001Order. Roll call, please. >> Come >> here. >> Reynolds >> here. >> Landers. >> Yes. >> Trader. >> Espinosa. >> Rat. >> Yes. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, we have a motion for approval of the regular meeting agenda. >> I'll make a motion for approval of the regular meeting agenda. >> Second, >> yes. >> Landers, >> yes. >> Reynolds, >> yes. >> We have any visitors or opportunity for public comment this evening. >> Moving on. Can we have a motion for approval of consent agenda? >> Motion to approve the consent agenda as presented 5.1 minutes for December 2025. Bills 5.3 district report >> Reynolds. >> Yes. Sweetest
002cas. >> Yes. >> Uh several actually. We had a couple from Illinois Valley Times and then we had our usual annual one from the Illinois Retired Teachers Association. >> Yep. >> Administrator. >> Um [clears throat] yeah, I had uh sent something out. Um, we are still kind of back and forth with the city and their attorney on getting a document drafted on the tennis courts. So, >> hopefully I have something for you to look at from there. >> Yeah. So, fortunate enough in our um rotation, remember that we start our building tours next month and so next month we're over at Lincoln. Um fortunate to have um our director of student services here and um very fortunate to have Cara Rutherford on board with us. She was our release coordinator for years. How many three
003car >> and uh so it was great because we got to without kind of even realizing how it was going to unfold. We really kind of got to know each other before um she decided to actually come work for us. So, um, we're super happy to have her on board and she's gonna tell you a little bit about herself and some of the things that are going on. So, >> welcome. It's pretty easy on me. >> I'm nervous. [clears throat] >> So, sorry. It's like behind your head, but >> um, just because I'm new and I haven't met you guys yet. Um, I did do a little bit about me. So, um, in 2012 I graduated with my bachelor's in special ed. 2018 I got my masters in educational leadership and then I think it
004was 2021 I finished the additional courses for my director of special ed. Um so I spent six years in the teaching role and then I've six years in admin. So this is seven my seventh year in admin. Um my passions I guess if you want to call them that they evolve around my kids. Um we have a pool at home so during the summers I like to relax. Um, otherwise we have many different sporting events for my two younger boys. And then my daughter shows horses and races them. So in the summer is our busiest time with a lot of county fairs. So here's just some pictures of me and my family. And um my two oldest, I have a son that's 19 and then my daughter is 19. Um and then my two boys
005are 10 and 11. So we do soccer and wrestling. There's Jasper the horse. She just bought a dog last weekend and brought it home. So she has a farm. Not really, but she does have farm. Two guineies. We come in twos. So two guineies, two cats, two dogs, now three. So just keep adding. Uh my husband's worked for Las County um sheriff's department for 22 years. So we're tied to the Lel County quite a bit. Um so here are some of our continuum of special education. Um it did update. So in our preK we have three programs, right? Our developmental program um for our students with disabilities. We have our PFA program, our preschool for all and then our PFA ELLL program. Um they run two sessions, an AM and PM. Um for our developmental
006enrollment, we have 17 kiddos. Um with IEPs, we have I wrote it down. We have seven in the morning and seven in the afternoon. We have [cough and clears throat] three starting hopefully next week. So that'll bring us up to 17. Um the two PFA kiddos are in the morning. And then um let me we actually have six. We just moved one over from the developmental. So there's actually six instead of five in that PFALL program. 3 in the morning and 3 in the afternoon. Um at Blackstone we did a little bit of restructuring. So, we only have the two resource classrooms at the moment. Um, we have 10 um students in kindergarten and three in first grade. So, when they roll over to Lincoln next year, it's it's a lower case load. So, gives
007us a little bit of time to, you know, continue to work on our programming and build our classrooms the way that we want them and programs the way that we feel they should run. Um, at Lincoln, we have three [clears throat] resource classrooms. Um, they have different case loads between second through fourth grade. So they kind of share kiddos. Um there's 37 kids there. We have one crosscat academic classroom that um Mrs. Bitner teaches and there are eight kiddos in there. Um she has one second grader, she has two third graders and four fourth graders. And then um in our crosscap functional classroom, there are five kiddos. We have two K uh two one kinder, two first grade, two kinder, two first grades and a third grader in those programs. So that's also a smaller
