School Board Meeting 10/9/23

001are we ready good evening everyone welcome to the October 9th 2023 Board of Education meeting can we have a bow call please here here here here here here here thank you the first item on the agenda is um written communication Dr bavis do we have any written communication we have no written communication this evening okay thank you all right so the next item is items for information we're starting with the Staffing report who is going to lead that I want do we're going to have Dr Scott Bramley our assistant superintendent for human resources and Angela Gardner our associate director for HR wonderful all right good evening everyone good evening good evening thank you for this opportunity it's my one time of the year to come and join you here at the board table to uh

002give this presentation and I really appreciate it I appreciate the support from the Board of Education when it comes to the human resources department also want to start off by thanking uh Kendra our CFO for her support in hiring um we cannot do it without our teamwork between our two departments so thank you all right so tonight we have a report for you that speaks directly to board goal number one so the board has just uh adopted new goals thank you for your continued Direction so we know the work that we're doing in our school district is meeting the needs of our school and our community um to highlight board goal number one as an anti-racist institution eths will increase each students academic outcomes to realize post High School Success we recognize that structural racism

003is the most devastating Factor impeding the achievement of students eths will eliminate the predictability of academic outcomes based upon race and its intersection with gender income lgbtqia plus disabilities and emergent multilingual status I read the goal because again this is another opportunity to emphasize the work of the district um one of the measures and outcomes specific to this goal is to strive for a faculty that is representational of our student population and that's what we're here to discuss tonight so again as Dr Campbell said I'm Scott Bramley and I have the honor to serve as your assistant superintendent for human resources and my colleague with me this evening I am Angela Gardner the associate director of Human Resources all right so these are the goals of our department we presented these last year as well

004just to make sure that we're emphasizing that although the board has goals for the whole district and based on community input and feedback our individual Department goals should be uh uh intersecting with that right and so these are some of the specific pieces that we're working on in our department to make sure that we can achieve this goal um first and foremost is this idea of examining and evaluating procedures and practices that are discriminatory we want to make sure that our hiring practices are common consistent well articulated and free of discrimination right that is Our obligation under the law but it's also Our obligation to our community and to anybody who's trying to apply for a position within the district so we take this very seriously um so seriously that this year and I'm going

005to give you a little preview here uh we we did a little work around this to make sure that our staff was trained in order to serve on interview committees to make sure that we were achieving this goal the other goal here is to actively recruit and retain licensed staff and District leaders of color again we want to strive to have a faculty and staff that is representational of our student population and that is what we're here to share with you this evening we have some really good news in that area so our collaborations so I'm going to take this one um I've had the honor and privilege the past couple years to support all of our new administrators and exempt leaders who come to the district um I will share this evening that last

006year um 67% of our new leaders who we hired in the district identified as staff of color this year 75% of the new leaders and exemp leaders for our departments that we hired identify as staff of color again we're continuing that work um the Northwestern logo is there because uh under Dr Kiana Brown our associate principal for instruction and literacy in collaboration with her we are partnering with Northwestern University to provide a teacher Residency program in the district um this is designed to do two things really one is to make sure that the um diversity of students in Northwestern School of educational um in social policy is representative of our community here right so providing more diversity in their school setting having more candidates from their school who identify more representationally with our student population

007is one of our shared goals and so we're doing some learning together where we're learning about their programs they just went under a huge revision of their curriculum and their program uh and we are working with them to make sure that they understand um if their graduates are going to come and work at Evanson Tona High School these are the dispositions and the skills and knowledge that they need in order to serve our student population um so it's been a really extremely fruitful collaboration the last meeting uh Dr Brown and some members of our EA team our educ Ed Evanson Educators Academy were able to articulate the work that we're doing around Equity um and the in our goal of promoting um the board goal one um with Northwestern the meeting before that they shared

008with us the work that they're doing with their Equity commitments and their revision to their program another partnership that we're really excited about is our golden apple partnership and so we are a partner with the golden apple foundation and what that provides for us is a couple opportunities one is we have the opportunity to have um the first opportunity to welcome Golden Apple Scholars to be candidates for our teaching positions here um so the golden apple foundation and it's work with its Scholars um of which Dr Campbell is a scholar provides us with a resume book and in that book it's a it's a Google workbook that allows us the contact information and the areas of certification and also allows us to form a relationship with Scholars well before they're even in their job search

009um so that's been that's been really impressive for us and important for us uh Dr Brown and I actually sat in on a open house just recently a virtual open house last week were we able to talk to Golden Apple Scholars about working here at Evanson Township High School and why this is the best place for them to come come and work um one of the other opportunities that we have is uh to host a summer Institute which we're exploring now to have Scholars work in the district with our students um again to learn more about what our community is and how they could work here and what we offer compared to other school districts so really excited about that opportunity uh it's going really well um we actually hired one scholar this year for

010this this this current school year who also gets an additional two years of mentor ing through Golden Apple in collaboration with our principal's office and Dr Kinsey so again that type of support and connecting um our staff to the supports in the field extremely important especially for a novice teacher um and that teacher is like legitimately fresh out of school first year teacher um doing really well and uh being supported by our school our instructional coaches but also by Golden Apple and then last I just want to identify our interrupting hiring bias um I went through this year and every hiring manager and every member of an interview committee uh advisory interview committee went through an anti- uh bias interrupting bias uh non-discrimination training and orientation to the human resources process and the hiring process

011uh with me so did about 30 sessions about 125 staff members participated and uh no one can serve on an advisory interview committee unless they go through that training so that was new this year um something that Dr Campbell was really um adamant about in instituting this year and we able to realize his vision for that um couple things we talked about just really quickly again how do you interrupt implicit bias right how does bias show up in our lives as human beings and how do we interrupt that process by asking ourselves critical questions um and then making sure that we have the diversity of thought in conversation in our debriefs so making sure that our hiring committees are representational again of our faculty and then of our student population so that you know we're

012we're a courageous conversation protocol school and if you think about condition three which ensures that you are engaging multiple perspectives that's super important to make sure that we don't have one individual hiring manager sitting in a room pondering who is the best candidate for a position where then there is no opportunity to check blind spots and potential biases and so that's why we have advisory committees and work to ensure that we have that perspective but that we also are making sure that the process um is staying consistent um so that was extremely important this year um and we said this last year in our presentation but this is not the human resources department alone right this is a community- based effort um again we've gone to some job fairs we continue to go to job

013fairs we continue to recruit but our best recruiting strategy is our own faculty staff all of you as community volunteers and our larger Community right we're a phenomenal High School we're the best high school to come work at and as much as we share that and we can show that this is a place that affirms our faculty's identity as we strive to affirm our students identity then more staff will continue to want to work here with us um and that's really our best strategy so it's all of us right we can't do it alone in HR so I'm going to talk about the hiring that we did for the 23 24 school year um this year we hired 67% staff of color and 33% staff who are white that 67% is up from 61% last

014year and then the the White staff it's it's down a bit third um from 39% last year um our current overall license staff there are um 36% staff of color 64% staff who are white um and even though we went up 6% in hiring um that only made an increase of 1% in the staff of color um and then the White staff went from 65% last year to 64% this year um and just want to mention that nationally you of all high schools um they only have a 20% staff of color in their schools and I also want to add that or highlight that over the three-year average 95% retention rate for staff of color in this district and um excuse me to move on to the current licensed staff racial identity compared to the

015student racial identity um we have this year uh of the Asian population uh 9% of the licensed staff are staff of color and then 5% um students are white um I'm sorry Asian and then under in our black community 18% of our licensed staff are black 25% um of our students are um black and then the white Community 64% are staff of color 45% are white and then the his Hispanic and Latin X Community 8% um is our staff and 20% are our students and then two or more races are 1% for each both staff and students and this can be found in your report figure number five just and then really quickly before I move on to the trend date I just want to highlight you know last year when we spoke we were

016continuously working on this area this is you know for your board goal and your your outcome of striving to have a faculty that is representational of our student population this is the data right here right and so this is overall our current licensed staff this is where we're at uh and so so we're doing well in some areas other areas we need to continuously be working um the the separation between um the students and staff when it comes to Black and African-American identifying did decrease a little um by 1% so again we're we're making some positive movement there um for Hispanic and or latinx identifying it increased a little bit right so you know we went from 10% last year difference to 12% and so again that's an area that we need to continuously be

017working on um and that's a f Focus area for us the four-year Trend again just to share here you can see the the this as I said last year was the first year of the report so we did give you a three-year Trend this year we're giving you a four-year Trend next year we have a fiveyear trend right you really kind of see a a fuller picture I know last year some of the feedback from the board was you know one year really doesn't give us much of an indication and so as we continuously now we have a baseline now we've been doing the report now we have the board goal you'll continuously get feedback in this area and so you can see visually that you know we are trending in the right direction um

018we have continued work here but um we are trying to make sure that we are intentional about having that representative um faculty in your report on figure 11 on page 10 you have the data with respect to our school leaders and our administrators and again um as I mentioned at the beginning of the report we're doing the same work in that area 75% of our new hired U administrator ERS and exemp leaders do identify as staff of color this year so for new hire licensed staff their racial identity um so we have uh this year we have 7% of our licensed staff as identifying as Asian and 5% of our students the white at 33% and and students at 45% the staff who identifies as black or africanamerican is at 37% this year 25% the

019students and then our uh latinx Community is at 21% for staff and 20% for students I also want to mention that this is um based on if you compare to our last year's Illinois school report card licensed staff reporting um at 9 5% and in addition there's a 7% difference between licensed staff and students who identify as black African-American a decrease from 8% last year and the difference is slightly higher at 12% for the Hispanic Latin X and increase from 10% last year and then this slide will show you uh the four-year trend of licensed staff departures by racial identity this is a new um figure from the presentation we didn't include this in the presentation last year it was in your report but not in the presentation just wanted to highlight a couple pieces

020of information here um we we have a high retention rate right Angela shared that it's 95% that's our three-year average the Illinois school report card um defines it uh in a three-year average 95% is pretty impressive um I would say and when we look at when we do have departures kind of dig in a little bit as to well first of all if we're striving to have a representative faculty we have to identify and isolate racial identity when we look at who's departing and then the reasons why uh just to give you some insight into that just to highlight a few things um in these numbers here you'll see um that we had uh this year we had 12 staff who identify as white we had one staff member who identify as black African-American and

021four who identified as Hispanic or latinx within that four who identified fight as Hispanic or latinx two of those staff members left our district for a promotion they moved from the classroom to uh an administrative position in another school district um and so again we've also we also had four retirees um from last year one of which identified as a black female so that's the one there and then the other three retirees were were white identifying just give you some insight into into that um and this is our HR team um you know Scott myself Myra melindes who is our HR assistant uh Mara Martin who is one of our two HR coordinators and Cynthia Lopez um Alexia montoon is listed there she has moved on to another position so we have a vacancy there

022and then Stephanie gladen who is our substitute coordinator and this work could not be done without this staff the staff works very well together um we're very collaborative and you know they're working really hard to get things done I also want to take the opportunity publicly now to thank Angela without whom I in the district would be in a very very bad position um she is a tremendous Human Resources professional who has stepped up tremendously to help me and the district through some tough transition over the past couple years um and uh her work speaks for itself on daily but I want to highlight it here um she does not like the Limelight and the praise and the highlighting of this here but uh we got to take the opportunity when we when we have

023it so thank you to Angela thank you to the team um again it's a lot of work to continuously be focused on this um but it's the right work to do in our district and we are pleased uh and honored to be able to do it and bring you this report tonight so if I have one takeaway for you again just to note that when it comes to our goal of having having a faculty that's representation of our student population we are continuously making strides in that area to have 67% this year of our staff that were hired identify um as staff of color is a really high number it's a really high Mark um and it and is not easy to do and so I thank everybody for their support thank you thank you

024for that report thank you for um the slid are good I really really appreciate seeing the team this is important and I understand what you mean about the collaboration needing everybody to kind of jump in and be aware of the goals and kind of work in harmony together uh so that is important so thank you thank you for putting up thank you for starting with the district goals that is very important that we keep in mind what we're doing and it helps us as a board um remember our um our charge while we're doing it I particularly like um looking at the departures um and just kind of I know that we have a very high retention rate and I I too want to go on record saying that I'm really pleased with our retention

025rate um and it is good you know it's when folks leave to go to higher positions that means we've served them well so that's that's an ACC credit to to us um so Bard any questions Pat um well I also want to thank you this is great this was something that all of us have talked about at different times and that you've made so much progress um in relatively short time is is really a testament to the great work that the two of you do and and your team and um so we really appreciate I really appreciate it and I know the rest of us do as well because having the best teachers that also represent our kids that's everything and all the research you mentioned this in your report um that we read I

026don't think you mentioned but this is great for all of our kids our white kids need to see a diversity of leadership um around them and get different perspectives and as well as all you know our kid kids of color need to see themselves in those position so it's really um just really fabulous and I'm I'm really proud of eths and and all of you for this um one question I had was um we have such a great retention rate so we're doing something right but I was curious if you could talk a little bit about um some of the retention work you do RIT large for our new staff and specifically if there's any Affinity work for our staff of color because a lot of the research shows that districts that hire get some

