001good evening everybody to order good evening welcome to the joint board of education meeting of evanson skokie district 65 in evanston township high school district on february 2nd 2 2 22. awesome so i am um happy to see everyone here we know that there is an overflow space in our welcome center e112 as well so we may have others watching as well so can we have a roll call please we'll start with district 65 here thank you uh real coffee 202 please here thank you so the first item on the agenda is board and superintendent's comments and we will start with our guest district 65. um so we'll start with you anya thank you um it's a pleasure to be here uh we're always happy to have the opportunity to demonstrate what it looks like
002to collaborate on behalf of and in honor of care for our community this is the type of positive working relationship that our community deserves we share the same families we share the same students and we have big hopes and dreams for all of them and so i'm grateful that we have the opportunity to come together and discuss some important work and demonstrate that for our community thank you for having us absolutely dr horton yes first i want to say a really nice uh technology here i think we need to look at this [Laughter] uh it's uh really exciting to be here um i feel like dr witherspoon and ourselves we meet a lot probably two times a week now as of late so we see each other a lot and i get a chance to
003learn about the work that's happening here i need to intimately learn about the work that's happening here in echs and vice versa for us but we're just excited tonight to really talk about uh how we're working towards creating a better d65 and 202 and overall the evans and skokie city the cities and uh it's just a moment for us to have these public discussions but just know that there's so much more happening beyond these discussions so thank you all for being here tonight and looking forward to a rich discussion thank you anyone else from d65 board if not dr witherspoon well thank you uh first of all yes hello and welcome everybody uh and uh dr horton it's just so good to see you and we do uh interact and communicate and talk a lot
004and i think it's it's good for both districts and i i think it's just a very representative of uh how much we understand that we're serving the whole community and the more the two districts can be doing together uh the more everybody and absolutely the more every student will benefit so it's just great to have all of you here i do want to because we've got a room full of school board members i i'd actually like to take a minute and give a shout out i don't know that people always understand what a commitment it is to be a school board member and i can tell you because i've worked closely with school board members over the years and and i work closely with this board and i i follow what district 65 board is
005doing and and i just want to lift up the fact that two or three things to remember one these are elected officials but this is a completely voluntary job i mean these are our citizens who have made a decision to serve the community they get zero compensation for serving on the school boards and actually all you need to do is kind of follow the media to realize they must put in a lot of hours just meeting uh because you do and and and that that's the part that the public sees what they don't always see is all the homework you're doing and on and all the preparation that you're making for the different committees you're on uh the preparation that you're making for meetings like this and then just all of the the interaction and
006the listening and the communicating with your constituents uh in in in in the community as well which i know just you know takes uh sometimes literally hours and hours so while we have a room full of school board members i i just wanted to say certainly on my behalf but but i really believe i can say this on behalf of the whole community you're doing yeoman's work you're really out there advocating for the children of this community and we do appreciate you so great to have you here tonight oh thank you dr witherspoon so i appreciate um this time and this this meeting and and uh you're right dr horton we uh we are collaborating and articulating between the two districts um on many different levels and this is only one this is certainly just
007a couple times a year that we do this but the work obviously has to continue so the complication is that we're doing our work as a district and which is demonstrated by district 202's tardiness in getting here and i do apologize for that we had some business um and i'm sure district 65 is as well doing a lot of work as a district but it we also recognize the importance of working together working as a whole community recognizing visually and in committees and just at all the levels necessary that we are serving one community our community the evanston skokie community and it is important for us to keep talking to each other work out some of those difficulties those kinks so that we can make sure that at the end of the day we are
008doing our best on behalf of our students and our in the entire evanston skokie community so um so that's what we're doing here this is again one step and i'm excited that we're here i'm excited that we're doing it welcome to our space and yes the technology is cool but just make sure you turn the red light on before you talk because otherwise no one will hear you okay so thank you again and i'll move on with the agenda so dr davis is coming up the first thing on the agenda is comments from the public figured i'd set up shop up here let me read the public comment introduction and we have two folks signed up for public comment uh okay speakers who have signed up for public comment will be invited in the order
009they signed up to address the board for up to three minutes i will keep time and signal you at the end of two minutes as a courtesy i'll also go one and then you know let you know uh it's time to stop at the three-minute mark in the event that that becomes necessary speakers are asked to come forward and speak at the lectern normally ideal from over there public comments generally pertain to school district matters but comments about any individual are expressly prohibited please understand that the school board does not respond to public comments but will listen carefully and will follow up as the board deems appropriate our first public comment this evening is from julie schatz a parent yeah the red light should be on there you go okay thank you i'm a parent
010a d65 parent thank you so much for allowing the children staff and caregivers of district 65 to remove their masks during recess and arrival and dismissal as of last week i've heard wonderful feedback from parents and students alike i also thank you for allowing students like my kindergartner to eat a snack at school today for the first time in over a month today i ask you to consider updating another policy where again district 65 is an outlier please give students and staff masked choice at school i work in a nearby school district that tomorrow will be joining over 700 out of the 850 school districts in illinois to offer mask choice to all like district 65 my school district was not named as a defendant in the recent lawsuit involving mass mandates my superintendent's reasoning
011for his recommendation to allow mass choice was as follows coded case numbers have plummeted in both the community and in the schools there are high vaccination rates as well the state's uh the j carr committee decision not to extend the emergency rule issued by eddie ph the appellate court's ruling on february 18th that upheld the decision that the governor's mass mandate in schools no longer stands the cdc is set to announce a revised masking guidance soon there are clear overarching adverse educational impacts to masking and transitions and pivots are an essential part of the evolution of response to covet 19. all this reasoning applies to district 65 as well children and teachers should be given mass choice based on their unique risk tolerance and medical vulnerabilities we know children are at lower risk of serious
012illness from kova 19 universal masking of healthy children is not an effective strategy in reducing serious illness and death of the vulnerable in the community fortunately there are many effective ways for vulnerable people to to protect themselves like getting vaccinated and boosted wearing well fitted high-grade masks as needed drugs like pavloxid avoo shelled there are wonderful things going on school children should not bear the burden of protecting our community as a speech language pathologist i am thrilled that my students will be able to hear my voice clearly tomorrow because i will not be required to wear a mask during speech therapy sessions i'm thankful that they will be finally able to see my face clearly as i show them how to produce speech sounds most importantly i will be able to see many students smiles
013and they will be able to see mine i will respect the choice of families who continue to have their children wear masks and i know that they will respect my choice to take mine off i hope that district 65 students will have the same opportunity soon as most people in our state in our country and in the world that they already have join the many nearby districts in communities such as lincolnwood we'll met skokie parkridge niles highland park highwood and now even evanston district 202 that have all decided to offer mass choice to students and staff change is hard but we can do hard things with compassion grace and respect thank you thank you next up our second speaker is muhammad shimara good evening so i'm here in support of a mass a transition to