008a smaller classroom that we can really dive in on their disabilities and you know make that program what we feel like a functional classroom should look like um with the restructuring. So it's a K to third which we used to have a K1 at Blackstone and with the low numbers we've moved it over to a K3 and then we pushed the fourth grade kiddos over to Northbrook. So there was only one this year. Um so for Northbrook we have the three resource classrooms right now with um 48 students actually and they're not 46 um because they two of them share a case load with another one of our uh crosscat teachers. So um in our crosscat academic program there's 12 students. We have one fifth grader, three sixth graders, four seventh graders, and four eighth
009graders. And then in our crosscat categorical functional classroom, we have eight kiddos. So we have one fourth grader, four fifth graders, two sixth graders, and a seventh grader. >> Can you explain to me what the differences are between the three levels? >> Sure. So resource, they still get pushed into their gened setting quite a bit. they may get pulled out with for some extra academic support. Um, usually it tends to be like a half hour, 45 minutes. Um, a few of our kiddos do get pulled out. Um, there is about one class per grade level for like core reading and core math. So there, um, there's a deficit enough that we feel like they need pull out services, which um, is a slide coming up, so we're kind of jumping ahead, but um, we give
010them that extra support. We give them the curriculum but modified so it's at just a slower pace. We're still um exposing them to their grade level content because they still have to take the I and all those other tests like their peers. Um but it's just at that reduced pace and more focused. Um our crosscat academic program is our kiddos that are usually about two to three grade levels behind standard um like one standard deviation below. Um, and they still focus on academics, just at a lower grade level. They may pull in some of those functional skills as they grow older, but it's still a lot more academic based. Whereas our crosscap functional is more like your life skills, your functional. So, we're working on um at the lower levels, zipping our coat, um knowing
011our days of the week, going over calendar, knowing our name, and then we build on that as they grow older for like address, phone number, some of those safety issues, understanding functional signs, um money instead of maybe like multiplication and things like that. We kind of estimate we um and that may look like making a grocery list and estimating what you need to spend more budgeting type concepts. Um what else? Reading could be like reading functional signs so they can go out in public and know how to decipher those things. >> Yes. >> Yep. >> Do you before you move on do you >> that's a huge difference in or numbers between kinder and first is that >> like different this year like we identified a lot more than we have or is it just
012the bubble or nope. So we have I knew I brought my my cheat sheet. Um we have how many over? Let me find here. We had five move from prek over to the resource classroom. We had one move in um and then we had one, two, four new identifications so far this year. >> But the [clears throat] >> but the kindergarten being at three, >> that's an unusually small >> That is an unusually small. Yes. >> Yeah. You in a in a typical class, it's about 10. >> Correct. Yep. And and most of the time first grades when you're really identifying them as that they need an IEP >> sometimes >> because of the reading. Yeah. >> Yep. Um sometimes we see it more in second grade. So we we've seen a couple of second
013grade um referrals this year. Um that's just one of those outlier classes a little bit. So right >> it is unusual. Yes. >> Um here's just some of our service providers for each building. So, we have an SLP, um, a speech language pathologist at each building. Amanda Simpson does work with our preK and her and Ellie Jones split Northbrook Middle School. Um, we have a social worker for each program. We have um, Biz Peruba, who's new, she's one of our occupational therapists um, through Sprout, so she's new to us this year and she's amazing. Um and then we just have in our prek we have Brenda IELTS um the physical therapist assistant. Okay. Um so changes that we've kind of implemented this year are the instructional strategies and best practices. Um kind of like what
