001The first item on our agenda, and I bet you guys know what an agenda is. It's the order we're going to do things. First item is to call the role. Bonnie, would you do so? >> Here. here. >> Here >> thank you. The next item is I welcome you all and I am delighted to see all of your smiling faces. It's been a great week and a great year and we look forward to hearing from you in just a little while. The next item is the pledge of allegiance. Will all the Fabian schools council people students stand up please? Uh the flag is in the back corner back there and I would like you all to start the pledge and lead this group in the pledge of allegiance. >> I aliance to the flag of
002the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you all very much for that help. I appreciate it. Um, there is an attendance sheet as you came in and hopefully somebody from each group will be able to sign that and register your attendance. We appreciate that. The next item is the approval of minutes and we have the regular session March 16th and the executive session for March 16th. Bonnie, have you received any corrections or suggestions? Does anyone have any at this time? Motion to approve. >> So moved. >> Second. I >> I >> the next item is the recognition awards presentations and public hearings. U item one, Viking leaders, the the elementary school students that we have with
003us today, the Fabians. you guys are uh up first, but we need to hear a little bit more about what's going on. Perhaps our superintendent would like to tell. >> Yes, super excited to have everyone here tonight and share with us. Um so, uh as the board knows, often we recognize students um with our tradition of excellence award. And from time to time, we have the opportunity to uh recognize students with the Viking leader award. And that's really award an award designed to um acknowledge students or groups of students that are really doing something um out there helping exemplify our vision in our school district and how uh students are living our vision. And pretty cool to have some elementary kids and some high school kids here tonight who are um I think we're going
004to see some similar things about the kind of ways that our our kids are doing great things um to achieve excellence and are empowered to be productive citizens. So what we're going to do uh Fab and friends is we'll have you guys talk first and then when you guys are done the board's going to come around and line up right here and then Mrs. Hogan will call each student's name and you'll have to come down here and shake everybody's hands and then we'll do a super cool picture and it'll be really fun. Um, and then uh our high school friends, our key club friends after Fabian presents the board will just stay up here and Mr. Rogers will come up and brag on you for a little bit and then um we'll do the same
005thing with you guys. So, first we'll have Mrs. Hogan and our friends from Fabian take it away. Thanks so much. Thank you so much uh Dr. Barrett and the board. First of all, I would just like to say thank you for giving us this awesome opportunity to recognize our Viking leaders. Uh here tonight, we have a representative group of our Fabian student council. And uh the way student council works at Fabian is it's an opportunity for our fifth graders um and if they want to be leaders in the school, they sign up to be part of that group. So, um, we have several of our students from student council here tonight along with Meg O'Donnell, who is one of our teacher leaders, uh, and Stephanie Henig also is a teacher leader for our student council,
006but she is coaching volleyball tonight. So, um, she may fly in the door if that game ends in time. So, um I just also wanted to say quickly a thank you to our parents for bringing your children out tonight and um for having them ready to go each day and for supporting their involvement in student council at Fabian. It means a lot. One of the reasons that we wanted to recognize this group for Viking leadership this year is because of their incredible partnership with our PTO. So, one of our PTO committees uh relates to that community partnership and community outreach. So, would also like to recognize our PTO president, Merritt Nchek, is here tonight. Um and our co-chairs for that community outreach committee are Heather Krora. Heather, I think you're in the house. There she
007is. Um and also Sabra Bombberger. Sabre soccer. Sabre's at soccer. Okay. So this is really an exciting opportunity for our students to share with you how they have built that partnership this year and made a difference in our community. So I would love to turn the mic over now to the kids. So Fabian Falcons, do you want to come on up? Hello, we are Haddie >> and Camden >> and welcome to our Fabian Student Council board meeting presentation. This year we have had so much fun being a part of the Fabian Student Council. We have done so many amazing things to help our school and community in partnership with our school PTO. For example, this year we have made hope bracelets, posters, blankets for animals, and we have even sung Christmas songs to the elderly
008home. Hi, I'm Addie and Taylor and today we are going to talk about how student council made hope bracelets. We made more than 450 hope bracelets for the student and staff at Annunciation School. Because this tragedy hit close to home since Mrs. Donald's brother is the principal at Annunciation. >> We wanted to tell them that people outside of Minnesota are thinking about them and know that we support them through a horrible tragedy. These students were going through a rough time and we wanted to say that there is hope for them for a brighter future. Hi, we are Eevee and Valentina and today we are talking about the winter drive. We organized a winter gear drive to support Radical Love, which which is a Geneva nonprofit organization that helps meet the growing needs of children in
009our community. During our drive, we had students collect gloves, hats, and scarves to keep those in our keep those in our area to stay warm in the cold winter months. We collected 84 gloves, four scarves, and 45 hats. We encouraged students to help donate if they donated. And if they donated, our PTO gener generously gave students $1 off at Candy Cane Lane Gland, which is one of our PTO fundraisers. We are very thankful for all the donated items. >> Remember us? Whoop! We're back again, >> but this time we're talking about something a little different. This time we are talking about the soap drive. Our student council members made a goal at our meeting to collect 150 items of soap and we achieved our goal by collecting around 175 soap related items. Our students helped
010us reach our goal for Shepherd's Heart Pantry at Chapel Street Church. Our PTO helped promote the event to all Fabian families by sharing our posters and our goal. We are so grateful to have such a great PTO and student body that helps support the Geneva community. >> Hi, we are Eli, Frank, and Eevee. Today we're going to talk about going to Greenfields. >> When we visited Greenfields, we sang Christmas carols. >> Say we sang Christmas carols. And after all the songs, we colored and got to know the people that live there. >> It was super fun to hang out with the residents of Greenfields, and it was really cool to learn about their stories. >> It was also really cool for them to share their wisdom with us, too. >> Plus, all Favian students made
011cards to decorate green fields during the holidays. >> It really helped the residents during the holiday season. Hi, we are >> Jacob >> and Harper. Today we will talk about how we created and donated blankets to a local animal shop. >> During the student council meeting, we made cute handmade tie blankets. >> We made a bunch of blankets to keep our furry friends warm. >> We all had a lot of fun during this activity like socializing, working together, and all taking part in this project. Plus, it involved a lot of math that made Miss Henning and Miss O'Donnell very happy. >> April is Autism Acceptance Month. As many of you know, Fabian Elementary is home to the Mid Valley program. Our student council thought it was important to promote awareness, understanding, and acceptance throughout our
