001Welcome everyone. This is the regular meeting for Monday, January 13, 2025 of Geneva School Board. And I'd like to begin calling order with a roll call. Bonnie, could you please? >> here. >> Okay, welcome to you all. See, it's always nice to see such a large audience. The uh we'll go directly to the pledge which I will lead. Flag is in the corner. There is an attendance sheet in the lobby if you care to sign in. Item two, approval of minutes for the regular session and the executive session. I guess we'll split those off because I'll ask the question each time. Bonnie, did you receive any corrections for the regular session? Okay. Are there any corrections to the regular session at this time? Okay. A motion to approve, please. >> So moved. >> Second. I
002I no I'm saying sorry wasn't there >> I I >> I Okay for the executive session there were a couple corrections as was mentioned Paul noted his absence at that time and the month was corrected so any other corrections to the executive session? Hearing none. I'd like a motion to approve those minutes. >> So move. >> Second. >> Abstain. >> I I >> I thank you. Item three, recognition, awards, presentations, and public hearing. Item one of fiscal year 20254, annual financial report and annual comprehensive financial report. >> T our auditor, Scott Denser from Whipley. Uh he is our lead auditor, has been with the district for quite a long time. Uh very versed in our finances and he's here tonight to present to the board of education. Yes. Uh good evening. Thanks for having me.
003I'll uh briefly go over the um act and highlight some points. So please, if anybody has any questions along the way, I'm here to answer them as best I can. If not, I can always get back to you. Uh but um let's just start off right away. again that the uh the district did take the time and did the best practice of putting the ACT for together again for uh fiscal year 2024. So uh and they did win the and this is something the ACT has been doing for quite a long time and it's above and beyond uh you know the normal the regulatory the regular regulatory requirements that you you have to have to abide by. So um when we look back um at the last year's act for was submitted to Asbo International
004uh for the certificate of excellence in financial reporting. The district did receive uh the the the award. Uh I believe um Todd will submit again this year and we believe it this year's report meets all the applicable requirements. There's new stuff, new standards every year that we tweak to reports and that we got to keep keep up on. I just want to say this is a this is award an award in financial reporting. So uh it just means that the uh the act contains all the appropriate schedules statements uh the accounting basis is correct. Uh all applicable book as governmental accounting standards are accounting for uh it doesn't take into account any financial performance budgetary performance doesn't look at that. It's just strictly how you report. So again, I believe that that that this year's
005report does meet all the requirements. Again, when when we submit, starting on page one, uh I just want to go over the opinion a little bit. Page one's the first first page in the financial section. We we issued an unmodified opinion, otherwise known as a clean opinion. basically means we believe these financial statements fairly fairly represent all the material transactions that happen during the year and are accounted for in these financial statements and there's no material adjustments that should be made to them. Uh that that opinion covers the covers the basic financial statements in the front of reports and then notes to the financial statements and some of the RSI. It does not cover some the audited or the statistical section. A lot of that comes from different sources. A lot of it's derived from
006audited financial statements, but uh the audit the the we don't audit that statistical section per se. Uh and we do have it in relation to opinion on the uh on the individual fund and combining statements in the back of the financial section. So uh so we did it's a standard report issued the highest level of report you can get the best one. No modifications or qualifications to the report. Any questions so far? Just want to briefly touch on page 14 and 15 of the financial statements. These are what are considered the governmentwide financial statements. These statements not only take in all the funds of the of the the school district but also include capital assets and all related debt and related deferred outflows and inflows related to pensions, opeds. So everything that has a pretty
007much a financial effect here are sort of squeezed in to these financial statements. They were designed to sort of report like how a business does. They take into account depreciation and that kind of stuff, expense like that. So, uh, the district ended the year with a a net position, which is basically equity of almost 54 million, $53.9 million positive net position. That's really good, if you can believe it or not, a lot of school districts in Illinois when we put these schedules together could have a negative net position related to how much uh debt load they're carrying, uh, the age of the buildings, pension, other stuff. So, uh, it's, uh, it's it's definitely, uh, a good sign when you have a positive position. I'll talk about that a little bit later when we get to
008the back of the into the stats section a little bit. Um, page 18 shows the the income statement for all the governmental funds of the of the school district. general fund will encompass the ED fund on and M working cash toward four sort of combined together. Uh and then across all funds we had a a loss a net loss of about 1 point uh almost $2 million net loss across all funds but when I was looking at the report that included about $10 million in capital projects out of the capital projects fund uh that's a sort of a nonoperating fund I would say. So, if you take out that, we'd have we had a net income. The district did end up June 30, 2024 with a fund balance of um $82 million. Uh and that
009that uh and that when I do a ratio on it, we always look at ratios and stuff and the fund balance to expenditure ratio is about 56 56%. Almost 57%. So, that's a pretty healthy fund balance uh definitely at the end of the year. So, I think you're in, you know, you're in good good financial position shape. Um, right now, you know, $82 million fund balance on about $145 million of uh expenditures across the funds gets about 56 uh fund balance. Just want to say that June is always a pretty high month for cash and fund balance uh because you get the yearly taxes coming. You haven't spent those will spend down. uh you know July, August time until you get the second installment. Revenues don't come in monthly evenly. Uh so June does usually
010present a uh a good a high high high month. I just want to highlight some of the the debt note on page 33. The district ended the year with about $86 million worth of bonded debt. Uh I think they made princ principal payments for about 9.7 million uh dollars. So the district continues to pay down uh it's bonded debt. And I was looking you got looks like you have seven more years on the retirement schedule of about $14 million principal and interest per year until that current bonded debt um is um is um paid off. Uh this chart on page 33 also includes the district's portion of net pension and net oped liabilities. Um just want to point out the the portion for the TRS uh net pension liability of $3.6 million and then the
011net op liability THIS is about $11 million. Those are only partial amounts of the total liability related to the certified staff of the district. There's a state portion uh that's that could be that's uh shown back in the required supplemental information uh that that shows the state portion u of of the of the liabilities. So those are only uh sort of your current uh portion of those pension liabilities. uh the the state portion especially for TRS is much greater for people that are interested. I always I always bring it up because I find it sort of interesting that the RSI related to the pension information starts on page 57 and goes for about 10 pages. Covers IMRF, TRS, THIS, OPE and the district OPED plan. So it gives 10-year data over the last decade or
012so. TRS has been continually funded right around 40%. Uh IMRF is well funded or funded better. Uh it's funded at about 89% uh as of last year last well last December of 2023. They run an actuarial on a calendar year basis for IMR. When you get back to the uh I just want to touch on when the first stat table. It's the first stat table after the statistical section tab page 95 and 96. One of the good things about putting together the ACT for is that we do have this historical data and it shows trends and this is trends the governmentwide trends of the net position and as you can see starting in 2018 it has continually improved. That means the health the overall health of the district has improved. Part of that has been
