001Hello everyone. Welcome to the regular meeting of the Geneva 304 school board for Tuesday, October 15, 2024. Bonnie, will you call the role? >> Molly, >> here. Stephanie >> here. >> Larry >> here. >> Joy >> Here >> welcome to all of you. It's good to see everyone here and we're looking forward to a an expeditious meeting where we recognize some fine achievements. So, next thing is the pledge. Flag is right back there. I pledge algiance to the flag of the 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. There is an attendance sheet in the lobby if you'd like to sign in and register your attendance here. The next item, approval of minutes. We have two sets
002of minutes for September 23rd uh regular session and executive session. Bonnie, did you receive any corrections? >> Does anyone have any corrections at this time? >> Okay. A motion to approve both minutes, please. [clears throat] >> So moved. >> Second. I >> item three, recognition, awards, presentation, and public hearings. Uh, first item is the tradition of excellence. Principal Tom Rogers will present students to the board for recognition. Did I jump ahead of you? No, you're good. Uh, I you I feel like I usually steal Mr. Rogers thunder. So, I'm not going to say anything other than we're excited to have uh tradition of excellence back. It's been a few meetings, but now we're into the year and a lot of great kids to recognize. So, the board's going to make their way around and we'll
003pass it off to Mr. Rogers. >> Thank you, Dr. Barrett and members of the board. It's a pleasure to be here and I was going to say it did not take long for Geneva High School students to start doing great things. Um, first off, we received excellent news back in September from the National Merit Scholarship Corporation regarding two groups of students. Uh, we have one group of students who have earned National Merit semi finalist status and they are um they have submitted applications with the hopes of becoming finalists and so uh most likely will be back here in February or early March to recognize those National Merit finalists. Another group that we were notified of is the National Merit Commended students and u this group of students took the like the semi-finalists as well. They
004took the PSAT exam back in the fall of 2023. This group of students was notified that they placed in the top 50,000 students. Now, that might sound like a daunting number, but those 50,000 students are recognized out of the more than 1.5 million students who took the PSAT in 2023, which means the students who I'm about to introduce rank approximately in the top give or take 3% of all high school seniors in the country who took that PSAT exam. Uh, very elite company. Um, in other words, they're really, really smart. So, at this time, I would like to recognize um Ernie BBE. And Ernie, as I read your names, if you'd go up to Mr. Choy on the left and shake his hand and work your way down. Ernie's nodding. I think he's done this
005before. I'm a veteran. I know what's going on. That's great. Next, Jack Dowski. Torren Holdup, Anna Keller, James Lusk, Anelise Rothar, and Ben Watson. These Yes, congratulations. [applause] >> These are the outstanding National Merit Commended students representing Geneva Community High School this fall. Congratulations to all of you. Wait. >> Parents, feel free to step up if you'd like to take some. >> Don't be shy. They love it when you get up there and take your picture. [laughter] >> [laughter] >> member of the paparazzi. >> These are famous kids. >> That's right. Anybody else? >> All right. Congratulations. [applause] Next, this evening, we are recognizing three students and a ghs English teacher for their work on the Scaldic uh literary and art magazine titled The Odyssey. I brought a copy of it with me this evening.
006This is an incredibly welldone magazine. Uh, and if you have not had a chance to look through it, it's an amazing collection of art and literature, uh, all produced by Geneva High School students. Um, just to summarize real quick, the contents of the magazine contain art uh, student artwork at Geneva High School. Students who earned art awards at the 2020 2023 Scholastic Art Competition and the GHS art showcases uh, among other artists featured in this magazine. And then just a little history about the literary work that goes on at Geneva High School. For the past 40 years, our conference, the activities and athletic conference that we are a part of, the conferences that we've been a part of over the years, have hosted a literary festival each spring and it provides writers with an opportunity
007to showcase their work. This magazine is able to include many of our school's winners in this year's issue indicated and it's indicated in the magazine if they were winners in that conference competition. And then a little bit about the award that this magazine has won. Uh the Scaldic is proud to be a participant in the recognizing excellence in art and literacy magazine competition. Uh the acronym there is RELM and the National Scholastic Press Competition, NSPA. We're here tonight because the NSPA recognized this magazine as an award uh an award winner. And this has happened every year that Mrs. I think every year. Where's Mrs. Peters? Am I right? I think every year that we've produced a magazine, it wins an award. >> Yes. So, congratulations to the following GHS seniors who are on staff and
008still in school. There were 10 other uh staff members who have graduated. But tonight, it's our pleasure to inter introduce Danielle Nasser. Danielle was a graphic designer on staff. Next, Claire Tottman. Claire was the pros section editor along with uh being a graphic designer for the magazine. And finally, Cameron Winszaninski. also a graphic designer for this magazine. And then finally, as I mentioned, GHS English teacher and Scaldic sponsor, Mrs. Heather Peters. Congratulations to all of these folks on a job well done. [applause] [applause] I just realized I think I mentioned that it was an award winner. The magazine earned four of five marks of distinction which is what um makes it such an outstanding edition. And again, if you have the opportunity when you're at the high school, we have a copy in the main