012school community. To support the school, we created an autism acceptance bulletin board to help educate and inspire our fellow students. This message we shared on our bulletin board reminds students that people with autism may think differently, notice details others might miss, have strong interest and talents, help make the word more creative and interesting. We wanted to help stu we want all students to understand that being different can be a strength. In addition to our bulletin board, we partner with our Mid Valley friends throughout the year to build connections and promote understanding among students of all abilities. All fifth grade students visit Mid Valley classrooms throughout the year to participate in activities such as playing games together. These shared experience help students learn important skills like teamwork, collaboration, empathy, and inclusion. We have one month left
013of student council, but through our partnership uh with the PTO, we are proud of the positive impact we have made this school year. Thank you for your time tonight. Why don't you guys sit have a seat real quick and we'll hear hear a few more words and then we'll have everybody get up uh in a minute. >> So good. Thank you. >> It's 100% okay to just hold it, too. No, >> we need it on or so I'm sorry because they won't they won't hear you on YouTube which is I mean >> well reach the whole audience. >> Exactly. >> All right. So I'm Heather Kazora and I am part of the FBM PTO. Um I'm the co-chair for the community outreach. Um this was a a this was one of our things that we
014wanted to add a couple years ago. We obviously f foster a school community, but we wanted to be able to reach outside of the school and make a difference within our community as well and have the students really make a big, you know, make an impact. So, we partnered with the student council as like kind of their point of contact to find places to donate to and things like that. So, that way they could understand how they were helping their community just outside of Fabian. Um, just on behalf of the Fabian PTO, we're so excited to be here for the presentation of these Viking Leaders Awards. If this partnership has taught us anything, it's that we really are better together. This isn't just about planning events. Um, it's about what happens when parents, teachers, and
015students come together to make our community a better place. So, we couldn't be more proud of the collaboration between the PTO and the student council and just have loved to see that students are at the center of driving this impact in our community. Thank you. >> Thank you so much. >> Let's All right. So, now the board's going to come around. All right, we're going to have our Fabian student council members walk through the line. So, Evie, if you want to stand, kiddos, come on and stand up and you can walk down the line and they're going to congratulate you. So Eevee Kazora, Jacob Bubac, Frank Ramdell, Taylor Broen, Hattie Mcan, Valentina Serno, Harper Ibach, Addie Maloney, Camden Nillis, and Eli Nelson on behalf of our entire student council. So thank you. I think we
016have to look over pictures. That was pretty cool. It's all about Now, we'll stay here, Mr. Rogers, if you want to come uh talk about how some of our older students are doing some of these great cool things uh to support citizenship and cultural competency. >> I'd like to start by saying the future is very bright. Great job. >> All right, let me start over. >> I was just saying the future is very bright in Geneva Community Unit School District number 304. Congratulations and great job to those students from Fabian. Like all of you, we have some very active students in one of our most popular, our largest and and like I said, one of our most active service clubs at Geneva High School and that is the Key Club. Uh the Key Club is
017actually a an offshoot of Kowanas Club. uh that is a service organization for adults and we have had the key club at Geneva High School under the umbrella of the Kuanas Club for many many years now and uh we are bringing students forward tonight to receive the Viking leaders award because they attended the Key Club state convention and competition while they were there which was held February 20th through 22nd in uh Springfield Illinois and while they were there so it's a little bit different than some of our other competitions uh the students were able to prior to going to the convention submit things that they have been doing throughout the year and actually uh if I'm not mistaken Mrs. Kski over the course of the last couple years with the uh thirst project. Am I
018right? >> Sort of. We kind of got a head start on it. But um so upon arriving at the uh convention uh I want to highlight a club award that they received. It was a first place award and it's called the major emphasis award by KeyClub and it Mrs. Ksky points out it really belongs to the whole school. Uh we appreciated a partnership that our key club had with the student council and it took a lot of involvement from our student body to um earn this award uh for their efforts and it was a fundraising project called the thirst project which included our homecoming dodgeball tournament which was held and a volley for a cause which is held this winter during our winter spirit week and the total money raised to provide water uh for
019people in Africa who do not have running water like we all do around here. Uh we raised $5,400. Very impressive amount of money. But more importantly, we won the award because of the number of events that our students committed to for this cause. And for that, I say congratulations to not only our key club, but our student council. And we want to give a quick shout out to Emma Cole, our student activities director and student council sponsor for partnering with our key club. And so just a quick shout out and and quick explanation about why the club was honored overall at that convention. And then as I said while we were there, while they were there, I was not. Um while the key club was there, we had a number of students earn individual awards
020for the things that they have been contributing to the club. And so I know everyone is not here tonight. It's a busy time of year as you can imagine, but we're all we always recognize everybody who receives these awards. So, if you are here this evening, please go up starting with Mr. Choy and work your way down the line and end up in front of the uh backdrop here and then we'll get photos just like the elementary kids did. Starting with Emmy Anderson who earned a traditional year in review scrapbook first place award as well as uh first place for an advertising video award. And you'll hear that some of these were group projects. So, as I go along, if you hear repeats, it's because they work together on these um presentations. Nora Burke, traditional
021year in review scrapbook, also first place. Congratulations, Nora. Ellie Capo, first place for a digital poster. John Chang, distinguished secretary of our key club. Alexa Kausski, one of the seven participants who attended the convention. Hannah Kausski, first place for a digital poster and a distinguished freshman award. Ellie Flax, traditional year and review scrapbook first place award and distinguished junior. And shockingly, she worked with her sister Vivian Fra Flax, earning that traditional year in review scrapbook first place award as well. Amelia Ferman earned the honor of achieving 100 hours of service to the club. Reese Gimmery first place in the advertising video competition and also received an award for the thirst project fundraising. A second place award. Mariana Lavoy, a distinguished statistical secretary for the club. Stenner Luben, single service award, third place and distinguished treasurer.
