001good evening everybody even can you all hear me welcome welcome welcome to the April 8th meeting of the Evon Township High School Board of Education can we have a roll call please here here here here here here thank you all right well it's good to see the full house so our first item on the agenda is the written communication Dr bavis do we have any written communication we have no written communication this evening okay all right the next item on the agenda is comments from the public we do have public uh comment this evening um I'm going to introduce the comments to the public and then I will uh call folks so speakers who have signed up for public comment will be invited in the order that they signed up to address the board for
002up to three minutes I will keep time and Signal you at the end of two minutes as a courtesy and I'll let you know time is up at the three minute Mark in the event that becomes necessary speakers are asked to come forward and speak to the lecturn please state your name and address public comments generally pertain to school district matters but comments about any individuals are expressly prohibited please understand the school board does not respond to public comments but will listen carefully and will follow up as the board deems appropriate our first public comment this evening is Siobhan mfet good evening my name is sioban Moffett um I live at 2027 Church Street here in Evon um I am here representing um more than 500 parents of eths students who have signed a petition
003um and I'm going to read that petition to you now dear District 202 District leaders and School Board we are a collective of concerned parents who are worried by the actions of other parents in our community we understand that this is a particularly difficult time for those in our community who have family and ethn religious connections to the mass killing and destruction in Israel and in Gaza and to the Israeli hostages we are also very cognizant of how racialized patterns in the US are impacting the way things are playing out as a community both in District 202 and in District 65 white parents have been weaponizing their Jewish identity to attempt to speak on behalf of all Jews and silence any staff member who expresses support for Palestinian people in any way teachers are being
004reported to school leaders and accused of improper behavior for wearing anything Pro Palestinian having Flags in their classrooms inviting anti-zionist Jewish or Palestinian groups to participate in Civic engagement activities speaking out in public on the issue and for the the mere mention of Palestine in their classrooms these parents are also working to silence and remove Jewish Educators further proving that this is not a religious issue but a political one the same parents who are making these complaints against teachers now were also the ones who demanded that the school board do more to educate teachers supposedly so that they could have discussions with students about the violence in Israel and Gaza as time goes on the death toll of Palestinians surpasses at the time of the writing of this it was 31,000 it is now over
00533,000 disc discusss of the plight of Palestinians have become unavoidable thus teachers and students alike are engaging in conversation this about turn and Relentless attempts at silencing any concern for civilians in Palestine make it clear that they were demanding discussions that only supported Israel unequivocally these parents are not just complaining but calling for the dismissal of our Educators this is unacceptable Behavior by our community members one minute Evon school districts have faced past backlash because they teach a systemic understanding of racial and El G btq oppression our school districts have stood firm in the face of that criticism never wavering and never giving in to bigoted threats even in court we appreciate the critical and anti-oppressive lens that our districts have added to the teaching pedagogy in recent years and are proud of our school's
006commitment to equity and to open discussions of Oppression today teachers wear lgbtq friendly t-shirts and black lives Matter t-shirts to school and no one no one is shouting for them to be fired even as there are households who hold religious beliefs that are counter to some of these issues the mere Gall of demanding that a teacher be removed because one doesn't agree with their political stand on a global issue is rooted in white privilege and a white supremacist notion that one can simply rid the environment of anything that displeases them Palestinian people face oppression that mirrors the plight of many marginalized groups in the US and the historical and political context of their oppression is just as valid a discussion Point as it is when we discuss native black and lgbtq issues we all have
007become aware that many prop Palestinian individuals across the country have been losing their jobs in retaliation for any sign of support for Palestine this is a grave Injustice that has already occurred in our very City and is more often than not targeted at community members of color we ask that districts 202 and 65 remain strong in their commitment to their Equity values which not only means equal treatment for all staff and students but also requires that the districts look at the larger systemic Dynamics at play and protect staff and students from patterns of harm that we are seeing in our schools and The Wider Community we are asking that you our school leaders continue to keep your teaching staff and all employees safe from attacks and send a message that harassing staff members who work
008tirelessly for our community will not be tolerated we thank you and continue to support the district's Comm commitment to standing against oppression of all types and your commitment to a liberatory education concerned parents of District 202 next is is Britany Tora I'm Britney Tora my address is 1739 Dodge Avenue here in Evanston I'm an eths parent and today I wanted to talk about something that I'm intimately familiar with and that is white women's tears and the weaponization of our perceived innocence and good intentions as a means to uphold oppressive systems this is a concept that in we are very familiar with and I would like to applaud the board and administrators for being able to skillfully identify this form of racialized and oppressive violence when they have been faced with it from groups like fair
009and by individuals who seek to dismantle Equity initiatives the attacks made against our Pro Palestinian and pro- Liberation teachers by zionists who seek to undermine our teachers right to affirm that the lives of Palestinians have worth value and are deserving a full liberation wkak of that same oppressive violence that is cloaked in tears and good intentions but only result in further marginalization I would like to again thank you all for your ability to so far navigate that immense pressure from zionists and I ask that you continue to support our teachers right to liberatory beliefs and teachings thank you next is Carla Thomas hello good evening my name is Carla Thomas I'm a resident of Evanston with two children here and one of whom is going to be entering eths in just over a year I
010am also the co-chair of the education Committee of the N chapter of education for justice in Palestine as a researcher my specific focus is parent and Community reactions to education policies and parents' attempts to in influence and change education policies with this as a focus obviously since 2020 my research has centered on parents who are pushing for anti-crt pushing an anti-crt agenda and those who are reacting to attempts to shut down education around black existence um any acknowledgement of black struggle black oppression as well as black history so it is not lost on me that when I see a when I see a stunning parallel to these white supremist behaviors occurring in our town and in many educational institutions across the country as parents within our community attempt to silence any discourse on Palestine within
011our schools and render invisible Palestinian existence Palestinian struggles Palestinian oppression and Palestinian history as a black qu human it is easy for me to see my struggle and my oppression mirrored in the struggle of others and I understand that all oppression is connected if the world can turn a blind eye to Palestinian oppression they can do the same to mine so I am here to ask that as District 202 has stood firm in the face of much push back around topics of black lives matter and lgbtq issues uh being discussed as part of the liberary education we claim to Champion I expect and applaud that the district attempts to allow for free and open examination of current affairs and the oppression of any group of people we as a community believe in teaching our children
012to be upstanders to be champions for justice so how could we possibly tell them not only to turn a blind eye to the suffering and misery of Palestinian people but worse not to utter a word as it transpires daily across our smart devices I ask that the district stand strong in their support for teachers and students who feel moved as any sentient being ought to at this moment to speak or to act in solidarity with the Palestinian people our Collective Humanity should mandate that we speak out and not stand in silence Heather Sweeney hello my name is Heather Sweeney I'm a parent of an eths student and an eths grad I wanted to thank you for your commitment to the staff and students who are showing up against the genocide in Palestine and I say
013this as a descendant of Holocaust Survivors and with family in Israel um I also wanted to say that I'll be tuning into the conversation later about the discipline report the eths racial disparities and discipline were jarring as I'm sure they were for all of you and I'll be curious to hear your plans to address this including how to ensure eths is truly inclusive thank you Kristen White good evening my name is Kristen White I live at 1611 Fen court and my daughter will be starting to attend eths in August as a family we are excited for this transition as a parent one characteristic I appreciate about eths is that it models to students what looks like to examine power and how power enables those who hold it to distribute benefits and risks to certain groups
014of people I'm excited for my daughter to be in classes with teachers who invite her to think critically about power who has it what is it and how does it impact groups of people I want my daughter to enter adulthood being able to make sense of the world around her and analyze how power is distributed please continue to protect the rights of teachers to bring these critical discussions and Frameworks to to the classroom we often as parents support these conversations until we find we are a member of a more powerful group privileged group and our kids begin asking us questions we cannot comfortably answer we cannot ask teachers to prepare our youth to think critically about history and power unless it implicates us as parents please stand Resolute in allowing teachers to help our students
015examine what is happening in Israel and Palestine from a critical balanced perspective that encourages the full and equal humanization of all parties to this conflict Robin Brown hello my name is Robin Brown I live at 125 Elmwood I'm an eths parent and will be for the next 6 years I'm speaking for myself and for my husband who cannot be here this is our first year as eths parents and thus our first experience seeing leadership in action we've been impressed and are grateful to be part of this community I'm not here to tell you anything new tonight you are the experts in educational policy and best practices for supporting young people as they develop a lifelong passion for learning I am only here to express support and appreciation while encouraging you to stay the course as
016you all know supporting lifelong passion for learning requires openness to A diversity of thoughts and perspectives I have been concerned about the requests demands and threats sent in your direction by some who are confusing openness to different perspectives with a lack of student safety I have heard calls for teachers to be disciplined and students to be silenced unfortunately these calls for censor censorship are the same tactics that we've seen in schools Across the Nation from Texas to Florida in backl to important diversity equity and inclusion work eths has long taken pride in being at the Forefront of Dei work a Hallmark of any Dei initiative is the understanding that there will be disagreement and strong feelings in the process participants are always reminded that feeling uncomfortable is not a reason to shut down but rather
017a sign that something is Shifting and learning is taking place discomfort is a sign of growth rather than danger we all know that there has been Prof found discomfort in our local National and Global community over the past several months the events of October 7th and the subsequent violence and destruction of Gaza have touched everyone some more personally than others we have been impressed with eths is commitment to allowing healthy discourse and conversation you have been thoughtful about providing student spaces for dialogue and processing to the extent that the students desire to do so you have heard from many parents and outside voices and you have listened we encourage you to remain steadfast in your commitment to doing what you know how to do providing a liberatory education with which encourages teachers to discuss world
018events with a systemic perspective while acknowledging power dynamics and systems of Oppression thank you for holding these values in the face of Demands to censor silence and suppress that concludes public comment for this evening thank you thank you and I want to just say to everyone who spoke um that the board really acknowledges our community and that um we appreciate the fact that you've taken time to come to this meeting and share your thoughts we recognize that for some of you this might um be stepping out of your comfort zone to a degree um so really for many the PE for many people um we know that this could be um just a source of anxiety so we want to acknowledge that as well um thank you for the time that you've taken uh to
019share with the board I know that we don't respond but we certainly listen so thank you again all right so the next item on our agenda is items for information right am I yes uh so the first item is Introduction of tenure teachers all right uh Madam president and board um I am delighted to introduce uh Dr Scott Bramley who is our assistant superintendent for human resources who will then um bring up all of our department chairs and some maybe a couple of directors to uh introduce our uh teachers who are receiving tinger tonight it is no small matter um to receive tenure here at Evanston Township High School so why don't we just congratulate all of our teachers tonight who are receiving to give them a round of applause for many many many of
020them many of you were hired in during our during the pandemic and just face insurmountable challenges in the classroom both online remotely when returning it's just been a a a a very difficult time but here we are um receiving tenure so um we're going to turn this over to to Dr Bramley who will bring up the supervisors by department and then teachers who are receiving uh tentinger tonight you're going to come up as your uh direct supervisor or someone I think uh Pete's going to be reading for maybe reading for English tonight and um after all of you are introduced you will all come around together to either fist bump or shake hands and receive a wonderful pen um from our board president congratulating you on uh receiving Tiner right on Craig so uh Dr
021Bramley take it away thank you Dr Campbell uh this is my favorite meeting of the year um I only attend on two occasions um and if you would like to attend more you can certainly come to more and they're not day and night they're this meeting in their October uh for anyone who understands that reference so uh I appreciate uh everyone being here this evening this is an extremely positive event for us and I just love positive energy in the room tonight to honor our dedicated Educators every initial new hire orientation in the fall I make a comment um Dr camp and I typically share the same sentiment to say you were hired for a reason right and we wanted you to do the work that you were hired to do and you have all
022done that exceedingly well and we are so proud of you so that's my congratulations to all of you now I get to say very technical things um one of which is when you come up to the podium please do come up with your immediate supervisor or your director um so that you can be honored they have a little few words to say about you and then um do you want to hold everyone to the end or you want to do it by Department like okay so then after your department director has um read for the entire department you will come through the center here you'll make your way around we off this bump you you get your PIN like Dr Campbell said and then you can leave you're welcome to stick around but you can
023also leave if you would like to as well okay our first department is academic supports so I'll ask Mr Jerry success to come up with his uh teachers and staff members and then next up will be Arts plus Innovation if you want to ready [Applause] [Music] yourself thank you for the nice Applause but they're the ones getting tenured uh oh wait that wasn't for me uh so thank you hello board uh Dr Campo and everybody thank you so I'm here to um introduce two great people from the academic supports Department I'll start with Miss Liz Bramley Liz is our building wide reading specialist and Liz just a little statement from you your dedication and expertise in fostering literacy skills are truly commendable so oh there you are all right thank you um here's too many
024more years making positive impact on students lives uh through the power of reading well done and congratulations next I'd like to um introduce and say a little something by Miss felinda Coleman uh Miss Coleman congratulations on achieving tenure as a reading interventionist your commitment to helping students improve their reading skills is is inspiring here is to continue success in making a difference in the lives of young readers well done and best wishes for the future congratulations walk around skip to the L my darling whatever it [Applause] is ready next up Nick gaale from arts and Innovation good evening board who that's how we roll in arts and Innovation um thank you for having us here tonight the first teacher I would like to introduce to you this evening is Mr Chris Johnson Chris joined the