009office. Um I think Mrs. Peters, you can still purchase them, right? >> Yeah, that's right. Um I highly recommend it. It is really really a a high class publication. So congratulations to all of you on a job well done. [applause] Any other parents? We're good. All right. Congratulations to the Stalic staff. [applause] Again, Dr. Barrett and members of the board, thank you very much for the opportunity to recognize these students and we will be back again next meeting because we've already got more accomplishments in the books. So happy to come back. >> Thank you. Thank you. >> Now, high school folks along with students and parents, we need to make a quick transition because there's a middle school group that needs to make their way into the room. So, >> as much as you'd like
010to stay for the whole meeting, >> you can't. >> Thank you. >> [laughter] >> Hello. How are you? >> Good. I'm good. [laughter] >> And then number six. I know. I think >> you need [laughter] two little kids. Germs are everywhere. >> Germs are worse. Probably [laughter] bedroom. I guess it >> I think we're taking just a minute to have our awesome middle school presenters come on in to tell us what makes their school special. >> More. [laughter] >> Yeah. Nope. >> Who said that? >> I found a copy of it in my pile of papers a couple meetings ago. But it's pretty awesome. I enjoyed it. >> Okay. >> Are we getting there? >> Yeah. >> This is item two of the menu agenda rather. and principal Terry Blue and Geneva Middle School South
011students will share what's happening in their school that makes it so special. >> Well, thank you everybody for having us out tonight. We really appreciate. Um I have a bunch of great kids who I'm going to take a moment to introduce you to. Uh but first, uh Mr. Jones, my assistant principal, is also joining us tonight and I'll speak uh uh first. But uh kids, when I say your name, just kind of give a wave to the board members so they know who you are. uh Mark Savano, Hudson Whis, Liam Eddington, Patrick Flity, Declan Oxler, and then Mabel Jackson, and Dalia Brady. All right. So, uh Mr. Jones is going to lead off by telling us us you a little bit about our Viking pals, uh group, and uh he'll kind of take us through
012it, then we'll uh give the kids an opportunity to talk with you, Mr. Jones. All right. Thank you, Mr. Blue. I'm here and proud to talk about Viking Pals. Uh, so Viking Pals actually was like the idea started in like 2019, but that was a bad idea for ideas sometimes because it just didn't work out that year. Um, but we got it off the ground. couple years later, we got some confidence and we got a great sixth grade class in that in that year [snorts] in that year. And so working with our new pathways uh staff and students, uh it consisted of an idea where we would get together and try to figure out how we can connect our students. And what we came up with is our sixth grade students was the perfect time
013uh perfect class to do it. They were energetic. They seem compassionate and they also uh like to work with kids and the new pathway students were very similar in nature. Uh so we ended up doing is like what's the best way to get these kids together and the best way to get this off the ground because we both saw a need. So what we did was we decided that during our uh lunchtime for sixth grade that they would sacrifice one of the lunches once a month and go go to see the new pathway students and uh next slide. And what would end up happening is when they would get together, there'd always be an activity waiting for our students that they can do together to help break the ice, but also um end up uh
014working together at different times uh during that month. So, [snorts] uh it started off uh with around 20 students and I think our groups would go there at least uh every other month. Um the students have joined me that I'll get up here very soon. uh they've been through it the last three years. So now they're eighth graders. So three uh two years later uh we're still at it. We're still meeting during their lunchtime working with students uh during these activities. Uh but in these activities I think it's really important to acknowledge that they're really getting to know the students um asking questions uh to each other about what they like, what they don't like um which is great for for them. um those students, all our students are a part of our school. Um
015and I think you know making those connections and seeing them you know in the hallways and everything you know they're always greeted with a smile which is great. Um so some of the things uh I'm not going to steal all your thunder but some of the things that we've done uh in the past and we've made trail mix and played Thanksgiving bingo. That Thanksgiving bingo that I don't know if you recall playing looked like it's from the 1970s. So we still use a lot of the resources our district has provided. >> [laughter] >> uh in that. So, yeah, I was shocked. I'm like, "Hey, it's stood the test of time." So, uh but it still worked and and and people enjoyed it. We also simulated a doughnut stand and colored uh popcorn blue for spirit
016day. Um at this point, I'm going to invite both Mabel and Dalia up here to talk about some of the other fun things that we do. See if I can adjust for you guys. >> Keep that microphone like right under your chin. It's the perfect place. >> Um, what we would usually do is arts and crafts and games were always there. Um, and so like we do like watercolor paintings during Christmas and we'd make little I think turkey during um during Thanksgiving time and exercise. So like just dance, you know, and that type of stuff we do. Usually there's always arts and crafts and games every time though >> to help with communication. We will create like likes and dislike boards. So, we'll have them cut out or like we'll help them cut out things
