January 6, 2026: Committee of the Whole Meeting - Rockford Public Schools

001I now call this meeting of the committee of the whole to order at 6:18 p.m. Can you please call the role? >> Miss Pearson, >> present. >> Miss Chavez. Miss McCall >> present. >> Miss Bennett >> here. >> Mr. Carpenter >> here. Miss Haley >> here. >> Miss Stanford >> here. >> With six present, one absent. We have a quorum. >> Thank you. We will now take a moment of silence followed by the pledge of allegiance. As we start each meeting, it's important to remember that the mission of Rockford Public Schools is to collaboratively engage all students in an equitable first class education for a changing world. Before we go any further, um, welcome everyone to beautiful Riverdoll Elementary School. This is our fourth committee of the whole meeting at a school and we will

002continue to meet at various locations during the school year. I'd like to thank uh the River Doll staff and administration and everyone for welcoming us here and providing a a comfortable place for us to meet. I'd also like to thank Kim Patterson and Aaron Hill who work behind the scenes to produce the broadcast for our meetings. And I'd also like to welcome Superintendent Student Advisory Council Member Ruth Sabun Huang from Auburn High School. We are now on to the regular portion of the meeting. The first item is item 2A, the meeting minutes from December 2nd, 2025. Are there any changes, corrections, or additions to the meeting minutes? If if there is anything throughout the meeting, if you have anything to say, if you could raise your hand because I can't necessarily see your lights. Thanks.

003Seeing none, we will move on to the uh the the minutes will be accepted as submitted. We will move on to the planning and development committee and that will be led by Miss McCall. >> Thank you, Mr. President. Uh we will have item A, the resolution uh providing for the issue of not to exceed a $50 million general obligation limited tax uh school bonds series 2026A for the purpose of increasing the working cash fund providing uh for the levy of a direct annual tax to pay the principal and interest on said bonds and authorizing the execution of a bond page agreement. ment with Stifel Nicholas and Company Incorporated. I will now turn the floor over to Dr. Greg Brown, the chief financial officer, and Anne Noble, managing director of Stifo Public Finance to discuss the

004bond issue uh bond sales. Mr. Dr. Brown, >> good. Okay. Uh thank you very much. Can't hear you. >> We can't hear. >> It says it's on. >> No, it's not lit up. So, I don't know if something's Okay, >> thank you. >> Try it again here. Yeah, just give me one of those. >> All right, calling an audible. Okay. Uh, this is part of our facility master planning project. Uh we are about 35 to 40 million into the project right now. So far we have funded it with uh corporate personal property replacement tax that had been received in previous years. We're actually at a point now where we do need to start to issue bonds for the next phase of these projects. And we've been working with Steeple Nicholas to do that. And I'm

005actually going to turn it over to Ann Noble right now so she can give you a rundown on how we've been working through this process and also give you some information on the rating uh that we just received from standard and pores actually the this afternoon. So Ann, >> thank you Dr. Brown. Um let's just start with an update on the district's credit rating. Um, we did just receive this news this afternoon. In order to sell bonds, you do have to apply for a credit rating. And investors use that rating to determine what interest rate they are willing to lend to the district at. So, the higher the credit rating, the lower the interest rate. Uh, the district's credit rating came back affirmed at a double A minus level. The highest possible credit rating is

006a triple A. Um being affirmed at your double A minus with a stable outlook is um a quite an accomplishment for the district in in the current financial environment coming um off of the federal COVID relief funds and the significant reduction in the corporate personal replacement taxes that the district has received over the last few years. Those two things um point to some financial pressures and you can see that in the long range planning that you all have been doing and the fact that you have been working proactively to manage the finances of the district and stay on course to establish a balanced budget was really critical in maintaining that credit rating with the stable outlook. So all the work that you're doing on your operating and budget side will translate directly into some lower

007interest rates for you. So congratulations to you on that. We will have the final rating report from standard and pores tomorrow that we can share with you at your next meeting. It's interesting reading to see what a complete outside entity thinks of the district and and the uh important factors that they emphasize. The bonds themselves, you have two resolutions before you tonight for first reading and then they'll be on your agenda next time for formal approval. One is for working cash fun bonds and one is for health life safety bonds. Those together will generate $50 million worth of project funds to apply toward the capital improvement plan that Dr. Brown mentioned. We have modeled these bonds and another $50 million worth of bonds in two years at no increase to the tax rate associated with

008your bonds. We're holding that flat and steady. We have these structured with a 16-year payback at an interest rate that at this point we estimate to be just over 4%. uh the final interest rate will be set two weeks from now when we actually sell the bonds, but that is what the market currently looks like. Obviously, if the sales tax passes that's on the referendum in March, then the the proposed bonds that we've modeled for two years from now probably won't be sold in that format will be taking advantage of the sales tax revenue instead. But this gets you started or allows you to continue the capital improvement plan moving forward with no increase to the tax rate. >> And with that, I'll answer any questions or anything else you want me to cover, Dr.

009Brown. >> Um, are there any questions for uh Dr. Brown or Mrs. Noble? If so, proceed with your question. >> I have a question. Proceed. Uh, Dr. around. What is our total um sum of bonds that we borrow outstanding? >> Yeah, I'm going to have to look up our total outstanding right now. I think it's around 175 million, but I I can verify that for you. >> Okay, thank you. >> Yep. >> Any additional questions? Okay, seeing none, uh the resolution uh providing for the issue of not to exceed 50 million general obligation limited tax school board bonds will be brought forward for a vote at the January 20th, 2026 meeting. We're moving on to item B, resolution providing for the issue of not to exceed uh 10 million general obligation school bonds series 20

01026B for the purpose of altering and reconstructing school buildings and purchasing installing equipment therein for fire prevention and safety, energy conservation and school page one of three security purposes and refunding certain outstanding bonds provided for the levy. of a direct annual tax sufficient to pay um the principal and the interest on said bonds and authorizing the execution of bonds per p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p purchase agreements with Stipo, Nicholas, and Company Incorporated. Are there any questions for Dr. Brown or Mrs. Noble on this resolution? If so, speak it to the mic. Okay, seeing none, the resolution of providing for the

011issue of not exceed 10 million general obligation school bonds will be brought forward for a vote on a January 20th, 2026 board meeting. We will move on to item C, FY27, budget discussion. Uh Dr. Brown will now give us an update on the fiscal year 2027 budget. Okay. Uh as as we agreed to when the budget was passed back in August, we were going to provide monthly updates on where we're at financially and then give you a preview on on how we're going on the FY27 budget. So, we'll just kick right off here. Uh, our year-to- date actuals continue to show large deficits in the education fund and the operation and maintenance fund, but again, this is really just due to timing of receipts of revenues. And so, we're not overly concerned by the fact

012that we have large deficits in those funds right now. Uh we do believe that the ED fund is still on track for about a three and a half to$4 million deficit in the core operations which is is what we were budgeting when the budget was approved back in August. Uh we do think that we'll be able to bring the operation and maintenance fund and the transportation fund in at a break even pace. Our healthc care spend and this is a little bit of good news is tracking closer to our budget. It's still about two million over what we had originally budgeted, but that gap actually is closing. And uh the good news is is you know we we see that overall deficit you know closing down to that 5 and a half to 6 million

013and that's actually an improving trend. Uh FY27 outlook nothing's really changed with our projections on that. We are uh working through you know a number of different scenarios right now. Uh the federal funding is still very uncertain. Uh you know the Congress is actually back. Uh they have taken up a number of bills to actually address spending through the rest of the federal fiscal year, but they still have not tackled the education part of the federal budget. So that's been one of the ones that they are leaving off to the side. So state funding still is is unclear. And the the one thing that's happening right now with state funding is there's kind of a a tug between suburban districts and districts that are outside of the Chicagoland area on what they call mandated categorical

014funding. So a lot of the suburban districts do not receive a large share of evidence-based funding like we do here in in RPS 205. And so, uh, what's happened is to be able to to maintain the funds that are going into evidence-based funding, the state has actually reduced payments to other districts for what they call the mandated categoricals, which are things like transportation and some special education funding. So, districts in the suburb are actually missing out on the mandated categorical payments. And there's a push now by those suburban districts especially to actually have the state put more money back into the mandated categorical funding. And what the big concern is is if the pot at the state level remains the same and they put more in mandated categorical funding, it potentially could reduce the evidence-based

015funding that we actually receive. And that is actually more valuable to us than the evidence-based funding. So we're watching that very closely on what's going to happen down in Springfield uh in the springtime. So kind of next steps on what we're working on right now. We've met with all the departments to identify savings from our DMG uh prism project that that uh we began last summer. We also have been working with departments to identify savings beyond that that process. So it's going to be kind of a two-prong approach on how we're going to go about reducing spending for next year to close up that $13.7 million gap. Um, we are updating our base staffing package at the building level. We're working on that right now. And then, you know, there may come a time here