027great people in the door don't know what to do once they're in and those people leave very quickly now I know that's not what's happening for us but I'd love to hear a little bit about what that looks like in terms of retention work yeah I'll start us off and then and you want to share a little bit so just you know part of part of the research and part of our own I think I mentioned this last year right we have some teach plus fellows here in the district and you know the big research report that they recently published really speaks to this idea of making sure that the environment in which I come to work is affirming of my own identity and I can be seen and heard and valued and so that

028is certainly the work that we're trying to do um on a daily basis but you know I think when we have our Equity goal front and center when we integrate that work into all facets of the district's work when I go to my department meeting when I go to My Equity leaders uh learning team like I did today you know uh thank you to Jana and Corey and Lauren for planning those for us and all the facilitators that that did that work today that's embedded into the fabric of our community and so from professional learning to my daily work to my department meetings um we are focusing on these goals and I think that that then creates the space for that um are we 100% perfect in that area absolutely not we have continuous work

029to do on that does every day feel like I've been I'm being affirmed by my identity not necessarily but we have to continuously do that work and we commit to it but we do have Affinity based bases I'm G ask Angela to speak on the Affinity based bases um a little bit well I will say you know we have our our Black Caucus and the Latin xau caucus and we you know the Asian caucus and those are supportive for our staff and and um to support our students um and then even last year our it manager betet ly started a group leaders of color um and it allows us to come in and talk about different things that go on um in our departments and share ideas so that we can also St um support

030our um staff of color great thank you other questions Gretchen um just really comment um real quickly I think you undersell um yourself a little bit because at the front end you say that the work you're doing is all about goal number one it's actually also um relates to multiple really all the goals I think for the district but in particular um I would say the the fiscal account accountability goal um certainly would come up in the context of your success with retaining our staff so um pet yourself in the back for that I think um and then secondly I would say I really appreciate um the strength of the data and the and what it shows us um and I would say that the one thing that sort of jumps out at me and

031I think it was much the same last year because there hasn't been a huge change um is we strugg Le in addition to hiring um black staff our Hispanic Latino staff frankly we struggle even more um so hopefully that'll be a particular Focus that you know you've you've laid it out so you know it and now we know what to do I think I would just say related to that I think it's um I just wanted to commend the fact that you're being proactive with the Partnerships because I think when we look at that teachers of color at all public schools nationally are an average of 20% um it's it's a national I mean this is something nationally that schools are challenged with and one can throw their hands up but um The Residency program

032with Northwestern and the golden apple partnership I like I I love the fact that you all are doing something really proactive and I'm wondering if you particularly think given that the one thing that does jump out like Gretchen just said is that there's still pretty big the biggest difference between the student representation um of Latin X and Hispanic staff versus students um do you think the Partnerships we currently have will be fruitful in that area or are there are some potential other Partnerships that you might look at so we we do have a couple other Partnerships that I didn't speak to tonight um and some continue to work in those areas but I would say that I think Golden Apple the one I the one candidate that we heard through Golden Apple this year does

033identify as a latinx male so um that was a positive experience through Golden Apple I think they understand one of the best things about working with golden apple has been that they listen to what our needs are and who we are as a community and then try to tailor their work with their Scholars to make sure that they're not just promoting Evon Township High School to any and everybody but to students who they believe and Scholars who they believe would really serve well in our community um you know they also make sure that their Scholars are working with a title one school obviously we qualify for that and so that helps us to make sure that you know we're one school district so you know anybody who wants to work here from go being a

034scholar is eligible to do so um and reap the benefits of that from Golden Apple um so that's really important I think on the northwest you're in front I I I would say that you know they have acknowledged and we have acknowledged that they don't have the most diverse uh candidates coming to our job openings um and that's a goal of theirs to continue to work on and so I think they are learning a lot as are we learning a lot about what it what it entails to work with them um another area that I didn't I didn't put in the report but um uh with Dr Campbell's uh support I'm serving on an educational leadership Consortium for the state and it's through Concordia University and so again another University that has a more diverse

035um candidate pool um to be able to you know network with and collaborate with and ensure that we have Evanson Township High School on the forfront of their minds right um I did mention this last year but one of the challenges we face is that um when you talk to and and you know Studies have been done when you talk to teachers teacher candidates who identify a staff of color um they want to work typically in the communities that they grew up in or they want to go back to the communities that they grew up in or they want to stay very local right you know it's it's a very small radius um that so we're trying to make sure that um potential candidates understand what it would be to work at Evanston Township High

036School and so one of the ways I think we're going to be able to do that well is through that summer Institute program where we can have scholars in the district learning about our students in our community and seeing themselves here right because unfortunately a lot of times people hear Hey Evon Township They Don't Know Much about it but hey it's in a it's in a suburb it's on the you know maybe that's not where I want to work I want to work more in Chicago or I want to work in the area that I grew up in um and so we need to make sure that that um candidates understand um who we are what we value and what the experience would be if you worked on our faculty Monique yeah I you know

037I appreciate this report so much because um I think this is our second year and we have information we've never had before so I thank you for that um I have a question is there still like this um hiring challenge with teachers I mean is that still going on I mean I know we heard about it coming out of the pandemic and teachers were retiring at a record rate you know and um and then finding teachers were difficult as well is that still the case or has it gotten better um I personally feel that it's gotten better um you know we sometimes struggle in some of the areas and uh getting candidates in um and even candidates of color sometimes when you look at the sciences and things like that but overall um we have

038a lot of candidates who come to the or who apply to this District um and there's a lot for the Department chairs who have to go through those um candidates and identify those folks that they want to bring in so that's great I I'm I'm thinking about um especially educators of color because I'm I'm hearing there there are a lot of programs being created just for that to really um outline what you talked about the summer Institute um but what I appreciate about the work that you're doing is that you're not waiting um because that pipeline takes time to produce right so I I want to be clear that we won't see that change next year right I mean it takes however many years to be an educator I don't know um but it takes

039time and and so to um Revitalize the the excitement especially in communities of color to want to teach um whereas before that was probably one of the the top three professions in a black family and Community right I mean my family from down south they're full of teachers and Educators and that was the profession during that time not so much now um and for many reasons and I don't know why like I I don't know what all the the challenges are but I know that there are efforts being made to um reintroduce and and sort of um pour that love into teaching like it used to be and get people excited and get our students excited to see it as a profession and um and you know I know HBCU are looking at that and

040and so many different um districts are looking at it but I I again I want us to be realistic that that's creating a pipeline that will not be seen just like that um but we have data that we've never had and each year we're seeing here at eths some improvement um but it won't go like all of a sudden we're just going to have um Professionals in the educational field of color um changing our percentage like that overnight it's going to take time um so I I just want to acknowledge what's what's going on behind um the screen in terms of maybe why those numbers numbers are not as high as we all would want them or why some um communities are not as high as we would like them and and just be real

041about what we're seeing but also appreciate so much um the information you've given us that we've never had before thank you I also appreciate how you said that um it's a districtwide effort um because uh just as Monique said it takes time but while we're waiting folks are watching they're watching what we're doing in Evon and when we do um when we do our work around Equity um not necessarily for hiring but to support our students when we um make sure that we acknowledge who they are and um our courageous conversations protocol is really put in practice it's not just words we're actually doing it we're actually pulling um we're looking at the the six conditions and we're figuring out how to use the compass we T we're talking about it we've reinstituted these uh

042Equity learning what is it Equity learning teams did I get that right so that's really important um I think all of that gives a clear message out there that we're serious about this we're not just talking we're serious about Equity so I think that in addition to the time uh potential teachers when they're in training you know they're they're looking at where might they go and so I think that we we will continue our efforts to reach out but we'll continue our efforts from within as well so I know Pat that was a statement but I just want to say really quickly um because it's so important and you know there's a lot of data in here there's a lot of quantifiable data here but the narratives right the stories the experiences what you just

043said is extremely um impactful and consistent with what I'm hearing right so when we when we have staff members join us we have a lot of people came on our faculty this year from another school district they left another school district and not to disparage any of our colleagues in our other school districts but the work that we're doing here and again we don't always get it right we have continued work to do um we are failable right so right however the commitment from a board of education to have a goal like that to our daily work to our daily leadership sends a message that this is a place that I can work and affect change right and the workforce has shift so much that you know salaries are great and everybody wants to earn

044money but when it really comes down to it if I can see a purpose and a place where I can have impact on the world and it aligns with my values and beliefs there's going to be longevity I'm going to stay with that company if it's just about the money they're not staying that's right and so you know we have a great salary schedule here we're very fiscally responsible Borgo four we got that we're great oh that's three okay and the Community Partnership for thank you that's all great and we have that but you know the ability for people to see when I come to this District that we're legitimately doing this we're serious about it um that is what people are talking to me about right I I have the the privilege to sit

045on the final round interview of all these these interviews um and that comes out right you can hear it in the questions they ask right they're yearning for a space to be able to do the work that they really value um and again we're trying to make sure that we're providing that so that puts the onus on us to make sure that we are hiring change agents we are hiring staff who want to be here and do the work for our students in this community we have to let them do the work and we have to support the work yeah and we have to continue to have goals that support the work um and and and stay strong in our conviction to serve our students the way we are so again that's why I thank

046you as a board and the community because that's that allows us to do this and recruit staff wonderful thank you all right well hearing no other questions thank you both very much thank you to your team and your department thank Youk you all right the next item on the agenda is the summer school report good good evening I'm Pedro Sor I'm the director of uh Summer School uh this is my first year as the Director of summer school so thank you for having me here this evening I know that uh you wanted to see how that first year my first year went so um I plac I know you received a report y but also I've got the Powerpoint to go through some of the main parts of it so if you have any questions

047during the presentation I'll be happy to answer them just to get clarification if not I'll just begin thank you so the summer school our program goes 26 days uh we divide it up into two sessions per semester um just onethird of our uh our actual of our students had took at least one class and you'll look at some of specific numbers but the the number was 11 or I'm sorry 117 was the total number of students that took summer school um it was a program the programs that we provided here uh include enrichment uh course prepar course preparation excuse me and academic recovery um the Illinois school code which is a great read if you have an opportunity um six states that there's 60 hours of instruction time to earn a high school credit for

048a summer school course our courses are offered in the two formats that I um started to explain in the beginning but it's uh 26 days of two and a half hours or 13 days of five hours and there's a 30 minute break lunch break in the in the middle of that um that's a commitment for some of our students for some of the courses that we were taking and I I can go into some of those later on so I tried to I had the information from to to this year as far as numbers were concerned so I know that I was trying to make it so that we could kind of breed it so as you could look at this graph here the the numbers have kind of it they've attempted we've tried to

049keep them kind of steady there's a little bit of a dip as you can tell for this school year um I did not include 2020 2020 was the year that we actually did summer school remotely it was virtual uh summer school and I did work that summer school and that was an interesting uh Dynamic for us year but um you can see the numbers and the slight dip there um I know that I mentioned it I kind of referenced it in the report some of that might be because this is the first year um since 2019 that we did uh start charging for our recovery courses we were charging tuition for those courses after the U during the pandemic and shortly after uh in order to assist our students uh that maybe had difficulty learning

050or or acquiring the credits necessary during the pandemic um we did offer our recovery courses uh free of charge for those couple of years so you see the slight dip there uh as far as the grade levels are concerned uh this is no surprise our biggest class year after year in taking summer school are are our fresh our incoming freshmen which are uh eighth grade you know when they register uh we register them as grade eight just to differentiate between n and 10 and and so on um but the biggest um group is taking our um prep to eths course which uh we'll talk to about a little bit more but that's uh in introductory course um that is offered to our students and it's divided into three different sessions of eight days um there's

051a lot of excitement around that I know that uh I was at the um uh freshman or incoming um freshman uh course selection night and there was a lot of questions regarding that in addition to two other courses that we offer for freshmen which are the uh geometry complete which was new this year and our um reading and math and social context which is uh has become a pretty uh popular course over the last couple years as well it as it offers us more support for our students in reading and math excuse me um but you see the as as we go down some of the classes I mean our nine and 10 are usually taking courses like wellness maybe a driver Zed maybe some of um courses to to try to get ahead a

052little bit um and then the later years it's kind of recovery courses trying to make up uh the necessary credits for to be able to graduate with their graduating class as far as our breakdown ethnicity you can have we have the numbers here and once again I apologize for smaller numbers um but as we can see um and I will illustrate this on the next slide um the breakdown that um our our student breakdown based on race and ethnicity ethnicity basically um it follows kind of our numbers and our Trends and I'll show you that in the next slide here it's similar the blue is our summer school the orange are is our um what do you call it um attend I'm sorry our current numbers well based on the numbers that I took from

053our website of our students so if we're comparing at the far end we have the American Indian um Alaskan native is point 2% is for the summer school enrollment and for our school during the eths enrollment and this was as of the the statistics these numbers were from 93022 of last year so you could see the difference you know the it's they come pretty close to one another and these are uh straight percentages that I'm using here for this chart just to illustrate the point so as you can see um the only you know kind of slight differences are two more two or more races uh which there's more they're identified 7.7 versus the 5.5 that we had um as our percentage for the school district entire school district and then the slightly higher number