017like different things like um do you like school or like doing homework and we'll have a chart and we'll have them do you like this or do you not like this? And then we'll help them glue it on to them. And then for our end of the year picnic, we do that at the end of every year dur we meet outside and we'll play like fun games. We'll kind of stuff we normally do, but last year we actually had a piñata >> and it was very it was lots of fun and I think the kids really enjoyed it and at the end everybody got candy. >> [laughter] >> Sweet. Um, in this photo we're making the spirit popcorn where what we do is we'd uh put popcorn in a bag and then we put this
018like white chocolate dyed Geneva blue and we'd like spread it around like around the thing and we'd help some of the kids do it and then we just hand it to them and they get to like eat it later, you know. So that was very fun. And then these are also some other pictures from making the spirit day popcorn. Um, yeah, like Dalia said. >> Yeah. >> Okay. >> Thank you, ladies. [applause] How did we start working with the kids? At lunchtime, we started playing with them when we went outside. Then we asked Mr. Blue if we could do more activities with them. And then Mr. Blue ended up giving in towards the end of the year and let us [laughter] >> sound way worse. >> He let us go in to their PE class
019and help them out. >> Mr. Austin, the PE teacher, would use us to model activities with the kids. He had two different classes. At the beginning of class, the kids would walk around and we would join them and talk to them as they walked. We did warm-ups with them and we'd play chase with them or we would just chase each other around before class started. >> Some of the activities we did with them is kickball and baseball and ran with them when they ran the bases so they knew where to go. We tried to encourage them to do things they did not want to do. During our regular PE classes, a few other students were able to join us for fun Fridays. >> [clears throat] >> In this photo, I am playing catch with one
020of the students. This was extremely fun. [laughter] >> Um, in this picture, me and one of the students were playing catch and she always thought it was really funny when I would fall. So, I'd always purposely fall and she would like [laughter] >> Here we are playing kickball and helping with all the kids run the bases and kick the ball. It was a lot of fun. >> So, what are we doing this year? This year we are helping the kids during our study hall time. This just started. We have added other kids who are also interested. This includes reading with the kids, helping them get ready for lunch. We even invited a few of the students to eat with us at our lunch table. Things we do on a day-to-day basis is Uno, Go Noodle,
021and play with trains. [snorts] >> Um, and in this picture, we were making homemade bean bags with a sock and beans. And it was lots of fun cuz we got to play with them after. In this picture, we were helping them make and decorate cookies, and this was really fun. >> Mr. Blue and Mr. Austin are working on getting a group of sixth graders to help for PE, and they hope to keep this up for the next coming years. [applause] Um, so one of the reasons why I really liked doing Viking Pals was like seeing how um grateful the teachers were. Whenever I like leave, they'd be like, "Oh, they really appreciate you. They really they uh they like always are so thankful." And it just warms my heart knowing like how I affect the
022kids in such a good way. Um, and also it's just like it's fun and I love seeing the happy faces on the kids once they see us. Um, it's just so fun. [snorts] >> Something that I've always enjoyed about going to Viking Pals is just the fun activities we get to do with them that they may not be able to do with other people. And it really just brings me joy to see them have a great time. when they're at school. >> Nice. [snorts] [applause] >> All right. So, the kids that you saw today that talked with you, uh, they took advantage of a unique unique opportunity. We have, uh, as you know, the middle school campus, we have two schools. They're pretty much identical in a lot of different ways, but this is one
023way that we're a little bit unique because of some of the special programming that's housed at South that that isn't at North. And so it's given these kids the opportunity to do some things that are special. Uh it it uh helps uh you know, helps make all the kids at South feel like the school belongs to them and they're together. And like the boys were saying, uh, you know, the way they, uh, invite kids over to sit with them at lunch, it really does make you feel really good about, uh, the young people in Geneva and then valuing the right things. Um, we have other things like this to support our special needs kids that are about like the official things we do, right? We we let them come to the classes they need to
024come to in the regular population and all the things that like are what we're required to do by law. uh and uh but these kids are here uh doing the things that are not required and and so we really do appreciate them and guys and real proud of you and ladies uh for uh doing such a great job with the kids. You guys serving as role models for getting things off the ground, you guys continuing it and I'll get some good sixth graders uh and they'll uh you'll be their role models. Okay, >> that's right. >> So, thank you for letting us come out tonight and uh uh tell us about tell you about our program. Um I'm not sure if you have questions. Well, it it's true that uh just to clarify, like you