022Ray Monoral, first place award for the digital poster. Riker Win. Ryker earned an award for the single service award, third place, and was named distinguished vice president and also achieved 100 hours of service. Skyla Rothar also was part of the team that earned the traditional year-end review scrapbook first place award. Nicole Scoffield also a team member in the traditional year-in review scrapbook first place award. And finally, Morgan Smith earned the award of distinguished senior. And all of these accomplish accomplishments would not be possible without the leadership of Mrs. Aaron Kausski. >> And now let's have a photo of this fantastic group. >> Turn to the side a little bit. No photobombing, guys. You already had your chance. >> Yes. Parents, please come forward. And I'd just like to add uh first of all, congratulations and
023thank you to all of you for your service. And these students are just a small snapshot of what goes on at Geneva High School. And I know some of them are not just Key Club members. Some of them are in Leo's club, which gives a tremendous amount back to the community as well. And uh they're they're part of a student body at Geneva Community High School that that really takes great pride in serving and that will be demonstrated during our week of giving which will take place in late April um here in just a few weeks. So they will be an integral part of that as well because as I look down the line they're just they're always giving. They're always working on something, always coming up with a new idea. So for that I
024say thank you again and congratulations. Thank you everybody very much. Uh there's going to be a tremendous transportation presentation next from Mr. Johnson. Uh, but we know you may have some things to uh to get to as well. So, uh, thank you. We're very proud of you. Uh, Mr. Rogers, you got some great kids coming and Miss Koski, you got some great kids coming for GE Club. So, thank you guys. Have a great night. Congratulations. Thank you. I didn't think I was that bad of a presenter. Johnson. >> Yep. >> So, we have Matt Johnson here and he is the director of transportation and will present the preliminary transportation budget for the coming year. >> Yes. Very exciting topics to go over. Our transportation team consists of Todd Laam the assistant superintendent, myself, Adrien Ramirez,
025the assistant director of business services, Brandy Lanzeratada, the assistant director of transportation, Kelly Madden, the routing and planning supervisor, Jeremy Beckman and Fidel Delgado, the mechanics, Kendall Callahan, our administrative assistant, and Philip Carter, our bus maintenance support. Uh for our 2627 school year, uh we are anticipating a staffing need of all of our office mechanics and 68 bus drivers and eight bus monitors, which is the drivers is about the same as what it was this past year. The monitors are up a little bit. That's becoming a more growing need, but hard to find. uh our fleet for this next year. We're projecting uh 23 72 passenger propane buses, 22 72 passenger diesel, 1930 passengers, 52 27 passengers, 92 21 passengers with a lift, and four activity buses. Uh the change there is we are hoping
026to get at least three more propane buses to get a couple more diesels off. as they're getting older, the repairs that are needed are becoming more extensive and expensive. Our revenue sources for local are 2,928,145 and state revenue is 1,5656 and 100. uh with a projected total of 4,484,245 coming from property taxes, interest, income, writer fees, and that such. Our projected salaries right now, this is a uh agreement year for the drivers, so we are still hashing that out. Uh but the projected is 2,925,90 and projected benefits of 76,868 for a total of 3,1,958 uh to cover all of our staff, drivers, mechanics, uh pension, health insurance. Uh for our professional services, we're projecting a total of $220,75. This is stuff for staff training and making sure that our mechanics and staff are still up
027to date on all the changing laws that are going on and different vehicles that are becoming on the road. Um the professional fees with CDL drivers having to have renew their license every year and do physicals and stuff like that. That is all covers there. And for our software, uh this one did go up a little bit. our software programs. The companies are all starting to move specifically cloud-based which is increasing the costs and we have one so far that is pretty much making that jump by the end of this year and we are working with technology right now on what our options are as far as that goes. Our projected supplies and materials such as copier, office supplies, fuel, bus parts is 395,000. uh capital purchases uh such as bus purchases and support in
028the fleet management plan is 1 million 10,500 and other uh services such as dues and fees um for their licensing contingency fund in case an engine or a transmission comes out that goes out that we would have to replace entirely. Our other services are $8,000. The contingency is 40,000 and then non- capital which is for if we need new types of equipment is 10,000 for a total of 58,000. So as you you see this is the five years as it's gone on and it's kind of fluctuated up and down and usually stayed somewhere around low fours high3 million budget. Um the projected for this year is going to be around the same with uh it's going to be less. Sorry, I was looking at the estimated revenue. The total expenses fluctuated up and down each
029year. This year it is projected to be down about $3 million. Biggest reasons are last year we had the parking lot expansion that took up a lot of the cost. We bought buses that ate up a lot of that cost. Um so this year the biggest changes are the capital needs have gone down by about a million. Uh supply materials have gone down but our purchase services is going up a little bit due to uh cost of more expensive bus repairs that are having to get done and our technology costs going up. And then after the purchase of the new propane buses this last year, we applied for the Illinois Propane Association rebate. Again, uh we can only apply for that one for the buses each year. We can only do the propane tank that
030initial year that it's installed. So, the extra tank we added did not qualify for that, unfortunately. Uh but we did receive a $20,000 rebate on the bus purchases that we got that went back into the transportation fund. And the next step is to finalize salaries and benefits. Uh confirm our fund balances and finalize uh what our plan is for bus purchases and sales of extra buses. Any questions or comments? >> Yes. >> Yeah. So just curious um how often do you have to replace an engine? I noticed you put that as a contingency. >> Since I have been here, we have not. >> Yeah. >> Uh but we have had two buses where the transmission has gone out completely and it is >> about an 8 to12,000 cost depending on if it's a small bus
031or a big bus. >> So my next question, if you don't mind, is uh so the engine for a propane bus is basically I know it's different from a diesel. So, is that something you anticipate happening with these propane buses that you're proposing to uh have come online? >> We don't anticipate any of them going out. If they did, they are under a 5-year warranty, even if they did for the time being, but they are more closely related to gasoline engines. So, the cost is less than if we had to replace like a diesel engine, which are our our diesel engines are the ones that are going up higher in miles right now. >> Of course. Of course. All right. Thank you. >> Anybody else? >> I imagine you're feeling a little precient to have
032selecting the lower price fuel as opposed to the higher price. >> I am a little bit right now. >> Well done. >> Thank you. >> Okay. Um the next item on the agenda is public comments. Bonnie, have you received any requests for public comment? >> Would anybody like to say anything right now? It's your chance. >> Hi, Christine. How are you? >> The um Okay. Well, we'll press on that. Legislative updates, Jack. >> All right. Um, there's a lot going on in Springfield right now because April 17th is the deadline that the general assembly has given themselves for any bills that have not been voted on by that date um by the entire chamber um will not move forward in the legislative process. Um if they do make it past that deadline, they get voted
033on by the chamber um then they will move over to the opposite chamber. Uh so if it's a Senate bill initially, then it'll move over to the House and then they'll kind of start that process again where they have committee hearings and floor debate on the bill, some amendments to the language. Um for my fellow board members, if you're following the IASB legislative uh updates that we get there, they're tracking a few bills. I didn't see too many that were directly um affecting us, but I did want to bring up one that Dr. Barrett had mentioned to us. is House Bill 4416 that is regarding unemployment insurance for educational support personnel. Um that bill was uh continuing to move forward from what I could tell by today. Uh I think it's still alive and well,
034but um according to IASB, they are still trying to work on some language and other um potential changes that they would like to see in this bill. But a lot of people are weighing in on this one. And if you look at the number of witness slips that have been uh put forward, there's quite a few and it's almost uh evenly split on propo uh people who are proponents and opponents to it. So just wanted to bring that one to your attention and then when we meet again at the end of the month, we can see if there's any other important ones that we need to keep looking at that have made it through that um deadline. Thank you, >> Jackie. Can you just repeat that date? What was that again? >> April 17th. >>