013paying down debt. uh part of it, you know, paying, you know, part of it has to do with the pension liabilities, that kind of stuff, but overall it has been improving. 2018 it, if you notice, it went way down. It went 32 to 32 positive to 31 negative. That was that was due to a a governmental accounting board standards that was implemented related to other uh postemployment benefits. That was a ths this got entered that year and took a big hit to that went went on the governmentwide financial statements that's why it dropped there and but it's been continually improving so that means you know overall you're you're you know the health is improving um that that being said everybody I think knows we are in some trying times uh right now and there's things
014to look at in the future any for instance any er funding that you've gotten in the past few years that is gone. It's dried up. That's no more. So, you won't get any of that excess funding for any of those type of projects. You know, inflation was here and was high and it stayed and the prices sort of got reset. So, costs have definitely you've seen that costs have definitely uh increased over the past several years and I see a little bit of a different swing. Uh right now, you know, districts are really concerned moving forward. It was even at the start of COVID, those years were good for a lot of districts because expenses went down and revenues, excess revenues came in to the district. But now we're seeing the seeing that it sort
015of swing the other way and there's going to be some uh some some some headwinds coming. But like I mentioned before, I believe the district is in a good, you know, financial place. I don't have any comparisons to neighboring districts that would be you do have some neighbors right around here that are similar in size and scope and do the same type of thing. So that way we to see exactly where you were at that might be a good exercise for you to do. Um in addition to the acter we will submit we did prepare the an the annual financial report as required by ISB. We will submit that through IWAS later this week. Uh I usually do them at the end of the week. I do all the ones we get done. Uh so
016we'll uh file that with ISB. So the regulatory requirement with the AFR um will be done. Um then is there any other questions? Any questions related to the financial statements or the results? Just want to thank uh Todd and Adrian especially putting this together. There's a lot of work. There's a lot of information. It comes from a lot of different sources and it's extremely comprehensive and labor intensive to to get it to, you know, to put it together. But again, you guys follow in financial reporting practices, you know, this is the the highest standard that you can, you know, that you can report to the public and your uh constituents. Thank you very much. If there are no other questions. All right. We'll be approving this later in the meeting in the pending action section.
017So, thank you very much, Scott. >> Thank you for having me. >> Thanks, Scott. >> Okay, number two, the preliminary technology capital plan. Something that I know you all have a lot of familiar with given what just took place, but we have a a somewhat summarized report coming forward, I believe. Okay, thanks for the time this this evening. Uh and thanks again to the uh members of the technology task force who have worked with us about to see uh before I get into the uh the actual capital plan I wanted to make sure that we spoke to our um information systems updates here when it comes to our business system and our student system. Um these are the two systems that really are the foundational items uh for operations in the school district. Right. On
018the business system side, we have our uh HR office uh team. That's their primary uh system of of work as well as our business office here. So all of payroll, finance, uh accounts payable, all that's done through that system. Uh we are migrating to a new version of the vendor's platform, our current vendor. Um, and that is planned for spring break here for that to to happen. Ultimately, we're going to get gains in our platform. It's going to be much more modern look and feel. Uh, it's going to have better security and uh, features that we can ultimately leverage uh, down the road. Uh, we also know that when it comes to our impact here, we think for the majority of of employees, this is going to be a relatively minimal impact. uh as most
019employees are using this to check uh time off or payroll uh paycheck history, things of that nature. Um the groups that uh will be impacted most certainly our school main offices, our HR and business office teams as well as tech as we're currently doing the work right now to uh get trained on this new version of the system and do the work that's necessary to help make sure that we have a a seamless migration to this new version of the product. Um and so far that that I think is going uh really well. Uh so we're on track for that. When it comes to our student system, uh this is really the foundational system for all of our teachers, our main offices, uh to track attendance, grade reporting, behavior, all of that is happening in
020that student system. So it's core for um many different operations in the district and its data is used to support many more applications uh that we use beyond that one system. Um we did an RFI or request for um information process last school year with a a committee of uh of folks representing K12 to look at um four major SIS providers in the uh Chicagoland area or Illinois in general. uh and we ultimately uh landed on two finalists that we brought forward for uh a more in-depth review and evaluation this school year where we have roughly 40 uh staff members involved at um different levels uh in this review process. Ultimately um we we do believe that a change in SIS system is most likely going to be the outcome uh recommendation here but again
021that will be up to the committee to help work through and and make a determination on um if we were to make a recommendation to purchase a new SIS system that would be looking to implement a go live in uh school year um giving us a roughly a year to implement uh the data conversion migration and start the training training process to get onboarded to that that new system. Um uh that would be the year$1 dollars. Correct. Yep. Um and when it comes to impact, um we definitely recognize that this is the one that's going to impact most of our employees, uh especially those that work with any anyone related to students. uh this would impact as it's the system that they would use to look up student information, contact information or such. Uh when
022it comes to benefit, uh we're certainly going to pick up uh some new capabilities or greater efficiencies in this new new program um and hopefully get some additional benefits in terms of integrations with third party and reporting >> when Yep. Absolutely. >> Mike, I'm sorry. I forgot to ask one question during the finance committee >> on the business system for our parents and myself included uh in front of us we see pushcoin as one of is that does that get migrated to or is that going to be changed or anything or is that all the same? >> Yeah. No, Pushcoin's unchanged as we would consider that more of a third party um supplemental to the business system. This would be um uh kind of the main system that would feed into that. Yeah. Any other
023questions? Yeah. >> You spoke of um um inefficiencies or efficiencies that were can you specify what those are because I I know it's generalities but can you give us some ideas of what what you mean by inefficiencies to justify you know some of these things that you're talking about? >> Yeah, absolutely. So, one of the biggest areas I think that we're looking at as this review team is in the scheduling area. Looking at how uh we can see, you know, graphically what a schedule might look like for students across the board when you're a middle school or high school trying to understand what conflicts are. These systems potentially give us greater insight into where those conflicts may be, which could significantly save some time in preparation here. So, we have that capability uh potentially with