014mask choice a thoughtful one uh i'm for it because it's uh normal interac because normal interaction between students and teachers uh is important and facial expression is is part of that so shortly after you loosened the mass mandate for outdoor for outdoors i asked my daughter how she felt and yeah she was happy that she could take a break but most importantly she was happy that she could remember some of the faces of her of her of her father's fellow students she had forgotten how some of them looked like so you know all that you know that facial expression is very important what we're not sure about is the data there's data all over the place uh some you know you can cut up the data in so many ways that is always going to
015be there and uh what we need to do is we need to have a thoughtful transition towards mass choice i don't wanna i don't want my kids to be put in a position where they have to either feel ashamed or feel guilt-tripped two minutes for following what their parents are deciding i said it's been a chaotic two years for all of us especially our kids i call upon you to guide them in the transition towards mass choice perhaps give them more breaks indoors even my daughter who i told her she can my youngest daughter i told her that she can take her her mask outside she still doesn't because she's now used to it which is kind of sad but it's also uh the way things are so i so perhaps for example allow people
016a lot of students in in their class if they sit seated in their in their uh and their on their tables to take off their masks slowly transition to it so the one thing we do not need is that we do not need chaos and we do not need uh people feeling peer pressure and we do not need uh for there to be any more animosity one minute in this district between students teachers and the teachers union of course has has their say and parents so i'm i i trust that you will take that into consideration and thank you for your time thank you that concludes public comment for this evening thank you thank you dr davis thank you to those who spoke okay the next item on the agenda is items for information and
017the first item is reboot beyond the pandemic and i believe that we have dr davis and dr besley yep for sure and anybody else they're deciding to include and they're gonna explain what that means to everybody yes all right this report will last three minutes no all right so uh good evening uh dr beardsley and i are here to provide an update on the joint literacy goal and to begin a conversation about the reboot for the goal with considerations for what has been experienced and learned over the past two years as we have experienced the coveted pandemic and consider what our new normal will be in january 2014 district 65 and 202 approved a joint literacy goal for the districts the goal states district 65 and district 202 will ensure that all students are proficient
018readers in college and career ready by the time they reach 12th grade the goal is written as a 12-year goal and the boards acknowledge that making meeting it will take time however both districts are committed to realizing it starting in pre-kindergarten and building proficiency over time the juris districts are committed to attaining the goal in one k-12 cycle so the first portion of the memo in your packet includes the literacy data that we provide annually to help monitor progress toward the goal using thresholds and visualizations that we defined and agreed upon in february 2019. well we did and we thought that would work hold up i thought people were running to get me a battery okay uh so what you see here uh let me just jump ahead here uh we have included a uh
019a match district 65 202. oh go back one william there we go great ah awesome thank you much appreciate it uh a cohort a match cohort analysis for the class of 2025 map writ grade 8 to star grade 9 comparison the matched cohort analysis shows nearly 80 percent of the students are either meeting both the map and star threshold or meeting neither threshold which demonstrates that the two tests are largely measuring grade level literacy in a comparable manner what i want to draw your attention to is the upper right quadrant and the lower left quadrant okay that's where the that's where the vast majority of those little dots are each dot is an individual test score and you'll see that they're either meeting both assessments or not meeting so what that tells us is that
020they're aligned and that's something that we spent a great deal of time and a great deal of discussion since 2014 working through so it's very important to mention that in the matched cohort analysis the class of 2025 shows 53.4 percent of students meeting or exceeding both thresholds and that remains fairly consistent with matched cohort analysis for the class of 2022 where 53.7 of students met or exceeded both thresholds for all students so this seems to be very consistent it's a very consistent standardized measure over time the analytics increase that there's a decrease in the number of students who did not meet either threshold in the class of 2025 with 25.7 percent of the students not meeting either threshold in comparison with 30 not meeting each threshold in 2022 there are also decreases in the percent
021of black latinx and white students who did not meet either threshold in the class of 2025. however this decrease was not mirrored with an increase in the percent of students meeting both the class of 2025 latinx population showed an increase in the number of students who met both thresholds 35.3 percent in 2025 versus 26.7 for the class of 22 22 but that was not the case for black or white students and all of this is in your packet and we can answer questions regarding any of these charts and tables we're just elevating a few of them uh that we thought were sufficiently uh important for that and we'll move on to speak to a couple of the other charts that were included in your memo and again we're really just trying to provide a high
022point summary and then move us into a conversation about reboot and create space for conversation for the in response to the board's request to see longitudinal data on the literacy goal we've included in the memo a new chart this chart is titled joint literacy thresholds exit results and is the one that is on the screen currently this chart captures data for different groups of students our 8th and 11th graders at the same point in time specifically spring of each year additionally the chart allows the boards to see the percent of students who are meeting the district thresholds over time the due to the coveted pandemic interruption we do not see in any of those visualizations however the data point for an 8th grade class and an 11th grade class the final set of tables let
023me see if i can drive this the right way nope not quite nope all right so actually we didn't include the final set of tables in the slide the final set of tables are essentially focused on school year 2021 spring analysis of grade bands and essentially this analysis shows the percent of students who met the grade level thresholds in all grades third through eighth grade for the school year twenty twenty twenty one we disaggregate this data by race gender and free and reduced lunch status these patterns largely remain consistent and we continue to see an unacceptable opportunity gap by race this data is only available for district 65 students this year due to pandemic testing conditions additional information in the memo included an update on the district 65 and district 202 collaboration which continues both
024with our regular meetings and some project work as well as updates on the literacy work in district 65 and district 202 we're absolutely willing to take any questions on the literacy work and the collaboration work but really wanted to focus the last couple minutes on the final section of the memo which addresses our desire to review and reboot the literacy goal with consideration for our new normal we noted in the memo that the impact on experience and learning has been significant for our students the last time that eths seniors experienced a full normal school year they were freshmen our second graders have not experienced a full unarrested uninterrupted on-site learning year in district 65. our seventh graders were fourth graders the last time they experienced a full and uninterrupted school year and our first graders
025only know school with masks on this is why we need to benchmark where we are today academically and build upon that foundation while developing and measuring the joint literacy goal is important it's also important to remember that the students in front of us today have not had a stable school experience that is why it is critically important to revisit and revise the joint literacy goal to reflect our continued commitment to reading proficiency college and career readiness and to acknowledge the work going forward needs to be responsive to the students that we are serving today the district teams recommend engaging in a process that includes digging into the considerations that are on the slide in front of you and in the memo to ultimately revise the joint goal or expand the focus of the collaborative work