025said, making everybody feel part of the community. Some of the kids in this program are from our community, but many are not and might come from other communities. So, they don't >> necessarily have a base of friends or people that they already know. So, these guys are helping them build that and that's pretty awesome. So, thank you. >> Yeah. >> Anybody have questions? When I was your age in high school, I actually did that for a couple of kids in our school. It wasn't a whole program for the school, but I still remember those kids and it means a lot. You're doing a good thing. >> You are. >> Yeah. Very cool. >> You guys have to go stand and get your picture taken up. [laughter] >> Ah, see you see a couple of their
026faces like, oh man. Go stand right in front of the screen here. Hang on. I'm gonna mute that >> middle. [laughter] You you have to you have to act like you like each other. >> Put them all in. [laughter] >> Go up there. Go do it. Do it. >> Now's the time. >> Do it. Yes. [laughter] >> Not you in the picture. You think [laughter] >> you were supposed to help with the camera? >> All right. Good. They have another appointment to get to. >> Yes. We thought they had another appointment to get to. So, yes. Yes. Thank you very much for [applause] making time for us, everybody. Thank you for making time for us. We'll just carry on. >> Yeah. >> All right. Well, uh, while you guys are leaving, I'll go to item
027three on the agenda having to do with students against destructive decisions. Um, Lisa Meister and Ashley Andelli Arachetti will tell us about >> Yeah, Ashley couldn't make it tonight. Um, but I'm Lisa Meister and I'm one of the co-sponsors for the SAD Club. uh which as Mr. Kabine said it's students against destructive decisions and um we really try to instill a lot of life skills in our students that are part of the club including peer education and including advocacy skills. And so that's why we love the tradition of gearing up for Red Ribbon Week and having the students present at our schoolboard meeting, at city hall, at the park district, um with their board, and to just talk about ways that we can incorporate a lot of fun activities around the city of Geneva, um
028to give teens an opportunity to have fun in healthy ways. And I'm really, really proud to have Dominic Ross and Luke Gaston with me tonight. Um, these boys actually just joined SAT club this year and they're already speaking at the school board uh for Red Ribbon Week. So, I'm really impressed about how they just dove right in and they weren't afraid to stand up and talk in front of adults, which I know is a big deal [laughter] for people. Um, but I want to turn the microphone over to them. So, come on up, guys. [applause] Um, so hello everyone. Um, as she said, I'm Luke Gaston >> and I'm Dominic Ross. >> Um, and I just we wanted to start off um and just thank everyone um for giving us time at this meeting to
029really meet and recognize and talk about the importance of Red Ribbon Week. Um now the nation celebrates this week each year um really to send a message to the community about taking responsibility for your health um and really making thoughtful decisions regarding substance abuse. And to start off um I want to talk a little bit about the past. And in the past, um, the main message has kind of been more about, um, the main message used by drug prevention programs was more about kind of a just say no strategy and, um, other fear tactics. Um, but through various um, psychological studies and research um, and looking at people who have been affected by drug abuse, we can see that this frankly was not very effective. Um, and for the vast majority of people, um, the
030just say no approach was not enough. Um, and so if our goal is to help teens and young adults make decisions toward healthier outcomes, then we have to recognize that each person has a different starting place. And we need to approach this issue um kind of with the goal and genuine hope to understand um these people and have empathy and compassion rather than judgment like we might have in the past. >> Um we need to meet teens where they are and talk about things relevant to their lives using evidence-based strategies. Otherwise, teens won't feel like they're understood or heard by adults in their lives and will not feel comfortable talking with adults about the concerns they may have about themselves or their friends. We need to help teens who want to take steps towards positive
031changes in their lives, even if those changes are small steps at first. Uh in drug prevention, we don't want to deliver a permissive message because that is ineffective. However, we also don't want to be dismissive of harm reduction strategies that are evidence-based. Um the national drug control strategy outline outlines the need for various tactics in drug education. Um specifically a school district in Washington state described their strategy as right service right time for the right child approach explained that sometimes taking smaller steps towards a healthier outcome will help students build trust and to make bigger and more lasting changes. Uh trust is not a simple concept but rather it's a long-term process. Um, the major principles of harm reduction include care, support, connection, and respect to foster the trust and rapport need for someone to
032reach out for assistance. Um, yeah. And so, moving on, this um, National Red Ribbon Week theme is life is a movie, film drugfree. And what this theme really means to me is kind of that there's plenty of memories that we'll have and have had um in our lives that are positive experiences um that we want to remember kind of like scenes in a movie. And these um experiences might be things like first dates, football games, school dances, or simply just hanging out with friends. And um we don't want to cloud these memories with um substances um that really steal our ability to remember these moments. And um statistics show that teens are actually more involved in their community and have a sense of belonging, stability that they are less likely um to engage in risky