014I already talked about using that grade level content and modified for our kids um like that are identified as resource and kind of what that looks like at each building. Um it was a big push kind of to model the sense that they do still get their grade level content um just with the appropriate accommodations and or the modifications of the slower pace and things like that. So they're still getting um that exposure to that content. Um and that comes with our I data in the future hopefully. Um behavior management strategies we've done a lot with that. Um we've built in debriefing meetings for staff um during extreme behavioral incidences. So the principal and or myself will go meet with that colleague and see what they need, talk through and you know give them support
015as they see fit during some of those bigger behavioral incidences that we've seen this year. Um data collection tools, we worked a lot um with professional development um and Elise Brown and the focus consulting and training. She's a BCBA. So, we've brought them in a little bit towards the end of last year and we've continued to have them on this year. Um Sarah Petran is actually from Princeton, so they love coming down here because she sees her family. Um but she gives instructional support to some of our teachers on how to use some of those um adaptive curriculums like unique and then El provides the behavioral support and training to kind of support our staff. Um and then we always have our deescalation training um each year to refresh our teachers. um so that we
016know how to verbally deescalate kids and stay as hands off as possible. Um so our ELA growth um is it two or three years ago right we had six kids that met or exceeded um we keep building that that's a good it's good progress we went from six to eight students then in 23 24 and 2425 we had 13 kids meet or exceed on IR out of 102 um math is a little bit slower but I think we're going to get there. Um, we had two students, then we had three students meet or exceed. Now we have five. So, we're we're heading in the right direction and I think with the push to give them that grade level content just and then kind of using our RTI and study halls to fill those gaps of
017what they may need. Um, we'll really get those scores to continue to increase. And >> where does that lie with looking at like comparative data? Like >> I know 5% of them are meeting or exceeding but what would we would like what would we be aiming for like what would be a good >> I can get that data for you. I don't know that we have that off top of our head. >> No we can get that point. >> Um and then we have 24 total outplaced students between all these programs. Soar is a public um school setting for behavioral kids. We have four kiddos placed there. Um, Lighted Way is also in Peru. We have four kids there. Mental, we have five. Core Academy, we have one eighth grader. Chancellite, we have five. Ment
018is through the Mentor Group as well, but it's uh like a homeschooling online therapeutic placement. Um, that's new to us this year. We had a student kind of move in in that program. And it's very, when I got to talk to him, it's it's a very cool program. Um they still being in eighth grade, he still switches classrooms. They put him in different classes and he has to switch and maintain for that five hours. Um so it's very neat kind of how they run that in the therapeutic type setting in and on in a homeschool type setting. And then we have four kids at Janoa. So um 24 is kind of a lot and I think our goal is to obviously decrease that and part of that is you know going moving forward and how
019we're going to build our programs. So, um continue to pro provide teachers with professional development and growth opportunities. Um that may be through our special ed co-op. Um we have a lot of state grant companies, schools that are doing trainings through like SLD project. Um there's an autism workshop in April that is brought on by all that ISBY uh grant funded program. So they have great resources. um continue to grow our resources to create academic and social emotional growth for our students, decrease our number of outputs, which again I think if we are able to develop our programs the way that they're kind of manufactured in my head right now, we're going to decrease that and you know continue training not only our staff but also our pair of professionals because I think they tie