024these systems. Yeah. So the current system cannot do what you're what you're describing. Is that what you're saying? >> Not as eloquently as some of the newer systems. Correct. >> Eloquently, I'm sorry. >> Yeah. >> Just to see what an impact uh might look like by placing that section from period 2 to period 4, for example. Uh seeing what the impact is in terms of the number of conflicts that students might have. um looking at certainly uh some other classes that are tougher to schedule as well. We're able to do those in in this type of system that we're not able to do in our current system. Do do you think it's also fair to say, Mike, um probably several there there are a lot of small ways where the current system it's it's just
025an older system. >> Yeah. >> So it works like a system like that worked, you know, 15 or 20 years ago. It was the same system when I first came to the district. And so there's some things that might now in this system for a teacher or for a secretary take 20 clicks and you need to know how to go here and how to go here and how to go here and then hopefully you know somebody who knows how to run one of those reports and the new system will be you know to Mike's point much more intuitive much more like a much more modern interface um and a lot easier for some of those daily things even like teachers who take attendance and some of that kind of stuff. Does that sound right? >>
026Yeah. And I think another area if I could when it comes to integrations with third parties, I think we're going to see a benefit uh with either of the systems we're looking at over the current system. Uh one example of that is when it comes to state reporting. uh both of the systems that we're looking at in this process support uh a web-based uh submission or u more of an automated submission process whereas today there's a lot of manual intervention and downloading prepare files and and submitting those as well. So um that's just an example where you know they're basically leveraging more modern techniques to get the data across. >> I have one more question sorry. >> Yeah. So uh are these efficiencies or or I should say enhancements are they how you say um
027uh is there AI involved with in terms of make helping the workflow to increase? I mean I'm just saying in a sense that that's where we are right now even with you know Microsoft Word. I mean you has AI capabilities. So, are those some of the enhancements that are part of the new system or not? >> Uh, yes, we've actually seen some of that demonstrated in some of our review process today. Um, and I will say in terms of, uh, to Dr. Barrett's point previously, the system we're using today, um, and we mentioned this during finance committee, but we implemented back in 2006 07 and several years ago it was acquired by another company. Um and really since that point in time, uh development in terms of new capabilities, new features, new experience really has
028not happened. Um and so where is the greater likelihood that we're going to be able to leverage that sort of technology advances? It's going to be in a newer system, not what we're using today. That great point. Any other questions when it comes to to these? And again, if there is this committee is looking at this, they're asking those questions, too, in terms of what's what what can we do today or not be able to do today that we would be able to do in in either of these systems and really try and determine if a recommendation to move forward with a new system um does make sense for the district. And if it does, we would certainly come to the board uh for discussion on that topic. Okay, when it comes to our capital
029plan projects, uh this is a slide I shared with you all last school year as we were planning for the 24-25 capital plan. Uh you can see 2026 here in red. Uh these are the three um network infrastructure related projects that we're looking at for the 2526 school year. This includes uh replacing our wireless access point infrastructure in our middle schools and high school. Um as well as completing year three of three for our structured cabling and ultimately the underlying cables that connect the wireless infrastructure to our our backbone if you will. Um that'll complete the cabling project. And then lastly, our current uh firewall appliance uh appliances um which are really kind of the core uh cyber security, you know, layer that we have in place today. Uh those are expiring here. Our our
030current uh services expiring in July of 25 and so we are looking at uh replacement and upgrade of that equipment uh and services here as part of this this plan. Um in the 2425 cap plan, we also included um wireless switch infrastructure um replacements and this is across the district. Any switch that's ultimately supporting the wireless infrastructure would be one that we'd be looking to upgrade uh again to leverage some of the greater uh bandwidth and throughput that we can get with uh today's modern wireless uh technology. And um as we look at future years, we're still looking at um really what we what we projected uh last year. We haven't made any fundamental change here. We're still looking at completing uh our our uh wireless access point uh upgrades in the 2027 uh school
031year. um as well as looking at um additional network switch infrastructure for all of the other switches in our network um that support wired connectivity and and ultimately our core network here in the next couple of years beyond that. When we look at uh the the plans in total broken down by fund here um we can see that the ed fund uh that's the one where we have um really studentf facing or staff facing uh initiatives here uh that they'll use and interact with on a regular basis. Uh under the devices category we have our student devices for um grades one, five and nine. That's part of our our typical uh annual uh process. Next year, we would be looking at kindergarten to that list of of grade levels. It's part of that four-year rotation
032for kindergarten devices. Um, when it comes to our our proactive uh upgrades here, when it comes to projectors, we're looking at two elementary schools uh for this summer to have their projector technology upgraded. Um, school identified needs. We're we're working with principles to identify technology related capital needs that they may have in their school that they're thinking about or their staff has brought to their attention. Uh and we're we're trying to incorporate as much of those as we can into into the plan. our SIS system if applicable, if it is a recommendation. Uh we're including the year one costs associated with software licensing, support, implementation services, all of those types of costs as part of that year one um projection. Um when it comes to cyber security beyond uh the firewall here, we're even looking
033at additional projects here to enhance our cyber security uh practices. Um, we did also submit for uh participation in the FCC's cyber security pilot program. This is uh new. U this was the first time something like this has been considered. Um when we look at the numbers uh the FCC I believe was was committing about $200 million over a three-year period for this program. Um I think the number was three billion or it was in the billions of dollars of what was submitted for um applications to to to basically get those funds as part of the uh the project here. So uh we have not had any kind of determination made yet on on our application and so we'll we'll kind of keep you posted if we uh are selected and move forward in that
034process. uh it would be very similar to the - process in terms of how we would go about procuring uh and and getting reimbursed for expenses related to that. Uh and then the last item here in the ad fund uh category is the the digitization of student records. So the paper records that we're maintaining uh in in our filing cabinets and schools uh we are looking to digitize that uh much like we did last year with our special education records. Um there's significant gains for doing that. Number one, it's much easier to search and find records and ultimately share those as we need to when when record requests come up. Um also, it makes it more efficient in terms of disposal of documents when their timeline has hit uh to be disposed of. Um not
035to mention the physical space that we're saving um by being able to move these filing cabinets out of the the locations they're in today. um and the kind of peace of mind that we're achieving by digitizing these records uh to mitigate the loss of risk of of fire or some other uh disaster like that. Um question yeah absolutely just it may be just kind of minutia. So when you when you're digitizing these files are they going to be stored as a compressed file like a zip file? I mean, are they are they going to be the actual onetoone correspondence? H how is that? I mean, I just when you say it's saving space, I get that part. Yeah. >> But saving space in terms of memory and all that. Is that part of the scheme?