035Okay. Thank you. >> Any other questions? superintendent report. Dr. Barrett. >> Yeah, thanks, Larry. Uh, just a a few quick things here. I know we've got um a lot to cover tonight, but I just want to touch base on a few quick things. It's that time of year. Um, we just had a great spring break and now we're we're in the home stretch. I always say, uh, you know, that time leading up to spring break, it's stressful and the weather's kind of lousy and then all of a sudden after spring break and it's like you're uh running downhill. I don't know if you've ever seen the uh Gloucester cheese roll where people go chasing the cheese downhill, but I feel like that's what it feels like between spring break and the end of the school
036year. Um so we're now in that mad dash and I know uh uh it was nice to have a little sunshine today. Uh even though we also had some thunderstorms today, but we're in that mad dash and end of the school year is going to be here before we know it. Uh it's also uh state testing season. You know, we do assessments all year long to try to keep track of our student progress. Um, but this is the time of year where some big high stakes assessments are happening candidly. Um, you know, it's part of our accountability metrics uh for the state. It's high stakes tests for our students, especially at the high school level. So, you know, at the elementary, we're taking the Illinois assessment uh for readiness around this time of year, and
037that's in English language arts in grades 38, math in grades 38, and then the Illinois science assessment, which kind of falls under that umbrella, is in grades five and eight. Um, and then at the high school, you know, we've talked a lot here at this table in the past about how we were were historically taking the ACT and then the state switched us to the SAT and now we've switched back to the ACT. Um and so now we've got a suite going on uh this time of year. So our nine and uh grade nine and grade 10 students, bless you, um take a pre-ACCT preparing them and giving them some some practice and letting them know kind of where they stand. And then our grade 11 students take the uh ACT with writing. And that
038that assessment is not only um our state accountability test um but also as you know uh that's got some important uh significance for our students for metriculating on beyond high school. So that's that's kind of a big heavy time. Um we're also lucky to have uh a lot of ongoing collaboration with our community partners right about now. Fitting that Matt was presenting uh tonight and talked a little bit about the propane buses. Um this is a training that we held here for first local first responders uh so they could learn how to use um uh the new uh learn how to work with the new propane buses because that's a little bit different for them and we had first responders kind of from all over the area to come and and check those out and
039it was cool that we hosted that. But we're partnering with the city of Geneva, the Geneva Park District, and the Geneva Public Library very consistently working a lot with uh with these uh three local groups. Um and uh good things are happening. You know, the you know, some of the library stuff that we've been working on. Um I've been having some meetings with uh the city as they're working through some strategic planning like they helped us with and been partnering a lot with our park district partners too uh in recent weeks. So, that's been pretty valuable and also uh just fortunate to have a really valuable and ongoing collaboration um with our faculty and staff here within the district. As I know, you know, we've talked about a lot. We've been working through our um
040negotiation process with uh the Geneva Education Association and those colleagues. And we're going to have an opportunity to talk about that a little bit tonight. That's gone very well. Such a collaborative process. Um, Adam's going to talk a little bit tonight about some of the the work we've been embarking on with the support staff committee. Uh, you know, we have a lot of ongoing collaboration with the the GSSA, the Geneva Support Staff Association. Um, our operations and maintenance team, both GSSA and operation and maintenance. We made some significant changes with them last year and we're living through those and and having some good things happen. And as Matt noted, working through the working agreement with our transportation team right now. So that's a lot of collaboration, but it it's all going well and it's it's
041really valuable. So just want to thank our internal partners as well as our external partners. That's all I have for you. >> Thank you very much. The next item is board dialogue topics and pending action consideration. Do we have Assistant Superintendent Sims? I don't. Oh, there she is. She snuck around. All right. Thank you. Good evening. Um, wonderful that we got to start the evening out hearing some of hearing about some of the wonderful things that our students do um, outside of the classroom. But uh tonight I want to talk to you about some of the resources uh that have been on display uh that we're looking for approval for adoption for tonight um from you, our board members. Uh we um have had them on display since the last board meeting. Um I'm going
042to share a little bit about what each level is requesting. Uh the first is the elementary and you might recall at the last meeting we had a large presentation with representative members of our um long-standing literacy committee along with Dr. Premesis myself and the recommendation is that we move forward with the purchase of HMH into reading for our K5 grade level direct instruction language comprehension grammar and writing resource. Um that is a six-year contract that breaks out to as we shared at the last meeting about $38 per student per year. It is a significant purchase um which I think is was represented in the the time the commitment over the last several years to you know reach that consensus decision. Our middle school this year is not requesting any additional curriculum. We will be coming
043back at a subsequent meeting to talk about some summer curriculum writing requests that they're um seeking as they switch from trimesters to semesters. the high school. There were a number of resources that were shared. Uh they're bringing back a psychology class. Um they're also going to move one to um an AP level or dual credit or both. I think I'll pull that up in just a second. Uh there's also um additional text and novels being added to our English repertoire. um a graphic novel, the first one is being added to an English one course, as well as uh topics that are diverse not only in characters but author uh that they felt was important to start adding to the um the traditional cannon of texts that were um being read in the classrooms. Uh we're
044rolling up some additional curriculum we've been purchasing over the years. Most of those, as you'll recall, are in the world language department. rolling up the next level of world languages for French and Spanish and then we're adding a German new adoption. And then there are also some additional resources for previously approved courses. Those are resources that have just been updated because it's a dual credit course and the college has selected a new book or it's an AP course and a new book is being recommended for for that re for that course. questions on those resources and then I'll pull up um while you're asking those the other documents so you can see what was requested. >> Dr. Hooks. >> Yes, I have a question. Yes. >> So, um I noticed and I'm trying to get
045a point of clarification here. Um and I was asking uh Dr. Barrett this last meeting. So, we're starting out with a cohort of 15 students. Is that the projection for German? Is that correct? per class. >> I just want to make sure I understand. Um, is that the cohort we talking about? 15 students. >> So, that was the cohort for German one for this past year. >> Okay. But now for this coming year >> there's larger cohort for German one at both the middle schools and at the high school. >> Right. >> Correct. >> So these textbooks that you Okay. >> Yeah. No. >> Oh, >> what Mr. Rogers was sharing is there's one section at each middle school. So there's one at north, one at south, >> one section at each middle school, and
046a section of German, one at the high school. So the books that you're proposing and I had this question last time. >> I'm trying to understand I know we had this very big discussion about whether this should move forward and so the projection is five years. Is that what we talking about? >> Yeah. >> What happens when that number drops below 15 >> if you're going to look at that as a cohort? Does it continue to fly? And is that really I'm just speaking as as a person looking at the best use of our tax dollars. >> You already have books in German right now. Is that correct? >> You're not buying >> because they have a resource correct. >> Exactly. So why are we buying new books if we're not sure if the cohort's
047really going to be there in five years time you might have seven students. I mean I'm just trying to understand the cost benefit of that. >> Yeah. Yeah. So I think what we talked about Oh, sorry. Go ahead. >> I think the rationale from our world language instructors is that these are updated textbooks. The the textbooks that we have and I understand you know that German is German is German. >> German is German. um it's what comes with the resources now. So there's our online components, there's um live talk components where you can converse with somebody in real time um in the world language that you're studying. There's virtual travel kind of um experiences with the software programming. So I think they're just looking for it to be equitable to the experiences in the other