025visual arts team three years ago and has established himself as one of the most versatile art teachers I've ever worked with in only a few years Chris has taught drawing painting cartooning graphic design video production and video production while you might think this is about him being the new guy uh this is a reflection of Chris's talents knowledge and expertise he understands when it comes to Art the materials don't matter and it's all about making students think and when working with young people Chris is a master at making them think if you're lucky enough to be in his classroom you might observe how Chris can re-engage students with their artwork and even the most reluctant of Learners let's say a student is ready to be done with their art project and doesn't want to do
026anything else Chris has this unique ability to use his calm demeanor to approach the student and start a discussion about their work by the time he walks away Chris will have gotten the student to let their guard down try something new that could take twice as long and Chris will have walked away leaving the student feeling like it was their idea he's truly a Jedi master and a skill in this area I'm excited to continue working with Chris as I know our students in Department benefit from his presence he's thoughtful caring and committed and I'm excited for his journey to continue at eths congratulations to Chris on earning tenure this evening the next teacher I'd like to introduce to you this evening is Miss Pamela [Music] paga here Pam is one of our Visual Arts
027teachers and has made an incredible impact on our program specifically in Ceramics and sculpture I can still remember when we interviewed Pam and she shared the story of driving around Chicago looking for old donated toys that her students could use for sculptures that work ethic and care for her students has continued at eths and for our wild kits just today Pam and her colleagues spent all day outside with a racu ceramic firing a process that involves fire Sawdust and a lot of smoke her willingness to put in the extra work so her students can have a unique learning opportunity is always on display and is at the core of who she is as a person Pam has proven to be an incredible human being who cares for all students she seeks out additional resources our
028students sometimes need to ensure that they're being cared for here at eths she's a helper in our department and always willing to lend a hand to her colleagues for events like our empty bowls as well as some of our student art exhibits I'm excited to continue working with Pamela as she continues to help us refine our curriculum facilities and the student experience all for the better congratulations Pamela and the last teacher I'd like to introduce to you this evening is Miss Sarah [Applause] agree like many music teachers Sarah wears several hats she's a music teacher for our piano and Music Tech courses she's our choir director vocal director for the musical Matilda opens in a few weeks please get your tickets pit director for yamo and runs multiple extracurricular vocal ensembles after school she's incredibly
029busy Sarah came in at a difficult time as we came out of the pandemic and music programs returned to the rehearsal room after a lot of time away I couldn't think of anyone better than Sarah to support our students well-being during this difficult time she was and continues to be a caring teacher for all of her students she sees them as people first and perform her second she spends extra time listening and dialoguing with students to hear their perspectives on how the choir program is running and where they would like it to go Sarah's commitment to music for her students has been demonstrated through her willingness to give them every available opportunity to perform she's created moments for students to sing at Pep rallies sporting events tree lightings in the lobby in the community and
030on tour to St Louis in New Orleans Sarah is incredibly creative in creating opportunities for students passionate about all aspects of music education and supportive for all of her students congratulations to Sarah on receiving this [Applause] honor e all right we next up we have Dr bavis Who is representing Miss Jones for the English Department so if you were from The English Department if you wouldn't mind coming forward and lining up along the windows with Dr [Music] bis all right all right well uh Simone Jones sends her congratulations I get the honor to read Simone's words tonight to our newest tenur teachers in the English Department and I'm going to do it in alphabetical order uh Katherine buck there we go all right it is with great honor and pride that I stand before you
031to recognize Miss Katherine Buck this evening Miss Buck joined eths as a new teacher fresh out a college having completed her student teaching at a middle school in Indiana during the interview process she received another job offer at a middle school despite my advice to consider the alternative offer given the uncertainties of where we were in the hiring process and the challenges of starting here at eths Miss Buck remained Resolute in her desire to be part of our community she boldly declared I really want to be at eths despite the absence of guarantees Katherine bet on herself and her decision has proven to be a wise one from the outset of her teaching career here miss Buck demonstrated a remarkable ability to Dive Right into her work she dedicated herself to honing her craft navigating
032the delicate balance between setting High expectations and genuinely caring for every student's well-being this equilibrium is challenging even for seasoned Educators yet Miss Katherine Buck embraced the task with determination she sought out resources welcomed feedback and persevered through challenges pursuing her master's degree in reading and literacy and taking on the significant role of writer showcase sponsor she exemplified the power and commitment and resilience three years into teaching I had the pleasure of observing Miss Buck's class this fall and I couldn't help but feel a swell of Pride her unwavering determination and clear sense of purpose were palpable Miss Buck's Journey serves as a testament to the importance of knowing one's goals working tirelessly to achieve them she continues to inspire students to pursue their dreams with the same dedication she exemplifies cathine I'm grateful for
033the lessons you have taught me and I extend my heartfelt congratulations on achieving tenure your dedication and commitment are an inspiration to us all thank you all right I have uh Al delato hey I am honored to take this moment to recognize Miss Al delato Miss delato often expresses her aspirations to be an educator she wish she had during her high school years while I cannot speak to her own high school experiences I can confidently affirm that she exceeds the expectations of a traditional classroom teacher in her commitment to her students she has cultivated an environment where students feel valued simply by her presence they willingly engage in her lessons knowing they are respected and affirmed each day Miss delato challenges her students to think critically about their role in the world she invests considerable
034effort in posing thought-provoking questions encouraging students to push beyond their comfort zones seamlessly integrating academic content with social justice principles she inspires students to confront difficult issues with courage and integrity her classrooms serve as a safe space for students to take risks make mistakes and ultimately to learn and grow Miss elato goes above and beyond to provide students with the necessary background knowledge and context to level the playing field she passionately guides them until they are capable of independent success her dedication to her craft is evident in every meticulously crafted lesson tailored to ensure the accessibility for all students Mr alato exemplifies unwavering dedication leading with empathy while maintaining academic rigor I extend my heartfelt gratitude for your tireless efforts your patience your unwavering commitment to our Student Success congratulations on achieving tenure I eagerly
035anticipate many more years of witnessing the positive impact you continue to make on the lives of our students [Applause] congratulations all right Adrien handlan is next I am privileged and delighted to acknowledge Miss Adrian Hamilton this evening Miss Handelman became part of the eths community a few years ago bringing with her a wealth of teaching experience a Perpetual smile and a courageous spirit I was going to editorialize all of which are crucially important at eths from the outset she has demonstrated willingness to take on any task with her characteristic smile which rarely Fades and an abundance of inquiries one of Miss hand's most distinctive qualities is her naturally curious nature she generally strives to understand and connect with everyone she encounters and she brings the same enthusiasm to her classroom students quickly come to realize
036that miss handlan is genuinely interested in them and their preferred learning methods contributing significantly to the positive classroom environment she Fosters Miss Handel's questioning isn't merely superficial she actively listens and seeks to comprehend and learn from the responses she receives during her first year at eths after just a few conversations she recommended a book to me to read intrigued I followed her suggestion and find myself engrossed in a text I wouldn't have chosen for myself and dawn on me how attentively she listens this same attentiveness is evident in her interactions with students in the classroom she creates a welcoming atmosphere where every student feels valued based on her thoughtful responses to their academic and social needs it has been a pleasure to both personally and professionally acquaint myself with Miss handlan I extend my heartfelt
037gratitude for your dedication perseverance and unwavering commitment to our students congratulations on achieving tenure I eagerly anticipate many more years of witnessing the positive impact you continue to make on the lives of our students congratulations coming [Laughter] in La Jewel all right I am delighted to acknowledge Miss Laura juel an educator who fearlessly advocates for students who often feel marginalized and overlooked her unwavering support for our Gamers and our lgbtqia plus students reflects her dedication to every individual in our school Community both inside and outside the classroom Miss juwel has demonstrated remarkable Courage by speaking out in support of various members of the eths community importantly her students view her as a trusted Ally in their academic and personal Journeys they feel comfortable seeking her guidance and support furthermore Miss juel has actively contributed to
038the English Department participating in meetings and engaging in meaningful discussions within small groups I remember when Miss juel was a student teacher here she modestly invited me to observe her work with senior level students despite her initial reservations she exhibited determination and quiet resolve today she exudes confidence and bravery as she stands before her students every day nurturing their growth and development I extend my heartfelt gratitude for your hard work and dedic to our students congratulations on achieving tenure one more round of applause for the come on you go right through here you go right through here you get a pin congratulations awesome good work okay let I really want you all to stand right here together so youa whatever the boss says next up we have Miss Nicole Parker from the history and social
039sciences Department who is arranging a [Laughter] tableau all right good evening um and part of me I'm gonna my my comments are here on my phone um so um in preparation uh for today I've been reflecting on my experiences and relationships with these three Educators that I'm introducing today I arrived at the conclusion that I am very blessed to be working with each of them I've been here almost 28 years and I've seen quite a bit and I've had the occasion to hire many teachers but these teachers who stand here with me are phenomenal Educators and I appreciate them because they truly care about our students so first we have YULA bearis Ula began at eths filling a one-year leave here and that was in 2021 she came to us with a variety of experien
040including completing an undergraduate degree in Greece and a graduate degree in Scotland at eths YULA has taught Humanities Civics philosophy human behavior and AP Psychology she has been an integral part of our humanities Civics and AP Psychology teams contributing to curriculum development and assessment design she's also served as a member of our district anti-racist work working group and has successfully completed our evenson's educator Academy as all of them have ula's accomplishments in her first three years at eths are admirable but I what I appreciate most about her or her thoughtfulness and creativity she is thorough and careful in her preparation for teaching and she always centers her students needs Above All Else next we have Carly Kon Carly brought her posi I heard them in the back the way um Cari also began teaching in
0412021 and her path to our department began in the summer after an unexpected resignation from another teacher I share this because I often remark how fortunate I was to have found her in the summer Cari brings humor and creativity to her classroom and our department meetings as well and while I appreciate both behind I know she's doing something over there uh behind the creativity and humor is a serious educator who uses both of these attributes to make US history and Civics come alive for all of our students including our emergent multilingual students uh she serves as a vital member of that team and as evidence I can't walk through the hallways without us getting stopped by students who want to say hello or check in with her she too has distinguished herself at eths she
042has also been a member of our district anti-working group our literacy committee and she currently serves as an equity learning team facilitator and last but not least like others here tonight Ryan Berkeley began her teaching at eths during the pandemic she actually began teaching on Zoom but that's not when I first met her you see she's my student former former sorry not still she's grown woman now but former student um and that that's really special sorry that's rare you don't get to see your former student grow up all right I'm I'm back um Ryan currently teaches Humanity's history US history and debate she has successfully revitalized and revamped our debate curriculum and we have a district goal of integrating social emotional learning into our classroom and Ryan seamlessly connects social emotional learning with history comment
043content she's actually a master at this and I do not use that word lightly I've told her this um outside the class classroom Ryan is a collaborator both with other colleagues in the history and English departments and she also serves as a soccer coach for our women's um varsity team I'm so thankful to you to have been your teacher and to now be your colleague working with you to serve our students please join me in congratulating these wonderful Educators thank you okay go to the circle that was a good year yes it was a good year it was a good year can you guys stand awward the up here next to me please right up here right up here gave a history lesson someth a little bit all right next we have Mr Dale Le
044for from the mathematics Department yeah we we're going we're doing our alphabet in the back we're like uh h i j k we're math people so it it was difficult for us um and Nicole gave us a history lesson um it's only 27 years for me Nicole so uh yeah and I remember a soccer manager from back in the day so congratulations um I have three teachers to introduce tonight um and I'll start with uh my good friend Justin [Music] Dunn it's it's a great pleasure and privilege uh privilege to recommend Justin for for tenure this year um he definitely has earned it he came to us from Zan Benton uh and we were incredibly happy to have him here um he was at Zion Benton for a year and then uh we we've had
045him here and we've been more than fortunate to have him he originally started as a student teacher here for a year and uh we enjoyed having him there but I go way back in the day with Justin um Justin I first met him at summer camp mjan West my chaperon and friend is in the audience tonight um so uh I met Justin at summer camp uh and uh that was the first time I I got a chance to meet him and I said this this guy has he's something special um and so he was able to come St and teach with us uh he went off to Z Benton for a year and we stole him back uh and he's been here uh with us he came back home to eths and now he only
046bleeds orange and blue he doesn't even know colors like green or blue or maroon even exists isn't that right Justin good uh he's a coach and a soccer fan he's always very active both inside and outside of the classroom uh he currently teaches one algebra geometry and AP pre-calculus and he can continuously Works to connect with students and improve his craft the relationships that you're able to build with students and the support you continuously offer is commendable noticed and appreciated one highlight of Justin for me is his care for those around him this is for his students as well as his colleagues his enthusiasm and Boundless Energy is contagious one time I was observing Justin in class and I tried to file this guy around for one minute um trying to catch what he was