036>> Yeah. So, we use a uh an online system uh to store all of that. And ultimately those get scanned in as really images. So, basically PDFs if you will of all of those records. Um but the technology we're using supports um character recognition. So we can do search on those uh you know textual searches for that. So we can look up students it will uh or or any part of a record that's on that document. Um we can also apply additional properties to our documents things like the last date the student was enrolled uh what graduation year they were and that will help us with that sort of more efficient disposal of records so that when the time has come for those to be disposed of we're able to to find that and dispose
037of them. Yeah, really good question. Um, and we did see significant benefit in the uh special education records in terms of time to find records and gather them. Uh, that's been a a great uh outcome of that project last year. >> That just got my got me to thinking back in the day. I don't know how it is now, Andy, but do they still have to do uh Medicare docu Medicaid documentation? So, how are those documents going to be integrated with that? Is that a separate system when they have to do the documentation for Medicaid uh purposes? >> Yeah. So, you can think of um the system we're moving to is really just the we're treating it like the digital representation of the old filing cabinet. So we're still going to be using um third
038party systems do our reporting and gathering of data but anything that we want to preserve ultimately as a record that we required to do as either a temporary or permanent record uh just like we would have filed that away in the filing cabinet we're digitally filing that now in that system. So those records may be part of that or may not right depends on what it is. Yep. Yep. Yep. I had a quick question about um you said next year or next cycle we'll be changing kindergarten devices back in. Have we considered um different options than a laptop for some of our youngest and smallest learners who sometimes struggle with carrying laptops? I don't know if the committee has discussed that or if you guys hear that as feedback from from more than you know
039a couple parents that I've heard that from. But I just know like the the pure weight of the laptop the same that our >> high schoolers are carrying as what our little guys are carrying as well. >> Yeah, I I mean I'm I'm not hearing as much um feedback when it comes to the you know the the carrying of the device back and forth. I know we've had some that have shared that um over time. Um, I will say really prior to COVID, we used to have iPads in uh those in the K1 uh classrooms. Um, and we had conversations with our tech committee uh, you know, several years ago about what that technology might might look like or should look like and and what's the device that's appropriate for those grade levels. And ultimately,
040we did land on the laptop being the form factor um of of use. Districts solve that problem in many different ways. Some are using Chromebooks at that grade level, some are using iPads. It's it's a combination or mixture thereof. But ultimately, what I think we're finding is that um students are finding success with the laptop form factor. Um and they're able to use that device, that Windows laptop, which also then prepares them for additional grade levels beyond kindergarten. Um, so I think at this point it's been um something that has been been working but um has not recently been a topic that's been brought up as a a need to look at. >> Okay. Yeah. Good to know. >> Yeah. Okay. On the O andM fund, I uh mentioned that in the the previous slide
041where we talked about that uh that work. And again, all of these um projects here are eligible. And again, that means that we're um eligible for potentially 40% reimbursement of the costs of eligible items that are there. Um so it may not be the total cost of all those projects, but a a good portion of those costs were eligible for re reimbursement on. So when it comes to dollars here, uh on the ed fund, we're looking at just under uh 1.4 million for um the equipment that's listed in and services that are listed in those bulleted areas for the ED fund. On the O andM fund, we're looking at just over $800,000 uh for a total technology cap plan of 2.2 uh million potential offsets here. Um we have ED fund offsets which include primarily
042student fees as part of the uh the enrollment process that we have. Um but additionally we have grant funding that we were u awarded that is included in that number as well. Um on the O andM side, that number uh roughly 212 uh,000 is uh kind of our our best estimate at this point in terms of what ear rate might look like uh for reimbursement. We'll know more specifically what that number is going to look like as we get proposals in and see what the actual numbers are for the projects associated with that work. Ultimately, the net uh impact here or the net potential budget would be about 1.75 million uh for the 2526 school year. Last year, I gave you these projections and you can see the 2026 school year here highlighted. You can
043see that that number uh the gray line number was just below uh $2 million. Uh when we looked at the uh the figures for this year and prepared what that would look like, uh we actually jumped just above that $2 million mark in total. Um as I mentioned in finance committee, there there's a project that um does really account for that shift most specifically. Um that's our firewall project. uh costs for that ser those services um have changed significantly from when we purchased that equipment last in 2020. Um we had heard from other districts that those costs have increased uh significantly and um our budget numbers are telling that story as well. The real proof will be in what we get back in terms of proposals here later this month uh as part of our
044or actually early next month as part of our uh e- rate process when we're asking for proposals on that equipment. So we'll know more what that's going to look like in just a few weeks. Uh I still do feel pretty confident in our projections going out. Um certainly the the closer years I feel more confident in, but ultimately um I think they're going to be similar to what you're seeing here. Uh any additional questions, thoughts, concerns? >> Yeah, sorry about the >> No, you're good. >> So, uh >> anything? Yeah. >> So, you were saying the older system is about 2006. Is that correct? the the SIS system >> system is that correct? >> Yeah, it went into place 2006 2007 school year if I remember correctly. >> So, and it may not be too
045technical. So, 2006 we weren't talking about 64bit uh computing. Uh so, now it's 32 I mean um 32-bit was back back in 2006. So, so is there any potential data loss going transition from say 32-bit uh computing to 64-bit with what you have in the current system to the new system? >> Yeah, I don't believe so. um we are the the basically the underlying technology for the system is a modern uh database system and so um we're we're working with that quite often and I would think that there's uh very minimal risk of of data loss uh moving from that modern system if we were moving from um a proprietary database uh system or um as I've done in my my past more of a mainframe based system um I'd have potential greater concerns for
046that But um I think we're moving more of like to like in terms of database technology. So I don't foresee that happening as much. Anyone else have a question? Mike, thank you very much and thanks for your good response to some good questions. Appreciate it. >> You're welcome. Uh, next item is the annual English language learners presentation. Shanet Sims is making her way to the podium. Welcome, Shanette. >> Thank you very much. >> While Shaet, while Shaunet's getting ready here, I'll just share uh quickly um thanks to her for for doing this. this is an annual presentation where uh you know she can provide us with kind of the some of the nuts and bolts behind our ELLL services here in the district and then um we'll have an opportunity we were just talking today
047to follow this up um with a couple other presentations hopefully this year um you know with some teachers and students representing uh you know this population as well. So, oh, that's a nice picture. >> Yeah, sorry. I did do it. Boot me out. >> Thought I was in. >> If you only knew someone who had some technology expertise. >> Grady standing right next to He only knows main frames. >> That's right. >> Yeah. >> Brings back the days. >> Okay. Wait. I have to F7 Windows P. >> Is that anybody we should know? >> I don't know. I broke it. No, I have nothing on my screen. My screen is black. Thanks. Thank you. That would have been terrible. All right. Sorry about that. Um yeah, so actually it's been two years since we've um