048world languages. So they're not perhaps losing numbers because perhaps those resources are seen as more robust could be some of their you know rationale >> compared to an antiquated set of textbooks that they've had for >> Yeah. I don't know antiquated might be the best term but are you saying that you're doing this at the expense of some other programs like French if a person wants to go further than French are you I mean are we >> so from last year when this conversation came up when we were talking about whether or not we were going to continue with three languages at Geneva High School >> um it was decided that we would continue to pursue continuing with German and in doing so what we were tasked with was going back to our world language
049departments at both the middle school and the high just those departments and having conversations about how within those departments they could recruit >> for the German language. So it wasn't at the expense of another um content area outside of world language. It was within world language. So perhaps students who hadn't thought of German before after hearing the presentation thought oh I'll take German as my world language. I'm going to take a world language. These were students who had already identified that they were taking a world language. they just didn't solidify at that time which language they were choosing. So there were presentations that were given and from there they selected >> I think I might add context to your question um or what I think I heard was at the expense you know are we
050selecting this curriculum or this resource at the expense of like not being able to select resources for other content areas right >> yeah because the idea is well I just want to make a point just good clarification >> so I'm not saying that last year this time it was on life support it wasn't really making it that is German as a is a option >> but I don't know what the dollar figure is. I'm just trying to understand if if you have students who are falling away from it because it's not really sustainable that is with the cohort that you're proposing then you just have books nobody to teach it. I'm just trying to understand that. >> Yeah. So what I think so the piece that I would add to that I guess there's two
051parts I would add. One part is to note that um this this was kind of one of the questions we had to consider when we were talking about are we going to continue with German because this updated resource we've already updated to this basically to this exact resource for Spanish and for French, right? Um and so German has not had kind of that same level of resource. And that was one of the questions we were kind of asking last year, like are we if we're going to commit to German, then we've got to make sure it has as high a quality resources as our other programs. Um, and because we know that what the other thing that we made sure we were acknowledging was once you start it, >> Yeah. >> we're making a commitment
052to those kids for at least five years. Um and so that means um that if we said no then that's theoretically five years worth of you know resources that aren't as rigorous as in the other two world language or aren't as um updated I guess um with as many of the features and and technical capacities as as in the other two world language programs. I I would also add um and and I appreciate how this can kind of come across, but when we're looking at the cost, the value proposition of the amount of resources that we would need and the amount of money it would cost, because it is a relatively small program, >> the the cost is also relatively small. So, it's kind of a good bang for your buck situation. like we're we're
053getting a a robust resource um for not as much uh money. I mean, I think I might I would say candidly, for example, the HMH into reading for the elementary level. If we weren't sure that we were going to be teaching reading at elementary for the next 5 years, which obviously is a ridiculous statement to say, but you know, if we weren't confident that we were going to be able to keep going with that, we would not be proposing a purchase uh of, you know, something that costs that much. But given the relatively small size of the program, that means also a relatively small cost. >> Fair enough. >> Okay. Thank you. Any other questions? I will say that there was a sense about the high school and even to some extent at the junior
054high that if we're going to be a worldclass high school, we're going to have to offer more than just two languages. And that was one of the things that led to the decision to support German. And I think that the staff has risen to the occasion, which is pretty obvious given the larger enrollments that we have at this time. I also had a chance to review the books upstairs. There's a lot of them there. Holy cow. Uh it looks like a really good program though. I can see why you're excited about it. Thank you. >> Thank you. >> So I think all under number seven now Dr. law has a few >> well actually uh let's see we have to approve um the first item I think we have to approve each of these separately
055because right involve different groups >> okay >> and so we could have a motion and a vote to approve what Dr. Sims present. Someone would like to do that. >> So moved. >> Second. >> I thank you. Now Dr. Law. Yeah. Thank you. Thank you. Uh so this is our annual process. Uh the the next three resolutions for honorable dismissal are part of our annual process of uh trying to make sure that uh we are uh appropriately staffed uh for the next school year. Uh so uh the resolutions address uh both part-time and select certified staff and part-time and select um support staff uh for honorable dismissal. And uh again, these uh the reasons for the dismissal and the staffing uncertainties uh have to do uh with uh you know, potential enrollment and and we'll
056see how that uh kind of uh becomes more finalized as the spring goes uh goes on. Uh we uh you know have issues that uh you know with grant grant funding and and some of these positions being funded uh by uh grants. uh also positions that were hired either midyear or uh for instance a teacher who uh you know was uh hired to cover a full year uh leave of absence. So uh you know as we go into the later into the spring and into the summer uh we are able to uh kind of finalize what the new FT FTE is for the next school year and start to bring these staff members uh back as we are able. And of course this process uh very much uh fits with our district strategic plan of
057right sizing uh staffing with uh enrollment. Thank you. Very good. So we have a situation here where we have actually three different motions required and uh the first one would be um the annual resolution of dismissal for part-time select educational support personnel. And if someone would like to make such a motion if this is too complicated I can do it. Anybody? Okay. I'll make the motion to uh proceed with the uh dismissal of the part-time select educ motion educational support personnel. I think that reading curriculum is in order. >> Second. >> I thank you. Next item is a similar motion for part-time and select certified staff. Um, and I will make the motion to proceed with that dismissal action. >> Second. I >> I >> next is a dismissal reduction of force for the dismissal
058and reduction of force. No, it's it's overall reduction. Sorry about that. I got ahead here. But uh the motion is to approve the dismissal for reduction in force item four on your agenda. I I >> I would say that u this is one of those things that we do that's a little bit difficult and we look forward hopefully to the return of every one of these people in the fall. So item eight, the U work study topics uh sports staff certification and compensation study assistant. Superintendent Adam Law will share I had that same problem today with my computer. >> Okay. Uh good evening, uh Board of Education. >> You're too tall, Dr. Law. You got to have that got to get that closer to your mouth. Uh thank you for the opportunity to speak to
059you tonight about an ongoing project that we've had uh related to uh the support staff that are under the uh educational support staff uh working agreement. Um this uh project really uh Dr. Barrett and I started uh discussing the potential of this project uh really about a couple year and a half or so ago coming out of the last um kind of working agreement process uh with uh the support staff um and trying to look at ways to um really maybe uh restructure uh our our our support staff uh and uh take a look at the alignment of their uh compensation especially in comparisons with um other districts and other data and uh also um uh take on the task of uh creating andor up um improving uh their job descriptions and if I was
060a space bar. Okay, there we go. So, here's just a little bit about the project overview. So, um, we engaged, um, uh, AJ Gallagher. Um, we already, uh, had a relationship with, uh, Gallagher because they are the ones that oversee our, uh, insurance, um, cohort. Uh, but we engaged the, uh, human resources consulting, uh, side of their organization uh, for assistance uh, with this project. Uh so really what we asked them to do was evaluate uh just the design and effectiveness of our current uh pay structures uh which really are something Am I not loud enough Robin okay >> you're a natural with a microphone Dr. uh just embrace it. >> Um uh just because our uh the structures that we had have had in place especially with our salary structure uh really have have
061that has been our paradigm for as long as I think anyone uh can remember. Uh so we also engaged uh all of our support staff uh with collecting information from them as far as their job responsibility and essential duties uh and had their supervisors uh review that information as well uh in order to uh create uh uh new job descriptions. We also wanted to look at relevant uh benchmark data uh in both other school districts that we feel like we are some comparable to along with other published data as well. And then Gallagher uh agreed to then kind of look internally at those pay structures and those uh kind of the uh equities between those uh and see if we could benchmark those things uh to uh again to to some market driven uh data.