026to better capture a more holistic view of a student who is a proficient reader and college and career ready we asked the boards to consider this recommendation and the considerations captured again on the slide and in the memo essentially and i'll kind of walk through these six questions and then we'll open up for questions and conversation and we think important points to consider are one how might the goal be revised to acknowledge our current context how might the goal be revised to align with each district's commitment to race and equity how has college and career readiness evolved in eight years what are the research-based indicators of success where do we want to be in one year where do we want to be in five years what does each commitment each district commit to investing in
027and we will open up to conversation and questions thank you thank you for the report thank you for sending it um ahead of time and uh that we were able to look through all of the data so that's been that's helpful um so board questions comments thoughts oh i'm sorry thank you thank you for the the update i think my my first question i i love these consideration questions because i think the the board work of having a joint goal is really important but my question is really about the on-the-ground reality that you all face in both in both districts and it is a new normal and i think it was in maybe our board update this week the number of mtss or branching minds plans are you know it's like 20 of our students
028have plans for indicating support right i imagine the stressors on the academic skill centers the literacy labs like all of the support staff is overwhelming how do you help the the general educators who are teaching the core that tier one instruction how do you help them adjust to the new normal to understand that their new expectations have changed a little bit that they're a part of that transition they're a part of that we can't just put everybody with a reading specialist because it's over there's too much so we need that all hands on deck approach to to literacy and mathematics and um and every other piece how's that impacted maybe both of you could speak to what the picture looks like within your systems sure um so speaking a little bit from district 65 i
029think i'll just cite two examples um and i think you know so first i would in our k5 spaces we shifted our schedules coming into the school year to build in an access essentially an acceleration block during our students day across our k5 schools and our magnets and what that did is it essentially shifted some time that had been previously dedicated to specific academic blocks into a flexible acceleration block and we gave latitude to our schools and our educators to then figure out how to best design the use of that time and space to be responsive to our students needs and so what we see in those situations is that is periods of time where some of our students are going to the academic skills center it's a period of time where students are potentially
030walking to other classrooms and educators to get targeted learning that they need to address either unfinished learning or unfinished teaching it's opportunities for kids to be able to receive more time and practice or to engage in an opportunity to elevate learning above a grade level expectation and educators are using that window they're planning ahead of time figuring out how to group students figuring out how to rotate students and then also leaning into the spaces that they feel most comfortable teaching so that we have essentially a place where we're building off of each other's strengths to support students and so the inclusion of the acceleration block and our k5 structure i think is a good example of creative problem solving and creating space for increased agency for both students and educators to address those needs a
031second place and we've discussed this at the board level before but we i've shared an update on middle school math today in our curriculum advisory committee and discussed and shared with the broader curriculum advisory committee essentially how we've built the math block in our middle school which includes kind of 40 minutes of focused instruction with 20 minutes essentially of task choice time and students again have that opportunity to assess where they are in their learning and lean into tasks that are essentially at three different levels and of an opportunity to receive more practice on the skill that they're working in and kind of taking the grade level learning and extending it a little bit and then going much deeper and so there's kind of a high level rigor task a medium level rigor task and
032an opportunity to practice and build essentially and one of the things that the math educator this is a shift that came out of collaboration between the director of stem now director of math and the math educators they essentially designed this structure and partnership with some of the team from desmos which is an instructional material we're using and they've built the task libraries they're in their second year of doing this and they've been surveying students and using feedback from students to continue to improve that that work and so we're really excited about that and the way we ended that conversation in our curriculum advisory committee today was this is a structure that we're using in math but there's nothing about the structure that couldn't necessarily be transferable to other environments and so again this idea of
033options and agency and some flexibility and time to be able to address needs just briefly one of the things we did was we we moved to a black schedule and we've recently surveyed our staff and 82 percent of our uh our staff uh believe that the block has supported the academic needs of students that was one of our uh our goal one of our goals at the outset was to do two things one was to slow down the pace of the day we have 10 minute passing periods we wanted to de-stress the environment and the other thing was we wanted to meet the academic needs of our students so that's been a very positive development we're not instructionally perfect i don't want to i don't want to pretend that it's not difficult you know adjusting
034to to literally twice as much instructional time at once but we're making progress there's a whole heck of a lot less sit and get and more hands-on and one of the things we found is that in the more hands-on courses that they're actually able to cover more material in this setting and that makes sense but we found that the more we engage students the more engaged students are the more responsive they are in the classroom and the better off uh they are it's not perfect it's you know i mean it's a pandemic and we've but we've made strides in that area the other thing we did was we've um combined our study centers our study centers used to be uh in the hub in our student center we moved them right before the the year
035we went on remote enhanced e-learning was the year we consolidated our our study centers you probably didn't notice that if you're at home but we did and what we found is that it's it's much better to have a all-in-one one-stop shop for students to get the the academic supports they need so that's really really been a boost and we've also gone and we've said you know we changed one of the things that we did for we used to have uh detentions just traditional detention so imagine you're sitting in a room much like this one for about an hour doing nothing we figured that's not a good that's not a good use of a student's time so we've allowed students to make up their detentions in am support in an academic study center so they go
036in they they log their time they get support and help from their teachers and it's been a much more positive experience with an academic focus so things like that they both rehumanize the environment but they also support our kids academically so that those are two things i can point to directly pat and then there so thank you i i really appreciate the [Music] the idea of revisiting the goal within the reality of our world um obviously goals get set but they also should reflect who we are what's going on and who our students are so i think that's a great and i think you did a nice job with the report i guess and maybe there's not a you just gave some nice examples that are in the zone but i guess what i would
037say is in addition to reframing the goal is really being using this as an opportunity to really think differently about what we're doing and the impact it's having so stacy pointed out early in the presentation that you've gotten a good you're in a good place you know like how to evaluate but yet aren't we're still seeing those huge gaps and it's nothing any of us are happy with and most especially i'm sure our educators who are trying really really hard and doing lots of really good work so i guess it i feel like this is a an opportunity to really think about things differently in terms of the literacy and and really um you know if there are things that you've already discussed and you want to share in terms of ideas you have for
038what that might look like but i would really push in a way that maybe maybe the opportunity of covid is to really allow for that significant push and change um because we're just we keep being where we are and we can't do that anymore and i know you all know that but anyway if you have thoughts on where what that might look like or if you can just put that into the mix as you're moving forward and come back to us with some really um you know built on experience and research but really out of the box ideas i guess to to move us forward thank you pat um i take that as license to be creative uh which is uh if you get a chance to watch our uh our 202 board meeting the