048shared just kind of some basics on our ELLL programming here in Geneva and there has certainly been some things that have happened in that interim year since we've shared and as Dr. Barrett shared there's um a couple other presentations we'll follow up with um that will have students involved in you know kind of sharing what their experiences are with some of our programming that falls under this umbrella. So as you may recall um you know all of our ELLL services start with eligibility and that's really triggered by the home language survey that the family fills out upon um enrollment in our district. Um it asks a couple of questions. you know what language other than English is spoken in the home and what other language in the home is spoken by the student. Um and
049so if you answer yes to either of those questions then you are screened. Um, sometimes we have conversations because what we'll find out is when we make the call about getting a screening, you know, we might have a parent say, "Oh, no, I took like four years of French in college." But we don't speak it at home, which is wonderful, but we just, you know, want to clarify that because one of the pieces of eligibility that um, we run into sometimes is once you are eligible, you are eligible. So even if within the state of Illinois if you move from one district to another you know we may have a student enroll that says no no but when we run our report we will see that no in fact they are eligible for services and
050they were eligible in their previous school district but they were kind of hoping that you know not to have them um and we'll get into why sometimes they there is that uh desire not to have services. So once they are found eligible based on that home language survey they are screened. um screening happens uh with one particular assessment um in kindergarten, kindergarten and the first um semester of uh first grade and that's only speaking and listening. It's the only things that are assessed um after that first semester in kinderg through 12th grade then they are assessed in all four domains reading, writing, speaking and listening. Um so if they have been previous previously screened we do not rescreen students that screening score is what um we go by and again that is in that student
051information system and I and the I was with the state board. So again, that's in their record on I was um so we can look that information up in their CIS data, not related necessarily to what Mike was saying with CIS, but with the state. Um and part of that, I think what he was talking about was how all these things will integrate, which will make it all um much easier to identify students. Um at the beginning of the year, we have 30 days to to screen a student if they start with us, you know, in that August date. If however a student were to start today, we have 14 days after the school year starts to screen a student who comes into our district. And the rational behind that is we just want to
052make sure that we capture those students or we're providing them service for which they may be eligible. Uh the support we continue to offer the same support. You may recall however um two years ago when we came and shared this information we had added um a what we call a TBE program to Geneva High School. Um so there are two programs. There's the transitional program of instruction which is but people mainly think of that as like the old like ESL. Um students may come out for a short um burst of support or the teacher may push in. Uh really the requirement under that is that you make sure that um you're covering kind of that uh native culture and history. So we want to make sure that that's not lost while they're learning English. Um
053in our district we have at the elementary level our staff kind of split buildings other than Harrison and then we have staff really we've metriculated up through those secondary levels. So we have staff at both middle schools and the high schools and I'll get into that in just a second. The other type of program is the TBE, which is that transitional bilingual program. That is for pro um languages in one site where you have 20 students or more. So that's why Harrison and the high school, they each have more than 20 students that speak Spanish. So you have a we have a Spanish bilingual program. Um there are districts that you know have other languages. our next closest language I will get to. Um it would take us several years to get to that 20
054at the you know just the rate that we've had of those other languages. Um so again since we last spoke we now have that at the high school and the high school actually uh we went from one full-time teacher to two full-time teachers to support the numbers at the high school. Um so that's been we've seen growth in that area. if they are in that TBE program, not only do we have to cover that, you know, native history and culture, but there are also specific Spanish language arts standards that need to be taught to the students. Um, right now the state only has that for Spanish as that is the most prevalent um language, but that's also part of what has to be done. Um, that too can be a part or part or full-time
055kind of um support system. Um, it can be pushin, pull out. Uh, it is to be language specific. We are very fortunate here um in Geneva that we have teachers that are certified and speak the language. Um so I feel very fortunate uh for that. There is definitely um a shortage of ELLL teachers and um in particular shortage in um particular languages where they're just not able to find uh teachers. I know you know Dr. Barrett had shared that um not only for ELLL supports but some other things that might be happening with um you know world language participation um I mean there's conversation of like going to other countries and recruiting teachers to come and teach and fill those voids. So again we feel very fortunate that we have the staff that we do.
056On top of that we're also fortunate to have um instructional assistants that speak Spanish that are supporting students at both the high school and Harrison. So that's been nice. The other role that they serve is they're supporting our families at those two schools because you know if for those parents we want them to be able to talk to somebody that you know um they can ask their questions of seek support from um and also the other side of that is we want to encourage them to you know come to all of our school events and be present. So and they have the same desire to be present and support their um children's learning. Uh so just to kind of give an idea um currently we have 469 speakers of a language other than English. So
057again when you look at that home language survey that's the number of families that when serving filling out that survey that either the student or in the home there was a language other than English spoken. So that's the number of students that would have been screened upon enrollment. Uh this year we have 154 eligible students for services. that represents the 47 languages on the home language survey. Um, Spanish is our top language in Geneva. We have 246 students uh who speak Spanish as their um native or heritage language. Uh the next would be uh Russian which is 16 students but again remember they have to be in one site those they're scattered K through 12. Uh we have 14 students that speak Polish, 12 that speak um Ukrainian, 10 Italian, 10 Mandarin, 10 Vietnamese, nine
058that speak German, and the last group that all encompass eight students. So as I said that it would take a significant growth in some of these other languages for us to have um that TBE program where there's 20 or more. Uh the grade distribution K5 or preschool actually through fifth grade, we have 187 students that are receiving services. We have 94 at the middle school and 196 at the high school. So again, that's where they've just metriculated through our system um and are getting, you know, those additional supports. There are 14 students in terms of eligibility. There are 14 students eligible at our Geneva Early Learning Program. There are two of our teachers that are ESL um endorsed and certified. Um so they are able to, you know, wear both of those hats. We have
059two students at Fabian, nine at H Heartland, 50 students at Harrison. And you remember Harrison not only has like their own program for students, but then we house the district bilingual program. And so while the majority of those students reside within the Harrison Street School boundary, it's also open to all students in our elementary and we have several that come from some of our other elementary schools in the district to attend the bilingual program. Um, there are 12 students at Mil Creek, seven at Western, seven at Williamsburg, 15 at North, and six at South. And you may recall a couple years ago when we came, we decided we were going to start growing the numbers at South. Um, a student who enrolls who speaks a language other than Spanish, you know, we're placing them at