020in a lot as well. So, um, if we get those classrooms and all that training, I could see our numbers definitely decrease with our outpaced kids, as well as keeping that academic growth blossoming. Um, and then just continue to meet with our problem solving teams, reflect um, and improve as our team see fit. So, I meet with our special ed um, each building about every other month right now. um we would sit there staring at each other if it was every every month but if there's I'm like just reach out if there's you know anything that we need to meet monthly on. So, >> so when you talk about decreasing the number of outpaced students, >> um I know they're there for all different reasons. Like what is your goal for what we're trying to
021really work on >> getting back here for like more of that behavioral or more of like I know we have like a lot of students with autism that are out. >> Yep. And they kind of go hand inand sometimes with behavior and autism. So, I think if we can grow some of those skill bases and how, you know, to deescalate either verbally or um build in those visuals for the for the students with autism and things like some of those different structured teaching models, I think we can really keep a lot of those students within our district um throughout our different programming between the crosscat academic and the crosscat functional or you know, if we see fit in the resource. Yeah, it's really just a matter of um getting our crosscat programs >> as high
022performing as possible >> so that that so that we can eventually once those once those students who are outplaced do start to show growth then we can start transitioning them back. >> Right. And with behavioral piece, you know, always just diving into that and getting the trauma based as well as the behavioral point of things so we can encompass the kid and all their needs. For sure. >> We don't anticip I mean, clearly we don't anticipate they they all will do well in a setting like this. Hoping to be able to >> Yeah. >> at least bring up closer to our capacity numbers within our crosscap program. >> Yeah, >> that is a definite goal. How >> how many how many can we have? Um based on the pairs that are in those crosscat rooms,
023>> typically we have no more than 10. >> Okay. >> Um at least for our functional classrooms, 10 in each. Um, you know, I if our numbers get high and our programs escalate, you know, I think it's a programming thing that we may look at how can we create more, you know, classrooms to bring them back because we don't want to out these obviously. >> So, right. >> Yeah. So, we could always look at, you know, how that would how that would look in the future. For sure. >> Having them on campus is a huge goal. >> Are our needs similar to that our size with our percentages and our numbers, are we higher? Are we lower? >> So, um, statistically, our needs are are higher or greater. Um, each of the last several years
024when I've gotten data that is that puts our data in a percentile ranking in the state, which is a great way to look at it. um we're usually at about the 80th percentile with number of IEPs. Now, that kind of tracks through with our demographics as well. We're at about the 80th percentile with respect to low income as well. We're at about the 80th percentile, which very often um special education and um truency, chronic absenteeism, all those things go hand in hand. So, we're about the 80th percentile for that as well. Um, so our demographics kind of reflect that as well. Um, I don't I don't see us I think we do a nice job with our um MTSS systems with the supports that we get prior to putting kids in special education. So, I
025really don't feel that we have an over identification problem. Um, so I think it's just kind of a natural evolution of of of whoever comes to our door. >> I would I would say from my background that the the two districts that I previously worked in that are about this that Rick always compares us to were we're at right there. Like one had more numbers in special ed. I would say the one that I'm currently at is right there, you know, in a different >> Yep. So, it's it's nothing to be shocked that we have that many out plates and and our IEPs. If you really stop and think about [clears throat] how how important and and the the reach of all of these programs, um just kind of in general terms, um basically one
026in five of our students across grade levels has an IEP. And and if you look at our certified staff and all of our par profofessionals, about a third of our adults work with IEP students, maybe not all day, but work with them in some capacity. And so, um, putting a lot of effort into trying to make sure these programs are as effective as possible is a huge deal for us. How do things go? Are we working well with the high school? I know that's been a big goal districtwide, the transition for kids between districts. Is that >> It's funny, and I'll let Cara kind of piggyback on this a little bit, but when she was our coordinator for lease, >> I was also the high school. So, um I about for the past two years,