054of students uh that identify as white at 47 .7% as opposed to the 45% that we have for the district as our percentage so as I was saying earlier about the prep TS it's it's here to guide our our students kind of into this large building that we have here it's very it can be very intimidating I know that I've spoken to parents over the years regarding you know those first days when they're coming in with their freshmen um and there's there's some anxiety um of of such a big building you know I I picture myself my first uh days here 12 years ago trying to walk through this building and trying to figure out which which way I need to go but um I think this is a great introduction the building uh we

055normally have about 36 to 3700 students if we have you know maybe a thousand students walk in the building not all at the same time that gives these uh freshman which I believe we had this year 328 of them took or I'm sorry um yes took this course 397 excuse me took this course that's an that's a great number of students that got introduced to the building uh were able to really experience different uh components of the building and learned of the different people that are here um we did a they do they have their own program led by uh Miss Ali Hart she does an amazing uh job with this program and uh she was um just setting this up and organizing it is it is an undertaking I I I'm impressed with with

056how uh well organized um and how well the um the results are but um we had 21 sections so as we begin the summer we have the larger number of sections and then as we go through the summer we have less sections but um our basically our students are are brought in for those eight days and it's a fres course of coming into these this building and really learning about the people that are here um they come by the the summer school office Dean's office where where we were located centrally in the building and they really get a a full experience of of what's going on so they we've got we get a lot of interesting conversations a lot of questions and a lot of Partnerships um working through this um and then uh it

057says excuse me 42 students enrolled in the Prep tths students they were enrolled and currently enrolled in the the earn honors Humanities Humanities with support and the emergent multilingual and special leg courses so of the students enrolled 27 27% of these students either had IEPs or 504s so this is a great introduction for all of our students this is something we offer to all of our students throughout the building coming into eths um about our inclusionary practices we support students with IEPs these and in these general education courses a special education um provides co-taught supports um in these type of eight day sessions offered so we have their reading math in the social context it's a program that we offer for our students um so then our students are invited into this uh to register

058for this course um this is an interdisciplinary course that helps with reading components to help students improve their level of reading proficiency and math component to support students in developing and acquiring skills to increase their level of math proficiency um the invitations for these programs were based on map test scores for incoming um grade student eighth grade students uh Jerry success are schoolwide reading Specialists coordinated extensive Outreach efforts uh through the emails and phone calls in addition we we hosted an informational night for parents to meet the teachers plus you um of the course and the summer school director so we were able to kind of give them a little bit of a the families a crash course of of hey this is what we're doing um your students would really you know benefit from

059a program like this and then really has has helped out and we've had some good results through this I think it also helps um with our students similar to the preps yet this one runs the entire 26 days which is more more contact in the class with students and teachers that support um we had 28 students enrolled in this class um and at the end of the summer we they uh they took the map tests uh many of their students made gains which is which is ultimately what we're looking for the the gains that we see um to show that there's growth U six students raise their test scores to move into freshman Humanities with no additional reading support and two students raised their scores enough to move out of one algebra and into geometry

060so these are our successes which we would like to continue to see as we uh as we go through the years um they also um students also participate in various activities gears towards supporting the transition of eths from the middle school that's exactly what I was saying uh the 8-day courses it's really compressed the prep TS but with the 26 day format in the uh reading math and social context I think you can spread out and really provide uh a bigger and sometimes better program um for next uh summer uh we've already got our dates we've got Session One um which is we have um that will start on May 29th to June 14th and then we have our second session goes June 17th to July 10th now our prep TS dates will be slightly

061different and we're developing it's funny that we're here uh I'm here this evening kind of presenting what last summer brought us but the there's already the planning is already happening for next uh summer so we're already talking about getting some dates for our prep TS courses and I'm already starting to look at uh Staffing and such the last uh thing I wanted to talk a little bit about the goals for for next summer and obviously our F financials uh goals would be important for you know the fiscal our fiscal goal um but what I'm learning and what I've seen and I I know that I've presented to you in in my written report is that unfortunately the we were running deficits in our sumers program and that's just something that we will need to look

062at um to adjust but at the end of the day we are trying to we're not running a business to to make money we're here to try to uh support our students provide opportunities and and prepare them for success in in their future years um and that's where I'm going to my second um kind of go opportunity SL goal um the expansion of Summer enrichment opportunities and um I know that in previous years we had some other programs that we used to run unfortunately as the pandemic as we were coming out of the pandemic that was tough to kind of continue with those programs so now we're going to be re U re examining those programs and seeing which ones can work and how they can work within our summer school program so that's the

063conclusion of what I have in my slides but if there are questions they have I can answer them at this time thank you thank you so much it's it is interesting to hear um see the dates for next summer I feel like Ah that's why the year goes by so fast it it it actually flew by I know that there's a lot of work on the back end of it and I and I would be remiss if I if I didn't say that there's a lot of people supporting me this year uh and getting this uh large undertaking underway right um I know that many departments helped me out I know that the previous director was very gracious and supporting and helping me out with a lot of those things uh Mr farmer and I

064know that um I've multiple you know just the right now I'm going to be probably meeting with Communications again because we have to get those things uh get prepared for the following uh for the coming up meetings um you know nights that we here are here introducing our our freshman or incoming freshmen our eighth grade families to the school um so I know that that's going to be coming up um I know that it we're always looking at the scheduling and those type of things so that's that's that's an undertaking I know that um it's um I know that a lot of the the work that we were doing um had to do with scheduling and and registering our students and and it was my um our assistant in The Nine's office is also my

065suus summer school secretary and that's Angelina Hardy Harding who is an excellent assistant and uh has really really helped me out with that excellent thank you questions from the board yes Leah I just sorry I have cough drop um I just have one question um what's the status of um uh tuition waiver what does that look like for students on free and reduced lunch I asked that because I know we've gone back to charging students for academic recovery courses as you mentioned and I think that that's generally also been balanced with the idea that we don't want to um uh it to be an obstacle for students who really are getting behind and they need those academic recovery courses at the same time we want to make sure that they're able to do them um

066and particularly if they do have the free and reduced status so just where are we at with that yes so if we're specifically referring to those individuals that received uh financial assistance that was about 26% of our students of the 2017 did receive uh some form of waiver and support as far as for the if we're talking about recovery courses specifically which was your question um we do provide um a discount of uh well it it's for free or reduced for $200 off of of one course right and then after that if they're taking two course they can take up to two courses if that's necessary but that is the currently the discount that is offered for our students um and um but other courses for example beyond the uh recovery courses we're talking about

067um let's talk about reading and math and social contacts um that's a course that we provide uh free of charge right I know some of our El our elll course that we provide as well and our esy class uh courses uh through their special ed are offered free of charge so um we do we understand that that is that's important uh given our our families access um to um you know the same programs or or in enrichment programs whatnot um so yeah that's uh that's something we've always been looking at and we are always uh working with families communicating with them that you know whatever they might need and explaining to them the process and such so thank you sure other questions Liz um I was just wondering if you were able to um fit

068everybody into your geometry complete courses or did you have people who were trying to get in that weren't able to get in ABS no everyone was able to get in anybody that registered I know we had some late registrations that were a little tenuous there but we did um um we were able to fit in all of our students in that uh class and it was um it moved very quickly and that was a Comm a commitment for those students that wanted to be here because that's 26 days and that was uh 8 to1 8 to 135 every day so they were there and they were um they were rolling but um yeah no it was I think on the the process we were looking at and as we were talking about uh preparation for

069next year the process in order to get those students um to get registered in that uh I we're going to look at that and try to get them in there um but we did have uh three teachers that we had three staff members that were teaching that course and um I think it was very successful I I think they did well um and uh we were able we did not turn anyone away for that class which was excellent and we were able to get everybody in that's good to hear because there was there were some parents freaking out last spring I think that they were the sections were full and they weren't able to get in and you know of course the the geometry courses required if students want to reach the higher levels of

070math and so I just was wondering if um we were M if we were able to accommodate everybody that wanted to take it the accommodating those students that did get accepted into the program because I know that there's there's a process involved with it based on uh test scores by recommendations from the Middle School and that was done through our math department I know that they were looking at those uh so they they basically um would communicate it's uh the 65 and uh Dale Le for our department chair for math would would would communicate with each other and they were the ones that were basically providing these students and saying and these families saying okay you have been invited to this course you know it's an invitation type course similar to our reading in uh

071math and asso contacts um invitations so then that would that way that would open kind of the door for registration that path for registration so I think that's where the kind of the Stress and Anxiety was of I know my kid can get in I'd like to get them in I know you know it's just getting there right but once they got through and they registered we we we we had really no issues with the registration for those suits for gam complete thank you sure can I just add one thing absolutely I would hope bringing up the math I would hope too that um you said it was an invitation um cour Invitation Only course um and that Dale Le forth was working with 65 I hope that as we have this new scenario with

072students from 65 who want to get into the advanced math courses and take the geometry we have a lot of families and students who are seeking that but I want to I I hope that the efforts are made to make sure that when we're looking at perhaps um students of color lowincome students Etc who could be advanced in math and might um that were reaching out and making sure that all students who would benefit from this are getting that information and that it is something that you know also is Affordable and that it it doesn't become a just a course for those of privilege does that make sense AB because I think it's I think it's you know we have a great math program and I I love I'd love to see um it be

073really the students who are taking that it be really representative of our student body and um you know and and and all the students who would really benefit from that have that opportunity absolutely that that's something I I think that was part of the uh one component of of of recruiting and and informing families of the program and of the of the idea of this Pro the availability of such a program so um I know that Dale worked on on developing that and and educating and and really connecting with the different schools in 65 um to provide to say that we were going to be providing this program right and this opportunity and make with with as much of the as the other programs we want to provide it and make it available to as

074many of our students as possible go ahead T I just had a quick um comment and question um I know you've actually spoken to this that one of the changes that you all instituted this last summer was to keep it in the Dean's office in the center of school have the dean counselor director of summer school social worker all be right there and I've heard you speak about the impact in the summer and the positive impact on discipline as a result in the summer and just the ongoing relationship so wondering if you wanted to speak to that for a moment thank you for bringing that up um I think um to me it it uh I like the fact that it's kind of an our home turf right uh as as one of our Deans

075here uh during the school year it was nice to be in that office I know uh Angie Harding who I mentioned earlier she works there and she's got that those connections with our students that meet her in the summer and now she's in her office so now that those students kind of have connected and say oh miss Hardin is here we can come to these office also um I have a couple of my actually my colleagues that came here this evening um Miss ankle and Miss Boyd and happy birthday to miss Boyd uh she she made it here uh all right uh she made it here uh there to support me and I appreciate that they both uh have been uh helpful here um during the summer I know Dean Boyd as um was the

076the dean for most of the summer school uh this summer and uh I've her and I both used to split and now she's pretty much she worked it the whole entire summer and she she worked really worked with as I was explaining to you the prep TOS courses uh that were introducing our students into the building um she really you know kind of brought that kind of fun and kind of like hey get to know us get to know the building and and kind of trying to break down those barriers of the scary place and kind of making it more of a welcoming place and and we've seen kind of a reflection in that in in the the students that we see you know they they come through the office they say hi good morning

077they check in with us and uh they remember us from the summertime and they know that oh these folks it's not that scary place that we you know we hear so much about it's it's a it's a it's a friendly place it's a place that kind of gives them a feel that they're confident to hear ask questions ask for help um and you know if there's any other issues that arise they are comfortable enough to bring them to our attention and speak to us right so thank you for bringing that up thank you well thank you again thank you for your presentation thank you I appreciate your time I appreciate the opportunity next summer thank you so much have a good evening all right our next item is a presentation on the multilingual Services Department

078it's an introduction yes to us we are pleased to um introduce uh Dr Lindsey Rose who our director of multilingual Services here at eths uh our brand new Department uh established uh by the district this summer and uh we thought it would be a great idea if we introduce Dr Rose to the board and the work uh that she and her colleagues are doing um in the department especially given our the context of uh supporting um multilingual Learners and and all of the work that's happening in our region um and um supporting migrant children so uh with that being said I'm going to have uh Dr Rose begin and I look like she's accompanied um um Pete bavers Dr B I'm here to answer and support with questions thank you doct thank you Pete uh

079good evening members of the board superintendent Campbell members of the cabinet um it's my pleasure to join you here tonight um thank you thank you for the introduction my name is Lindsay Rose and my pronouns are she and I am the director of multilingual services this is my second year at eths I had the privilege of serving as a teacher and a coordinator last school year um which offered me incredible insights into the needs of our students and staff um but I also speak for my positionality as a mixed race Latina as a mother of two multilingual Learners and also as an advocate for linguistically inclusive education at all levels so my goal uh tonight with you is to provide a brief summary of the report um that detailed the English learner requirements uh student

080demographics program models uh it included an analysis of em data as well as opportunities moving forward so the department of multilingual Services was initiated this school year in response to the needs of a growing student population as you can see I'll be using the term emergent multilingual or em to indicate students who qualify for English learner Services you all are likely familiar with the term English learner English language learner e but we have intentionally chosen to use language that is assets-based instead of referring to a student Group by something that they are lacking we are referencing our students by their assets our emergent multilingual students already hold language proficiencies in other languages sometimes two three four five languages um they are also while acquiring English if the conditions are right they are strengthening and maintaining