060South to grow numbers. and students who um for Spanish who are screened who don't need significant services, we're moving them to South as well. Um because North does have the Spanish bilingual program and so for those students who need that um support, they'll stay at North. And then at the high school, we currently have um 32 students that are receiving services. Um, one of the reasons when I mentioned that sometimes when families um enroll in our district, they may leave that off that they're uh eligible for service is because of the access test. So, every January we kick off with um the access test that will evaluate students um acquisition of the four domains um speaking, reading, writing, listening. Um all eligible students must take the access. So for other tests, you know, a parent
061could opt out or they can say, "My student's not going to take that." Um because they're pro uh because there's been a history of students being underserved in this area. Um if you are eligible for services, you are to sit for this test. So we have students who don't receive services, who never receive services because parents refused um who still we pull for this assessment. Um students need a composite score of 4.8 in those four domains. And at that point they are then considered exited from services and they've um achieved enough language to be successful. Now um there's like it goes to level six. That's actually like I mean that's not six. So they still have room to grow. They still need support even if they get that 4.8. So what happens then is those
062students remain on monitor for two to four years after they exit to ensure that any support they might still need is happening so that they hopefully will get to that 6.0 O level um and you know um sore uh some of this I covered uh this is just basically all the stuff that like um I guess as Andy would like to say the prefuncter stuff that has to happen around these these these programs and the funding that we receive. Um, so you know, it kicks off with our bilingual service plan, which is basically how are we programming for our students and are we doing so in a way that we are compliant with what is expected of us from the state that gets submitted annually. Um, along with that, they've rolled this into that consolidated
063district plan, which we come to you every fall with um to talk about, you know, kind of how we're going to start using our grant dollars. Um there are reports that have to be done just in terms of how are we spending the dollars and how are we supporting staff and students and families with the um expenditure of those funds. We want to make sure that you know um all of them are getting you know the benefit of it. One thing that is required is that our ELLL staff are required to attend two professional development trainings a year. One if you are a TBE program must be in that language standards area. So um that is something that we use those funds for. Uh again there's expenditure reports and you know um the idea that
064you know we then after we've spent it that way we then do a report called GATE where we you know kind of discuss how it was spent and the impact it had on students. And then the other piece that um we're quite proud of as a district is this progress to proficiency. This is a component of the school report card. um it does account for 5% of the overall um you know value of our school report card and compliments to our ELLL staff and the support of our coordinator um Duke um you know a student once they're identified they have five years to reach that 4.8 eight. If they don't, they just recalculate. But that is the goal is that within five years students are exiting. Um the you know is bec or the aster
065is because if a student was in that cycle in 2020 they were given an additional year because of what went on in that year. Um but that score from where they start to ending at 4.8 is 4.8 is individualized for each student and then again if they don't make it the target will reset within five years. um with a negative value. Um but our what we are proud of is of the 121 students last year that took the excess score or I'm sorry the 254 students that took the excess last year 121 of them um you know met closed that gap in their language acquisition and had that 4.8. So that's a 52% of our examinees are meeting that standard. So um we are quite proud of that. I the states was like 8%. So,
066um, so what's new since we spoke last? Um, couple things we're excited about. Uh, at Harrison in the TBE, so the self kind of the self-contained Spanish bilingual program, they are looking at some sp they've been trying to like translate everything and it's just such a lift that they're looking to see is there something that, you know, is already in Spanish produce that they can use um at the high school because we've seen a larger number of newcomer students. Uh newcomer student is a student who is coming to us, you know, with very little language acquisition. Usually there's a delay in schooling. Uh we've had a student, we have one student that came to the high school that had not been in school for um four years. Um so uh they are actually piloting a
067newcomer curriculum which is a two-year um course to help them you know acclimate not only to um you know school again but also to ensure that you know they have from you know kind of the introductory language to succeed all the way into the academic language and um coursework. So uh the other program that is going really well and I would welcome any of you to stop in if you have a moment. Uh, one of the things we noticed over the years was that, uh, many of our newcomer students were really struggling to come to Geneva High School and jump right into a math course. So, um, you know, there were conversations of, well, should they go to, you know, a program that quite frankly is was developed for our students eligible for special education
068services? And as we regularly say, you know, being multilingual is not a disability. So, we just need to ensure that we're, you know, meeting their needs where they're at. So, uh, we have a wonderful math teacher who when we were discussing this, um, was very excited. U, Mrs. Phil, Jen Th has taken that course on. And so, the Spanish speaking bilingual aid at the high school is in there with her to help with the language. Um, and the goal is to get these students where they're at ready for um, algebra 1A within a semester if possible, two semesters max if needed. This is a course students could retake. So, if a student gets to that algebra 1A, they're going to go to algebra, you know, or algebra algebra 1 part B, then that they could
069also get support. But, um, we are very proud of that program and Gentil is doing a remarkable job. Um, so what's next? Um so next month um Mrs. Gina Thomas will be here with some students to talk about the seal of by literacy program and the benefits students um feel that that brings to them and then um in March uh hopefully we will have um if you were here many of you were um a couple years ago when we were at one of the middle schools and we had students come and speak about their experience. Uh we hope to do that again to just have everyone hear um from the student perspective, you know, what their transition has been. So any questions? >> Microphone. >> I was going to say I I wasn't on the
070board two years ago, but I was at the middle school with that presentation. So I'm glad to see that that's coming back. That was really inspiring. >> Yes, it was. Yeah. And I would say that the talked to text program is not ready for prime time. >> Something was going on there. >> Usually it's really spot on today. >> Yeah, it was not as spot on today. >> It was pretty rough. >> Yeah, >> it was more like funny. >> Yeah. >> Not flying the plane with it. That's okay. That's a good thing. >> It's interesting, you know, to have that. We use these in classes and um you know, it's it's formal Spanish. I'm not sure what this is doing. Um, and so you know the students who are coming to us from other
071areas will tell us like that's not the right word or we don't know what that word is. I'm not sure what this is doing right here, but hey, where on the word this? So, um, thank you very much. >> I feel like you have it set for old English rather than >> I don't know what it's set for. >> Is it from Canterbury Tales? You >> maybe. >> And I was kind of hoping in two years when I get to hear this again, you'll have the bugs worked on. >> Yeah. Hopefully. Well, two years No. >> All right, Janette, thank you very much. >> Thank you. >> Um, I assume there are no other questions at this point. The next item is public comments. Do you want to say anything? >> Bonnie, has anybody asked