062So just a little bit about where we're at. We started this project uh in August of 2025. Uh, and it really started uh this past fall with engaging all of our support staff that are under the work in agreement with uh asking them through a survey, a job analysis questionnaire, uh to just kind of give us all their essential tasks and skills uh necessary uh maybe credentials and backgrounds. Uh and then we took all that submitted data uh and had the supervisors review it as well. And currently um we've we've gone back and forth with Gallagher a couple times uh as we have been working to finalize uh those job descriptions. Uh also in the fall uh we identified um uh some area school districts that we thought uh but that we wanted to reach
063out to to have them fill out which what was a pretty exhaustive uh questionnaire about uh their compensation uh information for like positions uh for their support staff as well. uh and you know uh many of them were in Kane County. There were a couple in other places that we uh reached out to as well. Uh and I I I am very grateful for those school districts that did respond to the survey uh because it was a fairly exhaustive um uh request. Uh so once that data was collected uh it was submitted to uh to Gallagher uh kind of simultaneously as we were working on the data piece uh you know we've been working on the the job descriptions as well. Uh and what we just received as far as where we are uh from
064um Gallagher are their proposed uh uh restructuring uh for uh for our support staff that are under the working agreement which we'll talk about here uh this evening. >> Adam, could I jump in for a second? >> Yep. And just point out if you backed up one, sorry. >> I think it's important to know that um this is kind of a a twopart like two I don't know why I'm popping so much today, Robin. I'm sorry. um a a two-part kind of process. The the the job description and validation and drafting. That's because, you know, we wanted and needed to update and modernize our job descriptions, um for the employees, uh you know, represented by this, you know, working group. Um and then the market, uh data collection and the structure alignment, that's that's a
065another piece that's happening. Um, and so at the end of this, we're coming out with two separate things that we think are going to be very valuable and helpful for the district. But I do want to point out that, uh, you know, like the the job description part isn't necessarily, um, you know, prescriptive for the market and structure update part, if that makes sense, right? Like the job description, that's one goal of this process, and the structural update is another goal of this process. And so want to make sure that that's kind of clear to everybody. Is that is that fair Adam? >> Yeah, that's correct. Thank you. Thank you, Dr. Barrett. >> So current uh state assessment. So as far as the uh market benchmarking approach, uh Gallagher looked at two um uh uh
066sets of published data. Uh one was from uh the uh comp analyst and the other was from the economic research institute. And then uh we reached out to I think 12 total school districts and were able to get responses from eight of those 12. And as you can see uh the majority of them are uh in Kain County, but we also uh connected with Lake Zurich, which is a school district that's we've always viewed as fairly comparable uh to Geneva. And then also some school districts that were maybe what we would consider as far as compensation goes, maybe a little bit more of a of a reach uh district. So looking at Bington 220 and also uh Elmherst 205. Um and once the uh data was identified and collected, uh Gallagher did essentially um kind
067of trend that trend that um that those compensation pieces uh to January 1 uh January 1, 2026. And they've made recommendations for okay, what should that uh you know, what what would that look like? What would that compensation look like next year if kind of every other school district is likely also giving some type of a range? Oh, sorry, raise. I apologize. And so what uh what Gallagher found was that um Geneva 304 is a around 7% 7.2 to be exact uh percent below the market median. Uh from a base pay perspective, uh we're just a little bit higher, 1.6% uh when we're at that 25 uh 25th percentile. Uh but kind of overall uh we're we're below uh that median by uh a little over 7%. as far as uh the actual summary and
068I'm going to step out here for a second. So what they were looking at uh was kind of this median uh target for this is where kind of we want to be uh for these different positions to be competitive and the color coding is how misaligned uh positions are. So if it's uh if it's you know greater than 15% um misaligned that yellow color uh 10 to 15% is that orange uh and then kind of uh well aligned is that uh green and highly aligned uh is is with that blue. And uh of these circles these circles uh are related to how many uh incumbents how many staff members are within those uh various roles. And so overall what uh Gallagher identified is that um some you know not only kind of overall were we
069a little bit you know we're about 7% behind there from that median but some of our uh lowest paid employees uh in this group were the most misaligned uh with that uh median. And so some of those positions, some of our reading tutor positions, some of our uh some of our other uh classroom assistant positions, uh hallway monitors were most misaligned in comparison with uh th that data from those uh other districts along with that those published uh sources. So some of the key findings uh that they found uh were uh you know some kind of fragmented uh pay structures uh there really you know there really wasn't um great unification as far as different roles uh and kind of being grouped together. Uh they were a little bit a little bit sporadic and I
070think that is just because that's how things just kind of grew on top of each other uh o over time. Uh there really uh there w was not is not uh internal leveling where you know someone could look at uh these various positions and potentially see a career pathway to kind of see a progression uh forward in in in you know where they might be uh wanting to grow uh in their career. Uh and there were no range design standards. there was really no uh kind of logic behind uh you know which kind of roles uh you know how they equated to other roles and even within those roles kind of what those ranges uh are. And uh additionally what they found was that um you know there was kind of this inconsistency with uh
071you know similar roles but they were in different structures and some of them for instance were related to just how many months of the year uh a particular role worked. So, for instance, um you know, if I was a 12-month admin administrative assistant, I usually uh that position usually made about $250 to to $3 more than uh a nine or 10-month administrative assistant even though they were doing very similar roles. Uh but so they they saw that just there's kind of that inconsistency uh there. >> Could I could I jump in one more, Adam? I'm sorry. I think one thing um that's kind of important to note in all of this and one of the things we talked about a lot in the work with this group um both over this year and in previous
072iterations of this group that uh you know other um you know that we we've talked about over time um you know as Adam said are our the reason this is so necessary um and is going to be so helpful in the long run um is because the old system just kind of grew organically and built up as we had were kind of a growing district, right? And the structure that we had I mean one way we've talked about it a lot and a way to think about it is that structure kind of existed when the support staff in the district was maybe a handful of people, right? And uh then you'd add a new role or add a new thing and then you try to tack it on and then add another new role or