039last board meeting i had dr brown who's in the audience i think she's over my shoulder one of them uh but dr brown gave an excellent uh report and addressed the creativity of what she's approaching uh the job and knowing that i mean i think this is significant too you know when we look at the data and we say that it's pretty much consistent in the percentage of kids who are meeting and exceeding what we also have to acknowledge at the same time is those that can read are reading well and that's that doesn't move much but those who are striving right that that actual that's widened and that's that's one of the things we've been able to we're trying to address in our literacy work at the high school but when you look at
040the chart there's a chart that's that dr beardsley alluded to uh about you know if you're in this grade the last time you had a normal school year that's the long-term project right there you know the seniors really are the only group of students in the high school that had a full year of high school with a regular uninterrupted masculist year of high school and as we push that down into middle school and elementary school we really begin to see the need there so we have to be creative and we have to work on this at a level which we've never we've never seen the need like this i guess is what i could say and it is a very big need and it's not it's not a 65 need it's not a 202 need
041it's it's it's a widespread uh need within the community uh that the high school needs to be responsible and the and the industry's cloud needs to be responsive to so we'll be creative and we're going to call on partners too to do that to do that hi okay i appreciate the work you're doing as well and as a teacher and as a parent i think about the sadness of the data and how so much comes down to the systemic racism within our district within our communities within our schools and so i only say this with compassion and love that while i want to see our data on our kids and i appreciate that i really think about our staff who are doing their best but are also part of the systemic racism and so i
042would love to see some data on what we're doing or hear about some of the ways in which we are addressing those issues as well and not if racism is being perpetrated within our classrooms but how and when so that something i'd have to deal with in my own classrooms and that's really i think some of the hardest work uh because no one wants to admit to that but i would like to hear a little bit more about um and i really appreciate the structural you know on a systemic level the ways in which you are illustrating some of the things we're doing but also to turn it on that really on the staff and hear about that a little bit more and and maybe not tonight but as we move forward i think i
043think that's the exact kind of feedback we need as we think about how to revision and and restructure the goal thank you i really like the idea um dr davis and and stacy you are both thinking out of the box thinking of creative creatively about this and um and it's really good to hear um what what we're doing what's working what we're doing that's working but really recognizing um that we are at this um this point of urgency where we have never been before and we we we're experiencing a bunch of firsts this is the first time that we've had so many of our students pretty much all of our students i i stare at the chart that list the last normal pre-covert school year that these kids have i every time i see that
044chart i feel like i'm i'm i'm just taken aback by how our students have been impacted by this pandemic and so now that we're hopefully moving out of it we really have to think about the impact that this has had and we we've been hearing about um how how this is going to impact academics and and learning but now we're seeing the reality of what that is and and i um i'm hoping that in looking at this literacy goal and looking at the work that we've been doing jointly in our districts that we can we can see this as such a huge chance to um to rewrite this goal to rewrite everything we've we've been doing and thinking about and um in a real practical way i appreciate the questions the considerations and i really
045like the one uh where do we want to be in one year what do we want to be in five years i really like looking at these these goal looking at this goal in a way that we will continue to keep ourselves accountable and look at what we've done and what progress we've made and and i'm hoping that in in that process that we're not so rigid that we can't tweak the goal change the goal because if we're not where we want to be in a year that's okay we can't be afraid to name that because it's also a time for us to look at what we can do to to make it right remember and i know you know this kids only have one year in high school they go through high school one
046time so we they don't get a chance to try it again after we get it right so there is that urgency and we got to keep remembering that and we also have to remember as as we know that we know who these kids are so all those dots on that chart we know we know them too bad we can't have a bigger chart not that we would do this but we could put the names of every kid on that dot on those dots because we know who they are so we we know who they are we know the back stories and we know how to approach them and so we just have to really be thoughtful and mindful in how we approach this very aggressively sergio your light is on all three of us i
047know you go you've been waiting sure um so you know i i want us to both honor the moment we're in uh in terms of the pandemic and what it has done for to all of us and also not throw up our hands and say well the pandemic did this and so we can't be responsible so i'd like to get a little more specific if we can because i think some we're seeing some positive results on some interventions so i'd like us to talk about those interventions and how to expand those sorry interventions so i noticed the data in our memo about summer lift i think this is something we've gotten some positive information about historically can we expand that program can we get more kids in it i know we've expanded our summer programs
048substantially like is that an area where we can target some focus um also looking at our academic skill centers that the data is looking pretty good in this first year is literacy lab the equivalent of that or does the does eths have a similar thing i know in your report you talked some qualitative data about literacy lab but i would love to see the same kind of uh quantitative data that we're seeing from our academic skills center where we're saying what is it two point three grades or i mean something something substantial has happened in just a few what's that number stacey i know you know it off the top of your head maybe now i've put you on the spot you can come back to me okay i feel like it was like 2.89
049or something so like our you know are we if we're finding successes in one building are we figuring out how to replicate it in another um similarly jeh has had really promising data in our in our pre-k program we saw basically a narrowing of that racial opportunity gap in a way that we have not seen anywhere else so let's figure out what's working there and see how we can scale that up to every grade that that can be um you know i think we're see we have we have kind of a host of interventions that have been added in the last year or two with our guidance counselors with our academic skills center like i'm hopeful that we're going to continue to see some data shifts with that um you know i i think we're
050already starting to see improvement but how do we make sure that we're sharing what's working um you know because we we are these same students are going to need those same skills and interventions later i did want to ask a question about chart two um i i saw that it looks like yeah the other one the orange and blue one yep um it looks like district 65 is mostly moving up on some of those things that's great it's certainly not enough and the racial gaps are unacceptable um i was wondering if eths has had any analysis as to what you have about a 10 downward trend trend before the pandemic i would assume that you're you might even go further with the pandemic do we have any idea of what was we spent a lot
051of time looking at what's working what's not working so i was curious whether there was any had any analysis as to why you saw that dip in that period sure yeah my only analysis would be twofold one is that that's not cohort data so if we look at cohort data we may see a different story right that's number one and number two is that this is about this is a tough sell for kids to take this test even though it's 20 minutes long this right here is junior level data uh and they take a lot of tests junior year that count they take the psat uh in the spring and then they i mean in the fall and in the spring they take the sat so this you know you do get some of that