033behavior. And so in trying to make a campaign that's successful um with students um we need to highlight six principles that help facilitate a healthy lifestyle. Um these principles are number one finding a natural high um that is your passion. Number two surrounding yourself with positive peer influences. Number three finding a positive mentor to encourage you. Number four, having a firm belief in your abilities and talents. Number five, setting goals for your future. And number six, building resilience to help you get through challenges in life. Uh now, at the high school level, uh we are helping students build assets um that they want to give back to their community with services um like SAD Club's annual food drive. And we are also working with our um GTV, Geneva Television um students to promote healthy decision
034making and being brave and standing up to peer pressure they might encounter. Um we are encouraging more connections between clubs at the school to really just increase um the social network um between students and among teens um and ensure that everyone has a safe and comfortable space to connect and grow. Um, as a community, we can make an impact by providing fun, healthy things to do through our park district programs, our city planning, and our school district extra extracurricular plans so that teens can choose to participate in safe and fun activities that they are actually excited for. Um, we aim to have these activities be accessible to participate in with their friends while also allowing for adult participation and guidance. Um, as parents, we heavily encourage you to talk about healthy decision-making under pressure within
035your own families and encourage an open dialogue with your kids. Um, talk often your homes and what your kids can do if they're worried about a friend or if they need some advice on how to handle a situation. Um, teens often feel that they can't go to their parents on these topics because they're concerned for um their parents having an alarming response um or fearing that they'll lock down them and put them in a protective bubble. Um, as parents, your teens need to know they can approach you and ask questions so that they know when the heavy stuff comes up that they won't be afraid to um, approach them. Um, they already have an established um, relationship and dialogue or having a established relationship and dialogue going is vital because teens aren't trying to um,
036that doesn't require the teens to handle life and death situations on their own without help. Um these are some of the many ways that adults and teens can work together to get a handle on reducing harm and increasing uh discussions. Um so with that um we want to thank you um for your time and attention um in discussing this important annual week of drug prevention and awareness. >> Thank you guys very much [applause] for the board. They got redbon pins for >> red ribbon pins coming. >> Oh, they're pins. They're not actual ribbons. >> Yeah. >> Oh, look at you. >> Yeah. >> I don't know if that'll go with my sports coat, though. [laughter] >> Thank you. Thank you. >> Thank you. >> And we understand if you have another engagement. >> Yes. Yes.
037[laughter] Thank you very much. And I think the board will have an opportunity to review and potentially approve the Red Ribbon Week resolution. Red Ribbon Week is hard to >> tough one, right? Red Ribbon Week. Yeah. Easy for you. >> A lot of alliteration. >> Thank you, boys. >> Thank you all. >> Um, so the next item is SAT to ACT. Andy, you want to introduce Chanette or are we done? Yeah, I think she's I think she's ready. >> I'm ready. >> As I think we've talked about uh um a few times up here, you know, the state um ACT used to be the state accountability test at the high school level. It was for many years. Uh and then several years ago the state made a transition to SAT and all the schools in
038the state adjusted and changed their plans and um they've now shifted us back to the uh ACT suite. >> So uh Shanet's going to talk a little bit about that transition. >> See if it takes me there. >> There we go. I apologize. will not be nearly as um wonderful as what we've heard from all of our students and the staff that were with them tonight. However, I we will probably have students that are being recognized for their performance on the ACT next year. So, >> there you go. >> In that regard, let the legacy of greatness continue. Um so, yes, as Andy said, um there was a switch to um from I should say the SAT to the ACT. Um basically, the contract with SAT ended after eight years. So there was an RFP
039that went out and really the the you know the two main things were SAT or ACT. So um the state board um selected the ACT for a contract from 2025 to 2030 um for a slight amount of $53 million. >> Uh so just basic information for those of you that maybe have older students. Um, when we were at ACT before, there was the explore that our ninth graders took, the plan that our 10th graders took, and then 11th graders took the ACT. So, what they're calling those initial um assessments are the preACT. So, there's a pre-ACT 9 for 9th graders and a preACT 10 for 10th graders. Uh, so those will be given in the spring. Actually, I put an aster because this wasn't in your original presentation, but Mr. Drexler shared the date. that
040will be given on Tuesday, April 15, 2025. An assessment of English, math, reading, and science. Um, again, these two are designated to predict ACT scores um after another year or two of learning. They're designed to be easier than the actual ACT. The goal is to familiarize students with that testing format. New though, however, from when we were working with ACT in the past is this is an online assessment. So, similarly to the third through eighth grade um Illinois assessment of readiness, this will be administered online for the preac. Uh there is no writing component. Um breakdown here. I'm not going to read through this, but just a breakdown of what's covered um and kind of the time that needs to be allotted for each of those four subtests in English, math, reading, and science. Um