016in the next couple of months where we do have to work with human resources on on staff surplusing due to revenue uncertainty. And that's up in the air right now until hopefully some of this gets straightened out. So, what you can expect at the January board meeting is DMG is actually going to be here to go with a pretty in-depth presentation on what we've been working with on on the prism work. Uh, and then based on that, you know, we're going to ask you if you think that you would need, you know, an additional meeting to take a deeper dive into that. I think they're going to do a really good job covering it, but just in case you still have questions, you know, we'll want to look in in the month of February here

017to potentially have a special meeting. So, we'll also bring at the February committee the whole meeting, you know, in a month, uh, some of the items that that we have started to identify for cost savings, things that we're definitely going to plan on putting in place for the FY27 budget to get to that balanced budget. I will tell you that that I've been on a number of rating calls with standard and pores over the years for various bond issues, not just for for district 205, but but district 100 as well. This was the most intense process I've ever gone through with standard and pores. We actually had to get with them three separate times. Usually, you do a rating call once they get all the information. There was followup on two two separate occasions after

018that. And and as as Ann noted, you know, we felt really fortunate to hang on to that stable rating given the fact that we had such a large deficit last year. So that was a really good thing, but we literally had to walk them through this cost-saving process that we're going through to get actually give them the kind of evidence they needed to show that we were serious about bringing a balanced budget back to the district. So we've got to stay on this path that we're on right now. Uh March you know, I think that's when you'll see, you know, kind of the full-blown, uh, uh, you know, impact of the cost savings that we're proposing. Uh, we will be looking for for input from you guys. There may be things that, you know, we're

019kind of iffy on and and and we'll be looking for some direction from you and then probably final action on those identified cost savings. Once we're able to do that, then April, you'll start seeing budget presentations from all the departments. they're going to incorporate in all those budget savings things that we've been working on. May you'll actually see from uh other departments and then the whole consolidated school budget. June you'll actually get the draft of the overall budget and as we promised back in August it will be a balanced budget. Uh July tenative budget and then August we're going to go for final budget presentation. We have an extra month in there if we need it. uh if we need some additional time, we can actually push final approval back to the month of September,

020but we really do do want to try and get this in good shape so we can vote on it in August. So, questions for me on the process that we're going through right now and what you're going to see starting two weeks from now on the cost savings. >> Questions for Dr. Miss Bennett, >> my question is not about the process, but you mentioned updating the base package. Do you know what additional staff would be included in the new base package that is offered? >> It it's probably just going to be a rearranged uh no positions probably are going to come off of it. they just may go on the optional menu to be purchased rather than being a firm part of the base package that's that's that's provided. It's really probably just switching categories

021of kind of what we call the supplemental discretionary menu to be purchased versus in the base package that's a guaranteed ad. So the menu options, for a lack of a better term, would there are more options principles would have to choose from for the base package and the total amount of money they would have for staff, not necessarily choosing the individuals for them, >> right? They're going to have the ability to have money to be able to pick and choose rather than be than us saying, "Hey, look, these things are in the base package." You know, we've already done some of that with some of the buildings like like uh you know, we had an attendance specialist a number of years ago. Well, the special program school have an attendance requirement and so they didn't

022really necessarily need an attendance specialist and so we slid that position out and allowed them to plug something else in that might actually better serve their school. So, there's some of that that kind of goes back and forth between the two two packages. >> Okay. Thank you. >> Yep. Any other questions? >> I have a question. >> Miss Stanford. >> So, um, Dr. Brown, you mentioned there there might be a possibility of staff surplusing. Can you elaborate on that a little bit? >> Sure. So, you know, depending on how federal grants work and and us not knowing whether that money is going to come through, we do have people that are in those grants right now. We feel like there's going to be positions that are available in the district for people to slide into

023if those grants don't come through, but those people might have to be surplused out of grant positions and then have to go someplace else until we know the status of those grants. So, there'll be a process that that will that will go through. >> Thank you. >> Any other questions? Seeing none, Dr. Brown will give us another update at the February committee of the whole meeting. Moving on to item D, resolution for the property transfer to the Rockford Park District at Buyer Early Childhood Center. I will now turn the floor over to Mr. Bartell to discuss the requested property transfer at Byer Early Childhood Center. >> Good evening. I'm feeling in filling in for Mr. Phillips tonight. Uh for this particular one, the Rockford Park District's renovating buyer stadium for the Rockford Peaches and it

024requires a small section of property. It's about 495 square ft on the east side of the the buyer stadium and the west side of buyer to install a light bul. Are there any questions? Seeing none, um the resolution for the property transfer to the Rockford Park District at Buyer Early Childhood Center will be brought forward for a vote at the January 20th, 2026 board meeting. Item E, intergovernment agreement with the city of Rockford for site logistics work at Lincoln Middle School. I will now turn the the floor over to U. Mr. Bartell to discuss the intergovernment agreement with the city of Rockford. >> So this one is part of the facilities master plan work operations working directly with the city of city to finalize an intergovernmental agreement uh with the scope of work for CMT

025which is a city's thirdparty engineer uh to be able to complete and incorporate Lincoln Middle School work into 11th Street uh work that the city's doing. Uh and again, some of that work uh is aligning with uh safety and access for that building. >> Are there any questions? >> I I do have a question on that one. The the price tag that's associated with this is $650,000. That's the third party firm fee. >> That's correct. That's the 650,000 is uh for the city's work that they're doing uh particularly with the 11 street corridor work. >> Okay. Thank you. >> Mrs. Bennett, >> can you reconfirm or not? Or we can ask Mr. Phillips. We talked I believe last month about crosswalks. So students leaving Lincoln going down 11th Street coming from the front of Lincoln

026going down towards 11th Street. There's a crosswalk there, but I don't think there's another crosswalk until the another the next light down which is multiple blocks. So, in these discussions, I didn't know if there's a safer way for students to cross the street because some of them just cross the street and if there was anything we could do about discussions with the city for safer crossing for students. >> I'll take that back to Mr. Phillips, but in part of this work, they're constructing a pull-off lane for westbound Charles Street for safe student drop offs. But I can ask spec specifically about the crosswalk. Yeah, specifically for students that walk to and from school. So, I'm very excited about the drop off lane. I think that will help a lot. But in the students that walk

027to and from school, they're coming from all different ways and just safer ways for them to get across a very busy um street. So, thank you, >> Mrs. Pearson. >> Yes, Mr. Art, while you're checking on that, can you also check because West State is a is a busy street as well um for students to cross. So, can you collectively check on those uh busy streets where students cross to get to school? >> We'll do. We got it. >> Thank you. >> Anyone else? Seeing none, the intergovernment agreement with the city of Rockford for site logistics work at Lincoln Middle School will be brought forward for a vote at the January 20th, 2024 board meeting. We move on to item F, the ELA resource uh Carnnegy learning lenses at Marshall Middle School. To ensure continued

028academic growth for our high performing students, we have selected um Carnage Learning Lenses on literature to provide a rigorous virtual aligned curriculum for grades 5 through 8 that maintains the print to digital balance our parents value. The resource was unanimously chosen by our ELA team for its focus on the complex reasoning, sociocratic style discussion, and its ability to prepare students for high expectations of high school gifted programming. The total investment for this comprehensive six-year implementation is $121,51242 which covers all the students and teacher materials, professional coaching and grade level novel sites. Are there any questions for Dr. Gallagher regarding this item? I have is Marshall are you referring to um because it's a echo I can't really hear um the curriculum for Marshall. >> Yes. >> Is are they using this curriculum in any other

029schools? >> I'd have to look into that to give you full confirmation. I don't believe so, but I'll I'll get back with you. >> Thank you. Are there any additional questions for Dr. Gallagher? Seeing none, the request to purchase Carnegie learning lessons on literature as a fifth to 8th grade ELA curriculum at Marshall Middle School will be brought forth for a vote at a January 20th, 2026 board meeting. I will now move on to the present uh preview of consent items. Below is the consent agenda for items for the planning and development committee. We have item A which is IFB26-14 west site logistics. Item B constellation energy electricity and natural gas contracts. And that will complete the report for the planning and development committee. Thank you. >> Thank you Miss McCall. We will now move

030on to the stakeholders committee which will be led by Miss Stanford. Thank you. >> Okay, it's now time for the stakeholders committee portion of the meeting. Let's start by showing our 12-month agenda. Our future presentation will be about RPS 205's facilities. And we want to remind board members of the opportunities available to interact with our students, families, and community each month. Please make sure you check the board calendar on rps205.com on a regular basis for the most up-to-date information. Now, let's look at all the good things happening in our district. Join us this Saturday, Rock Valley College for Rumble in the Rock and the Athletic Hall of Fame. We'll honor coach Mel Gilfillin, one of the longest tenur coaches in RPS, and the 2011 and 2014 Guilford boys bowling IHSA state champs. Induction at halftime