052where kids just click through so that might be some of it as well but uh you know it does correlate fairly well with our meat succeeds on our uh our sat according to the state benchmarks not the sat benchmarks we actually do about six to seven percent better on our state assessment compared to that but we've dug into that and looked at it mathematics is a similar you know similar pattern there but really that's about um two things one is uh cohort strength two is uh you know taking taking the test seriously i mean you know we give it in the spring and it's junior year and three would be we have made a curricular adjustments based on the sat primarily in terms of in terms of that so okay so that prompts a follow-up
053question do we do you all control when that test happens or is that something we do because if we find that spring folks are checked out and junior year is not good like if we're thinking big about right the whole program is that something we should change right but it's not in 11th grade it's something we could consider yeah or we could shift to maybe using the sat as our exit test which would be you know which does a little bit of both and it's a heist it's that's the one test at the high school that every just about every student takes seriously they enter into that with it with a serious approach so i think that's a more accurate measure um not not too far out of line but it's inaccurate it's as accurate
054a measure caveat caveat caveat give you a whole critique of the sat test if we want but in terms of the high stakes assessment that students actively engage in it's about as the best we can do so i think we could we could look at that as a model for an exit yeah if that's something we have that's a good control that might and we know it's that's a major reason why the data is not reliable then maybe we could reconsider that so i would just like us to be thinking about kind of and i know we'll know more in the next two years with some of the interventions that 65 has put in place of what that's shifting everybody's pipeline um certainly for our scores that start at third grade we have another couple
055years coming of kids who have not had any normal learning experience and so we can anticipate that this data is not likely to get better in the next two years as we get another class of third graders that has been mostly in school during a pandemic but you know any thoughts on specific interventions that you feel like are really working or things that we should expand or that we should do in partnership that we're not doing now because i think we have talked about this in a general sense we've talked about it in kind of the systemic concerns that we have but but i think we have to we have to start seeing what's working and put our resources behind those things so biz i think you've raised a couple very interesting important points and
056i think as we move forward in this idea of kind of really reviewing the goal what i'm hearing you say very loud and clear is let's take a quick look and not a quick look let's take a deep look at evaluating what is and is not working in the system currently i would say in regards to a couple things that we brought up we see some very promising outcomes coming potentially from ascs as well as some other intervention spaces we have some of our new mercy consultants early math intervention work i'm more excited about kind of a year two and year three around some summer learning options we have happening but it is we can see some initial indications of success but we need to continue to monitor and measure and learn so they're they're
057not they're not on the shelf yet so what i can say as i hear you loud and clear let's evaluate the thing that seems things that seem to be emerging practices and there are certainly around conversations in parallels of the academic skills center and some of the literacy intervention work there's already some really nice collaboration and conversations and the opportunities to be able to share and see work happening amongst the two district teams and so we can certainly mine what we feel like our emerging practices in this process as we begin to look at how to potentially reboot or redesign this goal and our actions great and just to clarify i don't think that means that we're eliminating programs that aren't working because pandemic that might be the reason why they haven't been working but
058certainly anything that has been working during this period of time should be something we really look at expanding thank you the red light it does get at that last question of what does each district commit to investing in so eric you remind us all the time i know you remind me all the time how critical literacy is for everything else because of that and i appreciate you guys you know giving us this report and not dwelling on the data because since i've been on the board it hasn't changed much i mean let's be honest covet has lifted a lot and it's shown us some things that we've already seen before you know that have already been in our society but we discussed the literacy goal or the lack of literacy or our children not reading
059at grade level before covet hit so i'm glad we didn't dwell on it and we went straight to the considerations because we know what we know what we've been knowing and what we know is that the other word you use often eric is urgency and pat you said it today this is urgent like nothing ever before and with that urgency my expect my expectation is that the considerations are bold not just creative but how are we going to do school differently because we can't keep doing what we've been doing for the past eight years because it hasn't worked so i'm i'm hoping that we hear the words of urgency that we know that what has been done isn't working i hope that we are open to um expanding the table and bringing different voices to
060the table to support whatever that goal will be i'm hoping that um we throw heavy supports into our community where students are struggling the most because we know who they are we know where they are so i'm hoping when we partner we are very intentional about how we partner and where we partner i'm hoping that we lift up summer lift program because that was creative that was bold i think two to three grade levels in reading score for summer of 2021 i that's unheard of that's remarkable to me that needs to be packaged and sold so i mean that is that is bold um the fact that we have students who have met and exceeded the threshold for both map and and star i want to know who they are where they are what teachers
061they have because if the teachers are doing that for these students they need to be doing it for everybody else um and then so that leads me to the considerations of that lack accountability we can have whatever goal we want to have but unless there's accountability of making sure that our students are reading so that they can succeed in life so that when because they are all our students i don't care if they're in third grade or 12th grade it doesn't matter to me um you know these are our students um but if we don't have accountability on it however you want to spread it whether um wherever you want to put it if the goal is not going to be successful this is not about our students this is not their issue it is
062the issue of the educator the administration the school board and if we don't get it right because students are waiting for us to get it right and if we're not held accountable the goal will not work so all this will be a waste of time so i i beg you to add some level of accountability and i can't tell you how i just know that if i'm accountable for losing weight i lose weight if i'm not i don't right so there needs to be an attachment to the accountability of those that are responsible for making sure our children succeed and so that's what i'm hoping we see and i'm i'm hoping i get all of this the next time we discuss this and that the urgency and the vision is there so our students know
063that we care about them right now we're working on a 12-year plan and nothing has has changed so that's it and that's all thank you monique that's good all right sergio thank you and thank you to your team for again giving us this great report and then really kind of digging into right how do we rethink and reimagine how we educate kids uh and again we're in the 21st century um and today this morning i was going through the headlines they were saying how children from k through third grade are going to need intense uh reading interventions because of the loss of instruction during the pandemic but as i read that i thought about some of the successes that we're seeing in district 65 in our preschool program uh and how again we're trying to
064set the the tone uh in regards to ensuring that children and families uh are are informed and and are well positioned to ensure that the children are are are ready academically social emotionally and i'm going to repeat what our state superintendent dr yala says this is we have to consider maslow before bloom's taxonomy so again for folks who aren't educators you know we need to first ensure that children and their families have the comforts of a warm home that they're well fed that they're socially emotionally ready to come to us so that they can be educated and succeed and throughout history all of these test scores tell us is that there's these disparities in meeting those basic human needs so for the folks who have college degrees from northwestern uh you know wherever and have