073a new uh and try to tack it on and then it just kind of got too complicated to the point where a system that was built for a handful of people now represents hundreds. Um and that internal leveling or range standards um we that wasn't in place. And so I think that that's that's that key thing that's going to be valuable here and important to understand as context. >> Yes. Thank you. So uh here is um Gallagher's proposed uh structure essentially uh you know they they took kind of a five-step uh process uh which was again looking at that market data and then using that market data to create the grades uh the the job grades which I will go to uh into in a second. Uh then also uh looking at range design. So
074again between uh grades kind of what would be the percentage kind of differences and then within a range you know what would be kind of the min, medium and max and then job slotting as well trying to take those uh you know positions and and and where it made sense and where the data suggested uh to try to uh lump those together. And ultimately then uh for some of the not not not for all but for some of these uh positions kind of being able to point to a career pathway uh and as the grades increase. So what Gallagher did was they took um the uh market median uh uh kind of best fit. So they looked at all that data and looked at what various positions from uh the the data from both the
075published data along with the survey responses from the various district. Uh looked at what various positions kind of what the what the median uh uh pay rate was and that was kind of their starting point for how they created uh these 13 grades. So they so they took these positions uh put them on a 13 grade um uh kind of structure here. Um and uh you know you can see that we start with uh you know uh grade one and it would progress all the way uh through grade 13. And between when we talked about those ranges before uh between each um grade is essentially a median increase of around around 7%. And from the minimum of a of a grade to the maximum is about a 45% range. So, if you started, let's say
076the minimum was $20, you know, maybe the maximum would then be $29 if it was the 40 45% uh increase. And you can see from some of those positions how there is uh for some of those roles kind of a a path uh where kind of the increase in complexity and um um you know, experience needed uh you know does kind of increase for some of those uh some of those roles. So Gallagher's um uh recommendation as far as uh you know if we're looking at a two-year uh process with this in a two-year working agreement uh is to uh essentially uh you know do one kind of general uh percentage increase uh for all the employees that are under the working agreement. And then um uh essentially if anyone then is still under what
077the minimum is for their grade to bring them up then to a minimum uh to at least to at least the minimum. So essentially first there'll be kind of a baseline percentage is what they're suggesting across all these positions but then if someone is still below what their minimum is for their grade to then additionally bring them up to that minimum. Lastly then uh they would they suggest uh they are recommending that there's some type of years in uh service uh positional adjustment where essentially uh every employee that has been within not their time with the district but their time in a particular role uh they would get a differential based on their years of experience. Uh so for instance if uh you know we gave that first uh general pay increase let's say to
078uh all of our reading tutors but then some tutors were still below the minimum for their grade then after that percentage raise they would be brought up to that minimum but as you can imagine then there could be some reading tutors in there that uh are a year one and a year six who now are all at potentially at that same minimum. So then that uh year of service position raise would be applied to differentiate the the reading tutor that's in year one from the reading tutor that's in year six. Uh what this does uh do uh should the board approve this uh would be um essentially uh it would eliminate the salary schedule uh as is you know the the grades would now be uh the structure that we would be uh using. Uh
079and of course should the board approve this uh proposal um you know the f in year one the the raises would be variable uh you know some people would just get the base you know some people would get the base plus the minimum and then others would get the base plus the minimum plus uh you know additionally those years and service uh changes as well. Uh and then Gallagher suggested that in year two kind of that same uh kind of an equal percentage raise is given to all employees. So essentially after year one uh year two everyone just kind of moves forward with that same percentage. >> So what if any questions uh might there be today? >> And could I add also we'll have then an opportunity in close session to talk about some
080of the specifics of the system. Um uh but we wanted to make sure that we shared this part publicly because it's important. I just want to make a comment. Having been a part of the group in the previous agreement um with this working group, I am so happy that we're doing this. I was looking through that key findings and the fragmented pay structure, no interval leveling, and inconsistent schedule treatment. Those were some of the biggies that we sat in the room. I'm like, how how do we how do we tackle this? because it has been just kind of this fragmented system that we piled on as we got bigger as a district and having an outside expert come in and help us put this all together. I know it was a lot of work um
081for the the staff to have to fill out that information. I've been through one of these in my day job and it's it was not fun. But I think I'm really happy that we have this information and that we can really compare it to how other districts are doing it and then um get our arms around how this is. So um thank you for all the work that you did on this. >> Thank you Jeggy. >> Anyone else? >> Thank you Dr. The uh next item is for information only. Item one would be board meeting presentation schedule. Item two would be foyer requests and board correspondence. And no discussion is required, but if anybody has any questions, I'll entertain them at this time. Okay. And that gets us to my favorite part, the consent agenda.
082Item one, personnel reports, resignations, retirements, leave requests, changes in assignment, full-time equivalent, new hires. Item two, Mid Valley special educational cooperative classroom use agreement. Item three, Northwestern Illinois Association Service Agreement. Item four, gifts grants and bequest, $1,100. Cane Excellence in Education Partnership for a teacher wish list item. Item five, gift grants and bequest, $3,000. Jean Hos Foundation for GHS Robotics Club. They do pretty well on these requests. Item six, 2526, a board meeting calendar update. And item seven, uh, 2627, student fees. Any questions or discussion at this time? >> We gave the approval for, uh, Mr. Baker's retirement. >> Has anybody has anybody told him that? >> Okay. Anything else? Thanks, Dan. >> Motion to approve the consent agenda. Second >> I >> Thank you. Uh item 11 is the board member comments and reports.