047saying and doing and after about a minute I lost my breath because he was running around the classroom he's got tons of energy in the classroom and out I just couldn't keep up and I'm still trying to this day your Mentor uh eron Slade said Justin cares more than anyone I know about doing right by kids he works hard to help every single student and makes every student feel seen and appreciated please join me in congratulating Justin dun yeah yeah got step forward a little bit it is a great pleasure and privilege to recommend NJ javia for tenure at Evanson Township High School n pause for Applause got it I I didn't read my speech very well NJ came to us from Mesa Arizona where he was an engineering and Mathematics teacher he may have
048come from Arizona but we can't seem to get him to stop talking about Georgia why is that right from the start it was hard to miss nj's energy creativity and enthusiasm wait till you hear what Mr Gordon has to say about you in a minute Naraj is a wonderful math teacher he's also active outside of the classroom he's coached three years of eths feeder basketball he has done some philanthropic work with students and he was voted the person of the year by Time magazine in 2006 look it up he has consulted with Arizona State University on working to modernize educational practices in the Navajo Nation Raj currently teaches wait for it geometry geometry support intro to engineering design and geometry and data science I'm M of many talents he's constantly learning and improving his practice
049one highlight for me about Naraj is his Boundless Energy and creativity he creates things such as stump the teacher and the weekly gratitude activity which I appreciated when I got to see that in action it's hard to be around nage without having a huge smile look around the room everybody smile awkwardly yeah uh his mentor Glenford Gordon said it's been a pleasure to know and work with nage I'm absolutely impressed by his kindness attention into detail his professional growth and being way overprepared for anything he does I remember the summer when I was asked to be his mentor Naraj was sending many many many many sorry I'm quote many many many texts making sure he was up to speed on everything he's a burst of energy always has a huge smile and greeting not only
050for the students he teaches but for his peers as well he's an amazing person and a great addition to our math department and eths please join me in congratulating Naraj javia I do have one more and um Dr marm couldn't be here tonight Dr Ella mm she's watching from home so everybody can wave to the the camera um so uh and I will read the the speech if that's okay with all of you it's my pleasure and privilege toite recommend Dr Ella milum for tenure at Evon Township High School pause for sorry re is an eths graduate oh there's another pause for Applause but um who worked as a math teacher at Evanson Township High School from 1994 to 2007 she went off to work in math Consulting um until she felt the draw to
051come back to the classroom and we are so glad that she did her orange and blue blood called her back home aella has been an integral part of curriculum development during her time with us at eths she has LED work in one algebra which actually led to some of her Consulting work in between her two stints at Evanson Township High School she's currently a leader on her AP pre-calculus implementation which again is imple implemented for every pre-calculus student her at eths she always practices Cutting Edge instructional practices in her classroom weaving in technology and items from the students lives in her class so they can see themselves um in the world around them aurella has been involved in many programs here at eths including the social emotional learning committee our AVID program Axel as well
052as our summer geometry program with a specific focus on highlevel mathematics for all students particularly our students of color aurella currently teaches two algebra Advanced two algebra honors and AP pre-calculus one thing that stands out to me in your teaching is your ability to teach mathematics while also connecting closely with students showing them the relevance of the mathematics in their everyday lives and having them be in community with you when I asked your Mentor your favorite thing about you Ella Don Eddie she said I need so much more time to pick the perfect thing to say because there's just too much that is special about aurella please join and congratulating drella [Applause] mile and with the team huddle is Miss Jamie Reinhardt from the special education department all right good evening [Applause] everyone good evening
053everyone thank you for um inviting me to say a few words about our three teachers in the special education department um being recommended for tenure tonight we are going to switch over from Comedy Central to the Hallmark Channel right now all right um so the first teacher that I would like to honor and acknowledge is aanna Evans W um sometimes you're afforded start crying early on this sometimes you're afforded the opportunity to travel a journey with someone and though your paths are different you still travel together this is aanna Evans and me we work together in the classroom as a par professional and teacher team and during this time aanna was working toward her lure and was as steadfast then in her beliefs around student Independence and focus on post High School skills as she
054is now she is so dedicated to supporting students toward Independence not only Independent Living skills that have to do with budgeting hygiene maintaining a household but independent thinking skills critical thinking skills throughout her four years in the classroom at eths Miss Evans has equipped hundreds of students with critical thinking skills to navigate the world around around them by questioning the status quo thinking about their community and being responsible for it and thinking about their place in the world and what they want for themselves Miss Evans has taught Civics in both the general education and special education environments since she began working as a teacher at eths and every time I observe her class I can't help but get involved in discussion because she brings her lessons to life when we talk about discussing race and
055equity in the classroom and having courageous conversations with students Miss Evans instruction is a prime example thank you Miss Evans for your unwavering dedication to students Independence and your focus on their self- advocacy through critical thinking congratulations Jackie gisho Jackie began her career with eths as a science teacher and self-contained classrooms in the special education department as well as a learning strategies teacher since that time she is specialized in providing individualized student supports exclusively in learning strategies classes Jackie uses her acceptional organizational and communication skills to support the success of students on her case load she is a strong advocate for her students not only communicating regularly with students families and outside providers but she also teaches her students how to advocate for themselves as a current case manager of Juniors Jackie strikes the balance
056of providing her students support and autonomy fading her direct support So students can feel the success they have earned and reflect on their accomplishments Jackie has also made substantial contributions to the department and District in a brief time here sitting on multiple committees and constantly willing to contribute her developing leadership skills thank you Jackie for your endless engagement in and support of Student Success and improving our community and we have Craig wollins I have heard it said that special education teachers can teach anything due to the nature of the lure and this has certainly been true in Craig's case he began his time at eths as a long-term substitute in biology followed by a semester-long substitute teaching assignment teaching uh geometry and since that time time Craig has taught Junior English learning strategies reading freshman
057reading and sophomore reading each time his course load changed Craig met the transition with optimism and a positive attitude forever dedicated to his craft Craig looked at each new class as an opportunity to build his knowledge of different subjects and his wealth of instructional strategies Craig engages students in building the fundamental life skill of reading by incorporating their interests and providing them with choice in the classroom Craig thank you for your unwavering willingness to flex your instructional strategies to meet the needs of students and the [Applause] department and next up is our student services department um Dr Mia liso and Miss Sarah [Applause] long you want to step up all right I'm Sarah long I'm the director of student services and I would like to uh congratulate immani Wilson first from my department yes I'm
058honored to recognize ymani Wilson tonight as she earns her tenure status immani is persistent driven and passionate she works diligently to promote Equitable outcomes at eths she serves as a resource to her colleagues and other social workers and strives to support the growth of the social work team as as well as the entire department immani is very deserving of all praise and recognition tonight as someone who plays a crucial role in the student services department congratulations all right and then I'm going to recognize dearis Rodriguez who unfortunately is not able to join us physically here in person tonight but I'd still like to read a few words about her um the student services department is fortunate to have dearis Rodriguez as our lead social worker dearis is a motivated passionate individual who serves as an
059indisputable leader she works tirelessly to promote change within our department she is a great advocate for our students and she is certainly an asset to our team I'm proud to honor dearis tonight as she earns her well-deserved tenure status so congrats to her as well thank you guys for having us and this will be brief but the last is the best so so I am recommending and proudly uh Dr Michelle wheeler Dr Wheeler is an exemplary nurse who embodies dedication to students and a commitment to Leading our nursing staff with Excellence she has an wavering compassion and tireless advocacy for student health she goes above and beyond to ensure every child receives the care and support they need her leadership extends Beyond individual care she Fosters a culture of collaboration and professional development among her
060nursing team empowering them to excel in their roles the student services dep department is fortunate to have her on our team congratulations on receiving tenure Dr Wheeler thank you all right and last we have uh Miss denafo from our world languages Department honoring four teachers this evening and that will be the end of our 10 your recommendations thank you all right thank you all so much I'm going to first speak about our two teachers that couldn't be here with us tonight uh canand dowy is proof that I need to go with my gut and get out of my comfort zone during the zoom interview process I was really drawn to him but he talked in circles and he had really good ideas and nice Vibes but then the zoom teaching demo there were Tech difficulties
061he didn't have teaching experience he didn't answer questions in like lines but there was something about him and it won me order over and four years later I'm pleased to say that I was right and I'm really fortunate to have Canan earing tenure in his four years here much to his chrin canan's preps continue to change he's taught levels one two three four and five of French and next year he'll be teaching French as a Heritage language his ESL Certification and his efforts to teach the entire frankophone culture really make him qualified to do so his classroom is constantly visited by student students and staff of life he is committed to the eths pillars of literacy Equity social emotional learning and post-secondary planning here are two quotes that are more eloquent than I could ever
062be Canan is a teacher who has the amazing ability to make anyone feel immediately comfortable in his presence he is thoughtful and kind and generally wants to get to know students for who they are he is a culturally responsive teacher who finds ways to incorporate his students lives identities and stories into the way he teaches French he sponsored several before and after student groups to create spaces for students to connect around shared identities and passions most importantly he is a person who is always authentic to himself which makes him a wonderfully approachable colleague and teacher congratulations to Canan we hope you're eating right now hi Emily we know you're watching when I started at eths 13 years ago we offered eight sections of American Sign Language now we consistently offer 18 sections it's our second
063most popular language I'm thrilled that we found such a talented teacher to add to our team and I'm so excited that Emily Nole earns tenure tonight Emily is beloved by her teammates fellow teachers and students alike Miss Kay has a positive C do attitude in think teaching ESL she is taught levels one two and three she is creative and out of the box she will go the extra mile above and beyond for any student even not on a roster here are some of her colleagues words about her from from day one you have gone above and beyond expectations to help your students learn and be successful in class and in life your students and colleagues look up to you and respect you for your hard work and dedication we sure are lucky to have you
064at eths and there are few other teachers that I would rather run into on a sleepy morning coming to work than Emily Noel she radiates positive energy and inevitably I find myself smiling in her presence she's an incredibly bright Dynamic teacher who has the ability to lift the spirits of any student lucky enough to be in her class and Emily it was a sign that you were meant to be part of our world languages family congratulations on earning tenure hi [Applause] Emily okay congratulations to Ashley Cummings on earning tenure Ashley has taught French one French three and three honors and French four Advanced honors she'll be teaching French AP next year she spearheaded the trip to France this school year just last week allowing 30 students to travel and experience another culture she is a
065consant professional from her meticulously planned lessons her warm and welcoming classroom her use of the target language in class and her support of students both in and outside of the classroom her colleagues described her so eloquently here are some Snippets it always sounds like your classes are having a blast your students love and respect you this is shown by them popping by and saying hi hanging out during their lunch or free periods you provide such a welcoming and loving environment Ashley is an educator who educator who exudes confidence professionalism and passion for both her students and her content area she is a collaborative colleague who has worked hard with her fellow French teachers to refine and improve the French curriculum she is creative and dynamic in the classroom and she takes great care with her
066work Ashley is driven ambitious Unstoppable professional and motivated Ashley is one of the most creative language teachers I have ever met she has amazing ideas and uses them to craft highly engaging lessons that immerse students in French culture her enthusiasm is contagious and it makes me want to study French Ashley I'm so I'm so excited and glad that you've decided to make our department your language home congratulations on earning [Applause] tenure congratulations to Margaret Connell on earning tenure an eths graduate who began her language journey in our Japanese program and attended our Japanese trip she substitute taught and student taught here before becoming before beginning part-time helping to grow our program from six to 10 sections of Japanese in her years here Margaret has taught all levels of Japanese has taught English as a second
067language coached State winners at Japan ball organized student hosting experience of our exchange supported fundraising efforts and been a voice for change equity and authenticity she values relationships with her students she truly knows and sees each one including below the line in information she is eager to learn and grow welcoming and seeking out constructive feedback she works to grow and collaborate with her colleagues and she is well respected by all here are some highlights from her colleagues it was diffult to difficult to edit these down so Margaret read these unedited comments later okay okay Margaret's knowledge of Japanese culture is extensive and she approaches culture with such a Nuance lens that in includes critical comparisons and connections to American society her passion and expertise draws students in and creates an environment of inquiry and enthusiasm
068I have seen very few early career teachers with the level of professionalism and dedication to their own growth as a teacher as Margaret she is constantly examining her teaching practice for ways that she can best serve her students she is bold she's willing to try creative new approaches to best connect with her classes she authentic to herself she is unafraid to speak up for what is best practice she is passionate about connecting students with the Japanese language and culture while also offering who honoring who they are as individuals Margaret I'm so happy that you've come full circle from Wild kit Alum to Wild kid teacher I look forward to having your voice in our discussions for always congratulations whatever you want thank you so much oh of I know that I know that that most
069of the teachers the new tenure teachers are leaving so we're going to take a quick break like a five minute break and then we'll prepare for our next big agenda item e start we have all the board members present corre y okay well welcome thank you for coming our next agenda item is the student discipline report and U Dr Campbell are you gonna yeah so um we're going to welcome uh Dr Robinson our associate principal of educational services and uh the dean team for 20 324 uh they're introduced themselves and I'm sure you know as we read the report we are preparing our hearts and Minds for a difficult conversation and um if we were to engage the tools for courageous conversations I'm sure that like myself I was spinning around the compass um in