065a hundred thousand dollar two hundred thousand dollar job to live here their kids are scoring off the charts and that's great i mean and they're the ones who are at the very top for many of us for a large percentage of us we we don't have that that luxury we don't have that multi-generational wealth there's been multi-generational barriers to economic as well as educational opportunity so again being very cognizant of that as we rethink education is how do we work between school districts with our community partners to really focus on those of us those of our community members who have had these systemic barriers that mira mentioned that have been caused by white supremacy and racial inequity right and then put wrap around services around not just the child but their family as well and
066then whatever we can do to again invest in those communities as monique mentioned to ensure that they have just as much opportunity to be able to reach all their basic needs in order for them to learn and to then increase test scores because that'll be the end result right so we need to take this comprehensive community approach to education where we stop isolating children as test scores and really open it up to again use test scores as diagnostics to see where children are at and then for the kids who are in the lowest percentiles okay go to their families and say okay what is it that you need do you need to how do we make more time so you and your child can spend together uh you know having you know recreational activities uh
067enric you know enriching activities like our most privileged folks here in this community and to me again we it we we need to take this comprehensive approach as a community that means the city that means northwestern that means social service agencies all of us need to be at the table and i know we do it every couple of you know a couple of times a year you know in this in city school liaison meetings but really have a hard conversation about how we coordinate all our efforts to ensure that our most marginalized citizens in this city get all the resources they need so again there's some really great pieces that are going out there so for the city they think you know they're doing a guaranteed basic income for instance right that's going to help
068some families with no money that no no questions asked money you know to receive money to be able to again have a little breathing space economically in order for them to be able to again do the things they're supposed to do and meet their basic human needs right that's great uh we're doing some incredible work at d65 around our early childhood uh uh work right and really trying to align all our work uh we're looking at our portrait of um of a graduate you know and really taking the taking a look at how what does it look like as monique was saying what does it look like for the these children who are doing well who pass both the star multiple requirements of star and map what do they look like what did it take
069and really mapping that out and and again i'm excited about again all the work around literacy again like this i share the you know i'd love to see a little bit more debt on how they can literacy center work is aligned with the curriculum that's being taught here at eths right and making sure that also everything is aligned and that the transitions are smooth right so so to me again all those pieces are going to lead us to to rethinking and answering all of those questions those considerations right and how how we how we move forward in in determining that children how children and families and communities ultimately are are successful no matter what economic status they find themselves in that how they become successful in throughout our whole school system and and in this
070in this particular city so thank you thank you sergio anybody else thank you said yo thank you colleagues and uh thank you stacy and pete for bringing this uh report to us i had a lot of reflections um first just the amount of change that has happened in district 65 since i first joined the board and we and i sat in for my first time on these conversations it took us a long time to get to a place where we had metrics to even measure and compare how we were measuring success and so i'm really appreciative that we got to that point but it seems appropriate because of the pandemic and also because of the amount of structural changes and investments that we've made at district 65 for us to think about how we consider
071indicators of success how we think about you know what we are each investing in and how that's aligned and like my colleagues some things that come to mind is the amount of focus that we put into getting those early childhood outcomes to indicate that learning is not predicted based on the race of the individual and that kindergarten readiness and access to that is not based on the race or income of the individual and so for the first time you know we're seeing something that's pretty unprecedented um nationally which is that outcomes are not dependent on the race of the the child out of our early childhood center and so like those are some pretty big changes um and i think we have high expectations right for how that those outcomes are going to persist um
072one of the things that sticks out to me is the question here the of the considerations what are the research-based indicators of success and um i also share the value of accountability that was brought up by several of you all and so i think we need to have a certain amount of clarity around what our indicators of success are and also accountability for those indicators of success and i feel like what's important for that accountability to exist is visibility we need to have visibility on what our outcomes are and i too want to know which educators educated children in fifth grade that show up in eighth grade ready for high school in ninth grade and still performing in 11th grade we need to know what that continuum is and so when i asked for the
073year after year data i was i was looking for the cohort data that you all mentioned that we don't have and so if there's any way for us to be able to have that cohort data i feel like that's critical for us to be able to have a full an accountable conversation at the board level and that does turn into accountability system-wide because it's then our responsibility to understand that data and think about how we system correct and also system learn right there are some folks who have it down and then and we need to know who that is and how those folks can help other people and how those folks can teach us as an institution and we need to replicate that um i also think the scattergram at the first catagram graph in
074the memo and in the presentation today it would be really helpful to have that scattergram have demographic representation within it i think that's a level of visibility um that would translate into accountability and i do understand that we do have demographic data in different forms but um i i think there's something that's valuable in layering that information on top of each other in that scattergram and i think that's important because like you said pat these are individuals who are very real people these are their this is their lives and if we are predicting people's aptitude and access based on their race and it's showing up on a graph we as a governing body need to be accountable for looking at that and experiencing the emotional accountability for that um and you all as minister as
075administrators also need to be accountable in that way and and so on and so forth um so i would like to see this graph with with the dots that are indicating students and a key that indicates the race of the students i think it's also important point of accountability as a district with district 65 and i don't know district 202's data as intimately as i know district 65 data but district 65's data the reason why we are specifically doing racial equity work is because regardless of income along the lines of race children were not getting equitable educational opportunities specifically along the lines of race and so i appreciate us thinking about economic access and making sure that everyone has the resources that they need to live a full and humane and dignified existence in our
076communities and that is necessary and it's due but i think we also have to hold ourselves as institutions accountable to the fact that there are folks in our community who are black and very wealthy and whose children still were not invested in adequately and who had access to you know extra activities and resources and and lovely things that still were not seen as capable and suffered the harm specifically of racism and we see that we in district 65 we've seen that break down early childhood programs and k-8 data in our special education data the racism is real and i will say as a black woman who lives in this community and who has to see the interpersonal as well as institutional racism that it is real um and so we need to hold ourselves to
077account by making that visible um and i would i want us to when we're thinking about indicators of success not just think about academic outcomes because what i try to remind myself and other folks is that those academic outcomes represent an experience children who have to we are mandated by law to come to school every day in a place that is hostile to their presence that is neglectful to their presence are not having a happy experience they are not having a an experience of feeling loved safe and cared for and that kind of pain is not acceptable for our most the most vulnerable people in our community and we need to be accountable as institutions for not just thinking about outcomes but the experience of children and i think you know that's part of the