031of the 5:30 p.m. Guilford versus Auburn game. All the high school basketball action tips off at 900 a.m. We celebrated 75 future educators at our fall student teacher celebration. Administration, families, and cooperating teachers from across RPS 205 came together to honor their hard work. Student teachers from 12 university partners also connected with leaders about hiring. East High School music students had an incredible experience at the Coronado. They enjoyed a live performance of the Nutcracker featuring the Rockford Symphony Orchestra and Rockford Dance Company. A wonderful day filled with music, artistry, and inspiration. Supply course stopped by Johnson Elementary to present a $2,000 check to support students in need. It's part of their Angel Giving Tree initiative. The donation will be used to purchase winter gear and other items for students with the greatest need this holiday

032season. The RPS 205 admin building brought the holiday spirit with our ugly sweater contest. And the winners were ugliest Andre Andrea Yansy, cutest Christina Perry, best do-it-yourself Kathy Sabuki, head to toe Jess McKlly. Congrats to all our winners. Fair View Early Childhood Center was filled with smiles and laughter as staff brought The Gingerbread Man to life. Students and families enjoyed an interactive retelling, making this classic story a fun and memorable experience for all. RPS 205 and Tyson teamed up to host the ultimate chicken sandwich contest. The winners each received a Nintendo Switch along with a portrait of their creations. Congratulations to Iker at Flynn, Jordan at Auburn, and Connor at Conklin. The sandwiches will be featured on the lunch menu this spring. The Golden Apple Foundation has announced the names of the teachers selected to

033move forward in the selection process for the 2026 Golden Apple Awards. Nine of the 20 finalists are from our PS 205 schools. These talented 6th through 12th grade teachers were chosen by a committee of community volunteers who had the challenging task of selecting from the nominees. And they are Nicole Frasier from Jefferson High School. Joseph Free from Jefferson High School. Christopher Glet Galletis Auburn High School. Greg Johnson Roosevelt Community Education Center. Amy Keaptainner, East High School. Justin Seichek, West Middle School. Chelsea Spanelo Johnson, Marshall Middle School. Bryce Thomas, Guilford High School. and Anna Wikert, Auburn High School. The process culminates in the selection of five teachers who will receive the prestigious Golden Apple Award in March in surprise classroom presentations. Christmas Hope was shared at Constance Lane Elementary. City First Church partnered with the school

034to donate Christmas toys to all K through five students. Santa made a surprise visit to help hand out presents to more than 650 students. spreading lots of holiday cheer. Eisenhower Middle School hosted its annual sixth grade winter wonderland, a fun winter celebration just for sixth graders. A big highlight was a visit from Hammy, the icehog's mascot, who gave out stuffed animals to students. Whitehead wild cats bundled up and spread holiday cheer during win during winter caroling. Families sang favorite carols through the neighborhood, then warmed up with hot chocolate and cookies. A magical night full of music, smiles, and wildat togetherness. Next up is items of note with our community partners. Resa Middle School hosted its first Rockford Promise event of the year. Students in grades six through eight learned about the scholarship opportunities and how

035to stay on track for their futures. This was the first step toward the big Rockford Promise celebration in May. The Rockford Promise scholarship application is now open through February 5th. High school students can apply for the chance to attend college tuition free. Don't miss this life-changing opportunity. Apply today at rockfordpromise.org. On our 205 vibe, celebrating Arabic language day at Rolling Green. Students share beautiful Arabic writing, flags from around the world, and sweet treats for staff. A joyful celebration of culture, language, and community. Read more on the 205 vibe. In legislative news, local lawmakers took a studentled tour of the quad. This facility combines and expands all four high schoolmies, giving students access to state-of-the-art equipment and hands-on learning in their field of interest. The quad is opening doors and preparing students for realworld careers in

036our community. For some internal and external news, we hosted an RPS 205 leadership summit for administration building staff focusing on the power and future of data and technology. Leaders from across our district are proving what's possible when we use these tools to build smarter schools and better serve students. RPS 205 hosted its first ever regional CDW and Google for education workshop at the quad. Nearly 50 leaders from 25 regional school districts explore Gemini Chrome management and nextgen classroom tools. A hands-on student component showcased real transformation in action. Brothers for Change held its end of year celebration to to honor the hard work and dedication of our educators in this initiative. The event featured awards recognizing the impact of their contributions. It's now time for our feature presentation. Please welcome RPS 205's executive director of facilities,

037Eli Tim Dish. Eli, the floor is yours. Thank you. [clears throat] Uh, you got my name right. It's Timish. It looks It looks complicated on paper, so I apologize for that. Um, so I have a little bit of a cold I'm coming off of. So my my voice is a little horsearo and unfortunately it's obnoxiously nasely, too. So I do apologize. Uh but I'm excited to be here and kind of showcase a little bit of what we're doing in facilities and operations and uh some of the the positive uh things that we're uh accomplishing. So one of the things that we look at as a facilities is in our RPS 205 we have about 4.9 million internal square footage of buildings. That's 45 buildings that we're over. Uh we are we're a team of 46

038tradesmen, three senior managers, two directors, and nine ops and coordinators. So it's our responsibility to make sure that all 9.4.9 million square foot is taken care of. So how do we do that? [clears throat and cough] So one of the things is over the past few years as a facility team, we've been focused on this big idea and that's how could we can improve the way we work. Uh we improve the way places where students can learn. So one of the big things that we've been focusing on and and kind of our why within facilities is uh we look at this the schools as a place where kids can come to learn and flourish and it's it's our responsibility to make sure that that place is a safe secure and comfortable environment so they can

039get the best education they can and so that teachers have the best opportunity to present that environment to them so they can learn. Um and we're doing that uh in a few different different ways that I'd love to highlight this evening. Um, so we're trying to build strong habits and accountability and tightening our systems throughout the district. Um, our teams are completing more work orders in house, responding faster, and creating better learning environments across the district. We're teaming up a lot with design and construction, Scott Jensen and his team uh, to help with those large capital projects. One of the goals there is to help cut cost and save the district money. We bring a lot of that trade work inhouse um, with our our specialty trades. We're able to then uh take a lot

040of that the manh hours and uh equipment costs off that capital project expenditures and keep it in house and and maintain a uh a better um outcome and try to avoid all those change orders and costly uh things that happen all during construction. Uh here's a kind of a two-part thing I want to talk about. So connecting facilities and learning. So the first one is the quality of school buildings directly shape the quality of the learning experience. Uh Dr. Jared often talks about our front porch. One of the things that we're really trying to push in the district is we want to make our buildings look inviting. Want them to have an appeal to when you come up to our buildings, you know, the grass is cut, the the parking lots are are wellmaintained. Our

041planting beds don't have weeds growing in them, but are pristine and raked. um that shows a bit of pride for our school district. So, we're really trying to push both our contractors and our in-house grounds guys to really focus on going through and and kind of making our buildings have that presentability. Um I know when I walk into a building, first thing everybody sees is the exterior, right? You see, you know, how the parking lot looks. Are the lights on? Um is the grass kept? Are there weeds growing in the cracks in the foundations? So our big goal here was to make our buildings look presentable. When we pull up, when parents come, when students come for their sports activities or other districts come to our buildings to participate in events, they see a district

042that takes pride in their facilities. And we're we're really trying to hammer that that home by the way that feel is when we're coming to our buildings. Second part of that is internally. How do we make our buildings look inviting in the classrooms? Creating that comfortable environment, a well-lit environment so that our kids can learn and focus. They're not worried about, you know, is the room cold or hot. They're not worried about the garbage and clutter. They're not worried about lights flickering. They can just be focused and learn. teachers can then have the best hopefully physical environment then to to teach our our little kids in these buildings because you know that's we want them to be able to do their job and they can only do their job if we're doing ours. So our

043goal is simple create conditions where great instruction can thrive. So the big things we're pushing is accountability and productivity. those things I've been kind of hammering since I've been here in the district. Uh for our for our guys to to when they're going out in the field to have that in mind. We're accountable for the work we do. We're accountable for, you know, our stewardship over this district. We're being productive while we're doing it. Let's not waste time. Um so we're trying to create that culture. Raway knows their role and they take pride in that work. Uh we're doing that by setting clear expectations for our staff, following through with consistent oversight, streamlining how work orders are assigned and completed and and building capacity to do more work in house. So some of the things

044that we've changed to help hit those goals is uh you know our staff, we start early. We're we're here some of us at 5 5:00 a.m. in the morning. And the whole idea there is we're here before anybody else is. So that's our prime time for we to get inside buildings, get inside classrooms where where education is happening. We can get in there and fix those areas or maintain those areas when when no one really sees us. You know, we're I think the the best news is no news in in the in facilities and operations. If we're not hearing complaints, you know, that's a good thing. So I want my guys to be out in the field right away. So when they come in, they clock in, they're ready to go, they're supposed to head

