correctly so okay yeah that's all I have that was yeah that was the last thing on on policy okay any

130other questions for move on no okay thank you Miss gun and Dr uh we gonna move on to finance committee so Mr barsati sure so as you seen there's a Amendment we're moving some things around turn over to Jim to explain it in more detail um most here we've amended the budget as we get to the end of the year there's uh some changes and we expect spending and mainly the transfer to Capital is the biggest number um and when we do that you have to follow the same steps you did when you approved the budget originally uh last August um so next on the 15th next meeting we'll have the hearing at the beginning and uh have a vote to approve the amendment later in the meeting um my memo outlines a few of

131the small adjustments the biggest one that I would want to point out is the 2.2 million that I want to transfer from operating funds into capital projects it's money that I had planned to move next year Well 2 million I had planned next year so the amount from this budget and next budget added together we'd be moving 6 million where I had projected 5.8 million and a couple of reasons to do that is it gets a little tight paying some larger bills in the summer if we especially if we don't meet in August and we transfer it in September um plus I think that transferring it will give us a more realistic more accurate fund balance at the end of the year so the 2 million doesn't count in the fund balance then and it's

132really committed to being spent um it will give us it'll look like a slightly lower uh fund balance pay so it's tight paying bills over the sum for the projects in process mean right the ones we committed to already so that's um that's the big change that I wanted to get there pull pull the money over earlier any questions no this all made sense I get the only question I had was um so if only line one $100,000 shift because Transportation costs went up is it purely just the is this like the balanced budget piece of it if you go over the limit that you've approved by even a dollar we have to go through this or um we think that was um I'm just trying special Transportation went up and so we took it

133out of a different part U like a similar account but put it where it's being spent let me let me ask that differently I'm asking a very high level question so the expending more than the budget bued total for a fund requires the budget to be amended using the same exposure so I guess now that I'm rereading it again so each fund independently if you spend even a dollar more than what was originally you got to go that's one of the criteria okay I didn't have any questions about what you were doing well I hope you don't all right all right thank you that was a quick one um all right so we will move on to facilities committee Mr marle thanks uh we met last week uh discussion topics were we touched on all

134the topics basically Central Hower is proceeding um you will note that there is the very large tall construction fence uh around the site um Martha noted that there haven't been complaints about where the teachers are parking or staff are parking although they're not necessarily taking advantage of the um Masonic Lodge spaces but we'll see what that looks like in the next few weeks but we don't anticipate a lot of anything there we think we've communicated well um we know that the recreational field will take some time to grow and establish so we will be fencing that off and not just depending on the black ornamental fence to keep people out because we know that after school activities or weekends people get creative um and then also the field will not simply be a hey it's

135this calendar date we're good to go we will ask the landscaper and the landscape architect to assess that the grass has properly established and grown um that's your chance yes I I I will make one note here uh that uh during the half day I might have been made aware of potential parking issues uh at Central Hower campus for professional development later in that day it might have been expressed to me rather passionately okay can you summarize somewhat just was it an issue of I guess with the parking lot under construction and I guess you mentioned that teachers were not you know having issues or that that's understood I guess with the professional development being an unusual event that uh the accessibility of parking to the teachers coming in from elsewhere was potential anticipated to

136be an issue right and we did um we did reach out to people tell because it was one of the rare occasions we gathered our whole staff in the Auditorium so the only place we can do that is at the Hower Auditorium and it was given that it was a half day we sort of said how about car pools and the Masonic lot and um then it also turned out to be terrible weather if you recall we had just like a huge rain downpour right about the time it all ended so um that was unfortunate but it looked to me like people were getting into um cars and groups that people took us up on the idea to carpol over so I I think people made the best of it but I I appreciate hearing

137that like that is something we with all of our meetings we've sort of been like can we do it there can we do it somewhere else um and really weighing that and I think today our discussion was that parking's not great at any of our schools you I mean really that people for that many people right right right right the I think the and Dan that's a good point and I think Martha's done a good job of trying to communicate well and there is never going to be a this is more personal perspective so you can put it in give it in that put it in that bucket but there is never going to be a time when extreme need for parking when you have a giant group Gathering is ever going to be met