027I was both. >> Um so, I work well with Todd. Um, we continue to kind of pro progress with how that transition works. Um, I know we're meeting with him next week to kind of go over all of that. Um, I would like to continue to take like that half day and have teachers explain the kiddos and get them the right programming that seems fit. But yeah, I think we do a great job trying to bridge that gap. And coming from the role that I did and then now here, I think it's just going to continue to progress. >> Yeah. Well, he worked in this district before. >> Yes. >> So, >> yeah, >> he has ties to my motherland of Ottawa. So, >> yes, >> how big and small a cell can be? So,
028>> any other questions? I guess my last one would be how do you feel it's going to one space in Lincoln? >> I feel like it's going well. Um, you know, with that we also, like I said, moved one over to Northbrook. Um, we haven't they're all, I guess, in the sense of like size and ability levels, like it it fits and they're great. Um, I think it's going well. Like I said, we could always build our programs and that's what I look to focus on now. Um, and how we can better support these kiddos. Um, but it's been a good switch. parents have, you know, been very adaptive to it. A lot of times they have older siblings that go to Lincoln, so it it's kind of taken away some of the anxiety of
029sending your kiddo to school. Um, you know, but if our numbers get high or, you know, things aren't working, I think it's something that we can definitely reflect on and see how we can better support our kiddos. The thing that it's allowed us to do is instead of having one crosscat classroom in Blackstone >> with kids with a with a broader range of needs and then one crosscat classroom at Lincoln that same now once we have them together then now we can separate and we can have a crosscat academic classroom and we can have an a crosscat functional classroom. And so the kids that are in those rooms have needs that are more similar and then we'll get better programs for them. >> It mimics a Northbrook program. So it just kind of made sense
030to try and do it at the smaller grade level so that we already have those kids distinguished and their growth is based on >> more focus. >> Yeah. And it's something that's that's always, you know, in in flux. And so, you know, if you know, we >> we were just we were literally talking about this this week, you know, and Cara said, well, you know, maybe at some point in time there might have to be, you know, a cross, you know, room back at Blackstone as well. It just depends on just depends on the kids that we have, right? And how we can invest this big influx of teachers, >> special ed. >> That's right. Go rally the troops. Well, and of course, and I I put in my report of our four or five
031retiring teachers, two of them on special education, >> both of them, you know, will be huge losses. And so, >> you know, we've been we've been trying to, you know, pipeline people and use up all of our favors. And so, >> that's right. >> You know, we're we're already >> we've been making plans for years, it seems like. >> Thank you. You're welcome. >> Yep. Thank you. >> Welcome. No, you do not feel like you need to stay for real. Thank you very much. Appreciate it. >> Thank you. >> All right. We did not have any committee for reports. And Brad, do you have anything else to share on the super? >> No, ma'am. >> So, school calendar. >> Yeah. So, um providing your packet um looks super similar to this year's. Um I know
032that one of the things talking points that came up earlier in the year [snorts] um was historically we've had a full day at Veterans Day and so there was some conversation about um doing something different moving forward and when I got um the tenative calendar from Denise at the high school she had already moved to Veterans Day to Idate. Okay. I think I think that that's a good move. So then we'll be able to have some programming in the morning. We'll be able to do some training in the afternoon on that. I did I did this is just a tenative because we haven't finalized all of the school improvement half days. So but get that out there. Let everybody see the uh nuts and bolts of it. So, you know, they want to figure out