045out, they have their work order list, and they're they're getting that done. Now I understand that we have a you know a system we have to plan and prepare. So I told my guys you know what at the end of the day most of us are done at 1:30 or 2:30. You know classes are still in session kids are still in the buildings. Teachers are still teaching. We can't get a whole lot done during that time. So in the last time last time the day I want them to prepare for that morning. They're talking with their foreman. They're talking with their managers if they need to. They're loading up their trucks with material. Uh they're getting their work order list for the next day. They're trying to be proactive. So when they come in the

046day and the next day, they're ready to go. Now obviously things happen, emergencies happen, pipes break. We're all aware of that. Those things are uncontrollable. We just adapt and move to it. Uh our senior managers now meet one-on-one with all foreman on a weekly basis. So we're trying to cut down the noise. We want our guys out in the field as much as possible. So establishing a a a structured meeting with uh with each of their foremen once a week, they can help organize those work order lists, organize those priorities and make sure that uh that they're they're being as efficient as as possible and then completing and documenting and verifying our time. So obviously that's very important because we're trying to justify what we're doing out there. So being accurate in our work order

047system because not only that communicates to us, this communicated to the staff, too. when an OP puts in a work order, that's tracked. We see the communication back and forth. They see when our our trades guys put in comments. Um, so we want to make sure that that is a two-way street there so that they understand where things are at, don't have to wonder why things aren't getting done, but they can check that and see and verify. And then we're trying to cut down our backlog of work orders. You know, since when I got here, there's a lot of old old work orders back from 2016. you know that that can't be that can't be a good thing. So I I've tked our foreman that each week they're required they're assigned three to five old

048work orders that they need to verify and close out so we can clean up those old work orders and get things to where a much much manageable pace and it's showing in the numbers. So within our FMX system we have a reporting tool we can kind of pull off some data. So in 2022 our work order completion time was at 62%. So what does that mean? So for us, we have a 14 workday period to where a work order then becomes late. So if you submit a work order, we have 14 days to complete that before it becomes a late work order. So that for a while that was, you know, a headache within the district. People would put in work orders and it would take weeks and weeks and weeks in order to get

049things done. So trying to again productivity and accountability, we wanted to get that number up as high as we can. So, as of right now, we're at 80%, which I mean, I think it's fantastic. Obviously, there's the room for improvement. Uh, pending work orders. So, that's again those late work orders, work orders from two, three years ago. We want to clean that up. Um, that used to be in the the 3000s and actually it's probably a lot higher than that. This is kind of rough estimate. Um, when this report was created, we were down to 720. So, just that, you know, we want to be accountable for our work. We want to make sure that we're doing what we need supposed to be doing these buildings to make them a place where teachers can teach

050and kids can learn. And so getting that number down to 720 that was to me that was a huge accomplishment and uh great work seeing that our guys are out there getting after it you know get make sure that those work or getting completed. So standards of service survey is something that goes out to principles and staff throughout the district. So these are our numbers the last uh three years during the fall season. So you can see that we we trended up uh into the 90%. Again something I'm really happy for to see that you know our efforts are being seen at the district level principles vice principles athletic directors they're seeing that effort being put in responding in a positive way. Uh we did have a drop on empathy to 88. I I take

051responsibility for that because that was the fall of this year, the school year, and we had a short summer. So, I did tell my guys, unless it's an emergency or a safety work order, don't do it. We got too many projects, we got to clean up before before kids come in. So, we probably had a drop there and teachers wondering why my stuff getting done. That's probably why. But we're after it now. We're making sure those things get done. We want to make sure we stay in that 90 percentile range. You know, that's our goal. We we we're shooting for for greatness in in facilities and operations. Um so we want to stay in that 90% during these uh all these surveys that are taken by our our major stakeholders, the principles, system principles and

052uh you know athletic directors. So we have I want to kind of highlight some of the stuff that we're doing internally as our trades group. So many people probably in this room are aware of the the steam project over at West. So, the steam project was pretty much all done internally with our with our tradesmen and besides the uh the the grid ceiling, but we did the lighting, we did the painting, um took beautiful before after pictures, uh pulled out the old ACM flooring, established new carpet, new paint the classrooms, nice new bright lighting, uh painted the wood trim, which I think really pops that nice white. I think looks just awesome. Um I love this picture. this before after this was a a through closet in between two of the rooms within the uh

053the steam wing. So just the the transformation that that takes putting in obviously the new cabinetry painting it up making it look nice the new flooring uh just it creates a to me just a better learning environment. Um I did get some push back but I love the the logo in the floor there. I think that just helps, you know, the kids are in the steam pro in the steam program, you know, let's let's use that to to help them. So, getting that little design in there, I thought that was really neat that we could do that for them. Um, again, just a fresh new look to a space that was otherwise, you know, kind of ordinary. Uh, Roosevelt, that was the original carpet that was in there, the original hardware. Um, so we put

054this this uh this carpet in here, this broad loom. Uh again, all our guys did that. That was all internally done uh with new new fasteners, new hardware, and new carpet. I think it it just looks great. It matches the the school's [clears throat] excuse me, colors, too, with the nice red. And um I think it just makes that space just look fresher and new. So, again, we're always looking to to progress and and be better. And one of those things that, you know, we can do in facilities. You know, some of the things that we're we're doing right now, too, is we're teaming up with uh Comemed and Helm to help uh look at our our building envelopes through our our building automation system. What can we do to to help cut down energy

055and utility costs, but still maintain the standard in RPS during those working hours? So, in doing that, we're trying to save as much as we can with that with the technology we have and the systems we have uh to try to help one save the district money and those rising utility costs that just continue to happen. Um, and make sure that uh we're doing our best due diligence as a steward over those um different mechanicals. And then we're trying to also empower our tradesmen that to be more proactive and be more responsive so we're not as reactive. You know, we didn't sign up to be firemen, right? We get that emergencies happen. we have to go put out fires. But as we're being more proactive as we're in the buildings, as we're seeing things that

056need to get done, to create that work order on our own to get that that work order completed, so we're not relying on just the schools and the the teachers here and the ops to to do that work to let us know things are broken. Let's I want to be more proactive when we're in these buildings. Let's look around, see what needs to be fixed. Let's get to it right away. Let's not wait, you know, to till someone has to, you know, put that in until we get out there. Um because all that's, you know, it takes time out of their day. That's what we're here for. We're here to support them. You know, I I look at it as we're we're customer service, right? We're here to to serve the schools as much as

057we can, as best as we can. Um and so when that by doing that, I think if we can be more proactive, that's going to help everybody out in the long run. So our facilities teams, you know, we're playing a crucial role in supporting the the strong learning environments, you know, across the district, you know, by strengthening accountability, increasing productivity. We're making sure every classroom is a place where teachers can teach and students can thrive. Uh we're building better systems and ultimately better conditions for learning one work order at a time. That's my time. Thank you. Any questions? >> Are there any questions? >> I can't see lights. So, >> I just I want to thank you for the presentation and thank you for all the work you do in the schools. We get um

058I think we get a lot of compliments about the facilities reaction to uh from school administrators about uh how well you all work with the administr the school administrators and we appreciate that. >> Thank you. [applause] Okay, so [cough and clears throat] we're on to board member reflections. Do any board members have anything to share regarding any events you've attended or any interactions you've had in the community? I can't see lights. Is anyone wanting to say Mr. Carpenter. >> Um I did just want to um make a report. I guess we had gone to a number of us had gone to the uh tri conference in Chicago in November. And I just wanted to um report some of the um sessions that I attended included ones on crisis communications, another on setting your new superintendent

059up for success, another on uh superintendent employment contracts, and another on that was called you can't make this stuff up, legal review, and another one called legally stumped. So those were the things that I attended and got some um good tips from and things that we used especially on the superintendent um process hiring process. So I just wanted to let everybody know that what we what I at least attended in the uh at the conference and how it was uh helpful for us. Thank you. >> Anyone else miss Bennett? Okay, there were some sessions I attended with Mr. Carpenter, but a few I attended on on my own. Uh, one was a student panel. They were amazing. So, current students, former students all across the state of Illinois. So, some students are um in career,

060some are in college, some were flown in for this panel, which was really amazing to see. But one of the cool ideas that they shared was one full day that um students in different districts were able to plan their entire day. So, they had a non-instructional day of different segments that they chose. They helped plan. They had staff plan, which sounded super cool that um other districts were able to figure something like that out. I also attended a legislative section uh session and um so different legislators all across the state to talk about the different needs that their dis districts in their um in their for their constituents. Sorry, lack of words here. Um, and just different struggles all across the state that we're all collectively having and how we're all collectively advocating for um,

061you know, increase in in funding in lots of different ways. Um, and then also multiple sessions about um, superintendent contracts, transition planning, um, and kind of making sure that we continue our momentum and get um, up and going in the next school year. So, thank you. >> Thank you. So just personally I attended um the setting up the new superintendent for success the superintendent contracts and uh one of the general sessions they were they were giving awards for best new construction and remodel projects that I think our quad would definitely qualify for next year if anyone could see that we're nominated or however that process is. I'm not sure, but it would certainly be worth it. Um, anyone else, Miss Haley? Um so I attended several sessions but one of the ones that really stood

062out for me was um there was a dual language session um on biiter biiteracy and I know that we do um in some of our schools we we do have the biiteracy um curriculum and I think it's very important that we continue that and try to expand it especially when we're in a global economy. It's really good to catch kids um when they're young so that they are able to learn uh dual languages so that they're able to go out into the world later and explore the world. So, I thought that was a very good session and although some of the other ones I attended, especially um hiring a new superintendent, um there was uh um another one on uh legislation and um I was also served as the delegate for our area. Anyone else?