070thinking feeling acting and believing and um but I'm I'm asking board to lean in and listen to what we have been doing and um we have some very sobering things to discuss and um we'll also be talking about what do we plan to do so with that said I'm going to turn this over to Dr Robinson who will begin thank you Dr Campbell and hello board always good to see you I look forward to this time of year uh because it's a time for us to connect and for us to give you uh the heads up and and and just keep you in the loop with some of the work that's going on uh at eths um this year as Dr Campbell mentioned uh the data uh when we pulled it and reviewed it uh
071was uh concerning um and we can't wait to share with you uh what the data is and and also what we're doing about it so I'm happy to introduce my team here we tried this a couple of years ago and I think it's great because it really humanizes the people who care for our students uh on the day-to-day basis so this is our current team uh Miss Boyd she's she's almost a vet now uh Miss inle uh who's new to us who's supporting the class of 26 uh Dean Sorano has been here for quite some time and supporting our Juniors and we have Mr Moore he's again new to us uh this year supporting our sophomore class uh freshman class I'm sorry the this office cannot run without the support of our administrative uh assistants
072uh Angie Harding and Kevin Augusta and also want to give a shout out to Michael Williams who supports our Alternative Learning Center AKA and school suspension so the work that we are presenting tonight is that of our old our previous team uh Dean Kola Boyd Sorano and Shanahan uh so I just wanted to kind of frame that uh and kick it off with uh Dean hle good evening everyone um I would like to start off by um taking this opportunity to summarize the discipline philosophy um we in the Dean's office are committed to promoting a safe learning environment at eths by following the Cor discipline beliefs students and I'm going to summarize that instead of reading it Point by Point um students have the right to learn in a safe learning environment we use prevention
073and intervention measures through instruction and restorative practices there's a shared responsibility for problem solving we honor identities and developmental needs we teach model and reinforce social emotional needs as we collaborate with all stakeholders in an effort to ensure safety the next slide is the agenda for today's presentation there will be a review of The District goals in relation to the Dean's office students involved in disciplinary incidents who the students are and what they did types of disciplinary incidents review of national research and correlations to eths suspensions in relation to the entire student population and the federal race codes Trends as we explore past and current data and looking ahead what are we going to do regarding the data Pres presented so if we're looking at the district goals and relations to the Dean's office um
074goal one um Equitable and excellent education at the end of every quarter what we do is we review the discipline data and we take a look at like gender race income status IEP status and grad year goal two student well-being we actually work with variety of teams throughout the building to make sure that we're assisting and supporting our students needs we work with the SST team 504 teams IEP teams um throughout the course of the year we also supervise extracurricular events further building bonds and relationships with um stakeholders throughout the community um goal three fiscal accountability um we work with um alive which is the um Alternative Learning opportunities program we also work with the iirp which is the international institute for restorative practices we also engage in professional development as we um go out
075go throughout the um school year especially when we see a need to actually um refresh and understand new research that's coming that has been put forth we also work with the student empowerment program and in goal four we have Community engagement and Partnerships we are currently working with Northwestern um researching with them um things like treny why is it happening why do we see such a high rate of treny um throughout the building and we are um establishing anou with the city of Evon Youth and um youth I'm sorry Youth and Young Adult division good evening try that again good evening couldn't use my outside voice all right so uh thank you for the review of the goals our work really lends itself to goal two the student well-being goal um where the goal that
076we have stated is 100% of students do not receive a behavior referral so we are proud that 79% of our students are following the three Rs they're demonstrating respect for themselves others and the community so 79% of our students have not received a conduct referral so we're happy about that we're going to take a look at the unique number of students who created incidents um so we are all speaking the same language an incident means that an adult in this building wrote a conduct referral for a student for some sort of behavior it was sent to one of the four of us and we met with the student gave them due process um and escalated that referral into an incident so that's how an incident is created so again 748 unique students created incidents last
077year we had a total of 2,585 incidents created um Mr Sano will speak more to that in just a moment um here we are a little disappointed to see that more than half of the students who created incidents um were involved in uh two or more so that's a little concerning and we'll take a deeper dive into into that so unfortunately part of the troubling news is that we saw a 20% increase in the number of students who created incidents in the 2223 school year um the year before we had 629 students and now as you see we're up to 748 students who created an incident so there's work to be done in that area um and this data tells us that there is definitely a need for some more support so let's take um
078a look at the number of incidents created per student um we'll take a look at the first category um uh student the number of incidents created per unique student um one through five incidents so the majority of students received one um five or fewer referrals um that turned into an incident so that's we're happy about that I do want to direct your attention to the bottom half of the screen um um where you see 16 to 20 and 21 or more incidents so those are 30 students um they make up about 4% who demonstrated um a high need um for support prevention and interventions so we looked at these students um um and these 30 in particular um are majority students who identify as black or brown the majority of these students um have an
079IEP and the majority of these students are on either free or reduced lunch um some of these students were outplaced because they demonstrated such a high need for support and perhaps we were unable to meet the needs here so we definitely um as Dean hle said take a look at our quarterly data um and you know we know who we're seeing frequently um and that's reflected in uh the 16 through 21 um of some concern we did have students who had had upwards of 50 incidents created so um there are some students who are presenting with a variety of needs okay let's take a look by federal race code so as you will see in this and the subsequent screens we are looking at the unique number of students in one column the percentage of
080students with incidents then we're going to look at the number of the entire student group so the population of in the school so for example well let me back up and then the percentage of the total student group so for black African-American students um we had uh again 748 unique students created an incident 36 of them were black so that's 42% of the students who created incidents and 38% of the overall black student population um if you look at Hispanic Latino had 180 students and white 187 students who created incidents when we look at our black African-American and Hispanic Latino together that's a combined 66% so um about two-thirds of our students who created incidents identifies as either black or brown we also take a look by gender there's nothing really alarming here we saw
081similar um data in a previous report we also look at the intersection of race and gender um uh so we'll take a look um black African males um are 24% of the students with incidents um Then followed by females excuse me black African-American females followed by white males followed by Latino males then Latina females and then white females so I'll draw your attention to the percentage of the student group um looking at black African-American males is 42% of the entire student the black student population have created an incident it's definitely of some concern so we also take a look by Grand year if you notice um the class of 2026 that was last year's freshman our current sophomores um last year um I think we um trying to think of the way to explain this
082um we noticed that our students who came in as freshman last year came in um with a high level of need um that's who we saw most frequently in the office we saw it we felt it um we worked with them um engaging in a number of interventions and preventions and um we can still see the effects of that VIs with this current um the current sophomores so we've had an even distribution of freshman sophomore junior seniors in previous years but this is definitely an uptick for um our current sophomores last year's freshmen as we um Miss hle said we do look at our quarterly data this school year um first semester first and second quarter we could see that our current freshman and our current sophomores are presenting with a very very high level
083of need so you'll see this again as we look at uh the number of incidents so I just want to draw your attention to that hope you keep that in the back of your mind as we think about how we can help support our freshman and sophomore students and our incoming uh students we look at income status so 61% of the students who were involved in incidents received free or reduce lunch and about onethird of the students who created incidents were on free and reduced lunch we also look by IEP status so we see that about a third of our students who have IEPs created in a disciplinary incident last year we also look at emergent multilingual status and we had 133% of students um were emergent multilingual and 87% were non-emergent MultiLing lingual who
084were involved in disciplinary incidents we look at this data um over a decade um approximately a decade um and we could see um we we did have the covid year and if you look at 2122 and 22 23 we can see that that 21% increase in the number of students involved so we are um it appears that we're trending um upwards in terms of the number of students students involved Mr Sorano thank you good evening I wanted to look at further the incidents the disciplinary incidents that we had um as this information as we're looking at it um I think will Point again to the the fact that we have 381 students that were involved in two or more incidences and and that's that's something that you know we're thinking about is let's focus on
085what what what they are doing that that continues to happen so as we look at the next slide you see that substantial number it's a jump uh 52% uh percentage points going up here from the 1705 um the incidents from 2122 to this past year 2585 um and once again we have to look at where is it focused at and where are those numbers growing the most as and immediately you see it on the next uh slide here the first category is the 1,096 uh unauthorized presence and and that category uh we that that seems maybe it could seem a bit um kind of general and not specific enough to figure out where these students are if they're in unau unauthorized presence what does that mean well this for we've tried to correct that for
086this this next report that we will do for next year it'll State unauthorized presence unauthorized presence unauthorized um unauthorized area unauthorized presence if a student left a classroom without permission unauthorized presence students leaving the building without permission so that way we can kind of focus on on where that where that situation occurred and how to address that better if we we look at the next category which is another 450 incidents and 17.4% that's disrupting the school environment I think there's there could be some connection between those two based on the disruption that they could cause to the building if we're talking about students that are roaming the hallways disturbing out outside of classrooms disrupting other other uh instruction throughout the building so if we add those together we have a almost 60% 59 .8% of
087all of those incidences are falling in those categories that's the great majority of the of the incidents falling in these categories and that's where we need to look at a little bit deeper and that's where uh Dr Robinson's going to uh discuss some research that he found I think when we looked at it you know we're like what the heck is going on uh what happened um and every you know category and ironically about two weeks ago we saw this article in the New York Times why School absences have exploded almost everywhere so I was kind of relieved uh to see this because I know it's not unique to eths uh this is something uh that's trending nationally and um our data reflects the nation trends that are going on and just to pull out
088us some of the what I thought was really important uh things to note from the article uh one of the researchers talked about you know the absenteeism today again which is uh Sorano just talked about um the unauthorized presence you know andury this this all uh falls together it's the leading Factor hindering the nation's recovery from the pandemic learning loss to educational experts uh will say and of course students can't learn that they're not in school we know this um but we we are still recovering from the pandemic it still impacted us uh immensely um and it's not just us the article further talks about you know how it's multifaceted and complex uh the problems that are going on and goes on to mention uh nationally what are um the reasons that's causing uh the
089this horrible trend of treny you know some students are caring for younger siblings parents are incorrectly thinking that students are doing better than what they're doing students are staying home when sick not just with covid with also more routine cods and viruses um students are still struggling uh with mental health um missing school is a symptom of the pandemic related challenges and also a cause students who are behind may not want to attend which sets them back any further and of course we know this anxious students May avoid School hiding out fuels their anxiety this really kind of brought it home for me uh Dr Rosen bomb talked about this notion of fight or flight both absenteeism and behavioral outbursts are examples of human stress response it's playing out in mass in schools with a
090fight both verbal and physical aggression or flight with tancy and absenteeism um we and and it's really localized and proximate to what we're doing as well I'll pass this down so to continue look at uh the incidences and uh kind of the breakdown of them further uh 59% of the incidents were by male students 41% by female students uh this slide is by uh Federal race code and uh once again the breakdown that we we we've kind of repeated in other slides uh this one notes that there's 79% of all incidences of the 2585 um 20 2500 85 incidents are by students of color so that's that's what this slide just tells us uh this is the grad year uh once again and we used to have more of a an even kind of distribution
091through by the grades about 25 22 to 25% for each grade level this last year we saw the class of 2026 and and we're seeing some of our Trends right now trending towards 2027 being something similar with with a higher need um and we've looked at kind of some of the different reasons of of what has caused that and I know that we are uh planning to address those uh and discuss more about addressing some of those concerns with uh at the end of our presentation income status um 7070 about three qus of a a little over three quarters of all incidents whereby students with free or reduced lunch and as far as IEPs about 60 59% non 41% % I students similar I believe to last year's breakdown and our last category is um
092emergent multilingual students and uh their status uh attributed for 177% of all the referrals that we incidents excuse me that we had last year and 83 by nonm students good evening to all the distinguished board members um I will present the suspension data from the 2022 23 school year in school and out of school suspensions are issued as a Last Resorts by the Deans after um other interventions have been tried behaviors that are deemed a threat or a safety concern or to others in the building such as fighting um being in possession of a weapon uh threat to harm someone or drug offenses are the main offenses that may warrant an in school out of school suspension last school year we had a total of 347 incidents that resulted in referrals that required in school
093or out of school suspension these incidents involve 213 students when we look at a breakdown of students who received in school suspensions we had a total of 228 incidents um with 163 unique students for a total of 33 13 in school suspension days for those students out of school suspension of 151 incidents we had3 students which total at 582 out of school suspension days when we take a look at the the incidents and which required um in school suspension um as you can see the drug possession drug usage kind of combined those were the two big ones along with um physical attack without weapon or injury um our out of school suspension shows that um the biggest um incidents that required out of school suspension were there were 33 incidents um along with the mob
094action and those required that was 22% for the physical attack the mob action incidents that was 12% um for these two particular slides when you look at the drug possession drug usage and you have some in school and then on the other side you may have some out of school the the big difference with those um are sometimes um they may be the same students but the n school suspension may be tried first um and then it may have escalated over time maybe a second event third event um maybe the amount of the you know the Stu the drug that the student had May resulted in out of school suspension here if I can just add uh what's interesting here just to notice is uh your your subjective behaviors students are not being suspended out