033when spring break is, which it's the last full week in March, which is awesome, which is when it should be. So, >> so nice. >> Is it still connected? >> It is. It is. But we're Denise and I have had a lot of conversations about possibly moving away to having it always the last full week in March. And then if Easter is separate, they just do a 4 day weekend. Where I grew up, there's always a February vacation the last week of February and spring break as well. We started at Labor Day and ended the second week of June. Perfect. So, we >> started a little bit later, but >> you think March is really, really long here. >> Amen. [laughter] >> And then if spring breaks late, then you come back and you've got
034like two weeks and then you throw your state testing in, >> right, to try Yeah, for sure. For sure. >> Motion for that. >> I'll make a motion to approve the tenative 2026 2027 school calendar. >> Second, >> yes. >> Rep. >> Yes. >> Landers, >> yes. >> Reynolds, >> yes. >> 7.2. You did a lot of work in this. >> Yeah. So, um just tried to capture all of our conversation um from the last uh meeting and you know I I you know proposed in there uh you know a reimbursement of of $15 a month. Um not that there aren't different options but I do know that Blue Cross Blue Shield has um a partnership with Anytime Fitness which is what we have here in town. We don't have a Y but the Anytime
035Fitness the Blue Cross Blue Shield rate is 29. So basically people get for half off. And so, you know, we'll throw this out there. Hopefully, we'll get some some uh solid participation. It'll be worthwhile. >> Question. You have a motion. >> I'll make a motion to approve the district health insurance participants physical fitness reimbursement is presented. >> Second. >> I'll second. >> Yes. Yes. >> Yes. >> Correct. >> Yes. >> Facility projects. >> Yeah. And we don't have a huge uh amount. Uh this is kind of a down year and quite honestly I envision this being our model over the next couple years. Um we've done a lot of heavy lifting and so uh you know I think we're just going to be kind of selective about what we're doing. Uh if anybody's been down
036um at the end of the fifth grade hall, that carpet down there is awful. And so um we're going to rip that up and we're going to put tile in there and it'll look great. And then uh the first grade classrooms over at Blackstone. Um that that carpet is it's not in as bad a shape, but um for whatever reason, even with our um HVAC updates, um it's hard to keep that wing from being humid, especially in the summer and early fall. And so humidity and carpet really don't go great together. And so I know everybody's super excited to to have that area tiled. And then uh I can show you next month when we're over there, but um the AP room, which if you can envision sits right next to the Lincoln office, >>
037is a huge room. Choose for some conferences, used for some meetings. Um, we're gonna we're going to see if we in a cost-effective manner we can divide that room, make the half that's closest to the office. Um, a spot where students who need to be near the office can be out of the hallway and can be kind of more isolated and more controlled and still have plenty of room on the other side for conference and meetings and that kind of thing. So, like we've done, you know, over the last couple years here and there, just to kind of look at the functionality of some spaces and um see if we can't address that. Um the uh I also mentioned uh you know, our uh our guide through all of this, Scott Inst. He's uh struck
038out on his own. So, I'm just going to write the RFP. I'll put it on the state website. We'll see who applies and uh we'll go from there. >> Okay. Was that a commitment by yours when we did it the first time around? >> No. So the way um the way it the original performance contract works is when we did the original batch of work with GRP Wegman um then every time that we would look at doing something else then we would have a new amendment okay >> to that existing and so then so yeah so we'll just uh write a new RFP >> is that summer facility project stuff you're putting like through them for that stuff or is that just stuff you're managing on your Well, depends on what the depends on the
039responses that we get through RFP. >> Yep. >> And then is like like GRP Wegman is still a thing though, right? >> They are for sure. >> But we just liked our guy Scott. >> Scott's the man. >> Yeah. For sure. Um and >> and he's doing a similar >> And he Yep, he is. Yep. Um he he took um one of his engineers that that he worked great with and was actually done a ton of work for us on in our buildings and the two of them kind of struck out. And >> it's no different than if you taken a teacher, you know what I mean? If administrator, but those are different districts and I take the teacher. >> Yeah. Yeah. You sometimes you take the people that uh >> they're global. >> Yep.