041you will notice though for some of that um for the science it does get into some of this idea of you know um summarizing research and um you know talking through conflicting viewpoints. So be curious to see what that actually looks like on the assessment basic information for our 11th graders. This really is not much different than what the ACT has been. And just, you know, we've continued to offer state days in these years that we were giving the SAT as the state assessment. So, we've still had days where students could come from Geneva and even outside of Geneva could come on a Saturday and take the ACT. So, we will in turn have state days um that we will allow students to come and take the SAT um for those students who need to
042do that. Um for a while after COVID, schools kind of waved the assessments. They're coming back to be part of that. um you know registration and selection process. Now they're asking for these assessments once again. So the 11th grade assessment uh they will take the ACT plus writing. Um we are going to be administering that on Thursday, April 17th to all of our 11th graders. Um one thing to note is this will the science assessment component of this does replace the Illinois science assessment that was kind of an additional test that was created for fifth, 8th, and 11th graders. Um the NMSQTR students will continue to take and actually they just took this last week and that is an assessment uh for um our current 11th graders uh for consideration for merit-based scholarships and I
043think we had maybe you can correct me. I think we had over just over 100 students that came and took that test last week. Again, not going to read through this, but components of the um assessment um time allotments for the students that will be sitting on that date. Um basic information for 12th graders. Um even though this is an assessment for 11th graders, there are some conditions in which a 12th grader must take this assessment because a state high school state assessment is required for graduation. So, if there's no previously approved state assessment in the student's file, whether they were a transfer student um from another state or somewhere else within Illinois, they would have to take this assessment. If they did not have a valid reason for no test attempt, they would have
044to take the assessment. Um if they were if there's no enrollment code for the previous school year, meaning they weren't in school, they would have to take this assessment as a 12th grader. And again, all of that is because you have to have a state assessment in order to earn a diploma. Um, when was kind of answered. I apologize. I didn't know when this was going to be when this these assessments were going to be given, but as I shared, Mr. Drexo did share those dates. There's actually three windows that the state board is allowing. We It looks like we're going to be moving within that second bullet, the Tuesday, April 8th through the Friday, April 18th. on those two dates, the 15th and the 17th, that we'll be administering those. Uh so we now
045know when that's going to be. Again, we know it's going to be online. Um and they have to work within those six week windows. Any questions? One thing we will be waiting for is we will be waiting for uh the updated um concord concordance tables. The last ones were from 2018 and maybe they won't update them, but we're anticipating they will. And basically that's something that the um you know test administrators create that we've had it in reverse. We compared like a typical SAT to kind of get an idea well this was your SAT score. This is what you would anticipate a student would get on the ACT and now we'll be looking at those in reverse. We'll look at what a student's tip what ACT scores earned were and what you could anticipate their
046potential SAT scores might be. So, but again, those that table was last updated in 2018 and that's actually something that ACT produces and shares. >> Thank you very much. Any questions? >> Yeah, >> I just Oh, go ahead. >> Go ahead. Go ahead. >> I was just thinking about our um 11th grade students. So, this they'll kind of be thrown into this one. They haven't had the two years of preparatory practice. Have we thought about that? Are we looking at their scores in a certain way knowing that our ninth graders will have the practice our 10th and all future students? >> Yeah, there's no like prep for them again if they were a student who came and took the NMSQT. They had at least that practice with a test. Um I mean they've taken you
047No, they really haven't. Um >> is this a much different test from the SAT? Is it structured very differently? >> Yes, it's structured differently. um where the SAT is more like analogy based and then the math is similar but the reading, the writing and the English are are marketkedly different than the SAT. >> Okay. So when we see our scores, we would know that that might be a new experience like they haven't experienced that type of testing, but they still have the option to take the SAT then. >> Yes. >> On their own. Yes, they could take the SAT on their own. Do we find that colleges take one over the other more often or it's pretty 50/50 split? >> Um it used to be kind of a east coast west coast difference on which
048one they would take. >> Um ACT was more commonly accepted or asked for but again with Illinois switching for eight years to SAT that was what we you know were giving. So we had number of students that would take the ACT if it was required for the universities you know with which they were applying. And then we had a few years where students were taking them but colleges kind of waved that >> right >> through all those COVID years. So >> okay >> my sense is most are taking either now >> either one. >> What was the reason that state decided to make the change back to ACT stated reason? >> There's not a stated reason but I have a guess >> cost. Yes. many 53 million of them. >> Yes. But did anybody talk