078reason why at district 65 we've invested in restorative practices and really started thinking about how do we measure social emotional experience feelings of belonging etc and i'm curious how we literacy is absolutely foundational and i don't question that but that this joint literacy goal was conceived of with a different district 65 and i think as far as district 65 is right now we are considering how we invest our time energy and accountability lens on the outcomes and experiences of the whole child so i'm not only concerned about how our students are reading in high school i'm concerned with are they showing up and feeling a sense of belonging are they showing up with the social emotional skills to really benefit from all the richness that 202 has to offer and if not where where did
079we miss how can we course correct what can we do more of or differently or more collaboratively to make sure that's happening and i hope that's the kind of vision that's captured in the portrait of a graduate but i also wonder how we look at our indicators of success in order to think about how we reboot measuring our the value and outcome of our collaborative relationship thank you anybody else i just wanted to um off what anya has said and what others have said um we've listened to the early childhood report recently and i think several of my board colleagues have mentioned what there is to learn about that and i just wanted to highlight two things that struck me when i heard the report that i hope we can carry through in the rest
080of our district work one of them was this absolute belief that every child could learn that seemed to have really permeated the culture of jeh early childhood among the educators among the staff among the leadership and i think that's essential um as an educator i think that is an essential ingredient that the person who is trying to teach you believes absolutely believes in your ability to learn um and then the other aspect was the the collaborative i guess we call it deprivatizing instructional practice right the collaborative sharing and observing and feedback to ensure that everybody is on board right to ensure that everyone at every level is committed to the same goals and working together and in my time on the board so far we've seen places in the rest of our district buildings where
081that is happening and other places where it most certainly is not so i think if we're going to take lessons from what's happening at jeh it's those two things and how do we make the culture and climate shifts in the other 17 buildings right so that every child feels that they can learn that everyone around them believes that they can learn and then there is collaboration at every level co-teaching um you know connections between you know tier one tier two tier three all of the paraprofessionals the supports um the wrap around services that sergio mentioned that everyone is on the same page and committed to the same work that is through an equity lens and i think that's where i see the missing pieces of the you know the structural racism that you mentioned that
082how do we dismantle that it is absolutely culture and climate right so i think we can't divorce the academics from that context and i often feel like when we're talking about test scores and curriculum and academics and learning loss that we're missing that other piece and i just want to say like i've seen that chart before about the last normal year that students have had in school and i i i want to flip that script a little bit because i do feel and i don't want to be pollyanna-ish about it but i do feel like we shouldn't over emphasize the deficits right that um from a kindergartener's perspective this is normal right wearing masks to school social distancing you know learning on an ipad every once in a while you know whatever that is their
083normal so we have to start from where they are and what are the emotional supports and social emotional context that we can provide them so that they can um make the the learning happen right um so i hope we can not just start from a deficit model but see where our students are and tap into their resilience and their creativity like we're talking about creative solutions and boldness like let's take let's see what our students have accomplished in the past two and a half years and and build on that so thank you thank you sula tana oh thank you so first of all thanks again for this report you know we talked about being creative brave bold you know courageous and i was thinking about the summer lift and the academic centers and all of
084the things that have come out of what the pandemic has forced us to add and the good that's also come out of it i know there was a recent district 65 email about summer programming for our students including like all of our great partnerships you know with you and additional services i did note you know it was very detailed on how to get into it you know thanks to melissa and the communications team but i also couldn't help but note you had to go through powerschool and all of the different nuances and i was just wondering would we need further outreach to even walk certain families through how to use you know power school how to do the sign ups um you know as my 10 year old sometimes will tell me tldr mom too
085long didn't read and just trying to navigate that and thinking as a working parent you know yes i want my child to go through the summer programming but is there transportation is there going to be food are the hours even going to work with my schedule so kind of using that wonder and then you know looking at the charts i think table two noting that class of 2025 that grade eight they were one of the little bit higher percentages that met the joint goal that had me wondering you know was there any kind of curriculum shift change um also noting they were they did have their last pre-covered year was the completion of fifth grade um and then you know we were talking about creative bowls i was thinking well maybe we could even shift
086bit of black scheduling middle school just an example or thought out there and i would actually implore as for the sat switching to that there are the racist historical origins of the s.a.t test that i would not want to perpetuate or for our students and then in addition to that right now so many college admissions are doing you know test optional looking at maybe a more holistic process that we can support and also you know make these markers for literacy so just some more wondering and thoughts thank you donna and just so appreciate the input and kind of thinking about block scheduling and other options around tests and then just to speak a little bit to summer learning we are we have communicated and worked with each one of our schools and are working to
087fill core liaison positions at the school that are stepping at opportunities for educators to work with families to support registration and i've also done outreach to social workers and other members of that school community through school leaders in order to help assist families in registering and as of this afternoon we had 130 kids registered to date which is a really nice start i mean we are monitoring and schools have an opportunity to be able to pull up and see the names of families that have registered so to inform who potentially we can reach out to as well because we are aware of that and this is a first try at this new process and we really are trying to monitor and make sure we connect with families that might need extra support so thank you
088for bringing that up yeah thank you for the clarification and more information glad to hear there's been so much effort with this and process okay i had another comment so record me okay um so sula to your point you mentioned the unique factors that have led to potentially led to jeh's outcomes and that reminded me of a report that we got uh at the board level probably three years ago at this point about acc and at the time acc's students who were primarily black were had the highest academic outcomes in the district and what we heard at the time from acc educators was that they did a lot of collaborative planning and instruction and that's similar to the feedback that we got from the jeh team that they really dig into their data together and
089make responsive plans and strategic plans together to tackle um anything that they perceive perceive as a challenge and i think that kind of care that kind of collaborative care is rooted in the belief that children can do it that if we structure it properly and pace properly and invest properly that children can do it and so i just wanted to note that parallel and um i'm curious how that has showed up in any of the discussions about how we um learn from each other's successes and the other thing that occurred to me was not only the early childhood data that we had seen that was not predictable by race but some of the data in math that we've seen during our conversations about acceleration or um making yeah detracting and considering how to make access