063>> That will conclude our report. Thank you, Miss Stanford. Our next um committee report will be the performance and monitoring committee, which will be led by Miss Bennett. >> Good evening. Tonight for our feature presentation, we have Principal Gibbons here to um talk about RiverD Doll. Um and as he's coming up, I want to thank I think there are around 50 staff members present from Riverdall. >> [applause] [applause] >> So, I want to thank you for letting us come into your home and uh welcoming us here. Thank you for staying. I know it is very late. Just as a future point, we're going to try to move the presentation to earlier in the meeting because I know you work very long days and uh we appreciate you staying and all that you do and I'm

064looking forward to your presentation. Thank you. >> That work? Whoa. All right. All right. Thank you guys for uh having us here or thanks for us having you here, I guess. Um first off, I do want to give a quick shout out to those of you the guys that got here at like 12 o'clock and got our building torn apart and put back together. We look great. Um uh so I really really appreciate that. Also, I do want to appreciate my staff uh for being here. I know that we'll be back here in 12 hours with kids. So I do appreciate you guys for being [applause] here as well. Um does this clicker? Awesome. All right. First off, I'd like to just real quick, my name is Tommy Gibbons, not Mr. Gibbons. Tommy Gibbons. Um,

065I came to Rockford about 27 years ago as a math teacher at Resa Middle School, which I absolutely loved. And I had opportunity to then be an assistant principal there uh for probably I was there about 16 years or so. And then nine years ago, I was given the opportunity to come over to Riverdall. Um, I didn't know that I was going to be working with some of the hardest working people uh in our district, which is our elementary teachers. I'm just super super proud to work with them every single day. Um, so quick shout out to them. U, this is our Riverd Doll snapshot. As you can see, we're we're somewhere between 530 and 550 usually on a regular day. Uh, we have a pretty high level of poverty. Um, pretty large group of

066EL learners. Our mobility rates pretty high as well. Um, all in all, as you look through this, you can see that we have a pretty diverse population and um, economically disadvantaged. And I tr I believe that our number is probably a little higher than that now that we have this grant. Um not all of our families will uh acknowledge where their their financial situations are. So I do think that we probably have a little bit higher um poverty than than listed. Um as we look at some of our highlights this year and we think of over the 23 to 25 year unfortunately we've been sitting in that intensive designation. Um, and we've been working really really hard. The nice thing is is that uh from 24 to 25 we did have a 3% increase in

067our proficiency within ELA. Um, and we also had a 5% increase in our math uh proficiency, which is is awesome for uh our kids and the the hard work that we've been putting in. If you look at our growth um within ELA, we've increased by 12 points within our growth. So, they may not be at that proficiency point, but they are moving in the right direction. and five points as far as our our math grows. I think the other thing that's important to to state here is that although we didn't make it out of the intensive, we did grow about 14 points within our overall index score, which I feel is is a pretty good measure. Uh we missed that cut by just a few points. So, um I do think it's a shout out

068to our teachers and the hard work that they've been doing. So, some of the things that we've been doing over the last couple years to kind of move ourselves in this direction, uh, a handful of years ago, we jumped into the science of reading and we realized that we have a lot of students really struggling within our foundational skills within literacy. So, we started a flex grouping model. Uh, we saw this over at Westview Elementary. It's a a walk to learn model. So, that's the W2L there. It's our second year that we've been doing that. And uh basically that is a first grade through fifth grade entire building flex. So at 1:00 or 110 to about 150 all of our kids get jumbled up and they go to a classroom at their exact need. Um

069and we rotate that about every six weeks. Um so that's been one of the things that we've been working on. We've also implemented a uh instruct our explicit instruction this year. um really with the ideas of helping our students having more opportunities to respond which we hope increases our engagement in our classrooms. We also implemented Champs which is a classroom management uh plan um within our our building. Just recently with the help of our building committee and our classroom teachers we adjusted our PLC structure from our traditional two PLC's a month to four PLC's a month and we are doing it weekly. Um, and those are structured along the bag. So, we're focusing on behavior, uh, academics, grades, and SEAL is what the S stands for there. We just started that in December, so we've

070only had like one round that we've been through, but um I I'm pretty hopeful that things are going to go well with that. We did notice that our fact fluency was kind of a struggle. So, we've been using a little bit of Brian Pony's facts on fire um in some of our classrooms to try to help increase that fact fluency. And then we also jumped on to the literacy progress monitoring with MCL class. So, those are just some of the things that we're doing and successes. As mentioned already, our AR proficiency and growth increased. Um our we've increased our parent communication and connection this year uh with the help of Thrillshare, Seesaw, um and just being out in front of the building when parents drop off. Um this is our second year of Walk toLearn.

071Um and we've noticed that we've got a lot of students that are moving in the right direction. We've uh we have kind of an enrichment group. So once they graduate out of our UFly program, uh we put them in an enrichment group and the number of students that are shifting into that um into that group are is increasing as well, which is pretty cool. Um through the use of explicit instruction and standards of practice walkthroughs, some of the things that we've noticed is that there's just an overall increase of engagement in our classrooms. Uh we got a lot of kids that are just um when we do our opportunities to respond as a coral response like everybody's doing everything in our classrooms versus what I was teaching um if I had a cla quiet classroom

072and kids are raising your hands we thought that was a great thing but that also meant that little Johnny in the corner was probably sleeping. So we've done a good job with increasing the engagement there. We've decreased our chronic absenteeism. If you look at our at our uh trend, uh three years ago or four years ago, we were at 84% of our kids were chronically absent. And last year, we actually broke the 50% threshold and got our down to 48%. So, that's an amazing thing. [applause] Um we've really increase our MTSS system, making sure that we have all people at the table. like we've done a good job in the past of siloing behavior, academics, attendance. This year we've done a good job of pulling that together and we meet meet twice a month to

073talk through that piece which is is great. Um and then we still do have some pockets of like individual if it's a child that's just having an academic concern, we still have an academic MTS piece as well. So we're not we're able to uh tackle more children um in a short amount of time. Once again, the explicit instruction has done a great job with increasing our attendance and Champs is just showing our students what they're supposed to be doing while they're here at school. Um, and that's kind of been one of those one of those challenges that we'll talk about in a second. Um, big challenge. Last year we had six staff members retire. Six great teachers retired from our building and we had to hire in some new staff. So, as you look through

074that, you will see that we have nine new teachers. four of those teachers or five of those teachers are from another uh either outside the district or another building. And then we have um four new support staff. So quite a few new people in the building. And then when you look at our new um our our staff just in general, 18 of our teachers are considered non-tenured. So that means that they're under that four-year threshold. So that's a challenge that we have right now. uh recruiting and retaining teachers, that's a that's a national issue, but it's it's a huge issue here because sometimes we can get them in the door, it's a matter of keeping them here, has been a challenge. Um our attendance and chronic absenteeism, although we've reduced uh to 48%. Um that's

075a lot when you look at some of our kids missing two and three days a week. It's a really hard thing to close that ac that achievement gap. So that's a struggle. And then like our zone just in general, like I've mentioned, I've served this population for the last 26 years. Some of my parents are students that I had when I was at RISA. Makes me feel old, but um some of our guardians didn't have the best experiences in school um and maybe didn't have um successes and all of those things. And we're asking some of those parents then to show their students or their children to do some of the things that they struggled with. And that's a real problem that we're trying to work on. So, um, and then lastly, we talked about

076our math curriculum and it's great that we got a nice tier one instruction or tier one math program a year or so ago, but we're noticing that it doesn't really have like progress monitoring and there's a lack in the foundational skills. And those are some of the things that we need to make sure that we're tackling with our kids. Um so closing thoughts. So although we're doing a lot of great things, um there's still a lot of things that we need to do. And so these are some of the things that we're looking at for the rest of this year and jumping into next year. First off, we need to make sure that we're tackling those um tiered supports for mathematics, whether it's the foundational skills. We do have some students that are upper, so