138at any of our schools they're never designed for that and I'm I'm speculating a bit here but I'm I'm going to guess that the way people have parked at uh the central Houser lot in the past when there have been you know large Gatherings where people kind of line up one after another after another and kind of get creative in some places given the way that the parking lot's going to be changed and relaid out that's going to have fewer opportunities for such creativity probably yeah yes I think it'll be better lined and I think the sidewalks and the fencing and all those things will interfere with the the creative parking that we've seen absolutely yeah which which will just mean I know people are going to have to park further up the street I

139mean I was at the the Hollywood uh Harmony High last night and at Hollywood you got to go up around the block if you know so it just up everywhere I think that's the way it it is because we're not designing for that Peak unique event yeah we can't yeah it's unnecessary and real and I realize I'm probably sounding somewhat unsympathetic but no I think it's the reality of the situation you've got a handful of events you can't build for the maximum the maximum population's minimum use you could but we it ends up being not used 95% of the time and then it becomes a waste so it's noted I don't think we're we're not trying to create a problem but when we have to block off 75% of the parking lot it's going to

140be a lot worse at the one location where we can gather everyone together yeah we appreciate the feedback but appreciate aome people being patient and flexible I think that's that's what's been the I'll say the Pleasant sounds like that's ultimately what happened yeah and next yearing creative next yeah next fall it'll be better because the parking lot will be built so we'll be back to a more normal situation I think we're what are we adding 10 spots we were adding from the calculation but to D currently it might feel like a loss because now it's actually organized well yeah it is think thinking of that now that first uh you know dance recital or first uh band performance or something like that I don't know that might people might run out of spots more quickly

141than expected I think they run out of spots today quite honestly I stopped driving because it's such a mess they probably will even the band and or have like a lot clothes yeah right right right but I know the band and Orchestra modified how they did it right they went fifth seventh took a break 68 and it was an effort to address the what they knew would come up as parking concerns I had a feeling that's what that is about I'm not on all those but like those that my kids are involved with I have noticed um the big all School groups have been really broken down I I think I recall you talking about that this year last year of just trying to be more intentional of like here we had maybe at all

142the schools but I think this past year am's got super crowded as always with Veterans Day and I think um just that always just becomes a challenge and so I think breaking it up real to me feels uh better yeah I think that's been a big improve I've experienced that as being a big Improvement it's hard to break up Veterans Day though but yes yeah I right this a good holiday to bring up that's a very good example but the plays and things where you can schedule it I think that that has been beneficial but yeah like Veterans Day I don't think you can do anything about that okay noted with your passion though the passion yeah not mine necessarily yeah I was pass listening um the summer maintenance of the a tuck pointing is

143still scheduled and on target I believe that'll be about six weeks um not much to say there we had an extensive discussion about uh future security plans and that was specifically related to controlled entrances and cameras and noting that as Don has been looking at things trying to plan for future future needs both cameras door access meaning key fobs and cards and sensors that tell you when doors are open as well as knowing that potential PA improvements and the clocks that and I'll summarize for Don and then you get to correct me that we're trying to make sure that when we are doing wiring and cable polls that we're doing everything in a location all at once and not going back in the future So to that end Don and rash are looking at trying

144to develop kind of a comprehensive plan and then seeing what aspects of that plan can be implemented or should be implemented all at once for efficiency so it what it means is that the cabling plan has grown in scope and so we're assessing that at this time um uh the big thing is with we want to know and be sure that all of our exterior doors are controlled and there's never a time where anybody can inadvertently get into them so that means sensors and key fobs and control access points um Don did I do that Justice or not it up it's there's a lot of different systems that especially where technolog is gone um we want to present all the options to so we make sure that as we're looking forward that we're not again