095of school for these subjective behaviors being tardy being um you know with a perceived whatever these are um pretty Hardline behaviors uh that it's again not subjected when we look at the students um the suspension by federal race code um in school suspension um black African-American students for in school suspension there was 40 45% Hispanic Latino 28% and white students 18% all received in school suspension out of school suspension there are 57% of the students supended out of school outside of school were black African-Americans 27% Hispanic Latino and 7% white students when we look at these numbers by gender we have 71% of the students receive in school suspension were male 29% of the students were female and the students outside of school for outside suspensions 58% were male and 42% female we look at
096the suspensions by the graduation year for these 347 incidents um as previous speakers uh mentioned our highest number unfortunately was this uh our freshmen which are now our sophomore students and they accounted for 41% of our in school suspensions from last school year when we look at at the out of school suspensions we came with the the same class 2026 accounted for 36% of the students that were suspended outside of school 77% of all suspensions involve students who receive free and reduced lunch 84% of of outside suspensions involve students who also receive free and reduced lunch suspensions by the income status by income status 69% of the students who receive in school suspension um were free on free and reduced lunch 31% of those students were full pay students outside suspension for free and reduced
097lunch 82% and our full paid students for lunch was 18% for students with IEPs in school suspension 31% of those students non IEP students 69% out of school suspension for IEP students was 33% and non IEP students 67% emergent multilingual students for receive 16% of the in school suspension while nine emergent lingual students multilingual students 84% and out of school nine uh emergent multilingual students 7% for out of school and non-emergent multilingual students 93% um now we we will view um some Trends um this particular slide shows incidents resulting in suspension involving the entire student population um there were in total 2,585 um incidents last school year however 347 of those incidents resulted in a suspension which is only 133% of the total number of incidents of the 347 suspensions black and brown students continue
098to demonstrate a need for more complex supports and these are students who have always needed the support So for me this really isn't something new it's just figuring out how do we meet the complex needs of these students if you take a look at the um bottom of this chart if we take a look at the students who are receiving free and reduced lunch we have 269 of the 347 who have um been suspended and that's 78% the next slide as we continue to explore this data regarding the entire student population this particular graph shows the number of students suspended one or more times over the course of a little more than a decade more notable is that there is a decrease in numbers once we return from covid in the 2020 I'm sorry 2122
099school year and um last year we begin to see an upward Trend sign sign further signaling that there's a need for support as I stated um in the previous slide now on this particular slide it allows us to examine the number of students suspended one or more times by the federal race code this data um shows a decrease actually between the 201829 school year through 2021 22 um this decrease is amongst all categories that includes black African-American Hispanic latinx and white students so it was showing that we were certainly moving in the right direction in the direction that we want to go in however we need to be mindful that the numbers are starting to show an upward a an upward Trend since the 2022 23 school year uh so what are we doing about
100it um the article we know continue to build relationships it's critical how do we build deeper relationships uh we looked there's a program at North cook uh with whom we've partnered uh that have student Advocates now the student Advocates uh is is new uh some of the other Regional areas of Education have used them uh they come in and and they have case uh case loads of about 25 students each uh we look at our data we're like perhaps this is a way that we could um have a deeper relationship with students that's like non-punitive super relational uh help us understand uh what we can do to best support students um we're also looking at a restorative practices coordinator uh who can uh kind of be the conduit for all restorative work uh in the
101building um we're going to continue to seek to understand um somebody mentioned that we have been collaborating with some of the research Partners at Northwestern uh to understand kind of the why uh we need to continue to follow data um but we also need the action behind it and one of the things that uh strategies that the article mentioned was home visits seemed to be uh helpful with kind of improving attendance and again understanding what other needs are at home uh so we just need the board's continued support and uh our efforts you know we're hoping to learn a lot more uh from uh the qualitative and quantitative research uh that North westering is helping us do um and you know it's it's hard work it's it's devastating work um it's good work you know
102because I think we have good people in the building uh to uh make the commitment to to improve it uh this hits being bored opened up when it really hits the well-being uh goal of the of the board and I am certain in the coming months uh when we get the well-being report uh you'll see some uh connections uh to this work as well uh with that we just had a host of folks uh with whom to thank uh for their continued support um our safety team uh our researchers uh Ali Hart Dr bavis thanks for uh your support on helping us understand the data um our school resource officers and again our safety department um yeah we we it's a team effort uh I feel like we kind of need more team members uh
103to to combat you know what what the new trends and challenges are we are happy to entertain any questions uh from the board thank you so first of all I just I know that the board has questions I want to thank you for the report I want to thank you for the honesty of of this data and this information it's important that we see it I appreciate appreciate the fact that you are concerned as are we um and um and I just really understand um just how challenging this is and I also understand that there are no quick fixes to this um so uh I have a few other questions but I think I'm G to ask some of my board members to to ask the questions first and and then um if mine doesn't
104get asked I'll come back so Mir we'll start with you okay well hello and thank you I can imagine um just that it's not only disturbing but it's painful to know our kids are um going through what has brought them to these instances um I'm trying to kind of put together a question which is something like do you think if we looked at the incidences that were disaggregated the incidences by um student that that could help us with a root cause so for instance when we were looking at um different Trends within different student groups that we would see a way into tailoring what we do with with different kids so right because I was looking through this and noticing that I don't think we know which students are for instance maybe in the wrong
105place at the wrong time versus the kids who are um another one that doesn't just jump off the top of my head so could we learn from that um and then also I was thinking about and I think I remember you all reporting that we felt that staff were giving writing kids up kind of there were no Trends there to be found in the sense of who was writing writing up which kids um so I'm trusting that once you looked at that that that didn't show us anything then another question I was looking at the male female for instance just one Dynamic um of who was suspended and wondering are those are we suspending them at the same same severity or the same punishment if you will or restorative work based on the same action
106so just kind of digging into that lastly and so that was kind of a statement but a little bit of a question I'm so perplexed and you know you are all more experts in this area than I am but I think about some of the recent literature and pieces that are coming out regarding kids who are getting in trouble who have up to 85% rate of being identified for I APS or special Edge services and so I think about what might we ask ourselves that is not happening for our kids in those spaces to keep them out of the hallways out of those spaces that are making more trouble in that somehow communicate that they're they can't learn or they can't do the thing because those numbers are kind of unreal that we have that
107level of students within lowincome and specializ services at our top level um Within These um in inces so that says to me that obviously there's something else happening and while I respect the home and different areas that you mentioned I think you know we have to do it all but we can control so much more here and so I just think how might they feel that they are better off in their classroom because I'm guessing if we looked at grades like we don't have we don't know what their grades are or where they if they belong in to a club or something but if the 80% of them let's say don't have bees are better or don't belong to any other clubs then you know as you said the well-being piece starts to play a
108role and I'm just so curious how we might ask about our classroom spaces or our other spaces that help the kids who are in them who are successful stay out of trouble soir you asked like let's let's go to the first one well I mean they were all very important so um and I know as I told you all speak clearly and honestly about your experiences because they know what you're saying and why don't you start with the first one because I think that was a really good one on the categories who the kids are and I know that they can speak yeah let me I I'll kick it off and and I invite my colleagues to please just jump in and and share your truths uh but one of the things that I have
109noticed and usually uh you know I think I have a pretty good relationship with students kind of generally speaking uh but if it kind of comes to my level uh there's typically um you know other needs and concerns okay uh so one thing that I've always noticed in every single case of a student that has kind of made it to me uh you ask the questions and you find out more of what's going on and often times um it's kind of like Pandora's Box uh student will come because a behavior and then you begin to ask questions and there's just so much more uh where conversations where I've had with parents it's not about the behavior anymore it's about all the other stuff uh so at that point we're really um connecting with the grade
110level teams the social workers uh and other support members in the building to provide different levels of questions and understanding we were talking about referrals man we got a referral for everything uh from you know uh The Literacy Center to social workers to sui programs sep it's and so many of our students have the benefit of receiving that support their strategies their interventions uh the goal is for them to be better to do better um but it it really does kind of just peel the uh layer off that where we find that there's so much more um so much more needs I guess to yeah and I think uh Dean Boyd referenced this earlier when she was talking to uh referring to the slide with the number of students uh with 15 or more referrals
111right incidences involved in 15 or more incidences and I believe it was uh we were saying 30 students and uh Dean Boyd and I worked were here last year and we were familiar because we were able to break down who those 30 students were and we recalled some of those needs uh that some of those students needed um required right um she you mentioned I think Dean boy mentioned uh IEP status is is is one and what we find is when we are working with students with IEPs we have to there's so much documentation that goes into it um and and and steps into getting those additional supports um so that we're not just merely placing students off campus right there's a lot of thought and a lot of uh steps that go into that
112uh I think what we found is that some of those students um that made up um I know you had mentioned Dean boy one that was uh upwards of 50 referrals last year alone one student that that student is is I think crying out for help in some way and stating look I'm not maybe I don't feel comfortable in the classroom um maybe they're frustrated embarrassed ashamed whatever to be in a classro so then avoidance is all they know at this point um you know conflicts I know that we we we saw on that list there was also groups of individuals involved in conflicts conflicts that each each one of us last year were involved with trying to mediate at one point I believe the uh Dr Robinson was that actually sat down in a
113in a room approximately the size that we have here to sit down with these individuals and explain to them what the expectations were right um I know that we some of our partners outside of of eths work with those individuals as well to try to help the families try to you know uh remediate the issue um unfortunately these are some of these challenges are are deeper than what we can support so so we do our best based on what we have and it's we sit we talk we listen we hear the different concerns that they have we do you know Dr Robinson mentioned the referrals that we have we have so many supports in within the building that we lean on to help our students and uh I think we we can obviously it can
114enrich that and make that even bigger you know add more to the toolbox we as we talk to um and I'm hoping and I know that this year I've seen more of it with our restorative PR practices coordinator um which has supported us in our work so um I think that hopefully that addresses some of the questions that you had and I don't know if my other colleagues um my colleagues had some responses as well um I would like to add that in my short time in a Dean's office um one of the things that I've noticed is a huge need for familial support outside of eths even today um sitting and having conferences with um parents and students it's just it's not just single parent homes um there there are instances when you have
115both parents in the home and they're um they're they're just um out of sorts as to how to best support their student like if their child isn't motivated to go to class and that child doesn't understand why or isn't able to articulate why or um and and it makes it difficult when um when the student him or herself is unable to articulate to is unable to articulate that to us or even realize it him or herself and so um one of the things that I was thinking about is the fact that although we have a lot of resources available in this building what do what what do we have to offer as an outside resource for these families who need so much support that we are unable to give to them at this point in
116time and these are things that I go to sleep with every single night because as a former teacher in this building I've worked with some of these kids and I've worked with these families and to hear these stories and to actually feel like you're helpless and being able to support these families it just it it's it's devastating but I do appreciate the work that we are able to do because the parents appreciate they appreciate it as well um I would like to add um that when we're looking at our freshman and sophomore students they're clearly coming in with a lot more needs and it's um I know Dr Robinson referenced the research and talked about about the impacts of covid but these freshman and sophomores missed two critical years of development educational um social emotional
117development um we're learning behind a computer screen for two years in Elementary Middle School um so that can't be glossed over and um we can't um necessarily articulate you know what all that means for them but um we do are our kids are are are missing some skills communication skills um perspective taking skills being resilient um problem solving being able to communicate without screaming um so we're just um as I think about this um I'm I'm I'm thinking about um what comes up for me a lot is um you know we have to have an opportunity or or means to be able to teach kids some skills um we've got 25% 20ish per of the school who's telling us um that we need some help in this area so we've got to teach some young
118people um how to do some things how to do school how to communicate well how um to be a good citizen how to practice the three hours so um finding opportunities and ways to be able to teach them outside of our offices um will be critical um and you know um for those who've seen me at this table before I'm going to always um lift up reading skills um and the students who come to us reading below grade level and how that impacts their behavior class avoidance the things that they're doing um and then the other thing I'm thinking to answer your question about knowing who did what yes um I've never seen two Asian males fighting in this building that's not who's getting suspended um so some of the the data is really concrete
119about who did the what um in terms of especially when we're looking at the suspension data and the more egregious offenses it's really really clear um what are white students being um referred for uh going out um for lunch when you got 12 tardies instead of 10 things like that um that's not the only thing but that's one of the things so I think when we're looking really specifically and closely at the suspension data for example it's really there's again no subjectivity in what students are being discipline for um you know I've asked students in classrooms before have you seen two white girls fighting nope they don't see it it doesn't happen so um you know I'm always triggered by the word disproportionality because it's a both and kind of situation this is who is