083Um shall we start with Stephanie? >> Sure. Um first I wanted to just say congratulations and thank you to all of our students. wonderful to see uh a night full of service recognition and I know our students work very hard not only the ones we work we recognize in the room today but throughout the district. So thank you for all of our kids and families who make that a priority. Thank you to everyone who presented tonight. It was a lot of useful and helpful information. Um specifically I am on the uh support staff committee. So thank you to Adam and Dr. Law and the whole team who who worked on that. Like Jackie said, that has been a long time coming. I've been on that committee for a few years now and it really streamlines
084everything and it should be really helpful going forward. We did have a policy committee meeting. So just heads up that there will be some policies coming um during the next meeting that we passed on to you all. So you're welcome to watch the meeting for more information. Not too many um big changes, mostly legal references and things like that, but more to come on that one. And then um the last piece for theater boosters, they did have a meeting tonight. So obviously Paul and I are not there, but they do have their spring musical coming up. It's going to be Chicago April 23rd through the 25th. So um get your tickets now. There are two shows on that Saturday. There's also a thing that the high school's doing along with the theater department and they're
085going to do a dinner in between the two shows and then um there's going to be an opportunity for tours of the high school and things like that to kind of celebrate their anniversary that they're celebrating this year as well. So, just a fun kind of cross um just a relationship there to to celebrate those two things. So, if you're available on on Saturday, come see the show and stay for a spaghetti dinner afterwards. That is all I have. >> That's not this weekend. >> Oh, no. I'm sorry. The 25th. Yes. April 23rd through the 25th. So, if you're available on April 25th, that's the last day of the show. >> Dr. Hooks. >> Yeah. So, uh I just wanted to again thank everyone that uh was involved with the leadership award. uh that is
086the the younger grade students and the high school students. Uh I did not know about the uh hope bracelet. So this was good to know that they made this for annunciation school after that tragedy in Minnesota. Uh what what I saw with the young children as well as the uh older students is that they embracing what some people don't find out until they're adults being a part of something bigger than themselves. You know, sometimes we say that in the military, but other organizations, but at a very young age, they they're gaining a sense that there's something bigger than themselves, and that that is really encouraging at a young age. I can't say I did something like that when I was younger, but it is a a a formation uh a piece of formation for themselves.
087uh because uh uh despair dispels all hope and just the fact that collectively these students are even though they may not look at it that way uh but they are u getting rid of the despair of many people and it can come in many forms. uh want to thank the transportation presentation because it offered clarity for all of us and I'm glad to know that we're doing our diligence to do what we can to to uh be good stewards for the taxpayers and also to make it a it seems a more welcoming environment for the workers because they have uh the support of the district knowing that they have equipment and things that are not going to necessarily present more problems for themselves. Uh also want to thank the uh presentation for literacy and using
088a very uh specific term uh I appreciate the cohesion uh if you understand what I'm saying that that um that's education term but the idea the idea is I can see now the cohesion that you're bringing into this and that wasn't necessarily clear but I can see it now. So it's a good thing that's wonderful thing. So um thank you Jacket for giving us uh more uh insight on the house bill 4416 is in here. I want to look forward look forward to reading more about that and uh yeah so that's my 39 cents inflation corrected. >> Go ahead. >> Thanks. Um wanted to start out first with the students we saw tonight was a wonderful evening. Um I had the unique opportunity to have my oldest started at Fabian uh when it opened when
089she was in kindergarten. and to see the amazing things that that school has grown since those times. So, the student council, I was involved in the PTO during those years, but to see how much more that they do now, it's cool for me to be able to see that. Not everyone gets to see the growth of a new school and it's not new anymore, but uh that that was really uh special to me tonight to see all those special things that they have done for our community and and outside our community um for other students um across the world. Um, also want to thank our presenters tonight for the information they share with us. Everything that you you bring to us is important and it's good to know and and food for thought and like
090the entire picture of what our district is doing. So, thank you for your time putting those together. Uh, Dan and I did have an intergovernmental task force meeting that we attended and learned a little bit more about some of the things with our um, Geneva partners that are happening and um, things that uh, Dr. Barrett is working through with them right now. So, that was a good meeting. Um, we also had a GA meeting which we'll talk a little bit more about in close session. Um, that was a very productive meeting that we had last week. So, uh, I think that's all I have want to share. Thank you. >> Very good. Thank you, Molly. >> I really don't have anything to add that hasn't already been said. I really enjoyed our presentations tonight. I
091took note of our the service our students are providing inside of our schools, in our community, neighboring communities, school in Minnesota, communities in Africa, like pretty amazing. So, I just a big shout out to our students and those who lead them to be motivated to do that, to find excitement and to take joy. Dan nudged me when the students were taking their photos. the the Fabian Student Council and the grins were just they were so one little one was just like as big as he could grinning and I think that's a testament to our community and um instilling that within our students which I think is pretty phenomenal. Um but to echo everybody else in the presentations um Dr. law, what you um shared, you know, and what Gallagher was able to help us see
092and, you know, strategies to implement more equity and fairness to our our uh employees and to the negotiations that sound like it going well. Um really exciting stuff to hear. So, thank you to everyone. >> Yeah, I really don't have anything much to add to what everyone else said. They said it much better than I ever could. Um the only thing I have to add is uh good luck to our students this week and their testing. It's true. I wait till last because then there's nothing left to say. I can hardly wait to hear what student gets to sing Mr. Cellophane in the musical, which I will look forward to. And as usual, we have a lot of students doing a really wonderful job. And to say the negotiations have gone well be an understatement.
093It's a pleasure to see you out here this time. Some new faces and of course our standard face as well. But she's she she might as well get on the board, I think. In any case, um the the next item on the agenda is notices and announcements. There's nothing there. And that leaves us at executive session, which is where we throw you out. So, we will we will look forward to the next time we meet. Actually, if you want to stay, I'll read the executive session thing, which is a real thrill, >> real joy. >> Yes. >> Take care. >> So, I will just charge ahead for a second here. executive session to consider matters pertaining to collective negotiating matters between the public body and its employees and their representatives or deliberations concerning the salary
094schedules for one or more classes of employees. appointment, employment, compensation, or discipline, performance, or dismissal or of specific individuals who serve as independent contractors in a park, recreational, or educational setting, or specific volunteers of the public body or legal council for the public body, including hearing testimony on a complaint lodged against uh an employee, specific individual who serves as an independent contractor in a park, recreational, or educational setting, or a volunteer of the public body, or against legal counsel uh for the public body to determine its validity. However, a meeting to consider an increase in compensation of a specific employee that is subject to the local government wage increase transparency act may not be closed and must be open to the public and posted and held in accordance with the act the setting of price
095for the sale or lease of property owned by the public body. And that's it. So, we need uh to go into executive session. I think we'll just start with a break first if anybody wants to take a few minute break. Nobody needs to. >> I think we need a motion. >> I'll make Oh, sorry. >> We We do that, but I I was just going to determine whether we need a break or not. >> Oh, >> or or can we just go ahead? >> I'll take a quick break, too, please. >> All right. Well, then let's uh we can you can all take your break and then we'll go into executive session. >> I'll make a motion to go into executive session. >> Okay. >> Second, >> if you insist. >> Yeah, it's fine. I
096>> I I >> I >> All right