072you if they could say anything? The next item is legislative updates. Jackie? >> Yeah, just some procedural updates. Uh this time the lame deck session did start on January 4th. That was the session of the general assembly where the what were current uh elected officials were in session. Then the newly elected officials were sworn in last week. So they started the 104th general assembly starting to the process over again. We did get a summary of some of the bills that have um that were going through the lame duck session including one Senate Bill 457 that is um moving forward subject to appropriation and that has to do with uh regarding halal and kosher meals being offered in schools. So, this is something that was vetoed and the elected officials made some changes and now the
073governor um is moving forward if the if there's appropriations. So, that's good news. Um we talk about when bills are passed without the appropriation behind it and then how are we going to fund these things? So, that was one that did um is waiting. Uh our legislative digest did mention that uh there is a $3 billion deficit in the upcoming budget cycle. So, we'll see if this gets any appropriation. Uh, so we'll just kind of keep an eye out on what's happening with the new general. >> Jackie, next item is superintendent report. And >> yeah, thanks so much. Um, a couple things to touch base on. first just um you know we had a break there and now I think if you ask anybody feels like we've been back six months right like you get
074one week back and we're just right back rolling so um feel like we're right back at it and in a lot of ways that's that's great um and uh you know a lot of good things are happening the new semester obviously starting at Geneva High School and uh you know as we've talked about several times we're trying to keep track of and and watch how it's going with some of those semester long classes with our calendar that um right now is a little imbalanced. So, we're going to keep an eye on that this year and see how this works with the, you know, semester not being balanced. Um we're, you know, already thinking about and preparing that transition for our fifth and our eighth graders. I know our eighth graders and eighth grade parents have
075been spending some time at the high school just this last week already um trying to get ready for that big transition. We're looking at schedules uh for next year and I know Adam's already thinking about staffing considerations and some of those things we need to be thinking about. Um and we're getting to that midyear point where we're thinking about that progress on some of our strategic plan goals. I know we'll have an opportunity to talk uh some some of those kinds of things at our upcoming retreat. So I think a lot of good things are happening. Um, I also just wanted to say, uh, you know, I think everybody kind of knows this, but sometimes, you know, the work that goes on behind the scenes we don't always, um, think about. and just thank you
076for all the work that goes on on the part of our on&m staff at this time of year um with the weather and you know there's people here all the time so we can just come and have school and you know we sometimes don't think about that where you could have some folks who are here all day long keeping our building safe and clean and then all evening with all sorts of different activities and then we they're coming at 3 in the morning because we need salt or plowing or sidewalk shovel then um you know we can we can just come and have school because because of all those folks and so just want to say thank you uh to them at this time of year especially uh and then last um I just want
077to share this you've probably seen this quote before I think people have but I just feel like uh it's important to to to reference this um you've maybe seen this uh when Mr. Roger said, "You know, when I was a boy and I would see scary things, my mom would say, "Look for the helpers." Uh, sorry, I even practiced. Um, you're always going to find people who are helping. And, um, our community and our district experienced a tragedy over the break. Um, that's really heartbreaking. Um, and you know, we grieve with everyone touched by that loss. Uh, and when the world gets dark like that, you got to try to find the light. And, um, you know, I'm grateful for all the helpers. We saw a lot of them. Um, so many people reached out
078from, you know, city officials and neighbors and friends and people from the community. Um, and I think just some extra special thanks to the helpers of the uh, all the first responders in our community. um and all the staff in our district who uh just when they heard something had happened dropped everything and just said, "Tell me where you need me and when you need me and I'll and I'll be there." Um and we were able to help our staff and our kids who needed some help. So, um it's hard to go through things like that when that touches uh your school community, but also it's good to see the helpers. It's it's good to see the people who are there to step up um and help bring us together and help us find a
079little light. So, I just wanted to say thank you to all those folks. That's all I have. >> Thank you, Andy. And also, you wrote a comment in the came out earlier and I thought it was very well done. So, Oh, nice work. >> Thank you. >> Now, the uh long promised board dialogue topics and pending action consideration. We start out with a bunch of updated, reviewed, and possibly even new policies. These policies, uh, they're item number one through 18 in your agenda. U, they've been reviewed by administration and the policy committee. They were presented for the first reading on December 17th and are being prevent presented at this time for second reading and adoption. Questions may be addressed to the chair. Stephanie, if anybody has any questions or if you have anything you'd like
080to say. >> Yeah, let me know if you have any questions. No major changes with these policies. We um we have these policies and then we have a couple of new ones as well because we split them off into the ones that were more um review or just, you know, language changes into the ones that had a little bit more um context to them. But still, if there are any questions, those are welcome. >> Questions? Anyone? Um, a motion is needed to approve these changes. >> So moved. >> Second. I >> I I >> I I next the action on the fiscal year 2024 annual financial report and annual comprehensive financial report. The audit was presented by Scott Desler. Approval is recommended. Do I have a motion? So moved. >> Second. >> I >> sorry.
081Board action on the preliminary 202526 technology capital plan uh presented by Mike Brooks. Approval is recommended. >> So moved. >> Second. >> I Okay. And item eight, work study topics and future action consideration. The policy updates. Again, these are the new ones and updated policy chair will respond to questions and reviews. This is for a first reading. These policies have been reviewed by the administration and the policy committee. No action is required at this time. >> For these these two policies, you can um reference the December 16th policy meeting where we go into a little bit more detail on those. Um the big one that that there's a little bit of an adjustment on is 8.1.2 policy 6135. And that's really around the accelerated placement program which we did just approve a policy change last
082year on this where the state was requiring us to um automatically enroll students into um the placement that they test into. So, we did make that change as was required by the state and now the state is giving us a little bit more time on that um to say that we we don't have to adopt that just yet, but we had already made those changes. So, we're just going to leave it status quo for now. So, not many changes for us, but you might read that and be like, I swear we just went through that. We had there were just some changes, but you can take a look at that policy meeting and bring any questions next meeting. >> Thank you very much, Steph. Okay. information uh board meeting presentation schedule and foyer requests that's
083in in the book but uh that's just for information no discussion required item 10 the consent agenda number one personnel report resignations retirements leave requests changes in assignment full-time equivalents new hires and I believe there's some addition information there about the support staff item two gifts grants requests $5,000 from HFI manufacturing to support the GHS varsity baseball team's trip to Florida. Item three, gifts, grants, and bequests. $21,46141 cents. Geneva all sports boosters for fall senior night flowers and popcorn. FAT trackiming system, football playoff, state apparel, boys golf state apparel, girls swimming state apparel, girls cross country team state apparel. So that's a $21,461 gift. We thank both of these people. That and lastly, a bid summary of $21,120 from Metronet Internet Service Contract for the this building. Approval is recommended. >> So moved. >> Second.