040Yep. For sure. Um, you mentioned the carpet in the fifth grade hall. Is that include because there's carpet in some classrooms, too. Is it just the hall or >> I'm sorry. I meant that wing. >> That wing >> specifically the classrooms is where the carpet's the worst at. And then we'll retile the hall as well just to make it >> because that tile's not in the best shape either. At some point in time we might in that fifth grade hall the tile's in really good shape but it's all asbestous. It's all original 45y old tile >> 50y old. >> So that small anytime you see smaller tile if you see 12in tile it's usually pretty good but when you see like the smaller like seven inch tile >> it's probably got as best. So I
041know that's got asbestous in it. fun to take out. >> Yeah. Yeah. >> All right. Sounds good. >> Anything else to adjourn? >> I was just going to go back um >> to the conversation before that when we mentioned you're trying to plan for years and years and trying to get specials and teachers were hoping for an influx. I know that we had had our um conference in November. There was one program that they were honing in especially on growing your own and I know that we have done a lot of that to a degree but they were even so far as like paying for the education or finding ways and grants to do that. Have we >> I assume looked into something similar or have we tried? >> So that's that's actually been another
042recent uh internal topic. We've never really had a formal program where it's um where there where there have been where we have like reimburseed or paid people in exchange for you promised that you will work for us for the first four years or something like that. Um I know a lot of districts have things like that um in place. Um, but we have a few we have a few staff members who I think could really benefit from that. And so I wouldn't be surprised from your chair if you don't see a proposal from me in the next couple months on something along those lines to try to get >> into um residency program and it's set up TAS that want to pursue teaching and they get to there is reimbursement for like up to 50%
043through a grant of their cost for education. But then the more important part of what makes it successful is the fact that they then can continue being a paid TA while they're getting their hours. Y >> I know we've done versions of that >> cafeteria women you know the program and of course >> but then even going above that we also then have programs for teachers to get their master's degree and then teachers to get endorsements instead or yell or um and then I think one that's really unique is teachers that want to pursue admin excuse me admin and I know we're going to have some significant admin openings. So it may not be a bad idea to talk to any season teachers and to figure out whether or not that is of anybody's major
044interest and then because there is so many grants out there may not have to necessarily be an bless you they take on >> but if it's more of the time that they feel like they appreciate because they can't quit their job to go do it so >> yes >> training time my job >> right and that's what opens opportunities for people is especially people later in life who are coming at it with a second degree or second um career >> that need that >> that income >> for sure >> I think district level. >> I think it'd be interesting and we could potentially look at even talking to a couple other the small districts in the area and maybe almost like co-op type program together too. >> Yeah, cohorts are good for sure. >> Cool.
045I have two random questions that are not related to anything on here, but I didn't know if I should like if if they're like meeting worthy or they're just small like little questions. >> True. >> Well, I was going to ask about the board book thing that we have like how much we are like using it, paying for it kind of thing. Like I just don't want us to be paying for something that we thought we were going to use in a greater capacity. Maybe we aren't or maybe it is really good or the year that >> I think it's about three grand if I remember >> like total >> per year. Okay. >> Um we we upload the agenda right now and I I'm about to show Erica how to load up everything else.
046>> But it is where you're storing for public view all of our >> documents, all of our minutes >> because I just didn't know like since we're still getting everything like in emails and we're not really using it here at the meetings like I didn't know if we'reing capability and we're paying and don't really need it. >> So, so I would agree. I don't think we're using it at its full potential, but also because of um a lot of like of the centralization pieces like Tra was talking about, I still think that we get our value out of it. >> Okay. >> Maybe at some point one of your one of your like communitywide updates could talk about that because I don't know that a lot of people realize the transparency that's built by having
047a tool like that, how easy it is to use it to find >> information. What was your question? >> My other question was I was just curious because I don't know like what all is sometimes purchased, but I noticed um that like Blackstone had like a really big amount spent last month for like the pride. It was like $7,000 where Usually they're a lot smaller amounts. So I didn't know what was so big in one month for like >> they didn't purchase anything. They had a fundraiser and they distributed the funds to their schools. >> So it was just a transfer to Lincoln Pride and >> Oh okay. >> So it came from >> Blackstone Pride. So, Blackstone Pride was holding all the revenue and then once the fundraiser is done, then they can divide.
048>> Okay, >> makes sense. Thank you. >> I was just like for Christmas that really >> And you can always just email us those questions. >> Yeah, I I didn't know. I wasn't sure. >> Yeah, >> whatever you need. For sure. >> We have our motion to adjourn at 7:15. >> I'll make a motion to adjourn at 7:15. >> Second. All in favor? Okie dokie. Thank you.