049I mean was it ever considered the fact that the unintended cost that every school in the state now has to go back and change how they do things. I mean this seems such a waste of of money and and and it's not money that you know the state has to worry about. It's the school districts that have to worry about it because the teachers and everybody all the administrators have to change this over. This this is very frustrating to me that after years [laughter] >> that after eight years they they they pull the stunt where they switch it back to ACT. >> This isn't the only change in assessments that the state is making. And and the other problem I have with this is I know you said that there's going to be a um
050let's call it a a conversion chart. >> Yes. The concordance table. >> But the reality is that's just an estimate. >> That's not even close. So you really can't compare um the years prior to the SAT to the SAT and then the future years. So it makes it really difficult. It's hard for us to have longitudinal or the board to see >> how are we how are we doing with our with our students that are going on to college preparatory. >> Correct. >> And that's why I would envision they're going to re have to redo that concordance table because you're right Paul. I agree. How do you go from when we used it eight years ago in that history to now we've had eight years of the SAT and we're gonna switch and >> I
051mean just it's just so frustrating that >> that you know it's like they weren't thinking >> well [clears throat] to your point there was a lot of advocacy >> yes >> um >> there were a lot of round tables a lot this >> right there were a lot of >> superintendent organizations and curriculum people organizations and high school staff you know there was a lot of advocacy about >> yeah I on several webinars, on several calls, and >> and and now with the technology, I think that that's a new wrinkle >> that we didn't have before because the transition means new platforms for our tech departments to figure out and new platforms for our proctors to, you know, >> um all that kind of stuff, which is even more complicated than when before paper pencil,
052at least it was a book. You hand out the book. >> Yeah. the implications for those students who get accommodations which we we had that with the you know third through eighth grade assessment but you know now the accommodation for highlighting you have to like >> highlight it from the computer or you have to enlarge it from the computer or you have to you know so it >> yeah it's just frustrating with the unintended cost unintentional costs that are really there that nobody really sees except for the local school districts >> and the impact on the students I I think this will impact our 11th grade students in some way. So, >> and possibly our 10th grade. >> Yeah. >> Because they don't know purely the test taking techniques that you're talking about that we
053teach them over time, >> right? >> Well, I think that might fall under the heading of preaching to the choir since I suspect we all agree. >> I told you it wasn't going to be as exciting as all the wonderful students that came up. >> I did have one more question. [laughter] So, is this is this something that we as a board have any I know we don't have a direct say in, but you know how Jackie brings her legislative issues that she's going to talk about that we get to say we support or we don't support and how the Illinois State Board can advocate. Do is there a role with something like this type of decision since I know they are going to be making more standardized testing changes. Does anyone know of anything
054that we can have an impact on to say this is better local control or what that might be? >> I do think IA part of IASB's role is advocacy and I do think these are the kinds of things that you know if our board has a strong opinion and wants to you know share >> share that >> about something like that. >> Um I don't recall if IB had any advocacy around this issue. >> Okay. And I didn't see anything on, you know, the information I was part of for ISBE where it had anything with board school boards. >> Okay. I was just wondering if we can help be a voice >> for future changes that may impact us and our students >> considering. >> Yeah. I'll be back to talk about changes to I
055at future meeting. [laughter] >> Well, thank you very much. >> Yeah. Thanks. The next item on the agenda is the budget fund balance transfer hearing. Talk about more fun. More fun. The first thing on in this process is that I convene the public meeting and welcome those in attendance. And so, welcome. Glad that you're here. Uh this is this is a part of the board meeting, but it's an internal part. So, this happens as well. Um I think that really what it comes down to is calling Todd and saying, "Want to tell us about all these things?" >> Sure. That's why I came tonight. [laughter] So, uh, part of the board's process every fiscal year is to approve the budget. It's our spend plan. And then to make certain things occur from time to time
056needs for additional fund use. Uh this resolution identifies those fund balance transfers that we're going to utilize uh to support our technology leases, a lot of our capital projects, including expansion of our transportation center and and the fueling station. And so this is really how we're moving some of those excess dollars to utilize those that we've kind of built up over time in reserve. So the hearing doesn't take any testimony, gives you direction. Um you'll then vote on the resolutions. It authorizes me as your treasurer to make those occur in our financial system. Essentially, we're moving the money out paper >> and these are all transfers that you've talked about a lot as we've been going through the budget process over the last several months. So, >> right, they're all part of the budget process.