081their other language proficiencies and abilities so enrollment of emergent multilingual students Nationwide has increased incrementally over the past two decades and is now 10% of the total student population in public schools across the country uh eth's em population has now reached that parody with national statistics but the growth over the past three years has been exponential this current school year we've seen a dramatic increase in new to the country students and already in our first two months of school we have enrolled more new to the country students and we did all last school year combined with the establishment of our new Department we've identified goals and have begun work aligned to our District's four priorities a few highlights of the work taking place in in the department include creating a comprehensive Continuum of multilingual Services

082improving our em reclassification rates on the annual access exam strengthening our newcomer intake process impr improving our state reported data to maximize grant funding opportunities and providing professional learning opportunities for staff and Educators centered on the needs of our emergent multilingual students and families we've also begun Community collaboration to provide much needed social emotional supports for our students who've experienced forced migration and the trauma that ensues this summer in reference to Pedro's summer school report we uh partnered with Open Studios to offer for art therapy courses for our newly arrived students in our newcomer summer school course and this school we've partnered with a local organization that is providing free bicycles to our Refugee and Asylum seeking students all of our goals priorities and the English learner service models that we're developing are directly informed

083by our student population of 830 multilingual students at eths 359 are active emergent multilingual students that number has already increased since three days ago when I finalized this presentation and we are at 364 this is an ongoing process and the EM designation is one that constantly brings in new students and reclassifies students 378 of our students are former English Learners which means that at one point in their academic career they were receiving Direct Services and were reclassified 65% of our mergent multilingual students share Spanish is a home language and our student body represents over 79 unique languages the languages most spoken by our em students in order are Spanish 233 haian Creole 14 French 13 Arabic 13 Swahili 6 with no other language group sharing more than five speakers another important demographic for us to

084hold and consider is that 92% of our em students are students of color developing and implementing programs in services for English Learners is not only mandated by state and federal law but here in the context of eths enacting modes of linguistic Liberation has deep intersections with racial Equity work I also want to note on this graph you can see that our incoming ninth grade class is the largest group of emergent MultiLing students that we've enrolled in many years currently we have two program models for students identified as emergent multilinguals the first and potentially the most visible of our program models is our newcomer sheltered instruction program this is a full-time program that delivers English language development and content instruction for students who are new to the country and who are in the beginning stages of

085English acquisition we offered shelter content courses in an array of graduation requirements in US history Civics world history pre-algebra one algebra geometry biology physical science and four levels of English as a second language we have more than 60 students enrolled in this program that are taking two or more sheltered instruction courses another vital feature of our newcomer program is the support that these students receive from our multilingual PA professionals when a new student arrives in the US for the first time you can imagine that transition especially a building as large and complicated as Evanson Township High School so our newc repair professionals really support that transition they warmly welcome students and they provide essential transition and in-class support to newly arrived um enroles the other vehicle for English learner Services that's new this school year

086is emergent multilangual support in our ninth grade one Humanities enriched and reading sections for any incoming freshman with an em designation who doesn't fit into our newcomer program model English learner services are integrated into their Humanities courses the majority of students who are served through this model are Spanish-speaking emergent multilingual letinic students who were formerly receiving bilingual support through the two-way immersion program in District 65 this is the first year of implementing this English language development model and we plan to roll these Services up a grade level each year until we reach a point where em students at every grade level 9 10 11 and 12 have access to targeted and direct English development services looking ahead as we continue to refine and Implement comprehensive services for em students we're cognizant that our next steps

087will need to prioritize these following areas first and foremost exploring opportunities to increase access to content instruction and language instruction in Spanish our current Spanish Heritage elective courses are reaching less than half of our Spanish-speaking emergent multilingual student body and we currently do not offer any content or other elective courses in Spanish given the majority of our Spanish-speaking emergent multilingual students matriculate up through dual language two-way immersion programming and possess robust literacy math and content skills in Spanish and given the post-secondary and social emotional benefits of multilingualism this is an area that holds a great deal of potential and opportunity for Evanson Township High School imagine a prek 12 Continuum of language services that Embraces the tenants of dual language education and accelerates the linguistic trajectories of our latinx em Spanish speaking students as a

088part of the next St we will also be considering the diverse needs across our em student populations we know our emergent multilingual students are not homogeneous in background and in language needs so developing services that fits their unique needs is is can essential we need to consider compounding factors such as dual identified students who are in special education students who have not made language growth progress in the 5 to sevene timeline as well as other social emotional and Trauma factors that impact language acquisition we have students who enroll with s backgrounds that means it's a student with limited or interrupted formal education and all of these pieces require different approaches in services the assessment data is a key component of how we make these differentiated programmatic decisions moving ahead the first graph is a representation

089of our student outcomes on the annual exam of English proficiency that's called the access for Els this is a high stakes exam it determines a student's eligibility for English learner Services their eligibility for the Seal of biliteracy and whether or not they have to take remedial courses at the postsecondary level the only way to exit em designation or to be reclassified as English proficient is to reach a prerequisite score on this exam historically at eths we have seen dismal reclassification rates varying between 0 to 1.9% not only that we've seen low participation rates and minimal growth student performance on the access exam matters not just at the individual student level but also because em student growth year-to year on the exam is used in the calculation for our state summi of school designation the second

090chart here shows the calculated performance score each student group received out of a total of a 100 points our emergent multilingual student group is the lowest performing group across demographics this is an urgent call to action and an indicator that the work and the capital Investments we're making in developing em services are so necessary and critical this is affirming the importance and the urgency of everything we've been working so hard to achieve the good news is when we dedicate concerted effort and taking new approaches to serving our emergent multilinguals positive results proceed this past year we trained over 30 School administrators and leaders in administering the access exam it was distributive leadership at its finest our ESL teachers work collaboratively with administr ation to build a testing schedule that optimized testing conditions and our students

091well-being small groups of 15 students met with a consistent test proctor Tyle was a test proctor Scott was running kids Pete was running everyone chipped in it really was um an amazing show of support um and the students saw that and really invested into doing well on the exam what we saw over the course of the month and a half testing Administration window were tremendous growth compared to historical years as our reclassification rate Rose to 6% the highest in over 10 years I went back as far as I could in the data and never did we have a reclassification rate this high and we plan to continue these efforts to allow our students these continued opportunities to demonstrate their abilities and to show what they know and what they can do looking ahead we have

092enormous opportunity before us to co-construct a school ecy where the learning of our multilingual students is accelerated through an approach of shared ownership and Collective efficacy emergent multilingual students are no longer problems reled and relinquished to English learner teachers that is an old Paradigm and an old way of thinking what we have before us is an opportunity to create Collective efficacy in the roles and responsibilities in supporting our multilingual students and families but we as leaders have to find ways to support our staff and our Educators to access the requisite skills and the resources that they need to be effective in the instruction and support of these students taking the next steps in the co-creation of our service models will require acknowledgment of the linguistic oppression that our students face so we can collectively seek

093to eradicate it through our shared work together thank you w thank you very good thank you very exciting it's exciting work yeah and a and a new way of looking at these students and their needs um so I I really appreciate that um questions board I just want to say that you seem to embody the whole glass half full mentality I mean I from the very definition of the emerging um L to to the very end where you have those plants and I like the visual um it's really great and perhaps because we never had your department before we've just never heard this much about it ever and I've been on the board for 14 or 15 years so I really appreciate it thank you you're welcome Pat yeah I want to Second what Gretchen

094said this is terrific and so exciting to have this focus and um to have your energy and excitement is just going to make it that much better and stronger so thank you very much um just a couple quick question well one is a question one is kind of a maybe thought uh idea so I maybe I misunderstood but I wanted to clarify that in the report that we read was there an did you mention an issue that some of the students that are coming from a two-way immersion program are not kind of where you hop they had been could you talk a little bit about what that data point was in the report yeah I think there's a there's a significant part of the report that looks at linguistic trajectory and I think it's important

095to contextualize our students greater um schooling experiences to understand why we have so many incoming students with em designations and when students do partake in dual language in in our feeder District it's two-way immersion um a significant amount of their learning occurs in the minoritized language so for our students that is Spanish um so if we look at the language allocation in the Elementary and Middle grades um students and kindergarten in first grade second grade spend up to 70% of their day in the minoritized language and so for our Spanish speaking students that is a great deal of investment in their content knowledge their language knowledge all of that in Spanish but when they matriculate up into the high school uh we aren't taking into account what they know and can do in Spanish and

096that is a really big blind spot right are we looking at their math map data in Spanish to see if they would qualify for geometry if they took the assessment in Spanish are we looking at their Spanish reading scores to see if they potentially wouldn't qualify for reading support in English because what we start to do when we don't acknowledge the full linguistic repertoire of students is we start to look at what they don't have as opposed to what they do right and so that is kind of the premise and the basis for all of this is it's a new paradigm of thinking around um multilingualism our students aren't these three little individual plants with some isolated knowledge in Spanish and some isolated knowledge in English but they have these repertoire that need to be

097really leveraged in meaningful and dynamic ways so if we were to think about the language trajectory of a typical twe student who starts here in preschool most of our emergent multilingual students at high school have started the Tweet program at the preschool level acquiring English does take take longer it takes more than seven years because we're investing a lot in another language as well that language has to be valuable here and we have to make sure that those Investments That families and the community made and those students skills and abilities are valued here as well in leverage because they're not done uh they're still acquiring English they still require direct supports and there's a great deal of benefit to supporting both great um my second question or idea I don't know know which it is

098because I'm not sure what we're doing but in terms of the students and I know that you said that the number is smaller though you were pleased that it was larger at this this year in terms of the former um students former em students going into more um general education classrooms what kind of uh training and preparation do we give those General teachers who aren't uh trained in multilingual education and I say this from a personal experience that many years ago I was a teacher and had no no training whatsoever and I would get students who were emerging but you know weren't cont you know they weren't at the same place content-wise and I wasn't prepared to help them you know bring up their their content because I wasn't I didn't have that background and

099so I'm just wondering what kinds of work either you are doing or you want to do to make sure that all the teachers who see these students particularly when they kind of graduate from um your program so the number you refer to is former emergent multilingual students right so when we look at our overall multilingual student body um over 80% of our multilingual student body was at one point or currently identified to receive services to support their English acquisition and that's really important because that means um the multilingual students in the classes across our building and in every subject area have skills that they can leverage in other languages um one thing that we did at the beginning of the school year opening Institute day um we had a big focus on inclusionary practices um

100which looked at strategies and approaches and getting to know your kids make sure you know what languages your students can speak or what languages are spoken in their homes and how we can use those skills to support them in classes and even if it's not directly through instruction it's through creating an environment where we encourage kids to use all of their resources in any language in a way that is filled with pride and value as opposed to shame and embarrassment um so that's that is a it's a long road to get there it's going to require really synchronized professional learning opportunities and and um a lot of overlap with the work we're doing in terms of equity and um professional learning for teachers um but you know we're starting those conversations this department is the

101biggest Leap Forward in doing that work um and teachers are asking really great questions they're really excited about having access to this type of professional learning and support um because nobody wants to do wrong by kids right we don't show up each day to to not use the skills and assets our students have but it is a a big area of need in terms of pedagogical approach and in terms of um you know School environment great thank you go ahead got the button H War um welcome and I'm just so excited to see you um so one of my thoughts I two thoughts thoughts but one was if Scott were still here right what would you um what kind of request would we want to put in um because it sounds like it is um

102like skills like you're speaking of um Pat and Consciousness um that is really at the heart of growing our staff so that they can um do that work so I'm just thinking about what kind of qualifications we need to look at within our staff um to meet that need so that's one thought and then this is going to be probably too abstract but um I'm thinking also about if people understood the con like kind of the myself included structure of language and what it affords us um within the for instance our kids who are speaking Spanish can understand ideas that kids who speak English wouldn't because of the structure of the language itself and so I wonder how we could help to spread that um throughout our staff so that that what you were just

103speaking of in the sense of asset could be um really acknowledg um and so I'm just curious about that as well um future staff education absolutely the first part um that you know asks about uh what are we looking for in our hires I think um many districts around us have put into place um some look for scores for hiring that include teachers with El endorsements that is a critical area of Need for our staff um and for our new hires there are University preparation programs that are two steps ahead lyola every single lyola grad has their El endorsement when they graduate from the school Evette um so we know that there are teacher preparation programs that are you know supporting the work and know that there is a hiring Advantage there is an advantage

104when you come out of a teacher preparation program with an El endorsement um we have to we have to increase our capacity in every Department in every um in every corner of the school for folks who have El endorsements because it's the only way we're going to meet the requirements of having our students receive services and not limit where our students can take classes and what classes can they take right because that's the last thing we want to do is say oh I have three young endorsed Math teachers so those are the those are the three classes that you can choose from right we would never want to limit our students opportunities so in order to ensure students have access to the wonderful rigorous instruction in this building we have to have elendor folks and

105so not only hiring elendor folks but then also um working to create some inhouse cohorts where teachers can get their El endorsement um you know there's incentive there's ways to incentivize that kanana and I have already started some conversations around what that could look like here um because it is an urgent area of need and it'll help us increase our capacity and yeah second part language and culturally responsive pedagogy really do go hand inand when we talk about um creating um creating context for Success across different cultural perspectives lenses and what our students need the first step is eradicating the shame that comes from speaking a language other than English and that is very much alive here there are too many instances I hear from students from staff from the people that serve in this