120um engaging in these type of activities so um I hope that answers some of your questions um that's kind of what's on top for me um I just would like to add one thing that we see a great deal of is our students who are come in um and are engaged in activities whether that's a club whether that's the band theater or a sport those students have a greater connection to the building and those students generally have other adults that are giving reinforcing the positive connections and the positive messages that are being shared by all the staff within the building and that allows them to feel um to reach out if they have another conflict and also again um the positive messages are being reinforced our students who are that we see in Dean's office
121on a consistent basis are not bad kids those are kids that have not connected for whatever the reason inside of our building and every time a student comes down I know all of us especially Dean hle myself we have the younger students we're always asking what club do you want to join what activity do do you want to join because then that gives them a greater sense of belonging those students for whatever reason who don't then they tend to find the negativity and unfortunately um me being an old man I didn't have social media so social media is such a negative influence on our children today because of if you look at unfortunately students engaging into a fight and then that fight is immediately uploaded you would think is a fight going on in this
122building every five minutes in here and that's just not the case but but because you can visually see it it makes it you know far worse so again being able to help engage our students and encourage them to join different activity or Club I think that'll be something that will continue to help you know divert you know some of the students from making some bad choices thank you and I I the pieces that I think um are so challenging are both the complexity of our community what who how we approach this um um and the reason I brought up that data regarding the juvie system and up to 85% of kids have in those spaces have been identified for special ed services says to me that we are the the way kids feel about themselves
123as you said if they feel confident or if they feel like they belong or they can read or they can do these things helps to keep them in this space versus being out in other space and getting in trouble and so that that just to be clear that's why I brought that up um and then they just end it with I respect what you were saying regarding the different acts of behavior that we see from what I would argue are our canaries in these minds and so when I think about the kids who are self Haring or who are um uh doing things that put them in spaces where they're in counselor's offices they too are imagine if those were disciplined type behaviors because that's their ways of acting out and if we aggregated that
124along racial lines we would see majority of kids who were white or other and so it's a shame in many ways that these behaviors are the ones that get the discipline and the kind of and I'm not blaming you this is our whole system I'm a part of it get the negative get the punishment whereas the other kids there's a a feeling of feeling sorry for them or helping in different ways but it's all about the harm that you know that they inherit that they're a part of of in our society and so I I wish we could think about this differently so that we didn't have that line of punishment if you will but I do want I don't think you're punishing our how we handle it I I don't know the right word
125um like I said uh I was just going to mention often times that's how we get the connection they're introduced to us by a behavior for the first time you know now we can connect so it's not is a bad thing that this is how we're introduced um I was going to answer one of your other questions about um in terms of like suspension and like consistency so that is one of the great things about having two new people this year a part of their onboarding and ongoing training we have spent um a significant amount of time together making sure our work is aligned and consistent we are um in you know grow great communication um so we are always um coming to each other about um having some really spirited conversations about incidents um
126so that is one thing I think that we can all be really proud of um which um I'm more confident about that this school year so um from now moving forward we're in pretty solid alignment and see consistency um in terms of Behavioral concept consequences especially for major incidents we we're um always talking and sharing and you talking about an active Office active not just with kids with social workers with counselors with IEP uh case managers uh these guys are are you know they they are getting it uh done and I just wanted to thank them um for their work well I can imagine the supports that you have in the resources that you have in this school I mean you really have to know so much about what's out there and what's available as
127I was reading and I haven't read that article in the New York Times but I intend to uh find that and read that but even the suggestions that they that they made you know relationships I know that you've been doing that I know that you've been trying uh to develop not only your relationships but connect others as you said um Mr Moore that you you're trying to find what um relationships these kids you can align these these students with um because you're right those are those are that's that's a key for so many uh students and um easier said than done right for for so for so many many students uh so you've got that challenge and also as you said uh family you know you've got that that challenge to really try to make
128sure um that families are supported and sometimes what families need is outside of our school's ability to provide um and maybe if there's a way we can connect some of these families with some of those resources it it might um it might help some um so yeah um so Pat I know you had questions yeah um well first of all I want to thank you for being here and thank you for all the work that you do I know you are really working hard and really trying to prevent the kind of data that we saw today um and I know you share with us such disappointment and and um heartbreak this is you know we have forever had um data that you know shows us that our black and brown particularly males um are struggling
129and um this is just a further proof um and you raised a lot of the issues coming out of covid um I really want to but I really want to say two positive things that I really appreciate that you've said one is these kids are in trouble not in trouble in the discipline way something is going on or many things are going on and you know I with young people and my my life sometimes you respond to the surface the kid yelling at you or the kid acting out but that's not what's going on that's the outside that's the eggshell it's what's underneath and I think you all understand that and I really appreciate that the second thing that you said that I want to highlight is the notion of families I think you brought
130that up Dean hle that um you know just like you don't always know a mom and a dad or whoever doesn't know either and they're struggling and they want to help they don't know what to do they don't understand and that is a huge issue it doesn't you know for so many times parents get maligned or families get maligned If the child is acting out or whatever I will tell you that most of the time it's not you know maybe there are examples but most of the time they are struggling as much as you are to figure it out and maybe as much as their child is so I I really appreciate you said those two things I guess I see I see this um looking at this data as a board member and looking
131at all of you who work so hard I feel like my job is to do two things one is to push to figure out what do we do what what can we do outside way outside the box to address student concerns and needs and support you and others in the building to help the students and secondly cuz our job is to figure out how to pay for those things and I really feel like this is a crisis that it's coming out of um it's coming out of covid but we've had it for too long already um and it's worse now but it it's it's been bad for a long time and we the predictability is I know all of the board shares this frustration that we can't we haven't been able to crack that predictability
132um so I just really encourage really encourage you to get how whatever it bring in researchers go do site visits bring in people to help you know I I I had this idea as I was thinking today but one of the things we learned from covid was when we redeployed our safety staff to do some one-on-one with students and help track their um their with their teachers how they were doing um that was a short-term thing but is there something longer term we can build out of that idea um you know it feels like kids a lot of these students particularly those students that we were talking about and the ones who I I added the numbers 111 kids have the six or more uh whatever incidents I'm sorry if I'm using the wrong term
133uh disciplinary incidents and 111 kids is a lot but it isn't right so how do we develop like a belonging plan for each one of those kids that does a lot of the things you've talked about I mean Chris levatino was here last month saying how they've gotten more kids into sports and activities that's awesome these kids need to be there and you know this I'm not telling you anything you don't know but how do we support you and how do you really go outside the box to um to really wrap our arms around these kids we just can't we can't do this anymore and I know I now I'm speaking to the choir on that right I'm not saying anything that you don't already know but you need to if we need to push
134you to do it you need to push us on what you need in order to make that happen so yes ma'am yes ma'am please help I'm here for help it's really incredibly difficult and I'm going to preface this by saying I am a highly emotional person I'm not going to cry but I'm going to speak very passionately um and about how I feel I'm speaking on behalf of myself not my colleagues they've heard heard it but I'm definitely speaking my own mind here um um I'm glad that you asked what to do um when you all look at this screen right here I really want you to imagine what a day in the life of one of the four of us is we have just demonstrated a 50% increase in the number of incidents and
135we are the same four PE Well a different four people but we're four people our students have so many needs it is incredibly difficult for me to sit in an incident um with a kid that may start off as self harm turn into a suicide risk assessment alongside a social worker I don't have a mental health professional background um in the next breath be dealing with six kids who got brought down from the bathroom who were potentially vaping and on and on and on and on and on our office is a revolving door nonstop most days we do not take lunch breaks and we do not grieve that it is just the nature of what we do and I would really like for people to understand what it's like um it's particularly difficult to shift
136gear sometimes when you're dealing with a student for me with students who look just like me um imagine if you had to have a student arrested three feet away from you in your office what that might feel like and then to have a calendar meeting an hour later I personally can't shift gears that quickly because I need processing time I need to think about what just happened I'm emotional I want to be able to communicate with my colleagues as we've seen Dean Hingle um her students are presenting with quite a bit of needs so I would love to walk in her office and chitchat about it but she's 45 referrals in the whole because we've demonstrated that the sophomores are needing incredible amount of support um I really really um as we continue to sit
137at this table continue to present I really want to paint a picture cuz the data is one thing but the stories the stories of those 30 kids the things that we um um really went through to support and work with them and uncover all the additional things the gaps in learning the years that students may have been out of school those things for me take a toll on me um it would be nice to have um some release time occasionally if there was some situation that was so overwhelming that we needed to take a mental break it would be nice to be able to go home for an hour or two um yes of course um I know we are provided some Services through our HR department that is great but just understanding the working
138conditions um it's incredibly difficult I do want to lift up the work of um the people in the office with us Angie Hardy and Kevin austa um there are no two other people in this District who um work in an atmosphere where there is violence present we have students who have crawled over Furniture to fight each other in our office we have students who have crawled over other administrators to find each other in the office and they have a front row seat to that they are separating combatants um they have a front row seat and they aren't mental health professionals either so I really um would love some support for them I would love some um release time for us um I would really really advocate for additional safety staff um particularly um that's really
139who's helping us um address unauthorized presence most of those referrals come from safety staff members who are engaging with students in the hallways or other areas of the building um um our lunchtimes we are incredibly spread thin the students are we have four different cafeterias we have at least three safety staff members in each cafeteria that's 12 people off the floor and we've got to cover the artwing the planetarium Court wart the gym Wing the dance studio and we need um support at those times we need um we had a conversation earlier Dr Ra said said we need a reset um a reset and some schoolwide energy around helping kids get to class on time um um to class on time out of the hallways um and to be engaged in class so some back
140to the base six um schoolwide initiative so we can all um the Dean's office and the safety staff cannot attack a, 11100 unauthorized presence alone so those are just some things as I said I'm was going to be speak really passionately um about that I just want you to imagine um what these conversations are what's the conversation with a student who is under the influence what's the conversation with a student with um a vape what's the conversation with students who just got into a fight or a verbal argument or trying to deescalate them or students who are fighting or in mob action fights I really want you all to consider that and go beyond um just the data and the report and really try to imagine from the moment we walk in the door at
1418:00 or 6:30 in the morning for some of us until we leave at 7 o'clock at night we're we're problem solving from the moment we walk in the door till we till we leave occasionally students or staff are coming in there for positive things but for the majority of what we do it's all negativity all the time so just some professional consideration for the things that we do deal with the students are demonstrating um that they have needs and it's tough I am a mother I'm a parent I live in this community I'm from this community seeing this data of kids who look like the the five of us it's hard and it's it's data but it's our work and it's what we're faced with every single day so um thank you for asking the
142question um I hope um some of these things can be considered it would make a world of difference especially um for mental health I just oh one thing I didn't want to I I didn't want to forget to say um especially when it comes to things like weapons I just don't want to normalize the back to business and back to work um some of the things that we have to deal with are just incredible incredibly difficult um so some thought about how to support the four of us better um and perhaps additional support in our office um again we have a huge increase 50% increase in activity and four of us um working hard to address that so thanks for indulging all of that and um just very briefly um one of the things that
143I would like to add to what Dean Boyd has presented as well is the fact that um what I would like to see is an opportunity for us as Deans to be more visible in the halls and in the cafeterias to build positive relationships with students because I think that that can be helpful as well um a parent told me early in the um school year you're like the police why should he come to you um that kind of hurt my feelings because I'm like I'm not the police I'm I'm Dean hle you know I I I want to be able to um sustain a positive relationship with my students and so they're not fearful when they get that call to come downstairs so if if if we're able to um in some way have
144support to the point where we're not as busy so that we're able to be in the hall so that the teachers feel support supp so that the students feel supported support staff feels supported that's important our presence is important but because we're so busy down in a Dean's office especially with that 50% increase we are working from the time we walk in the building until the time that we leave some of us even long you know working past the hours that you know we would typically work throughout the school day and so this this is that point where you know we're reaching out and we're asking we're imploring the board to in some way help us figure out the best way to actually build relationships not just with students but staff as well because you
145know that trust factor is important as the stakeholders in this community continue to try to figure out how do we best meet the needs of these families and these kids we can write you know we can write referrals to the literacy lab all day long we can write referrals to SST all day long but what happens after we write those referrals and we meet with these parents and we sit in these meetings to try and problem solve to see what's best for these students we are creating tardy plans we are creating um safety plans we are meeting with families following up with students following so our day is inated with meeting after meeting after meeting and sometimes it's frustrating especially when we see these numbers and we feel as if we're not reaching the population