077we have to be able to reach all of our kids. Um, fact fluency goes back to that math piece. Um, our students really struggle with writing. We work really, really hard on a lot of things with comprehension and and and things like that, but when it comes right down to it, our kids just don't write enough. And let's just be the AR is a writing assessment. And so we got we got to do a better job with that. Um, SEAL and behavior, we've got to find a way to um talk about what school really is. I feel like maybe we've lost sight of what school is and u the purpose of why we're here. And then uh last thing is supporting our our neighborhoods. And one of the things I can say is I've connected

078with the ROE and Devon LaRosa and we are working on some parent engagement. Actually February 9th we have uh planned a night where we'll be inviting parents in to have some conversations around school expectations. What do they want for their children? how can we support them and how can you know do all of those things to help move Riverdale in the right direction and I think that brings me to the end. So [applause] >> thank you so much. Does anybody have any comments or questions for Principal Given? Miss McCall, >> I just want to congratulate you again on your gains and uh thank you all for for you and your staff for staying after and everything that you do for uh the River Doll community. And then a special shout out to Miss Gloria back

079there. >> Thank you. >> I have a quick question. >> Oh, sorry, Miss Pearson. Yeah, shout at me. First of all, thank you very much for the presentation. Will the staff of RiverD Doll please stand? I I can't see. [applause] Thank you so much for all that you do. I I do have a question in regards to um absenteeism. So, what is your percentage of walkers that you have? >> So, um, since I've been in this building, Riverdall is a 100% bust. So, kids are either dropped off in a car or they have a bus here. Um, due to the, this is what I was told is due to the, uh, speed limit around our building with with 20 bypass 20 here, Kishwalki and Sandy Hollow, it's too dangerous for kids to walk. So, as

080of right now, uh we are a zero walk building >> and we have um and your percentage rate for absenteeism is what percentage again? >> Chronic absenteeism is currently 48%. >> Did you say 40? >> 48%. >> Thank you very much. And you also mentioned um a plan and to reach parents, but I couldn't hear because of the the room was so large. >> Yeah. So, I'm working with Roe and Devon LaRosa um to hold like a parent meeting on February 9th after like we have institute that day. So, he's going to stick around. We're going to bring parents in just to have to start the conversation of um what is school? How do we support you? What do you really want for your child when you bring them here? Uh because I think we

081don't really have that conversation with parents. I think sometimes we talk at parents, but don't talk with parents. Um I think our parent teacher conferences, we sit down and we're like, "Here's your kid. This is what you got to do. All of these things." And chances are they struggled with all of those things. Um but if we have the conversation of like you're at RiverD Doll, we want to support you. Like what do you want for your child when they come to school? I think that's where you got to start. >> Okay. Thank you very much. I I think um this is just a statement. So with a absenteeism rate of 48% with transportation being provided is problematic and and it sends a message that there is some greater problems present. my mind frequently goes

082back to um when the state uh board of education representative came he talked about the symptoms and so at a 48% absenteeism rate there are some symptoms that we we haven't been able to tap into or address and um I think that it is an opportunity for our district to also collaborate and work with principles to reach parents and how we can get if you have 100% students that is provided with transportation with a 48% absenteeism rate is overwhelmingly concerning. Um and students attending school two to three times per week is even a greater concern. And so I long to see the day that we're able to really collaborate with community members and other organizations to really tackle uh the issue beyond transportation. Um because we know that transportation is a help but when we

083see the results of even providing transportation that let us know that there's a greater problem. So, thank you very much for the detailed data and I'm sure whatever the board can do in in any way um you can always reach out to us. I look forward to the the school visit. Thank you. [applause] >> Does anybody else have any questions? I have a question. If not, no. Okay. So for your um for one of your challenges you said guardians ex or experiences with school. So in all the presentations we've had so far that's not been a ch not that it's not a challenge for other schools of course it is but it's one that hasn't just been identified in the way that you have discussed it. So, is your information coming from um teachers having

084conversations with parents, students having conversations with staff, like where how do you know that to be an issue to the point that it rose to a level to discuss it here today? >> Um, good question. So, I think a lot of this information comes from like informal conversations, whether it's teacher to parent, administration to parent, staff to parent. Um, and just also the fact that um, and and like I I mentioned, like I I don't have any like strong data to back this up, but being a teacher in this zone and having some of my former students that I know that struggled with absenteeism, with uh, completion of work, all the things that come with SEAL, things like that are now part of our parent population. And I wonder if the fact that they were

085struggling themselves, now I'm asking them to do the things that they weren't able to do, um, is kind of where I'm coming from. I think the other thing is is that um I've had conversations with parents and I I almost feel that the number one concern that we sometimes hear is that um I'm imagining it can be embarrassing for a parent to talk about their success or their failures in schools. And so I think we hide it sometimes by talking about it in a positive way. like the number of parents that I'll have come in and be like, "Well, I got expelled out of this school and this school and this school." It's almost as if they're trying to put on this like front like because the other side's really painful and really hurtful and

086you got to be vulnerable to do that and that's not something we do a lot of. So there's a lot of feelings that I have there, not strong data, but that's where that conversation is going to come on February 9th is to get some of that information uh because it's it is probably more of a feeling um than hard data. >> Okay, thank you. And one last uh question. So, um, does your school do any work with alignment Rockford and like the EDI data and kind of the asset mapping and, you know, given your, as you mentioned, your geographical location in the city and the lack of resources that are in this quadrant of the city and kind of any work with them at all. >> Um, so I don't have any partnerships. We do

087use our our kindergarten teachers did complete the EDI the last couple years and I think fifth grade did a couple years as well to see if there's a trend of the the first year's kindergarteners. Um and we definitely look at those maps and I know that when we first did them it was designed not to be school zone but by region of the city but when you look at it you definitely see the the uh the desert of resources that are in our area. >> Yeah. Yeah. And I would wonder when you have your conversations with parents if that's part of it, right? Like the the transportation barriers, all the things that go into the other resources that families and students would want to access just aren't very nearby to you. So yeah. >> Okay.

088Uh thank you very much. >> Thank you. >> And if there's no further questions. >> Yeah. Yeah. Um and um Dr. Dr. Gallagher saying for anybody you're welcome to stay of course but any River doll staff that would not like to stay for the rest of meeting you are free to leave of course um or stay whatever you'd like to do but thank you very much. >> Thank you guys. You guys have a good night. [applause] Okay, moving on to the preview of our consent items. Um, we have a few um items um tonight and Dr. Gallagher as well as a few other staff are here. Um, should anybody have additional questions for item letter K, student activity fund management, we have letter L, Rockford Park District lunch research lunch recess partnership proposal for Washington

089Elementary. Ayanna Natanova, Independent SLP contractor for special education. Presence learning addendum for special education. Palma Palma Multilingual Solutions Professional Development as well as formative professional learning. Does anybody have any questions on any of these agenda items? Miss Pearson? I just have a question just for agenda clarity. So again, anything new um is planning and developing and anything that you are monitoring is performance and monitoring. So, what are we monitoring with the um Washington recess lunch and recess or is that >> this is an expansion of a program that uh it's if you're familiar with the Rockford Park District and the work that they're doing before school, after school, and during lunch at Macintosh, right? This is an expansion of that to Washington. >> Okay. That's what I'm I wanted um clarity on. So the fact

090that um so if if the park district um for an example hypothetically the um reaches out to partner with say Riverdall, it would that would just be a continuation of monitoring what they the the global work that they're doing. >> Yes. So there should be no work um that the park district is doing um any partnership with any of our schools that should fall under planning and developing >> the basically what they're doing is copying and pasting the work that they're doing at Macintosh and applying it to Washington. So it's not necessarily something new. It's just scaling up work that's already existing in another school. >> Okay. So if there >> if there was something new yes absolutely that would be in planning part. >> All right. Thank you for your clarification. >> I think

091the clarifying would be if their scope of work changed. So this is a expanding their current scope of work but if there became a new scope of work or a different type of partnership that would be in a different area. Is that accurate? Okay. Thank you. Did anybody else have any questions on any of the agenda items? Three, two, one. Oh, okay. Did you include O in the list that you indicated? I did. Yes. Yep. >> Okay. >> Do you have a question? >> I do. Okay. >> So, in the executive summary, this is the one. Hold on one second. I'm going to take another look at that. one of these, I thought it was item O, um, indicated that there were agencies that weren't willing to assist work with their competitors. But I'm going

092to I'm going to double check and see if this item is correct and I'll email and probably we'll discuss it at the the meeting on the 20th. You Thank you. Okay, that concludes our report for tonight. Thank you. >> Thank you, Miss Bennett. We're moving on to item eight, the governance committee. Items under item eight include item 8A, which is board a revision to board policy 4.10, which reflects a change in the state law requiring that the district's statement of affairs be made available to the public no later than December 1st of each year. Are there any questions? >> Again, I'm hearing an echo. Did you were did you list all every item? >> No, I just said item 8A. Are there any questions on 8A? >> Nope. or are you? And if there aren't