106building where hearing a language other than English is still unwelcome it's still othered and seen as like oh right like oh what and that has to be eradicated um it's a wonderful and very normal thing outside of the United States to be multilingual right but for some reason uh our Educational Systems historically have sought to eradicate multilingualism and our programs have sought to do that as well and if we think about the programs and services that we currently offer here at eths we are not supporting multilingual trajectory we are supporting a monolingual trajectory um and so thinking through who our students are what language skills do they have and what other wealth of cultural information and insights that brings to our instruction is going to come along with that um we have students who have

107traveled the world to get here I mean cross 13 countries and seeing things that you know no one can ever imagine and those lived experiences are so invaluable to our community to learn and to be a part of a of shared learning with students who've seen so much and um have so such depth of knowledge um is really important but we aren't at the place yet where we're leveraging those those pieces but the hope is with intentionality and time multilingualism will be something incredibly valued here and and our students won't feel ashamed to to be multilingual um I wasn't going to say this but based on what you just said I I know that one of the things that always has irked me uh working here with students um is I really want students to

108be able to feel proud and tell us their name and have us have the challenge of learning how to say it instead of saying just call me John that driv drives me crazy yeah I mean that right there is an example of not valuing multilingualism and multiculturalism um I just I I quickly want to say that some things that I just really really want to just like Elevate and say that I'm I love the assets-based focus of um the terms that we're now using um I love the idea of having intentionality of leveraging MultiLing multilingualism um I love what you did with the access testing I think that that's really incredible um the one thing I'm having a hard time wrapping my head around I'm feeling a little dense about is um with the one

109Humanities uh em support n9th grade I want to make sure I understand what it is and that might be easier for me if I can contrast it to the students in that what would have they have been doing before that's a great question um to clarify the support in one Humanities we hired two uh teachers this school year who are emergent multilingual Specialists they are serving in the one Humanities context so they are actually co- teing with our humanities teams and our humanities reading teachers to provide the Direct Services of English language development so the student would have still been in Humanities enriched or one Humanities with reading support wherever their map score range kind of dictated but they would have been without English language development services um and that is not a great recipe

110for success we know that when you struggle with literacy it's not just a literacy issue when you're emergent multilingual that there are other compounding factors and so our em Specialists are supporting and collaborating with the content Area Teachers to make sure we're using approaches that are linguistically inclusive that we're using strategies that support language development uh that we're building an oracy opportunities to engage oracy as a prerequisite to literacy skills and a whole bunch of of other wonderful amazing things so the support is really integrated into the program but now it's explicit it's intentional and we're tracking student progress in that thank you that's helpful okay LZ hi um just wanted to say thank you for this um wonderful uh memorandum in our packet here because I learned so much from reading through it um

111it was so thorough um I just had a question about um correct me if I'm wrong but my impression with District 65s approach is that you know they have the K through six TW and then there was like this lack of continuity once they reached middle school and sort of a lack of options for Spanish speakers um what changes are they making that might benefit our students going forward that's a great question um I participated the district 65 invited me to participate last year on a middle school TW expansion committee that they had and they are so as the program stands two-way immersion is a K5 program in District 65 at the middle school level in grades six seven and eight there is a Spanish language arts course at each grade level and then for

112students who are em identified they receive bilingual uh English learner support in their uh English language arts courses so it's twe light we could say at the middle school level what they are looking to add and I think it's going it wasn't that it's uh this coming school year is when they are uh launching they're adding a social studies course in Spanish at the middle school level for twe students so they'll have two courses in Spanish at the middle school level that then makes it a K8 trajectory of dual language education um so we know that as we move up through that Continuum as students have access to increasingly robust instruction in Spanish and as they're making that program more explicitly a middle school dual language program we're going to receive students with even stronger

113linguistic repertoire in Spanish and abilities in Spanish um and that's not just emergent multilingual students as we know two-way immersion is serving multiple language backgrounds and uh language learner needs so if we play our cards right and really plan out what that could look like for our students there's a lot of potential in continuing that work up through the high school level there are a number of high school dual language programs in our area um Highland Park High School has a dual language uh program uh a number of uh Western high schools have dual language programs and what we see is an incredible benefit to continuing that trajectory up through the high school level because language acquisition takes time it takes takes investment and it takes a great deal of intentionality thank you all right

114well thank you again for this report congratulations questions thank you congratulations on your new Department thank you I appreciate it thank you for all the support great thank you all right thank you Dr bavis okay our next item Leah okay our next item is uh Evon cradle career update so uh so we have Dr Blake Noel coming um oh all right kimly Holmes Ross is also all right joining him um to talk about the partnership between eths and crial career and uh the future of um aison creative career thank you thank you good evening everyone good evening happy Monday yes our extended long Monday uh this seems like a marathon I'm sure but we got I got two kids under two at home so every day is a marathon so so here we're going to

115here we go we're going to talk about it all right so we are Evon credle to Kore here and here's an agenda of what we're going to do we're going to talk about who we are what we do um how we do it and what we're doing next and we're really excited about the work that's coming up in front of us and all the opportunities that we have to make some real changes for the folks of Evon so who we are Evon Cradle to Career is the collective Action Network of Evanston we are 40 partner organizations so there's a lot of people uh behind this work from Civic organizations to school distri districts to not for-profit Partners to you know the big school um and you uh everybody's a part of it ecdc is the

116backbone of collective action in Evon so what we do is convene facilitate and provide Outreach to Partners and the community to make Evon the most Equitable place it can be so that's our line of work right we are behind the partnership and we kind of support the partnership to do the things that the partners have chosen to do it's important we define collective action the way we Define in the network so what we want to do is to change systems to adjust the structural inequities that undermine too many of our children families and communities and the ways that you can change systems are to remove the dysfunction from a system to improve a system and how it functions or to create something new so that's what we work on that's kind of our our ballpark

117for Collective action how we got here today in 2022 the Partners came together and affirmed their commitment to Collective action in Evon and developed a strategic plan with the collective impact Forum so I wasn't actually here at that time I started in 2023 but through this year we've executed everything in that strategic plan so we completed a reorganization of how we do the work we hired a Neighborhood Network director that's uh changing the way we do our action teams and has already aligned our goals with the E plan which I think is a really good play and we've also hired an at latinx Outreach specialist to help us in particular to connect with that disconnected community Through translation through Outreach and in fact our new cohort of advocates for Action is uh latinx speakers so

118we directly went after that this is one of the things we always show in the meetings uh how we've moved through the Strategic plan so this came from Collective impact Forum um this is what they shared with us and you see on there uh all the things we've been talking about about so coming together around the Strategic plan and reviewing data um ultimately I was hired and we moved forward in the transition one of the big things to see there is that we've done all the things in 2023 that were on the Strategic plan that was chosen by the partners in 2022 so we're in a really good place as far as that's concerned similarly I like to show this one because this is what the uh strategic plan was built around these are the

119things that the partners chose to work on in the three um action teams that we have so we have um Early Childhood we have prepared for adult life and we have social determinants of the Fifth Ward and so what you can see there what we've highlighted is that the strategies that we're taking up now are the strategies that were chosen by the partners back in the fall of of 2022 um so in terms of prepared for adult life which is probably most gerain to this um provide additional tutoring to support for students who uh are off track in language arts and math work with 65 eths and nonprofit Partners to expand career exposure um work with 65 and nonprofit Partners to expand career exposure and middle school and the savings for Success program so in

120the prepared for adult life you can see we're doing all the things that we're we're set up to be done on the original plan last year the point here is that we've implemented the Strategic plan and we're ready to move forward so everything that the partners wanted to have done and and wanted to work on um coming out of last year we done and we're now at a place where we can actually start to doing the work which is the super exciting part so how we do it we have a budget and our budget is overseen by un united way and the partners what's critical to know about our budget is that the decisions are made by the partners so that's who sets up kind of how we're able to do our things and and

121and how we use funds to be able to do the work that we do United Way funds all of the operations for Evon cradle to career in 2023 our budget is 740,000 500,000 comes from the United Way Neighborhood Network and 240,000 comes from partner dues that's all the money for our for our little shop a small But Mighty team partner dues are used exclusively for these lines right here we do systems change grants we do community building grants we do anti-racism diversity anti-bias training we do professional development and we support the advocates for Action which is our community leadership development program the punchline here is that 100% of partner dues go back to Evanston our entire operations is funded by the United Way uh Neighborhood Network so All the Monies that we get from Partners

122go right back into the community in those in these lines that we just talked about partner dues are actually an amazing example of collective action they do a few things so one we are able to incubate Innovation through the systems change grants for instance eths was focusing on Workforce Development and we were able to be a part of launching Mak and now students have Workforce Development experiences we have also incubated and supported a bunch of the other things that people benefit from in Evon including the collective the coalition to end homelessness and the Evanston Early Childhood Council so the system grants allow us to nurture things in the early stages to help get them off the ground things that become really useful for the community we do community support we've done 54 Community Building grants

123um those grants are small amounts of money that community members can um propose um projects for that are going to then support the community we've done a whole range of different things with the community building grants again a lot of things that people experience here uh we have done Community leadership development so we've had 33 three advocates for Action across our three classes um that's really the go-to for Community engagement and voice in a lot of spaces in the city and we also have trained 76 student Advocates so working with the actual youth in this school around community service and um leadership development and we also are able to do Network Improvement so when the high school decided to focus on Equity we were able to lead and provide training to a lot of people

124this starts way back in the today and now most orgs Center Equity our professional development has gone to over 200 community members in the last two years alone so it's really a scale move to engage people in this equity and anti-racism work there's some interesting things that are really important about our approach the collective action approach to this grant making number one we have Equitable contributions so everybody participates with a small part of their budget and puts it into a big pot we do Grassroots proposals so all of the projects that get suggested for the grants that we do actually come from community members whether those be some of the small not for-profits or whether those be actual community members themselves the community makes the decision about all of the grants making that we do

125so when it comes to the system change grants that's done through the steering committee of Partners when it comes to the community building grants that's done by the advocates for Action ultimately what we do is the backbone is to support the implementation of this work so when it comes to community building grants an advocate for Action literally walks with the grantee through the implementation of their work this year we're actually going to support them all the way through reporting so we do a jam in the beginning for people to apply we support people through the implementation and on the back end we're going to support the reporting work this is a unique way to to do it that produces really important value and impact for for Evon one there's a multiplying effect so each dollar

126that's contributed by one partner is multiplied by all the other contributions similarly each dollar goes to support multiple programs the grant making also benefits from diversity so this is the value of diversity is having a lot of different eyes a lot of different Minds a lot of different perspectives coming together to produce the best results which is how our grant making works and ultimately we give voice and power and support to members of the community who are traditionally excluded again 100% of partner dues go back to the city of Evon and Collective action Evon Cradle to Career is the only way that we can do this kind of work so some examples of what we've done a community building grant that we did was to eye candy she was awarded a uh she's a business

127uh leader and she works with hair and all the importance of that to the community and to individuals here you can see a bunch of the folks in the program working with the hair she started off with a community building Grant and became an advocate for action has since been awarded an ECF Innovation Grant and has scaled that work up working in the high school and working in several other schools we have similar stories for other community building grants where people started with us as that incubation piece and they were able to scale up their work through other funding that came down we've also given Community Building grants to many students for instance there's at the bottom you see a picture of her Rising girls who lead in the top left you see a picture

128of color of our hearts that was done recently and on the right you see Diversified golf these are projects that students suggested and that we help them to implement and we even help them with the back end that they did for other young people um one of the young women kept talking about what the children need the children and we're like you're a young in yourself the systems change grants have uh supported some big things that people in evst know about for instance the collective this was launched from Evon Cradle to Career nine organizations came together to serve some of the most complex needs my city your city our city is one of the initiatives they run for violence prevention for youth over the summer that work began in a cradle meeting and has been

129supported by Cradle ever since it's Inception m is another one the mayor the mayor's employers advisory council is something where the high school was interested in Workforce Development cradle worked with the mayor and Business Leaders to create Mak M has uh We've provided system change grants to them and ongoing support these grants were used to hire the first first hire the first person on the left up there um who has done a lot of great work and funds have nurtured M to scale up to 160 business partners M came out of cradle so these kinds of impacts are things that we're just very proud of the work that's being done with the job shadowing the work around the summer interns and the work around things like Aviation day are just things that we think are

130so cruel and and so proud to have them have spun out of the work that that we started these Innovations did not happen but for the work of Evon Cradle to career so we were really able to get these things off the ground and get them going and what we do for students in the school okay good evening thank there's no okay there you go okay good evening board um first thank you for your service for the students and for the community deeply appreciate it um my Killy Holmes Ross from everon Cradle to Career I'm I'm the community engagement director there um and I'm going to give you a really quick overview of what we do with our direct um work with students here at eths so our work started in 2019 um we wanted