146of students that we need to reach and so I'm I I said all of that to just say because I'm on my soap box right now I'm saying that to say that you know we are really trying to figure out how to best support our students holistically not just in a disciplinary sense but that that that seal piece it becomes important as well we are sitting down we're meeting with students we're not just me sitting down and going here here's the um infraction here's what was written here's your consequence that's not what we're doing we're sitting down and we're providing a safe space for students to be open and be able to say well this is why I did what I did now how do you help me and we want to be able to
147do that so any support that you all can provide to us we would greatly appreciate funny so miss hko I I know you to be all that I know that um having taught my son um and he said you are all that you are every little bit of the passion and energy you just displayed um for our kids you did that every day especially for my son um so thank you this is so thank you all because this is hard work the first thing I thought about um before you came to the table was what kind of support do they get in process ing this data and um Miss Boyd you mentioned you know I'm not a mental health expert but we're asking you to be um and and this is hard it is hard
148to just leave this um after the bell rings and know you don't do that um for all the reasons you just said and I I don't want to rehash that but I will say that there was some of that passion last year Miss booy came out of you when we started talking about the solutions and Pat asks the same question for as long as she's been on the board she asked the same question like you know what can we do right she always ask that question um and so I'm I'm gonna say loud and clear you don't want us to determine what you should do you know like what kind of help you need but I will say that um the leaders need to determine how to build in resources to support you to do
149your work because our kids are dropping through the crack and bring that back and and and present that to us because um it's beyond urgent not just for their well-being for the community's well-being for the family's well-being but for your well-being you cannot continue to do this work and think that it's not going to impact you um you know every day you can't turn this off I don't know what the answers are I think I said that last year I am just as stumped and I've been in Youth Development and Juvenile Justice and criminal justice backgound all my life and I don't know what the response is and that bothers me to my core and it's definitely not in these four walls only so if we continue to think that from the time they enter
150until the time they leave that we're going to solve and address address all the issues you've just laid out um we're setting ourselves up to fail our children will fail because we need help help we can't do this right alone so so my expectation is that last slide where you outlined um Dr Robinson some of the um for yeah you got to fill that in like what does that mean what does it look like maybe what does it cost you know all the details it has to be filled in but there was an indication last year that we were seeing this trend and we were talking about the Freshman that we had yet to see we were talking about the the group that experienced you know remote learning so the only and I you know
151I try so hard to keep my mouth closed right because I know this work is hard and I'm not here to layer on I'm I'm like i b i equal your passion that's all so when you when I talk like this I'm not mad I'm passionate um so other folks don't get it twisted I'm I'm just passionate right my expectation is that we don't keep having the conversation because we know the data is going to right because we there are just too many circumstances going on in the world right now and in our community right now we can sort of trend what's going to happen next year with our freshman and and you know and I want to be hopeful but but you have some information and some indicators now we're we're partnering across SCT
152so we know we know what's happening so what are we how are we preparing ourselves for that for what we have now but what's to come and and that is my concern that we have to start reporting on we tried this it didn't do what we thought it was going to do so we moved you know we moved to this or we've been trying this or Northwestern has said this to us and so we made some changes and and we're at the point now where we just got we we have to go we got to go and and so you know to to our leaders fill it in tell us what the plan is you know and and bring it back but um you know more about what you need than we do and we're
153only going to support what's needed because you painted the picture extremely well yeah right and the data did help because you know that's how we justify a lot of things so but you painted the picture really well tell us what you need so we can support what's trying to happen what you're trying to do so you know so that we can support our students and we can most importantly support the work that you're trying to do um and last year there were two different individuals yeah we we don't need a revolving door because nobody's built for this without support like this is this is not that kind of work you got to you got to pour back in and and figure out how to support staff that's doing and I'm not saying that you're not
154but I'm just hearing what you're saying and I'm looking at the data and before we all break um let's figure out how we can provide that support or what that support looks like I just sorry Marcus I just want to really quickly Circle back because I think what Mo'Nique said really um was a lot of what I was thinking too but I it's not just the four or five of you we I don't in any way expect you to just take all this on by yourselves and that's what I meant by help like yes we need to help you in your roles to support you in your jobs that's one thing but in terms of supporting the kids that's much more than you and I I don't know who that is in the building or
155who it is in the community but if that takes us supporting that through dollars or whatever contracts whatever I think that's another piece of this it's supporting you individually but recognizing this there are a lot though even if it's only 30 kids that's too much for four people to do because we understand the depth of any one of those kids stories could be so much work and involve the m health professionals and involve academic support and involve family support and many other things right so I I want to be really clear this is in no way a job that I think that you all have to do by yourselves I mean yes you have certain jobs and you do those but but I mean in terms of really figuring out what our kids need and
156how we address that that's much bigger than the five of you and I think that's why I meant it's our job to support bigger uh plans you have to help us by as Mo'Nique said coming to us and it's not just you coming to us but social workers and and counselors and other people in the building to say here's the plan we think this is what we want to try great but not put it all on your shoulders you you know I I completely understand how challenging your jobs are and I don't mean in any way to say this is just all you you take care of it because it's not it's this is a schoolwide issue that requires schoolwide support and then some even outside the school so I'm glad you said that Pat
157because I've been wanting to say that for a while the response to what we're seeing in this data will be and and is a systemic response right it Bears ed services student services cni every aspect of what of what and how we do school um and you know there is new research that is emerging that we happen to because we we really do keep our eye on what's what what folks are doing what the researchers are doing especially on social emotional learning and you know people who are social psychologists um that we are going to be engaging and training our staff on and having in in conversation both on the instructional side and the non-instructional side of the house but to what you just said Monique about last year's data so we based on last
158year's data we made adjustments for this year year but the need continues to outpace our planning right you know we put the pieces in place and then we see a still a high volume of need so we're trying to figure out as a system how do we how do we plan for that kind of response and how do we remain adaptable as a as a as a as a leadership culture to when those needs emerge as they do especially on the financial pieces um but yeah this is going to be a definitely a a a systemic response that stems from the classroom hallway safety you name it and I know that Pete has a couple of things that I have asked him to share about this and so does Ty so Pete can you share
159a little bit of work on I mean there's a whole brand new research on just interventions that's that's going to be coming out and published in the fall and we have established a residency with one of the leading experts to come in and train our staff on how do we even begin put our heads around this go ahead Pete all right so uh we're bringing uh David joerger from University of Texas Austin he used to work in uh at Stanford in uh with um our growth mindset and now he does uh two things one is he did um stress can be productive mindset he did a lot of research recasting stress as opposed to stress being toxic how can stress be enhancing and actually had amazing results with not just students but adults with this
160intervention and it's a we've also partnered with Chris rosac at at uh Washington uh and he's come here and he's worked with our PE department and he's worked with our uh advanced placement students on on toxic stress and recasting it right and this is groundbreaking David joerger's research published in Journal of science uh which is incredible it's one of the most prestigious journals but he also does work on uh mentoring uh because believe you and he talks about how neuroscientists have discovered that around the age of 10 puberty Spurs the brain to create socially rewarding experiences such as Pride admiration and respect and I heard a lot of that conversation tonight amongst what our students want uh and that students also become highly averse to social pain such as humiliation and shame but he takes
161it a step further in his research and he's uncovered that students subtly read between the lines of everything we say as adults or peers through that lens and they interpret the hidden implications of our words and their peers words to find out if they're being disrespected or if they're being honored now he's done a lot of research he's done it in schools and different spaces and he actually has what he calls a productive Mentor mindset uh and and a mentoring approach for both adults teachers uh the dean a lot of what I heard tonight is is is what he does uh but actually we're going to train our staff on that uh with him he's coming here he's doing a residency here which is not just uh not just a oneof all staff but he's
162going to meet with different different groups in the building and uh we actually sit with him for for hours and we have a longterm plan we work with him on a long-term plan on how do we scale that mentoring aspect and it's not mentoring as in like I'm going to Mentor you it's mentoring as in like how do we Mentor all of the students in our classroom and how do we become intentional around that language we use when we're cued to know how the Adolescent brain responds to that um it's also interesting that it's not just the Adolescent brain his book is called 10 to 22 10 to 25 uh and he says these approaches also work uh with adults in the workforce uh so he's replicated it both in schools and in in the
163workforce and it works for all students to support growth Learning and Development of young people um and and the goal of course is to have a more fair and Equitable society and he has these are research-based practices that have come out of both Stanford and University of Texas and have scaled uh he's scaling them with the mentor work in uh in the state of Texas right now we're going to go down a group of us and go see that and then he's going to come here and work with our folks we're very very excited about that yeah and because what we know is the past I want to call them mental models the past models we have are not sufficient enough to just a post pandemic adolescent team right they're just not adequate and so
164we're having to reach for more research uh and the book that Pete's referring to half of the book is David's narrative but the other half is all interventions uh that we can use and Dr Kenzie had a little bit to add too about yeah and as when we're thinking about all these new components you know we're talking about the filling in and I know I just want to say out loud y'all are doing way more than even all of those things right you listed some of them there's so many steps that you all take every day and really we appreciate what you're doing because I I have to say one of the other pieces this is not what Dr Campbell asked me to do but I have to say it um is not only do
165students have students developed that fabulous relationship with you but I hear it from parents from the parents who have gratitude for being treated with that same respect that the research shows not just adolescence want but we want as adults in terms of developing those relationships our goal for right community and pulling our parents in closer and you all are doing that every day and doing it also with the structure and that was a little bit about what I was going to add is what we know is the relationships are critical all of these pieces are critical and we do that within the context of structure as well and that's part of how we show care and that's one of the things we're looking at as we zoom out and we think about okay what is
166what does our space look like we did a lot of Grace when we came back from Co and we're going to continue to support everyone and thinking about what the research shows about that demonstration of care the continuity of the building of relationships within the context of structure and demonstrating respect and pulling us back into a a classroom environment where there is that figh ORF flight just like you spoke to so us really understanding and I know Nicole I don't want to um steal your thunder here but we were you know just kind of noting what we know is mental health is showing up as externalizing and internalizing and Mary you spoke to that a little bit and so we need to make sure that we're attending to all of those levels of needs and
167that's how we're going to continue even on our academic we have anal academic integrationist coach now because we want to think about all of the varied ways that we're doing that so thank you and thank you for all of your work it's worth it thank you um Liz you have a question um yeah um thank you so much for all of your feedback so far I'm hearing and feeling everything you're saying and I've learned a lot tonight so thank you so much for that um for me personally the thing that um I always find the most concerning is the out of school suspensions um because they can be so detrimental to the students and when we're talking about relationship building and well-being and academic success and even extracurriculars being out of school is going to
168affect all of those things and we know that our students need those things to succeed um and so seeing the numbers for OSS for me personally is always much more discouraging than the ISS where they're actually receiving instruction um I just wanted to ask do you have ideas or feedback on how and I realize you're dealing with egregious actions and dangerous um incidents that are occurring but how we can shift away from OSS to ISS or just in general um reduce our numbers of OSS yeah I'll just speak real quick um for the most part kids are out of school because of a safety concern and that's either to themselves or others and if a student is uh suspended out of school for an extended period of time we do provide homebound instruction so they
169don't they don't just unplug um from their academics I was going to say the same thing um in some cases there is a need um specifically if a student fighting someone and you end up causing them to go to the hospital it's just trying to paint a clearer picture um if you have threatened to harm someone and then you're in possession of a knife um we don't want you back in the building the next day um so there are again egregious safety concerns there are um reasons why it's necessary to be away from um could be the person you were in in a fight with if you attacked a person we wouldn't want to put you back in the same space um immediately so and um um I think we have done um this particular
170school year the greatest deal of um reducing consequences um um with having uh a reduction and suspension days if a student participated in like our um student empowerment program where they're working on decision making or things that are specific to the infraction that was caused um so we have been really intentional about that again in alignment with with that but in some circumstances I would still say it's it's critically necessary um if a student um like Dr Robinson said is is being a danger to themselves or someone else um I would even add in most of those cases we reduce their suspensions if they attend uh an Intervention Program where they can learn strategies of how to navigate uh regulate themselves um in the future so even even those out of school suspensions it doesn't
171come with uh without Services education strategies and intervention and what would you say is the average length of time of an out of school suspension I I mean I have no idea what kind of days we're looking at or weeks I I'd have to go back and look at the data yeah I think I'm go ahead you're here go ahead the the good thing that we've been able to do is look at every situation individually um we don't have the uh the blanket um if you get into a fight you automatically the old old model if you got 10 days automatic every situation is is is individualized um and we may have situations where we've broughten students back um the next day um with the support we've you know if there say's a physical ucation