093any, we'll move on to item 8B, which is board a revision to board policy 430, which uh reflects a change in state law addressing deposit requirements for financial institutions subject to the Illinois Community Reinvestment Act. Are there any questions about 8B? 8 C is B board policy 4.80. It reflects a change in state law requiring the district's annual financial report be submitted to the regional superintendent of schools on or before October 15th. Are there any questions to item 8C? 8D is a revision to board policy 5.10. It's updated in response to the victim's economic security and safety act, which prohibits workplace discrimination and retaliation based on an employes's use of employerissued equipment to record a crime of violence against an employee. Are there any questions about item 8D, board policy 5.10? Item 8E is a

094revision to board policy 7.150, which is the update in response to the state law requiring districts to establish a policy regarding law enforcement requests at schools, which has to be done by July 1st, 2026. Are there any questions regarding board policy 7.150? Miss Bennett, >> I have a question on um 7.15R the administrative regulation. So on um page three it says sorry Okay. On page three, at letter A under investigation in schools, if the principal requests assistance, a law enforcement officer may conduct an investigation within the school building and/or school grounds and interview students as possible witnesses in school during the school day or during school related events. So, should this situation come up, let's say after school or after hours, like an after school event, would legal still be able to be contacted after

095hours? And is it the same number or what would be kind of the policy or procedure if a coach or somebody needed to contact the legal department? >> Cabinet level members and building principles do have my district cell number. I do answer that phone at after hours and and uh essentially whenever needed. Um I to the extent that they are having uh school related events, they are still mostly during the day and not excessively late at night. So to the extent possible, I will answer emails and or phone calls if they make them during that time. Thank you. Are there any qu other questions regarding 7.150? >> Thank you. So this um same policy is the one that we had the in-depth conversation about. So first I want to thank you um for the work

096that you put into to to make this policy as clear and concise uh to be understood. I certainly trust your ability to manage this from a legal perspective. abiding by um both state and federal law. So, I want you to know that we definitely app appreciate that and it has been an ongoing um I think that it's been um because of activity period, there's been a a heightened awareness of it, but many things concerning our students prior to the heighten have always been a concern and a priority for our PS 205. So, thank you, Attorney Gmith, for putting in the work to make the necessary adjustments for the sake of understanding in layman's terms. Thank you. >> And Miss Bennett, >> one last question or statement, I suppose. Would somebody be able to just briefly

097describe how the training will work for staff to be trained and the um like the record of individuals to be trained if somebody doesn't mind? >> Sorry, could you clarify the last part of that question? >> Just the record of individuals to be trained and how that process would work after the vote of this policy at the end of the month, >> right? it would look very similar to what we've done over the course of the last year. Um I think what we would want to do is formalize that more so. So when we last met we had stated that when we do have an upcoming like all principles meeting or when we meet with our assistant principles that we would make sure that we would have a roster of everybody that was in attendance

098for that training and make sure that they would sign off for that. >> And I would add I do believe the training is this week or is it next week? Uh >> I believe it's set for the 7th is when I believe the deputy general counsel will be pres presented. >> We do. Yes. >> And this meeting is mandatory. This training is mandatory. >> Yes, it is. The meeting that uh Miss Goldmith is referring to is the all principles meeting and that's why I hesitated because we also do want to make sure that we're covering it with assistant principles as well. So, um, it'll be a series of unfolding meetings over the course of the month. >> Thank you. Are there any other questions on 7.150? >> Thank you. Moving on to item 8F, which

099is a revision to the board calendar. Uh Illinois law prohibits this board from meeting on election days which includes March 17th, 2026. Um so that was a day we had the board meeting scheduled. Um we'll have to move that to a different date. Uh we could do that on perhaps the previous Tuesday which would be March 10th or perhaps the day after which would be Wednesday March 18th or maybe there's some other dates that other people have ideas for but I'm just wanted to see what everyone thinks. >> When does spring break in March or is it in April this year? >> It's at the end of March and goes into April. Do you have any thoughts or >> I'm flexible at at >> Okay. >> Except Saturday. >> Okay. Thanks. >> I would also

100say not Saturday. I would say another Tuesday I would work for me. >> I didn't hear that last part. >> Another Tuesday would work for me. >> Okay. the um the following Tuesday, the 24th is the fourth Tuesday of the month. It's before spring break. If you want to keep it on a Tuesday, that's an option, too. and and then their committee the whole would still be two weeks later. So we wouldn't be going backtoback Tuesdays. >> We've done that before. >> I know we have, but I'm just saying that's a way to avoid that. >> I would be okay with the 24th. >> Miss Haley said she's okay. Miss Stanford said she's okay with that. So, we'll put that on the um agenda for next meeting to vote on that change. Okay. Thank you.

101Item 8G is a discussion on the expulsion and obeyance process. We had talked about wanting to have a public discussion about student disciplinary processes and um so that's why this item's on the agenda and I I think Miss Pearson was kind of leading that um request. So I'd start with you if you want to begin the discussion on it. >> So I'm hearing an echo again. Thank you. >> Oh, sorry. Item 8G is the expulsion and obeyance discussion which was something that you had discussed and if you wanted to start that discussion this is an open discussion on that topic. >> Oh absolutely. Thank you very much. So um I I mentioned this uh to Dr. Lawren or Miss Lawrence, Dr. Lawrence. I don't know if that's coming down the pipe. I don't know. But

102so expulsion in advance um to many people know that there was once um upon a time, it's it's not in existence now, a zero tolerance. And although I I don't know what the future holds with Senate Bill 100, um I think that there was a another bill to kind of support that because that was in some opinion too restrictive. So I can see um things uh coming along that could potentially do away with Senate Bill 100. I don't know. I'm not saying that it will, but it is a a concern. But the um exposure in advance give students an opportunity. Uh some may interpret it as a second chance to really get a grip on it and to show up and do what they are supposed to do. The challenge with um from community or

103a parents perspective is the only thing they see is expulsion. And I have advocated in the past that when the emotions are high that we probably shouldn't pressure parents to sign a um an explosion in advance because again they're only hearing expulsion. Emotions are high. um you know there some may feel that they things have not been close that looked at closely to really get the details to make such a a determination and so I really can't stress enough and the plea is out to every every school I know that student services I mean we have given parents second chances to um change their mind about signing it. If you fail to sign it, and this is what is so important for individual parents and families to understand, not signing the opportunity to have the

104the expulsion in advance is an automatic expulsion. And depending on what the reason for the expulsion is, you put the student in risk of not being educated for a period of time. And we are in the business of educating students. And on rare occasions, there may be an explosion, but that expulsion in advance is an opportunity that you do not want to miss. If you say no to a an expulsion in advance, you're saying no to your child's education. And that is something that really need to be clarified and understood rather it is a video clip on the website with the top five points or advantages of signing um exposion in advance. um we know the literacy or subiteracy or illiteracy even in our adults in our in our community. So I think that it

105is very important that we make that very clear and be able to send a clear message with um educational so social educational um determinance of of education. It is important that we really make it clean clear and explain what a exposion in advance is and that is my ask and I don't know you know we it comes up when we discussing the um student code of conduct but I still think that there is area of opportunity that we can make it even more plain and in addition to what expulsion in elementary school look like. It is rare, extremely r rare, but it happens. And so I long to see the day that our community because RPS 205 cannot solve every problem. And I've said it once, I'll say it again. All hands on deck from

106RPS 205. We're doing our um equity initiative is doing a phenomenal work and reaching out and adding those that support. Um the work is ginormous and there's no way that RPS 205 can tackle it alone. So if we what we can do I do ask that we will do and that is really simplifying it for a third grader to be able to understand what a um expulsion in advance look like and what it means for them and understanding why it could be for the remainder of the year to through the beginning of the next year or as much as two years. I think that we we really need to make that very clear with the why behind it. Thank you. >> Thank you, Miss Pearson. Miss Bennett. >> Uh thank you. I think something also

107that's important to add is for the community and families to understand that there are sometimes things that students do that uh expulsion and obeyance is not appropriate and would not be the recommendation. So we as the board have to balance safety of staff, safety of students, safety of teachers and there are some times when families have um become aware of an expulsion advance or alternative programming or things that they are requesting but a student has done something that is significantly uh egregious and as a extreme safety concern and um there are times when that's not going to be an appropriate response or something that we by law are able to do. So, I think families really having an understanding of what the code of conduct is and that we um can't jeopardize safety of all