131to expand our community leadership team uh AKA advocates for Action um where we develop leaders and ensure that the most unheard voices are heard seen appreciated and supported uh we began recruitment um here at with the Student Activity fairs and the community service fairs where we educated students about their work um at ec2c um we connected with an amazing group here uh emerge uh you see them picture there where they took a deep dive into the work uh focusing on system grants um it's a great presentation if anybody is interested in seeing it I'd love to share it um the philanthropy Club here also gifted funds to ec2c uh to extend the work we were doing with um CNE the Childcare Network at uh for emergency funds for parents uh particularly PR te teen parents

132um for transportation needs fees Etc uh so we thought that was great um we had our we had our first uh youth Equity Building Summit in 2020 um since then we continue to have them every summer where we partner with the City of Evanston and we have anywhere from 75 to 100 students in Mason Park um and we have topics that have included processing the pandemic mental health and gun violence that picture there is where they went and tied ribbons around the tree in honor of uh victims of gun violence here in Evon so it was great and Gila Logan was there with us as well um to help facilitate uh students have participated in board meetings as you though you see at the the top um picture right there exercising their voices uh candidate

133forums uh for the school board both school boards um and the city council um we had an amazing Town Hall last November at the city of Evon where they voice voiced their concerned about issues in Evon that was great uh and this last picture is our students along with Advocates part of life um which are is our Latina ex um Advocate Group uh who went down to Springfield for Early Childhood advocacy day so we have connected uh in many ways and we continue these were just a few highlights um with the students here at eths and so what we're going to work on next is is what we wanted to talk about uh Workforce Development is going to be Central to the work of Evon credal career going forward um if you think about it

134right most of the social justice and equity and things that that folks are working on poverty is a co-variate there right it it correlates with poverty and so what we can do to help with poverty right is going to be Central to advancing all of the causes it's really just at the Crux and in the middle of the work that that we're looking to do going forward and so around the high school it's the prepared for uh adult life team the action team is going to build a Workforce Development system that supports youth through the transitions so what I'm presenting here is just kind of an overview of how we see this this work lining up right in middle school it's about interest and awareness what are you interested in what are your skills and

135knowing about the different types of careers and high school it becomes more about actually getting in and seeing it having some experiences things like internships ultimately for the workforce what we're working on is training so how we get people to better jobs and employment like direct hires how do we get people jobs that pay better and we have a a calculation for that as well the prepared for adult life action team has two focal areas uh career exposure and awareness that's going to be the 6 to 12 grades that's that system we were just talking about and that's going to focus on liter literacy support and exposure and awareness then there's another team another working group it's going to be the Workforce Development and they're going to focus on the training and employment piece right

136so building kids up and then after the schools how do we actually get them jobs and get them employed here are some of the metrics that we're going to focus on around our work um thinking specifically the first couple about the literacy piece so more eighth graders scoring above 220 in the map testing um and then a decrease in the number of freshmen in the reading Support classes would be those are kind of coral areas of each other uh we also want to increase the number of students having career experiences so attending fairs internships job shadowing site visits just more students getting access to those opportunities and to that kind of experiential learning and then on the back end more students passing the workforce tests um there are test to get into the trades there

137are a test to get into Health how can we support students with that in a similar vein as we're thinking about supporting students earlier on with their reading map scores the literacy strategies that we're looking at right now are going to be the out of school time group is going to be um supporting Partners to infuse literacy activities into their programming so the first idea we have for this is a kickoff with presentations by the school districts around the literacy scope sequence um so that way Partners can actually support these skills with students in real time if they know we're working on this in November then they're able to to try to uh Infuse that into their programming and on and on the big idea there is to create a professional learning community that works

138with both districts to continuously get better at what the partners can do to support literacy going through uh the years to help students to do better at some of those critical markers um the career and exposure awareness strategies are going to be to support families through the the transition into eths so one idea there is to train social service agencies on registration and financial aid processes for summer school and School enrollment uh one of the presentations before us talked about finding more ways to engage folks in the in the summer programming that's exactly the kind of thing that we're hoping to support and to scale uh we're going to support job and career fairs at District 202 and at 65 by bringing more not for-profit partners and by bringing the industries students have identified as

139as being interesting uh we're going to expand the internship offerings by supporting employers to offer more but also to improve the youth experiences what those internships are what are kids getting out of that uh we're going to increas increase opportunities for job Seekers to connect with potential employers one of the things that we've heard is that there's a lot of young folks who want a job now who want to be doing something who want to be earning now and so how do we support that and then we are going to be supporting 65 in this Evan stem ch challenges um ways that you can use stem to around student interest and around student learning in a in a fun and competitive way but it's really about engagement in stem so some current examples of this

140work things that are already happening Oakton College and the infant Welfare Society of Evanston have created a program to train and support ESL aids for early childhood education with the support of Evon Cradle to Career this is what we do so they were in a meeting said this could be a cool project we can and we work on this together they asked us for help not only with funds but also with strategy and so what you could see there is that if in Middle School a student had an interest in ECE in high school they could take the programming and once they graduated we could get them into training and we can get them hired in Evanston these are the kind of Pathways that we're trying to build in a few different areas so this

141would be an example of something that's happening right now the first cohort was a great success they had 16 people to go all the way through the program they did their job job fair the other day they had 24 people show up for jobs which means there's more and more interest in this um and they're looking at doing other languages so they've done Spanish in the past but what else can we do um this is something that we see growing and growing over the years of course Workforce is also Central to uh early childhood education if you don't have the teachers you can't open the classes so this is actually one of these P Pathways that we're that we're working on it gives you an idea of what we want to do um Cradle to

142Career brought the sixth largest employeer in America CVS to the City Department of Workforce Development to hire and train evanstonian a similar model could be used in other careers for instance nursing so again you kind of see how in middle school you're doing a stem challenge in high school you're having your stem cours work but once you're done and you walk across the stage we can help you to get work as a pharmacy tech for instance and then the training to have upward Mobility around that work CVS is very interested in helping people to get to the next step so you can have pharmacy tech there's a licensure there there but then there's a national lure which not only gives a pay bump but it also allows people to have Mobility around their line of

143work one that I'm really interested in although I know it's a few years away is nursing uh is there a way that we can find an apprenticeship partner to go from CNA to RN after students leave the school another example is that we're working with NorthShore University hospital system and the City of Edon Department of Workforce Development to innovate and scale the Aspire program so SAR kind of idea here in middle school you're having interest you're finding out what your skills are you're seeing what are the actual careers in this field and high school you could actually do a Spire you could do that program coming out of that we'd like to see more folks hired in Evon with training that gets them to the next level right so we find you we can help

144you find a job but it's not just that job as the last stop that job puts you in a situation where then you can get trained to get up to the next job the apprenticeship model is coming across the board in America and it is is actually a justice issue not everybody can afford not to work in order to get trained so bringing those things together actually does support folks to have upward Mobility long story long eths and Evon CR to career and the partners have done a lot for Evon a lot of things have happened before I came on board and partnership and Collective action are really the best way forward for everyone involved we are excited about the work with the high school we're excited about to work with the middle school we

145really think there are some some great things right in front of us and we really want to do them together that's our that's our hope that's our goal that's our mission questions okay thank you thank you for the presentation both of you thank you for coming uh so now we'll take questions from the board gotcha um thanks for coming appreciate you being here historically we've had um a standing action item or a standing item on the agenda of the joint District 65 202 school board meeting um but we're not having it this fall so we appreciate you coming at least to this building to give us an update um I have a host of questions and comments um related to the work of cradle to Career you probably know um I'm the person who raised

146at the last school board meeting um the question of our $50,000 annual contribution to the Cradle to Career effort um which is typically included in our annual budget um I question the inclusion of that contribution in the budget asked that it be removed for the time being um because I had concerns then and I continue to have concerns sitting here today um that that money hasn't necessarily been well spent um I in case you didn't know this and I maybe you do um I was on the committee I was on the I've been on the school board for about 15 years I was on the committee that hired the first executive director for crate Ultra career and since that time um like others sitting around this table who have been there since the beginning I've

147attended a lot of meetings um both partner meetings for 12 plus years that Cradle to Career has been operational um and prepared for adult life action team meetings which boy at the beginning of cradle to Career took place every other week Pete and Marcus I think you went to some of those too um it's a lot of meetings and it's a lot of money we've spent about $600,000 as a school district um so I have I have a variety of questions and I just I'm going to start with what hopefully is fairly straightforward one around um the budget and the finances for Cradle to Career um at the beginning of the Cradle to Career effort um eths was the Fiscal Agent for the organization we needed a Fiscal Agent as a place to be the

148repository for the contributions from the partners and to handle paychecks to the people who were working for the organization like yourselves um we were the Fiscal Agent for a period of years I'm not sure exactly how many and then at some point the fiscal agency transferred to the Evon Community Foundation I was confused when I got um I think the most recent newsletter from you Dr Noel um in which it said that all the dues are paid to the City of Evanston and I just need some clarity around that because I found it surprising in that um you know we have a system set up in the state of Illinois where property tax levies are divvied up between District 65 District 202 the city of Evon and then there's a little piece that goes to

149uh Cook County you know a little smaller piece but the three big players are district 65202 in city of Evon so I'm confused if our contributions from the high school which are you know legitimately funds that we get from our taxpayers as part of our Levy are then getting transferred over the city Evon that has its own Levy um are they now the Fiscal Agent is the foundation still the fiscal can can I just get a little Clarity around that sure so the word City there is is the confusion so when we say the funds go back to the city of Evon we can also say the communities of no I'm just referring to the newsletter where you said that the the funds get paid you know no this is what we say 100% of

150partner dues go back to Evon we don't pay the city of Evon anything they're a partner they pay into this this is where the partner dues go they go to system change grants Community Building grants training for the network professional development for the network and our community leadership program advocates for Action so it's not city of Evon like um the Morton Center building it's the city of Evon as the community of people that live in this area got it it's very confusing in your newsletter where it there's a line there it says 100% of partner dues go to the city of Evanson and then it lists things that it's used for so I was just confused so is the Community Foundation still the Fiscal Agent yep and are do they charge us a fee for

151their fiscal agency they do an in-kind contribution for their fiscal agency meaning they don't make a contribution separately to the collective impact effort in ex they're they're rather than paying uh a contribution in cash they're in kind contribution is holding the funds and managing those funds yes it's everything that fisal agency in in includes so it's the the funds for the grants it's also a lot of our backend stuff so things like HR yeah roll these kinds of things um and then it's also managing the funds and getting the grants out and all those things and yeah and then the foundation doesn't make a separate contribution to the collective impact they don't write a check I don't believe so I don't think so anybody else no um so you I'm at a little bit of

152a disadvantage this is the first time I'm seeing the slides that are up here we didn't get a packet in advance of the meeting to look at so you flashed at the beginning of this some of the budget numbers um yeah yeah um so this is the 2023 budget I think what is missing um from the public sphere is some sense of over time what has happened to the money that has been contributed by the partners to cradle to career and I I take issue with the lack of transparency um because a chunk of this money is has come from our taxpayers in the City of Evanston um they've entrusted organizations here and we are a public organization some of the other organizations are not for for profits um so it's a different like the

153United ways not for-profit but as the high school we are we are a public entity and we are subject to things like the open meetings act the Freedom of Information Act we need to account in a public way for how we spend our money and that sort of transparency has been missing over the years from Cradle to Career this doesn't fall on you exclusively because you've only been here a year um but I I think there needs to be some sense of what that budget looks like no organization of any reasonable size um can sort of op operate in a vacuum with this kind of money and as you were talking tonight you were downplaying these dollar amounts but that's that's a lot of money um I think you were trying to emphasize the work

154that you've done with a relatively small amount of money um but most people looking at this are are going to think that's a lot of money and I think we need to have a sense of it over the years where the money's gone um so if the budget is $740,000 for this year can you flip to the next slide because I can't remember if it breaks it out is this the plan going forward or is this is what has happened in the past so I cannot speak to the Past I'm not able to dwell in the past I can say what we're doing now um one of the things that we are doing this year is publishing an annual report our annual report will list out our budget in the standard of all not for

155profits and we'll do annual reports as long as I'm here every single year so um this is how we're using the funds for 2023 and we're going to publish an annual report this year what what's your timing on that is that it should be out hopefully in November so in your seat you have no idea what has happened the money that's come in over the years I mean is you know look I acknowledge you're new but I just I'm trying to get a sense I mean is that just a is it impossible to ever communicate with anybody about what's happened with that money so it like an itemized yeah yeah just a buet of the money so when we look at our budget we can see um where all where the money has been spent

156um so we get a very detailed itemized uh list of where where the dollars went so historically I guess what we're trying to find out is uh when we when we added up all the money that we have um provided and you know it's what we did I'm not upset at all about that but um for us to to feel like we have some understanding accountability um we're trying to get a sense of specifically you know I think you spoke in generalities more specifically um where what where some of the money went in past years you know what I'm saying Kim yeah I do and I've been here a little longer no well um and not not in the position to do budgets but these big line items um like the system grants we have

157every system grant that we've done and I think you'd probably like to see what those system grants were and who they went to and that that's information that we do have yeah um the community building grants who those you know were giving out to and so really just list them so yes gret we do have that information we just would have to I and I'll add I'll add Gretchen for your um point of information so there is an Ops Team steering committee I'm still thinking Ops um that sees the details of the budget so they see um how much is being used for staff we see how much and who gets the grants um we see you know communication we see all the details but that is that's not here and so if the request