172we we have to set up with uh uh Mr King our restorative justice coordinator so he can go ahead and make sure as they walk back in the building they're going to have a mediation and they can get those situations worked out so we can get them back into the building as soon as possible but we look at every situation you know individualized um instead of just giving oh you did this so this is blanket what you're going to get every situation is is different um it can't have a situation where two students are involved in tication if you attack someone and someone is just literally trying to get you off off of them you that student is going to you know the one who was attacked or harmed may not receive you know a
173sort of uh an out of school or anything like that but we have we investigate every situation what you don't want is another suspension right from the beginning because it wasn't handled with care okay thank you I was going to offer that I think you all do a great job also of making sure to connect students making sure if you have they have an IEP they get their related services in addition to the instructional component whether that's social work or other related services and you do a great job of connecting folks to Community Resources even during that time when they're in out of school suspension so thank you just just to add to that thank you Dr Kinsey it's these suspensions there's there's a lot of steps and there's a lengthy procedure in in getting
174all these things in place I mean you're hearing about the communication with case managers the communications uh with counselors with teachers um amongst each other you know we're we're often discussing because sometimes the incidences are involving a junior and a senior a sophomore and a freshman so it's it's grade level in some cases some of our larger incidences and and we see here mob action I mean we're we're talking about more than two individuals involved in something I I know that some of those in situations are upwards of 10 12 people so there's there's a lot of steps involved in that uh having those type of meetings depending if we're reaching the number of days for mdrs there's preparation that goes into that right um re-entry meetings uh interv uh mediations uh these are and
175these are also obviously our conversations with the students the statements from the students the conversations was with parents right uh is it something that we're concerned about that may have effect outside of school are we involving our sro's and our reports you know our reports being filed by by families saying that you know these individuals were threatening their student or their child or their family right so there there's there's quite a lengthy um uh list of of of in of things we have to check off before we can say okay this is what we're going to do um and and ultimately a lot of these incidences we're talking about a danger to the building right we're talking about not just the two or four or six people that were involved in some of these incidences
176we're talking about individuals that can be impacting 5,000 people that we have in this building yeah it's not just student to student I mean they could be very complicated um cases so we're not just kicking kids out and then add in um social media to the mix and you know ongoing the continuation of something that may have started in school or out of school even so that can exacerbate a situation and you know make it not safe for students to be um together as you mentioned like mob action and once things hit social media and people chime in threats are made all kinds of things so it just depends on the situation thank you um so first I wanted to say I mean um obviously I I've been in a different role and I worked
177in the building for a long time and I want to say that I really appreciate your efforts and the school's efforts um we really I think we're really serious about developing um additional and varied interventions and ways of supporting students um and looking at them as individuals and you guys you you all have said a lot about that just in terms of even just now in this answer about you know every suspension is different um I also really want to recognize all the the passion the work the lack of time you have in your role and that brings me to um my own one thing that jumped out at me and it is informed from my own experience is okay things happen and we do have our students who are suspended and particularly if they're
178suspended um more than once um the reality is if you're not in the classroom it's not the same learning experience and that it one of those slides talked about the students who they're behind so then they just figure why should I go to school because I how do I ever catch up and that is so discouraging I mean that's been my experience and I'm wondering from your perspective as Deans and I know you don't speak for everybody in all their roles but um what are your hopes for how we can it what we can do once we're trying to reintegrate those students and what you need and what you hope for and the time to collaborate with other people and you know that's a very individual thing and I think it's it's it's human nature
179for kids to just kind of feel like what's what's the point I'm so behind I'm not connected how am I ever going to be connected I'll just start with you have to Handle With Care uh we have to humanize our children they come to us very complicated in some cases especially they when they return you know it it's it's so much um that we usually get a team of folks together uh who does this kid connect with um is it a coach is it a case manager um how many people how few people uh so the supports can look differently uh depending on the student and what we know about the student um but the effort and uh goal is to reintegrate them uh to make them feel like they are connected and there's a
180lot of followup it's not you're back see you in hallways when I see you when I see you um there's a lot of followup and and direct and indirect contact uh I can't tell how many kids I I wonder how he's doing let me check his attendance let me check his grades let me check and see see if there anything's going on let me grabb them out of the hallway uh and and just check in on them to see how they're they're doing that happens with probably every administrator I know um they go above and beyond especially uh these guys you know I always say you're not a you're not a Dean you're a behavior specialist you're an interventionist uh that's the work uh that they're doing so once again thank you for coming and
181speaking and sharing honestly thank you for speaking with all that passion I hope that you leave here um feeling like you are not only supported by this board because we care about your well-being and we care about the well-being of our students and their families but we also care about your well-being because we don't want to see the revolving door we want you to be sustained in in your positions because you are you you you work hard and you're committed to um to seeing our students Thrive and do better um we recognize too that this goal number two right now has to be a a priority for us you've heard the superintendent and the assistant superintendent speak about plans for the future we also want to hear from you what do you what do you
182think what are what are what are what would you um come up with if we ask you what you need what would be your dreams I want to know what what your dreams would be how we could hear from you if you were to think out of the box and say this is what we need or Dr Jagger coming in what can what can Dr jger do specifically for you to help you um that's what we that's what we want to hear um so um so thank you thank you for what you're doing thank you for those long long long hours because I know they're long and I know even when you leave they stay with you and interrupt your time with your family your own families and your sleep and your rest and then
183you come up you you come the very next day and and start again I'd love to see you have time to be a part of the activities in the hall as well get to know the the students that they get to know you in a different way that students just know you just because you you work with Sou more as you work with freshman so you know the class you know the students those that are in your office as well as those that are not but it doesn't sound like right now you have the time for that so just so let us know what you what you need and thank you again for you for coming and staying late again again right all right okay so breathe everybody just take a deep breath all right
184so we're going to move through the rest of our agenda we are at item number seven foyers we have three Dr bavis do you have anything special to tell us about them sure uh we have one from Mich one from hubard and one from uh Mendes and the responses and attachments are in your packet okay thank you all right um any board committee reports this month okay don't have any of those so Nicole you're on all right hello everyone um this is this is the penultimate or I guess this is the ultimate report last one um but I just want to say Happy April the weather today you know shine some light um oh and the eclips that was pretty cool um and it just kind of is reminding us that spring is coming and
185the school Year's coming to an end um we're excited to wrap things up um after a welld deserved spring break a couple weeks ago we were coming back strong and ready to finish off the school year um with lots of motivation freshman sophomores and juniors came back last week to the SAT and PSAT um seniors got a couple extra days off um so that was nice um upcoming events include um the abilities conference which I believe is tomorrow and then the Mena Summit which is April 24th um and they're both part of the social Consciousness series and then within that series there's um there are students in a merge which is a leadership program um here at eths and then also the Student Union who are collaborating with people in the equity office to um
186Kickstart a student solidarity series um in this series it's going to be like Circle discussions um where students will have an A will have access to a space where they hopefully can find um support among their peers and or classmates that share similar identities um or interests or experiences so this kind of connects to what we just talking about in that long report about finding finding spaces for those kids who seem to be falling through the cracks um I think it's definitely important to acknowledge how like peers can support peers also I understand that um obviously they're going through a lot in that office they're working hard and students are also working hard but I think there's a sense of responsibility that we have to our school to um help our peers and to Aid
187them and support them in any way we can um but back to the discussion circles um these the goal is just basically to approach discipline conflict and Community Building through a more restorative lens which they were talking about earlier too so a little foreshadowing I guess um lastly the new student rep elections are happening right now so we see some campaigning happening um there are I think nine or 10 candidates so that's really exciting even just with like within a couple years between I guess me and then the my potential Replacements I just it's just been great to see how like the generation has become such great change makers and people are really they're advocating for things they want to see and it's really exciting to know that our school is in the hands of
188people who care and yeah that's it wonderful thank you thank you Nicole Dr Campbell all right um it's late so I'm going to try to be as uh thorough and as brief as possible um uh just to share one that uh one idea or one pretty good thing is that we've received a grant from the French heritage language program it's a $3,000 Grant um and the grant helps to the program helps to aim high school students who have recently immigrated to the United States and the eths we used use the grant to in the development and uh after school design um programs for French speaking students including newcomers and other students with a frankophone roots and preserving their linguistic and cultural heritage this funding will also support eth's new French heritage language course that will
189be offer this fall which will facilitate Advanced language proficiency and allow students to connect with and explore their cultural heritage um in relation to the conversation we just had I'd like to share that I was uh with uh um the National Alliance of black school Educators and the association of Latino administrators and superintendents um there was a a partnership with both of those organizations for Black and Latino superintendence to march on the hill to really Advocate uh for federal dollars to the conversation that we were having tonight uh they were all black and Latino superintendent and we were meeting with members of Congress to uh to advocate for Equitable access to technology and pushing for comprehensive mental health support for schools uh because we're not the only ones facing the issue uh because we want
190also want to have safe learning spaces that are free from violence and discrimination um it was very powerful time to be able to speak with most of our uh with many congressional Representatives on on the Senate side and on the um you know uh US House side um because these issues isues are very important they're very dire and uh many many schools unfortunately don't have the resources that we have to be able to meet some of those demands financially and we all need more help um and I know that there is some talk in in DC around having you know mental health clinics available to students during the school day for diagnosis and prescriptions and all of those things especially for kids who and families that don't have insurance Insurance um so there's you know
191if the schools are the the center and are the Nexus of the community the as you mentioned Mo'Nique the Partnerships that are going to be necessary to really help our students and help our staff support our students are absolutely critical uh and I've had this conversation with many folks um in the mental health uh profession um on how they can provide services for schools during school and I know that's not ideal as some of them may say but we have to figure something out um because it's the need goes beyond our training and what we can provide during the day so that's a little bit of that and lastly we had special events we had our latinx Summit U we've held Holocaust remembrance week uh the Illinois Deca 2024 Career Development conference also happened we
192hosted while for eths and of course you know we were all you know excited to see well most folks saw Lance play tonight um in the um championship in NCAA I don't know if they they lost so but that's my report and uh I just really appreciate the board's engagement tonight and your perspective as well as the Deans uh and I was sitting here moving around the compass and I um we are a very special district to be able to have that conversation in the way that we did did it doesn't happen like that in other districts and to be as student centered as we are it brings me a lot of Hope for what I believe that we can do so um it won't happen overnight but all of us being as committed the
193way that we are I have a lot of hope so thank you all for tonight's conversation that's awesome thank you thank you Dr Campbell thank you all right we have more we do we have items for Action okay don't worry onique just when I nud you that was the perfect [Laughter] [Music] note all right let's go um the first item action item is approval of resolution authorizing notice of dismissal to final year probationary teacher can I have a motion for approval please so move second roll call please and yes yes yes yes yes yes the next item is approval of resolution granting tenure appointments so moved second V call please yes yes yes yes yes yes next item do I have to read all this resolution authorizing and providing for an installment purchase agreement and
194for the issue not to exceed 575,000 General obligation debt certificates which is limited tax series of 2024 for the purpose of improving sites and Al altering repairing and equipping school buildings and facilities and authorizing the sale of said certificates to the purchaser thereof so moov moved as long as you write it simpler second B up please yes yes yes yes yes yes um the next item is approval of textbook adoption and deleting deletion proposals so moved second B call please yes yes yes yes yes yes the next item is approval of 202 2425 and 2025 26 school calendars so moved second W call please yes yes yes yes yes yes the next next item is the consent agenda which which includes approval of 2024 roof replacement work approval of minutes from February 26 2024 regular
195meeting and close session release for public information minutes of closed sessions from July 2023 to December 23 and the destruction of closed session tapes approval of bills Treasures reports from January 2024 and Personnel report so moved second V call please yes yes yes yes yes yes the next item is old and new business do we have any old and new business I would like to say in uh closing that I too appreciate this board I appreciate that conversation that we had I agree with Marcus it's not an easy conversation but I just really appreciate how candid everybody was and the support that we um gave as well as um recognizing how serious this is so thank you all really appreciate how prepared you were it was just awesome to be a part it is really
196awesome to be a part of this board we're not afraid of the hard work and it is hard work so with that can I have a motion for Jour oh Gretch is not here he's going to do it we're live can I have a motion for adjourn getting closest to where she sits gr just say can we go now just call just move the we adjourn anybody yeah let's do it move that we adjourn okay all right this this meeting is adjourned at 10:55 I will be in the Dean's office I have