108for one student. And of course, we want to educate student. I agree with everything that Miss Pearson said and we advocate for students whenever we can. Um but there are some times that, you know, by law that's not appropriate for the rest of our our district and um it's beyond our control. So, >> thank you. Oh, Miss Pearson, did you have anything else? Actually, sorry. Let me get Miss Haley real quick before if I can let Miss Haley talk since >> I'm sorry. >> I'm going to let Miss Haley talk first and then I'll come back to you. >> Oh, >> so I know there's an echo in the room and we really can't understand. So, I might be repeating something else somebody else said. something somebody else said. Um, but to piggy back off

109of what Miss Pearson and what Miss Bennett has stated, parents need to understand that the difference between expulsion and expulsion and abance, but also the term itself. I I do get um questioned by the by community members about EAS and when they see the list of students they they assume that all of those students are being ex actually expelled and maybe I don't know if we could change terms but EIA's expulsion and abance is really just deferred expulsion or you're you're staying in school on conditions I need we need to clarify what that means not only to parents but also to the community. So it doesn't look like we're just, you know, every time we meet we're click we're kicking out or expelling 20 to 30 students when that's not the case. They're given they're

110actually given an opportunity to redeem themselves and be scholarly and uh good citizens in the classroom. So I that I think needs to be clarified with the public as well as with parents and further you know what you know if a parent doesn't sign an actual EIA then the student is expelled. >> Thank you Miss Haley. Um Miss McCall. >> Thank you Mr. President. Um, I just wanted to reiterate, um, we're we're doing this for for public information to make sure that parents and and and everybody understand the terminology and things that are associated with the expulsion in advance. And I also wanted to thank um, Mrs. Lawrence and Mr. Graphy for their continued um efforts on trying to relay that message to um impacted parents and and guardians that come across this this type

111of um terminology and the these type of of discipline actions. So, I just want to thank you guys again and I want to make sure that we're just trying to make sure everyone's on the same page and understanding the terminology u when it comes to this this particular disciplinary actions. Thank you. Miss Pearson, did did you have something else? >> I just want to to add this. You know, I think about how and I've gotten feedback from parents where it relates to their child's behavior, specifically if they're challenged in reading. So when they're in in class and they're called upon to read and they're challenged in reading, they become defensive and they act out and they figure out a way to get put out of class because they don't want that side of them revealed.

112So imagine being an adult and you're called um everything is legitimate. you know that that the child, you know, broke the the rules or violated the student code of conduct, whatever the case may be. Um, do you really think that parent is going to tell you that they cannot read? They will become defensive and emotions heighten because that is their escape. And I'm just asking for sensitivity that we um go an another extra mile because I I I think that um Miss Lawrence and her team have have done a phenomenal job in trying to make things very clear. But these are just the times that we're living in. And so we have to do something to make sure that it is understandable. So, if someone can circle back around, um I because I mentioned the

113video method over two years ago for the sake of communicating particular items because I visited um a school and the principal shared with me that a parent finally reached out to the principal and asked not to send notes home because they could not read and that is a a huge societal issue. It's just not that family's issue. Being unable to effectively read affects our our entire community and it has become a our a problem for for all of us because it kind of spirals. So, if I can get um a a resolution in that area of how we can communicate the the acronyms that we use and you know clear definitions in a video clip that would be absolutely wonderful. Thank you. >> Thank you. Did anyone else have any other comments or questions on

114this topic? I just did want to thank uh I think mainly Miss Pearson for for getting this on the agenda for bringing it up for board discussion and it is an important topic and uh student discipline is an important topic and the code of conduct and we spent a lot of time on that. Um, but I also I guess I just want to um point out Miss Lawrence has told us before what number what the approximate percentage of students who have zero code of conduct referrals is and it's like 80% or something like that if I remember right. >> Yeah. So I mean it over the last since we've um revamped the student code of conduct we've been taking really good data and looking at level one, two, three, and four violations across the district.

115And over the years, it's just getting better and better. Our discipline drops by 50% every year since we revamped the code of conduct. And that's not because we changed how kids are disciplined. It ch it it's because of the work that those teachers that are sitting in our audience are doing every day and the work that our support staff are doing every day with our students, identifying problems early, intervening early, providing al alternative placements. You all approved sore and we have 30 students there right now that could have been on EIA agreements or expelled because their behavior is egregious and they need additional support. So our percentage is in the high 80s if not 90% at this point of the school year this year of students have not violated the code of conduct at all.

116Not even a tardy. >> Thank you very much. Yeah. Um, we're moving on to the item nine, which is the preview of governance consent items. Are there any questions regarding the governance consent items, which are items 9A, meeting minutes, and 9B, the freedom of information log? Seeing none, we're moving on to item 10, which is the petitions and communications portion of our meeting. When we invite the public to make comments, uh, slurs, profanity, harassment will not be tolerated. Should any speaker use unacceptable language, they may be directed to immediately surrender the remainder of their speaking time and may be restricted from public comment in the future. The board will not respond to the comments at this time. If it's appropriate, you will be contacted in a timely manner by staff. The speaker will be allowed

117no more than five minutes to address the board and it is not appropriate to discuss matters that would otherwise be confidential in these open meetings. Um there's a digital clock that will show the time for five minutes and our speaker tonight is Craig Corkran. Hello. Yeah. Thank you to Riverdall. Thank you. They all left. All right. So, our goal to recruit and retain highquality professional staff. Compensation must reflect the realities of today's competitive educational landscape while ensuring market competitiveness. Each year, critical teaching positions go unfilled, particularly in areas like special education, math, science, and bilingual education. As the executive director of talent acquisitions for RPS stated on April 15th, 2025, the national teacher shortage has only intensified our local challenges with western suburb suburban districts actively recruiting Rockford educators through significantly higher pay. This isn't

118a staffing problem. It's a quality of education crisis. In the RPS legis legislative priorities, it was clearly stated the teacher shortage crisis impacts districts across the nation. But in our area, it's become especially challenging to fill positions in high need areas. Addressing the shortage is critical to maintaining quality education for every student. Rea survey conducted on October 2024, 50% of our educators reported actively seeking employment elsewhere. 21% have already applied outside the district. 45% are considering leaving the profession entirely. 20% hold a second job just to make ends meet. Additional RPS loses 50% of new hires within the first five years. At the same time, our teachers face escalating challenges in the classroom. from Jen Lawrence's code of conduct listening session revealed surges in the following student vaping and drug use physical aggression chronic low-level

119misconduct in the growing demand for alternative learning environments according to the 2025 ISBY exclusionary data discipline data Rockford ranks 22nd in the state for overall suspensions and 10th for expulsions out of over 800 districts we want to acknowledge that our students come from difficult situations and those bleed into our schools, but we are committed to our students and our community. [applause] Looking at Belvadier, Haneneiga, Elgen, RPS is 24% less than these districts starting salaries. And yet another 18 to 20% lagging behind their highest scheduled salaries and RPS 205 salaries significantly lag behind the other 800 plus districts in Illinois. There are 18 districts in the state that have a student population over 12,000. Of those 18 districts, RPS ranks 16th for beginning salary, 17th for end of career salary. Meanwhile, administrative salaries continue to increase.

120The district noted that the base increase was 4%. However, some individuals received more due to the market. In contrast, in 2021, since the last REA um uh our uh contractors negotiated, salary growth has been 2.7% per year for entry level, 1.3% for maximum scheduled salary people. Over the same period, the consumer price index rose 24.9%. Teachers also took on a 6% increase in insurance. During these same times, the average increase for the REA member was average between those high and low is 2.55%. The salary line item for the rest of the people in RPS increased by 11.4% per year. Current information in the district finan fiscal 27 projections for the salary line items show an increase of 4.91% for this school year 27, an increase of 4.87 for school year 28. current financial documents demonstrate

121an increase in the salary line item of 5.22% from school year 24 to this school year of 2025. The combined difference in the actual and the district's salary increases varies from what the REA is bargaining by less than 1.5%. You have said that it costs $2 million per percent. That is $3 million that we can't settle a contract for. The retirement pipeline that we're trying to negotiate has been said to save the district $1.15 million per year cumulative over three years. The first year that saves you $1.1 million. The second year $3.45 million. The third year $6.9 million for a cumulative total of 1.5 million. Yes, the school board has approved $300,000 for teacher recruitment in March of 25. a step in the right direction. But recruitment without retention is not a solution. Quality educators

122must not only be hired, but must be valued enough to stay. These aren't opinions. These are facts drawn from your data, our data, and the experiences of our educators. We have reached this point together. Now, we must come together again, not just to acknowledge these realities, but to boldly reimagine what's possible for our students, our staff, our community. THANK YOU. [applause] >> [applause] >> THANK YOU. UM and before we conclude, um I we had a message from Miss from for the board members to um that everyone needs to log into Diligent using your email address and current password. also that diligent will not be available on Saturday, January 17th because it's integrating. Um, if you have any questions, please contact Miss from and if you need any documents, she will have them to share with

123you. Other than that, I would take a motion and a second to adjurnn. >> Second. >> Thank you all.