158of the board is to see the details of the budget that's a different conversation which I also then think um that Evon Community Foundation should be a part of I don't think that's a Blake question so um I do think that if it's getting into the details line item by line item then you want um the Fiscal Agent which which we used to be a part of I mean which we were we were the first then it went to the youth job center then EV Community Foundation um but then that's an invite for them to talk about the details of the budget well and it's frankly not even an invite because I have no expectation that you sitting here today are going to run through line items of a budget for me nor frankly do

159I want to subject my board to listening to somebody go through the line I of the budget in that way um but I think we should have access to that in some some kind of document so that we can look at it and assure ourselves that we're making an appropriate investment um and it's been very very difficult to do that um up to this point there was a time um a number of years ago pre pandemic when we got some kind of rough budget it was when Sheila Mary was still acting as executive director and um you know it was a similar kind of situation where I think people were wondering where's where's the money going and we did get something then and I think it would be important for us to get it now

160anyway that was the smaller point of this my my bigger Point um as a substantive matter with the work of cradle to career um has to do with uh this how we apply Collective impact in Evanston I've sat through since the beginning you know countless presentations lectures discussions about um what the components of collective impact are what a collective impact organization looks like what it does and doesn't do and so on and so forth and I feel like I can recite that stuff back pretty well um but I'm not seeing it reflected back when I attend a Partners meeting in recent years um and I and I'm not seeing it reflected um even tonight in this kind of a presentation and I'll try and tell you why I'm struggling collect impact as I understand it

161um has some pretty clear first of all it's relatively new thing but it's got a pretty clear kind of structure um the organizations that are part of a collective impact effort have a common goal um we've got a system of accountability for measuring progress towards that goal um there's a communication component and there's the backbone organization supporting those aspects and I struggled to identify right off the bat you had you had one slide if we go back perhaps before the money ones yep there we go and this is this is a bit of a mess because it's got too many words on it um I'm not saying it's not not accurate it's kind of where we landed when we began the collective impact effort we had one overarching goal uh that I thought people actually

162at the outset did a pretty good job articulating and it had to do with our young people up to the age of 24 and producing uh young people who could launch into society and be productive members of our community and then it had subparts um and the subart parts were not altogether different from these because the prepared for adult life action team has existed since then the Early Childhood group has existed since then the new one relates to the social determinants emphasizing the fifth word um and then there were some others that got dumped I I don't know what the overarching statement of goal here is I think that's a pretty big goal and I'm not sure how we get from that big goal and I I've sat in the partners meetings um I don't

163know how we get from there to the three action teams that we've created and I guess my you know the bigger piece of this after this big goal and then we have the three action teams the three subparts we then had a whole bunch of slides that identified lots of things that are happening grants and um I don't know go to go to some of those slides that follow up we've got yeah there we go we got grants we got s yeah various grants Advocates money here money there I don't understand how any of those things are tied to the specific action teams and the broader goal and I really struggle um with how we're articulating that or not articulating it right now one example of a clear tie between systems change grants things we've

164launched at cradle and the work that's been identified by the partners is Mak and the work that Mak has done and our support for Mak in terms of launching and incubating and nurturing that program what that's done directly in terms of Workforce Development and how we want to work with them going forward I would agree with you and in fact that happens to be the one action team in the group that I've been most involved with um but we're not doing a good job of tying that up then there are a bunch of others that I know much less about because I haven't been involved in the Committees and I don't see the connection and and that's where things start to fall apart for me I also think that a lot of the this grant

165making that's happening I don't understand how any of that is um systems change and I that's supposed to be a core principle of collective impact systems change is um changing systems to address the structural inequities that undermine too many of our families children and communities particularly starting something new so in the case of M when we want to do Workforce Development creating a structure to combine business and the schools in service of the children children is a change of the system there was something that didn't exist before for Workforce Development to make those connections and it does exist now so we would consider that an example of systems change is there any sense for how other partner organizations are changing in themselves to address the um goal of what's happening with CR career because I

166know on the EHS side we're engaged in a number of efforts towards that goal and I wonder if what's your sense of the other partners to the point of systems change um how are they changing to adjust to and address what cradle is actually trying to do so that's a really interesting question right now in our conversations um with um 65 they are moving towards Workforce Development in some pretty interesting ways and and taking some steps to make that more part of the programming you think about bringing on the counselors um you know career counselors I mean I think it's a great uh change to their system you think about um how they want to do career Affairs you think about them doing um Evan stem so so they are thinking about how do we

167Infuse Workforce Development which is actually a pretty new thing into middle school which I do think is a is a change of that system um that I'm pretty excited about working with them on um so I I do think we see uh movement around a few few of these things when we talk about for instance the out of school time partners and their willingness to engage in literacy to support the youth um which the which Partners the out of school time Partners to engage in literacy to support the youth that is a change of their program so there are people moving around these agenda items to kind of come together to make things different um I don't think we could have even talked about a 6 to2 system three or four years ago that seems

168to be a new thing uh around the country Middle School Workforce Development um but it's coming now in in in the district and we're super excited about that we were talking about it that long ago we just weren't um seeing the change and we weren't seeing the change because we didn't have everybody around the table namely District 65 who has been intermittently present at the prepared for adult life action team meetings over the years um going to the the slides that show um the boxes there were some boxes on the bottom like three boxes in a row related to the workforce stuff in particular yeah there there we go there so I would argue that some of the things that are missing here um relate to preparedness and this interest aware awareness exposure experience stuff

169I we've got that going I I think we're we're doing um what we've set out to do over these many years for our part here at the high school what's missing and we did talk about this in our prepared for adult life action team meeting last week is that last week um is the preparedness and the and frankly the literacy piece of it um and I don't see that articulated in these boxes and then there were a couple of other boxes a little bit later yeah we see a little bit there but it's hard to tie all these lists together we talk about literacy support clearly the map testing for reading and then the change in Reading support are about the outcomes that we want to measure for literacy support this slide lays out the

170strategies for literacy support so what it says is is that one of the things that needs to happen is that we need to support more young people to actually be able to get into the workforce uh development experiences in high school which means in Middle School helping them with literacy around these two metrics that deal with the transition out of 8th grade into 9th grade and that's the plan is to start the partners to working on this to build a professional learning community so that we can get better and better and better over time at supporting literacy through the out of school time programming how are we going to get uh District 65 on board with this then District fully on board they haven't been present at the prepared for adult life action team meetings

171for an any consistent fashion for years and I'll call them out on that you know sitting here I mean I I I want their involvement I think there's perhaps a desire on the part of certain people they have not participated in that process I I you know Marcus I would you like to chime in here I and Pete well I don't know not to put you on the spot not to put you on the spot we've been at a lot of meetings yes and let's just say uh and I I don't know what I I I you know tell me more we need District 65 at the table for sure yeah Dr Turner has been a phenomenal partner in her short tenure Dr Turner attended the last full Partners meeting uh we had a uh

172Healthy Start uh meeting today District 65 was in that meeting they've been in all of those meetings we're working with Kirby and this Workforce Development for the middle school and to try to bring him to the prepared for adult life meeting so we've really turned a corner I think from what was in the past for 65 in their engagement with us at CR to career in Collective action so I I would say we're um at least we're on the Block I don't know about about turning the corner but I will say she has been at the meetings the last um two meetings she's been there um I think it is a challenge when there's so much leadership transition agre and at District 65 we've gone through um I think one principal then two interims and

173then another princip I mean another superintendent and now another interim so it is a challenge and and um I I believe it's clearly understood that in order to do this work both districts have to be at the table um and so I will say that Dr Turner is there trying to figure this out you know she's she's trying to figure this out um and and I hope you know that it it does turn the block but I think it's too soon to say I think it's unfair to put that on her as well because she she's doing that and everything else um but she understands that this this work is you know important and she's looking to find out more about it right yeah that's fair and I don't want to speak for her but

174but no I I I certainly don't but I want to identify it as from somebody sitting here at the high school um uh with only one feeder District you know we have to work together I mean this is where the kids come from yeah with some exceptions we certainly get some from outside the district but the bulk of our students are coming from District 65 um and we need to be able to have conversations with them and if we're going to have a Compu Community uh Collective impact effort they have to be present for it in ways that I haven't seen um when you talk about systems change you have the slide up there about the three ways that systems change can be effectuated um I'm interested in this this new new program line I

175think you have to flash back a couple of slides again I don't know what page it is there you go um one of the principles of collective impact is is aligning the work of the existing organizations and not creating new programs so I'm curious how you read this idea of creating something new for systems to change as is being reconciled with the idea that the point is not to create a bunch of new programs but rather to align the work of the existing organizations I don't see it as a bable of collective action and so where it is most effective to address the structural inequities you do sometimes have to create something new and that's not necessarily a new not for-profit or a new organization but it is of often times a new program if

176there was already a program to do it it wouldn't be the thing that we need to change and so that's often times the way we are able to actually make moves um sometimes you can improve something that's happening or participate in it or scale it up and then on rare occasions you might be able to remove dysfunction from a system but what is most often available if you're really focused on serving children in families and communities is creating the thing that's going to meet that that need that's going to serve that end and so that's often been the the the track that we've used so do you I mean in the work that you've seen that Cradle to Career has done thus far whether it's been in your brief tenure or what you've seen coming

177in where are we focusing right now on those three things I think all of those things are on the table it's a matter of strategy to meet a certain end so it's where can we do certain things so when we talk about um supporting the the goal that was mentioned earlier around summer enrichment opportunities right that's not necessarily improving a system that's in a sense supporting a system to scale would be one of the things that we'd be trying to do there so that would be an option for something that we're looking at as like are there things that already exist that we can grow that we can scale up that we can support Outreach to communities that haven't yet been engaged um so that would be an example of improving uh say that again

178what what was the specific example improving in Rich are you talking about the summer school presentation we had tonight and he was saying that one of the things they're looking at is getting more folks engaged in that and bringing back things that had stopped being done so that wouldn't be creating something new but in a sense it would be supporting a system right it's really about aligning strategies to meet needs and what is possible and how can we move to get things done agreed okay are there other other questions that the board has right now because I think what's going to need to happen is um we're going to need to take a look at this take a look at the slides a little more carefully and um and if we have other questions we'll

179put those in writing and we'll send them to you and try to get some answers to those questions and then we'll have to determine our next steps as a board does that make sense to everybody yes and I'm happy to be the conduit which uh great yeah okay thank you thank you Dr Campbell okay all right thank you so much again thank you for coming good to see you both thank you okay all right did I that was Marcus she did okay all right my goal is to get us out by midnight no I'm kidding no I'm kidding inste of one all right it's a joke I know you don't think that's funny all right so the next item on the agenda is comments from the public Dr bavis do we have any comments from

180the public we have no comments this evening from the public all right okay the next item is Foya and we have several listed in our packet that we yeah there there are 10 uh B bwal Mendes two from rendazo asmos espie Hayden Carter arazzi and mlot okay thank you yes and those responses are also in the packet so we we were able to review those okay the next item is board committee reports are there any board committee reports I attended the city schools uh report uh committee meeting last week I will actually submit um a report for that meeting there there wasn't a lot of information that I think is specifically pertaining to eths and there will be some minutes but I'll submit a summary of that meeting uh to the board because I want

181us to submit reports and writing other committee reports Mira you look like you're about to say something um well I don't want to commit to um com submitting anything but I did attend the um discipline uh committee and um there was a lot of discussion around um how we I think there's some new programming that's happening and um an asset approach to our students in um the spaces um in which we would consider you know discipline necessary um how we are working with our students and even um thinking about literally new physical spaces and how we're um creating a more restorative practice um with our students so um there'll be more to come thank you okay thanks any others all right so we're at the student board report Nicole okay so um can you hear

182me okay um so hi everyone um last time we checked or were with each other um uh we were kind of in like the middle of things getting started of this uh in the school year um but now um the first quarter is coming to an end which is um exciting um for seniors the early application round for college is uh just around the corner so there's some um tenseness in the air um yes stress is a better way to say that um the Student Union is is working on putting together our annual student voice Forum sorry um where students can discuss issues around the school and potential issues um and solutions they have um again this the student voice forum is a place for students to communicate with one another but also with teachers

183and administrators um about the school face to face um really connect one oneon-one and last year we had our student voice Forum in December um December 19th and this year we're going to have it October 30th which is um a Monday and um we're having it a lot earlier so that will give us some more time to um look at the feedback that students give and then um think about how we're going to address those issues throughout the school year um some some things that are rising right now um um current issues I'd say are um issues surrounding AP courses and equity and honors honors classes and in those AP courses and then in many student organizations like emerge that was mentioned earlier in the um last presentation and also sore um the main focus

184of discussion has been a sense of belonging um in those AP courses and in those honors class classes and then also just in every other space here at eths and then making sure that our community is a comfortable space for learning for all students of all identities that's all I have okay thank you thank you all right Dr Campbell all right good evening and it's quite the quite late into the evening um but I want to take a moment um to say that I've been doing a lot of reflection these last few days acknowledging that today is a native and Indigenous people's day this is an opportunity to think about our commitment to institutional change on what we can do to both acknowledge the uh institutional harm and celebrate the contributions of native and Indigenous