084I >> I. >> Next item is a board member comments and reports. Uh Dan, would you like to start? >> Sure. Uh not too much. I um like everyone else, hope everyone had a happy new year and uh hope everyone's resolutions haven't been broken yet. It's only 13 days into the the um and then uh yeah, I couldn't say it any better, Andy. Um what you mentioned in superintendent's report. So um I won't elaborate into that and looking forward to uh um all the all the um the new things that come with the new semester and the new year. So that's all I got. Um, I think I will let my colleagues maybe speak more to the business tonight. I just really wanted to follow up on your report, Andy, and the loss that our
085community had. Um, it's it's times like this that I think that we're we're really reminded of the support that is in the community. Um, the hope is that we all know there's support anytime it's needed. But um you know a student uh is is a very special thing within our walls. It's a classmate, a you know um somebody passed by in the hallway, a locker buddy, a project colleague. And uh the ripple is really felt throughout all the buildings. And I really encourage parents, teachers, staff, students, um ask each other how you're doing. Um, and don't be afraid to ask how you're doing because just a simple question can really go a long way. And if more support beyond that is needed, the community in Kain County and all of our surrounding areas, we there
086are so many mental health resources, counselors, supports, um that if anybody ever needs recommendations, whether it's reaching out to somebody in the admin or on the board, um or just from, you know, there's so many Facebook groups and family groups out there that find resources there. There's so many out there. um that I just I really hope that we all support each other and to parents too. Uh that goes to you as well and to our teachers because like I said this affects everybody and just came off the holidays and that can be really stressful too. Um so there's a lot happening and just in the world in general. So please um check in with one another, check in with your students, with your children um and open up that space for dialogue because it's
087just so important. And I just want to say my heart goes out um to that family um and to everybody that family has touched u within our walls. So um please take care of one another. >> Well said. Um personally u it's good. I'm very happy to be back uh after being out with surgery and the personal thing had me out in December. So, I'm glad that we starting the new year all healthy and back at it again. So, just ready to go. >> Um, thank you Andy and Molly. Um, I echo what you both said and my heart goes out to the family and everyone in the community who has um, been working through the loss. Um, I did want to welcome back all of our students, teachers, and staff. I know, um, there's
088a lot going on in the district. Like Andy said, we get right back into it. Things just keep going on. Um, our O andM staff, I was thinking this morning as I nearly wiped out on a patch of ice that my O andM team at home is not as good as the schools. So, uh, thank you to them for keeping us all safe day in and day out. And I know right during finals we had a snow in the morning and it was just rough and those high schoolers in their first snow. I saw the deans out working with them talking to police and all just thank you to everyone who you don't think like oh my goodness I have to deal with like hundreds of new drivers on the road right now. Just like
089a lot of different aspects. So all those little pieces that go into running a school every day. Um, I did get to participate in some of those transitional programs we have for eighth graders getting in the high school um, for some different meetings. And I there's just so much that our our schools do to transition our students from one school to another with those big movements either from fifth to sixth or from 8th to high school. And the amount of work and dedication it takes to pull those those evenings off and to make sure that everyone has the information that they need to feel prepared and ready to come in is just amazing. And I really appreciate all the work that goes into it and our parents and students for participating in that to make
090sure that they are ready. That's it. >> Yeah. So, uh, thank you again, Andy, for that email and greenlighting, so to speak, that we had opportunity to meet with the family, uh, and others at the funeral home, uh, memorial service. Uh, it's, uh, it is sobering, but also creates uh, for many of us a greater sense of community. Now, I live, as I've said before, two houses down from the bus stop. I guess I was a little bit more intentional now to to embrace that community. I I I typically shovel from my house to the to the bus stop, but uh two nights ago, my wife said, "You need to put some salt out there, too." So, uh, I'm not trying to one up the staff, but but, uh, no, I it it came with
091a little bit of different I don't want to say love and compassion, but, you know, don't want anybody slipping and falling, but yeah, I was out there shaking salt last night. Uh, making sure that the platform I know where that the bus stops for those families, the little ones especially. So it's this year uh this season I should say it gives me a little bit more sobering understanding that we all a community we all can do our little uh bit uh even if it's just a little salt here and there you know to make it better for everybody. So it's good to know that the school year's uh a little bit more hopeful that way and and and in not so much in an ethereal way but we really should be the salt of the
092earth which is a preservative of sorts. So, I was out there prayerfully doing that last night. So, >> yeah. Um, thank you, Dr. Barrett, for what you said and Molly. Thank you very much. That that was very powerful message. Uh, yeah, it's been a rough time since then and I definitely um send my thoughts out to the family. I did uh have an opportunity to go to the service and uh was having a conversation with Mr. Rogers a couple nights ago and he made the point of saying that having a community unit school district has made the difference here because everybody came together um to help each other at the administrative level and then all the staff who came together to help out um with that situation. So, thank you to everybody. Uh it made
093me think um I was able to go to the transportation lunchon right before break and one of the things I thanked them for on behalf of the board was how they are the kind of again behind the scenes they are the ones taking our students to all the different activities at all hours of the day on any day of the week they are there uh I mentioned that I saw the buses driving down to normal for the state championship for football because they were taking some students down there the band and other activities. So I I did um thank everyone for that because they are sometimes the ones in the background doing all that. And so on behalf of all of us, I thank them for that. Um kind of want to end on some
094positive notes. I have been able to attend a couple of the Unified Vikings basketball games. What a absolute joy they have been to go to those games. Uh the last one the cheer cheer team came out and uh that was great to have them there cheering on our students. There's one more home game. I encourage everyone to go to that. Uh the faculty recital was last week. Our very own Dr. Barrett participated in that and it was wonderful to see our talented uh educators and staff um out on the stage performing um what they do every day helping our students achieve their goals in in music and voice. And so to see them out there was really great. So that was a fun night too. So uh that's it. >> Thank you Jackie. Thank you
095everyone. I certainly second what has been said. Geneva is a great community and we're a great community because of what we do when times are good and what we do when times are not so good. So, thanks to everyone who participated in that. And since Jackie was saying nice things about bus drivers, I'm going to do the same. I attended a planning and zoning commission meeting mostly for my own information because I wondered about the effect on the school district. Probably not a great deal. But one of the things about this particular development was that the street plan, which was awkward, three of our bus drivers on their own time, one of whom doesn't even live in the community, came to this hearing to point out the danger to our kids by this street plan.
096I was very impressed and I talked with them a lot and uh these are wonderful, dedicated employees. You just can't find people like that everywhere, but we've got them here. So, thanks to the bus drivers. Enough of that. Anything else anybody has before I ask for adjournment? >> Silence. Could I have a motion to adjourn? >> So moved. >> Second. >> All in favor? I >> I the same sign. Thank you everyone.