090to acceleration more equitable in that we've seen math data as well that is not predictable by race and i think that is so uncommon to see in our nation unfortunately any standardized test data because of the origins of these standardized tests that does not disaggregate by race in a predictable way and we certainly want to learn how to stop stop seeing that and so how do we how are we sharing information in ways that allow us to reproduce those outcomes and so i just wanted to draw those two parallels and then my third comment that i wanted to make is that i don't have a whole lot of opinions about sat given that my children are ages three through nine um but i do know that it took maybe like five years for us to
091correlate uh proficiency with map to proficiency with star and we do not have another five years to have that conversation so if correlating map to sat is something that would require five years of investment and discussion then my vote is no if that's something that can happen with relative ease and the next time we're talking about this data we're talking about cohort data outcomes and it happens to be sat then i'm i'm okay with that and so those that's the extent of my additional comments thanks point at me mira um so uh i'm not a fan of the sat but that's just that's a separate life i mean i can we can we can talk about the origins of the sat the sat is the alpha accountability mechanism for all high schools in illinois right
092now that's why i would encourage us to align to it that's the only that's the real reason it is the measure of college it's one of the measures of college and career readiness it's not the sole measure we've gone to multiple measures the state has gone to multiple measures on that which i think is a nice model to look at i do think though that there's a there's a lot to be said between what happens in in kindergarten first second third grade and what happens in 11th grade and i think that's where our start and map piece really really pans out and helps us particularly in those transition years into high school but in terms of our that's not going away we're going to continue to report that i think it's fair to say that
093that that's not going away we're going to continue absolutely to report that so so more data to come every year and accountability okay did i get it right mara yes it was just the industrial complexes you know of testing is awful whatever we pick absolutely yeah and you could run a seminar i guess okay did i get everybody did everyone have the opportunity we wanted the opportunity sergio your lighter side yeah you know and you know and and i want to put it out there since we're talking about opening it up i mean again i i would be open to to even replacing map like if it and and i think we're moving towards industry 65 is localized assessments here we go here we are here we go we want to have the conversation let's
094be bold uh and again agree upon uh and again it's you know again i hate to say that i know that we work five six years to get get this and uh but we're here and we're asking us to be bold and and um what is there something that can give give us diagnostics uh that can help us troubleshoot where students are at and and act upon it as quickly as possible so that's my educator mind thinking right because the sats and the uh you know the the the state assessments whatever they choose to do because that's that that contract's coming up uh you know what um and then they're trying the state's trying to rethink that as well like how do you how do you create an assessment that that again gives you uh
095the information as educators and as school boards and school districts that we need in order to calibrate ourselves and calibrate what we're doing uh to meet the meet children where they're at so you know again i would open that up too like i would you know i hate to say it and don't get mad at me because i know you guys worked on as hard and the previous sports have been like sure we need something that you know give us some literacy and you find literacy imagine you got it here and now it's like okay let's blow it up and like you might want to choke me after after this meeting but i'm just putting it out there i'm sorry you know i i really i have a couple big takeaways for tonight um one
096is this this this kindergart this this pre-k piece uh come on jeh uh i'm gonna i'm gonna make sure to read up on that report and follow that closely because that's super inspiring i mean that is that is a game changer potentially i'm really appreciative of that i think the other thing i'm hearing is to be bold and and thoughtful and accountable and also to think about local measures right complementing i don't think we're not i don't think we're going to stop reporting on the standardized measures in fact i would describe i would encourage us to continue to report on them because that's our historic piece but what i do here is like the necessity to complement those with with a more sophisticated assessment profile which really means homegrown assessments in the classroom trusting our
097teachers and actually looking at which teachers you know one of the things we used to talk about with uh with northwestern quite a bit and and it'd be nice to reengage and you in this work but to look and see where those inflection points are along a student's journey if we notice that there's a there's a class or there's a an experience because we have that data right i mean it's quantitative but we can see where that inflection point is in the student's trajectory and if we see some outliers where it's like wow this whole group of kids really took off what's going on there particularly if we isolate race and then we can say wow really what's going on here what happened and then we can we can discuss and talk about that the
098issue with that is sometimes that's way too historical sometimes the people who are in those classrooms have moved on so i'm going to encourage us to figure out a way to do that earlier identify that inflection point earlier so we can capture that uh from from from our experts in the classroom but that's where so i'm very encouraged by tonight we have our work cut out for us but this is uh this is exactly um the kind of feedback and input that i know stacy and i needed um coming into this so this is this is really good um but i just wanted to yeah we'll we'll think about all those everything that came up tonight 100 and i fully echo pete's message as well and just would underscore that we also heard loud and
099clear the need for urgency and owning that regardless of situations we are accountable for students and student learning and that the work has to be done by the adults and the institutions and that you're ready to hear a creative and bold and accountable solution soon so thank you thank you thank you both yes very good yeah good conversation boards all right okay so we're gonna move on and we are at item number seven district 65 action items it's a long one all right i move that the board of education accept the recommendations outlined in the attach group motion and approve the personnel appointments leaves and separations january 2022 board of education and committee meeting minutes destruction of january 2020 closed session meeting minutes and recordings november december 2021 treasurer's report and budget amendment december 2021
100list of bills february 2022 contracts above 25 000. special education services intergovernmental agreement between evans and skokie district 65 and maine township high school district 207 the rfp for 2020 two summer capital projects second yes okay the next item is district 202 information and action items first information um dr davis we have a press policy issue number the first reading and that was in your packets board yes uh the the policy committee met reviewed the the policies in press 108 recommendations are in the packet there were only two minor edits uh to the policies for clarification uh everything's in your packet and uh they will be up for a vote uh at the next uh board meeting okay thank you then the next item a few for your request oh yeah hold on let me
101read them out real quick for us okay so there's a series of fourier requests we have two from crowley one from meadows one from hirsch one from agnew one two three four four more from her meadows uh ayobe with one dd with one sternstein with one gallagher with one perlier with one and mendenhall uh with three and those the responses in your packet absolutely thank you so now we're at our action items for district 202 the first item is approval of purchase of two multi-function activity buses could i have a motion for approval please some move second roll call please yes thank you the next item is approval of contract to replace the auditorium hvac so moved second roll call please yes yes yes next item is approval of minutes from february 7 2022 closed
102session minutes and february 7 2022 uh regular meeting minutes so moved second roll call please yes next item is approval of bills so moved second roll call please yes please yes next item is treasurer's report from december 2021 so moved second yes last item is personnel report so moved second one yes stain [Music] yes yes thank you so we're at item number nine district 65 you have you start um [Laughter] yeah so uh we don't motion to close the meeting we just say we have no further business before the board that we adjourned the meeting and i still second that 8 44. all right so um district 202 will um adjourn to this in closed session we're going to adjourn to closed session to discuss 2c1 appointment employment compensation and performance of specific employees could
103i have a motion please second we need a roll call yes okay the meeting is adjourned thank you 202 for hosting us you're welcome thank you thank you you