185people this is about our Humanity individually as well as our Collective community and as I also think about world conflict and what is happening in Israel and Palestine I am also reflecting on that impact of our students and once again I believe that our humanity is tied together and therefore we must stand together as a community in this time of great Division and the challenges continues but we must remain steadfast in humanizing each other which is how we reclaim our individual Humanity as I said in a statement tonight that went out to family amilies that ETS is a beautiful place we have many students of different races and cultures faiths and speak several languages and our work is to keep all of them safe affirmed seen valued and loved the challenges in our globalized world

186show up in our classrooms hallways cafeterias but it's is our desire at eths and Our intention to model care compassion and grace even when it gets difficult we're going to make mistakes but we must do our best to extend Grace to try to move forward even when it's hard when I opened the school year at the staff Institute days I talked about the poem inlakesh and I did not know uh that then how much we would have to lean on the words of enock Ash today if you want to hear the poem and hear how it connects to our school Community we have an episode on the wild kid way podcast that was just posted a couple of weeks ago and Dr Kinsey and I I had a great conversation about how our humanity is

187tied to each other and how we continue to work to lead our students and staff in this framework and just as a couple of important events as we think about these all of the events um I just want us to be reflective and be mindful of of of um of all of that so I'm going to now transition to just a couple of things that we have going on in the district uh Whiley Futures day is Tuesday October 24th and it is important day for all of our students it as it lists up our district strategic priorities of post High School planning and on this and on this day wild kits will continue their individualized career and academic plans explore college options and prepare the workforce and Independence After High School and the focus on

188P High School planning will continue on the the following day as eths is hosting its second annual Aviation day on Wednesday October 25th last year this was the first time we hosted such an event and it had an incredible impact on our wild kits this year's event will feature displays presentations and panel discussions with representatives for more than a dozen organizations in the aviation industry and I hope that Aviation day will expand the imaginations of our wild kits to follow their passions and interest After High School and that concludes my report right thank you very nice very nice lots lots going on lots to ref reflect upon for all of us so thank you I really appreciate particularly lifting up the humanitarian and the needs that we have particularly with everything that's happening in the

189world that's happened over the weekend so thank you all right uh so we are at our next item which is the finance committee report and uh Kendra Williams this is um about your [Laughter] time Pat's trying to make me feel good right I know you got spoiled uh those those last few months yeah we just need to make sure you understand how this [Laughter] works all right so good evening board thank you for having me back again this month uh we'll be able to go over the capital Improvement program uh for uh the 2020 fiscal year 20 23 through 2027 and so we'll just go through a general background and uh what we've completed and what's upcoming and also the financial plan for our Capital Improvements program so of course uh with all that we

190do we just want to make sure that you know we're working to achieve our district goals and so um having that centered I wanted to just go ahead and have that in one of the slides because when it comes to capital projects it's not just about um you know the renovations but how those projects can really assist in providing a physical environment that supports the education here um that supports student well-being so you can have the absolute best teacher but if you're in a room that's drafty because the windows haven't been replaced that has a leak because the roof hasn't been replaced then that's really going to impact your uh experience here and so we want to make sure that we're caring for this building keeping it up as best we can and so um

191and recognizing the impact that these improvements have on our students each and every day on our staff and really on our community as well of course fiscal accountability is a big piece of it um and just the decisions that we have to make with the dollars that we have and we'll talk some more about that later on and uh go for was probably the the least apparent of the four but I will say we do uh have steering committees when it as it relates to our Capital Improvements and sometimes we have the opportunity to include the community and some of the things that we're doing projects that we have planned and so we try to um seek out those opportunities where possible and also make sure that we keep that lens on what we're doing

192depending on the space so we are currently looking at a space at renovating a space um that'll be in one of the slides a252 and we know that that is a room that is sometimes um used for that could potentially be used for community events and so recognizing that yes uh how we currently use it and an instructional manner is important but also what um could what are the possibilities for it in the future knowing that eths really is a central location in the community that oftentimes is hosting various events so so we're going to go through this fiveyear Capital Improvement program and I just want to be clear that it includes the previous fiscal year so we'll talk about what was completed in FY 2023 we're currently in FY 2024 so there are some

193upcoming projects that we'll discuss and then also it's a road map for upcoming years so we'll um we really look at five years we provide this road map also recognizing that uh in any Journey there may be bumps in the road along the way or different things that may need to be addressed and so um we'll talk about some of those challenges as well and so the um CIP includes projects that cost over 25,000 and then when we're talking about uh this building we there's 1.2 Square million square feet of building so it's no small feet to keep up with you're talking about 60 Acres of Campus it's a lot it's a lot and when they count those square feet they're not counting our 159 roofs right so it's even more than that and so

194what that means and what it comes down to is that the district is really not able to fund all of our Capital needs on an annual basis uh we have depreciation that is near $4 million each year and so when you think about uh the rate of depreciation we would would have to be spending 5 to6 million especially when you consider inflation to keep up with that depreciation and that's before you even get to that's just in keeping up with depreciation not also factoring in that education learning today looks a lot different than it did a hundred years ago the needs are a lot different right the infrastructure those the physical um spaces all different and of course we want to be able to offer the absolute best that we can and so you're talking

195about you know some really Innovative projects that we're that we would be able to do but we're limited uh by what our resources are so um and here also Debt Service Levy is limited by legal cap so just recognizing that you know there's plenty that we can dream up and want to address and it's still we have to work with what we have within our budget ah and and exactly capital in infrastructure is very expensive and so that's a major challenge that we're faced with and also just that planning and implementation can take years we uh try to do the majority of our projects during the summer but that means that you're talking about two months of construction and it's not always enough um when you're when you may be dealing with like so for

196example locker rooms we've been doing the locker rooms for I think we're on year four or five at this point right because you we did the boys for a couple years and then we had to switch over and do the girls once that was complete and we're still we're still not 100% um done with that project and so that would just be an example and if you count the time from that from the moment that you engage an architect to try to come up with those plans to try to then say okay what are the needs going to be not only now but what are the needs that we're going to anticipate and then get it out to bid and get the project going it it it's can be a very lengthy process and so

197um just another challenge that we're met with because of course as soon as you you know start engaging different stakeholders in in the process everybody's like all right I want it done now and it's like all right we'll see you in three years so um that's just one of them and so prior and then also the prioritization of Capital Improvements you know I um mentioned before that we have 159 roofs right and we have a lot of mechanical equipment to address we have a number of things but then we also have the needs of the classroom and wanting to make sure that um um we're doing the best that we can with the spaces that our students are interacting in each and every day and so really having to weigh those two things against one

198another when it comes to the prioritization of Capital Improvements can be a challenge so these are the capital uh Improvement projects that we were able to address uh in fiscal year 2023 so we did replace four roofs in the south and west wings near entrance two also we did uh the replacement of our a Auditorium HVAC a Wi-Fi Hardware upgrade and masonry to um help with leaks and then also a significant amount of masonry was needed in relation to the roof project that we did and then for 2024 so that would be the fiscal year that we're in right now uh we have coming up uh well actually just started our health science lab uh project and then also coming up would be our a252 renov ation um and then we also plan to do

199windows in summer of 2024 so the 8252 renovation in the windows would be in the summer of 2024 and then I just called out the uh areas that we're going to be replacing windows in our East Courtyard and also the South elevation of the East Wing in a previous um this would have been two years ago we were able to do the East Wing but we did the East Elevation and the North North elevation so now we're just wrapping around to complete that Wing oh and then because I'm extremely excited about this project and uh how it's just going to really be able to support some of our our current initiatives the Health Sciences lab this is a rendering that was done by Perkinson will um so this is what you know a rendition of

200what we're we're anticipating will be able to have in the second semester of this year so January 2024 coming soon and also I mentioned a252 so I just wanted to provide a before an after picture uh we're still working to sorry finalize what we envision that space may look like but this is just one um concept that was provided by The Architects and so I just wanted to share those with you so that you kind of know some of the things that we're working on and hopefully we'll be able to move forward with and so and then future Capital needs so now I'm talking about from FY 2025 through FY 2027 uh Windows roofs uh science lab Renovations security camera replacement project and then art swing Renovations as well are some of the things that

201we have planned for these upcoming years there are further details in the packet that was provided uh detailing everything and um some of the costs that would be associated with these projects but these are just some of the higher level items that we are anticipating in the upcoming years so financing so every other year we typically have issued uh debt certificates or Bonds in the spring and so we did this in 2022 so right now it's in the plan and we'll be bringing it to the board at the appropriate time for approval but it would be in the plan for for us to issue um debt certificates and then be able to use that funding over the course of the 2024 and 2025 so we issue it and then split it up between two years

202in order to address Capital needs for those two years and then also uh the Washington the Washington National Tiff when that um came onto the tax roles the decision was made that we would Reserve that for Capital projects as long as we did not have operating needs that um needed to be addressed with those funds we would uh reserve them for Capital and so we've been continuing this each year in order to uh support the needs of the capital plan and then of course we have our foundation where we um have been able to secure a number of contributions to further Capital Improvements and we anticipate that we will be able to receive further funding through the foundation um to support the plan moving forward as well and then the trans uh transfer fund balances

203now this always depends on our fund balances where we're at with our fund balances and if we have um anything that exceeds what's laid out in the board policy then we have um in the past at times brought it to the board to transfer those funds to support Capital Improvement and so the recommendation is that the board approve the 5year capital improvements program and uh that we would be able to proceed on plans for FY 2024 Capital Improvements questions great thank you um for is it a252 yes were there Windows yes there are windows are there Windows now yes so the shades are down on some of them but those are windows oh yeah so you know I that was like that's not the same room that so I actually think so it's funny because

204the Architects took the the picture of the room and I feel like it is like the best before and after that you because it's like the room was hardly even set up at the time so it's just really like but that I mean that's what they walked into that day so so yeah so okay thank Youk okay questions bard just a really quick question um so just wrapping my head around the the idea of this plan um so obviously for the projected next three years um there's a pretty big funding gaps but the int the intentionality of this is that you put what we'd like to do and then when it really comes you prioritize and obviously because we're not going to come up with that money somehow magically not magically but sometimes sometimes you

205know you'll be surprised uh no so thank you for that question Leah and and I think it's a good thing to call out and like really make clear that we have well more that we want to do than we're able to address but the idea is um or the goal is so that the board is aware of what the needs are and so recognizing that no I'm not magically going to come up with with those funds and you know we're not going to be able to do that but these are these are the needs so sometimes that means that some things might have to be prioritized over others right and so you'll see on there where we may have an HVAC project that we want to do roofs and a number of other things and

206then it kind of comes down to okay let's see how we can meet this funding Gap whether that means that the foundation may be able to um do a campaign that raises more funds or maybe if um sometimes we may through being fiscally responsible end up at the end of the year um with a slight Surplus you know okay maybe we can allocate that there's a number of things that we may do but honestly the needs are have always and will continue to surpass the funding that we have available but it's just a um a way to provide a a holistic picture of of of what's needed okay well thank you very much all right and we will get to that item soon all right thank you thank you everyone okay items for Action the

207first item is approval of capital Improvement program can I have a motion for approval please so moved second roll call please yes yes yes yes yes yes yes all right Kendry you're in business approval of new courses course changes and course deletion proposals so moved second roll call please yes yes yes yes yes yes yes approval of press policy issue 112 so so moved second we call please yes yes yes yes yes yes yes approval of resolution authorizing social media litigation so moved second okay V call please yes yes yes yes yes yes yes the consent agenda which consists of approval of minutes from September 11 2023 both the regular meeting and closed session approval of bills treasurers reports from July 2023 and Personnel report so moved second roll call please before roll call can

208we I need to remove an item out of the bill list um there's a payment to UL line and I'm a a hard no on that one so but I'm fine with the rest of the bill list and the rest of the consent agenda so if we could do pull that off okay what's the best way to do it I'm soot for it yeah separ vote for it separately yeah yeah don't mean to put anyone else on the spot with that one but the bill yes so yeah we have a motion to have a motion pending and a in a second though so can I can I move to amend and remove you line from the bill list is there a second I don't know if we need a second if you want to do

209that well I I just I would love to be able to vote on the rest of the okay uh bill I mean I'm happy to be a yes on the rest of trying to do yes so if somebody would support my Amendment so that I could do that that would be great but second that thank you so we're just it all we're doing is we moving the consent agenda including the bill list minus the UL line so second I'll second that shirt well she already oh okay great okay sorry I didn't hear you I didn't hear you miror sorry okay can we have a roll call please just for this amend this amend Amendment yes yes this is just to without you line yes yes yes yes okay now wait wait no if you want

210to vote on you line after now do that outside of we do now except that we still have to vote to approve the consent agenda we just do that we just did that you did you just removed you line so now we need to vote on you line there you go right okay so now we need a motion to vote on you line okay yes so can we have a motion to vote on you line so move second vot call please of course you did yes yes no yes yes yes yes okay all right so we're at old and new business do we have old and new business that someone wants to bring up okay um is there anything else the board would like to bring to the table at this late hour see we

211are finishing before midnight Oh Oh no you're talking like there's something [Laughter] else we go all right can I have a motion for move I move weour all right this meeting is adjourned at 10:40 p.m. thank you