145going back and having to recable this is a um I guess a project that maybe you do once every 15 20 years the last structured cabling project the district did was about 15 20 years ago so it's uh yeah you want to make sure that it's comprehensive and it's kind of blown up which is kind of outside of my realm of doing a project of that size that's why bringing in rem U it's just a larger scale project that's a good to note because like you mentioned rash I was just thinking like I don't remember him being involved so that it's just the scope has gotten scope really it's planning yeah yeah right now we're in the planning phase and trying to assess what we need and then how to implement that okay um then

146there were some others and that is we know the ble playground is showing its age and so we're going to be talking to the Village because they've got some maintenance responsibilities over there as well and trying to look at that collaboratively and make sure that if we're talking about equipment Replacements that we bring back an equivalent playground um in terms of equipment and Equipment the space around equipment has expanded as time has gone on as people get more risk averse so equipment needs to spread out a little bit more than maybe it was 20 years ago like by code right it's it's codes and safety zones and making sure there's never any risk that things can interfere um we talked about the central playground and noted that that equipment is also showing its age but

147we were also looking at that as a replace in kind and not trying to get not trying to expand that scope since we've got the rear playground that will be new and fancy and has all the bells and whistles that the kids wanted um for clarification the BL park playground is property exclusively of the village correct we it's I think it overlaps a little bit and knowing that we're we're collaborative that's all their equipment or whatever they maintain it and they installed it originally yes um and we we know that the village has a fiveyear or they're working on a long range plan but we also know that their funds are much more limited and so we'll start some initial Communications and see where things are at but our goal is not to uh not

148to let that playground Fall by the wayside then we talked a little bit about some sustainability things but there's nothing nothing of significance on that front can I ask a question yeah always so I think a couple months ago I said this somewhat in passing but every time I go to the Ames gym the speaker system crackles and it drives me nuts I don't know if that's still happening but can we get that looked at we can put that we will put W okay so there are similar systems across the board okay that was going to be my next question is is it unique to hear no it's all brand new Wireless in there oh so we've already fixed all of that stuff okay I haven't been in there for a while so that needs

149to be replaced it's only to me is they do have like at Hower because the stage has some some cabling some Hardware audio CA okay and we're going to do that over the summer okay all right so that's fixed yes okay and over the summer we're also going to get a standardized across the Elementary uh video okay as well so that'll be integrated into the audio so each uh school will have a a nice presentation space thank you thanks Joel sure it's fast any other questions from anybody else right if not I think that moves us to I don't know um miss collaps Mr Hunt anything on personal committee for tonight no uh meeting was held of the Personnel committee steering committee uh the past month most recent maybe just a a comment um we

150don't talk about it much here but Dave and I and I are part of the PLT uh leadership committee so we are um attending a meeting of the PTO presidents on a monthly basis after the board meetings just to give them updates and it did come out of that I I find it's a really great opportunity to see sort of um people people we have a team of really deeply involved in in caring people and our leading our pto's and so it's a good opportunity to meet with them um and as part of the conversation that happened last month Kim Hefner came in and presented a little bit about the summer school program and it's tied to um personnel as well but she said that this year um sort of the return to normal postco

151is happening and as a result there were more teachers who were interested in um uh being summer school teachers and so as a result they've been able to develop a pretty real bu program for this coming summer and if you haven't take a look at the curriculum they have a a good program that they put together cool yeah I did remember how long I did the PT but yeah that was always good because you get all the PTO presidents and just their perspectives and how we can work together so glad to hear that's continuing forward all right if nothing else that is it I'm going to guess we have no other public comment not seeing anybody Cathy all right so future meeting dates we've got May 15 2024 there'll be a regular business meeting at

1527 p.m. in the Houser Auditorium on June 5th there will be no recorded public meeting we're going to do a board self assessment which is uh facilitated by an iasb representative um so that's officially a closed session that'll happen at 6m in the library here at Ames and June 12th we will have a regular business meeting at 700 p.m. in the Hower Learning Resource Center and with that this meeting is adjourned all right [Music]