057We've done these uh before just to let everyone know that's a typical practice for us. Uh it's just a formality and that we have to go through it and then uh I can act upon your decisions tonight. >> Great. Thank you. Board members, do you have any questions of Todd? That's the right answer. [laughter] Does the public have any questions having what to do with this issue? Okay. In that case, I will close the hearing. We will later in the board meeting act on these transfers. Public comments is next. Bonnie, did you receive any public comments requests? Does anybody want to say anything now? Thank you very much. Legislative updates. >> Yes. I wanted to start talking about the resolutions. Uh earlier Bonnie had emailed you the document of the resolutions that are being proposed
058by the IASB. So, I'm actually going to use the screen and go to the website. Show people where you can also see it on the website. Get this going. I can't do two things at once. >> Uh so, you can we'll we'll look at that together and then I'll give my annual speech about the resolutions as well. Okay, here we are. All right. All right. So, starting to get to how um you can access the resolutions online. This is the IASB Illinois Association of School Boards website. If you go under advocacy and over on the left, you'll see the resolutions information under delegate assembly. And if you scroll down, you can read the committee report. There's also information about exactly what these are. So my speech every year is that these are just resolutions that
059give guidance to IASB about what is important to school districts. You are not creating law. You're not proposing law. The Illinois General Assembly and those members of the General Assembly are the ones who propose laws and pass laws in the state. So I say that every year because these are not anything that's going to be uh put into place as it has to be followed right away. It's just resolutions that we are saying that we think IASB should follow and advocate for on our behalf. In the report, if you remember from years past, uh they have all the information in the beginning about the committee, the delegate assembly that meets during the IASB conference later this year and um more information about that. So, I'm going to skip through that. You can read that. So
060this year we do have uh these six resolutions where the committee has recommended to adopt. Your two choices are to adopt or not adopt. So you can go through here and read each of these proposals. So for example, we'll look at number one together, the dual language. You can see what district submitted this and then the statement of the resolution. What is their position on this? and then the rationale behind it, why it's important to them and why they think it should be something that IASB advocates for in the future. And then the resolutions committee did an analysis of all the resolutions that were proposed and gives you that summary right here of whether or not they think uh we should adopt them and why. So there's the information there. So your task, your homework
061before our next meeting is to kindly go through all these resolutions and think about whether or not you want to follow the recommendations of the resolutions committee to adopt or to not adopt. I'm going to scroll through to get to the ones that are recommended do not adopt. There's another seven through 10 here of those so you can take a look. Again, it's the same format. has a title, the district that submitted it, their statement of the resolution, the rationale behind why they did this, and then the analysis, and then that recommendation. In this case, these are all do not adopt on this section. So, if you again, if you don't mind going through these, taking a look and deciding if you think this is something that you agree with them or not agree with
062them on those. Um, at our next meeting, we'll just do a simple thumbs up, thumbs down, whether or not we support each one. And then when I attend the delegate assembly, yeah, delegate assembly in November, I will vote the way we decided as a district to vote. So that's where the resolutions are online and um your homework before our next meeting. I also wanted to go back to something that we had talked about before, the Illinois General Assembly website. So let's say you really do want to make a change to a law or propose a law and you want to reach out to your legislative official. We have this legislator lookup option here on the Illinois General Assembly website. That's ilga.gov. If you click on legislator lookup, you get to this page where it says
063find my elected officials. You click on the map. I'll think about it. I think really hard. All right. [laughter] Um, so you can do one of two ways. You can zoom in. It shows you the splash screen each time. You can say, "I don't want to see it every time." And then you can look either, like I said, by zooming in to find where you're at, or you can put in an address. So, I'm going to put in right here where we are. So then here on the right, it will show you who your elected official is for each of the different offices that they have. So, president, vice president, senator, but congressperson. That is different depending on where you live. So, if you're here at uh Cold Trap, it's Bill Foster. Looking down to
064other state level, state representative. We have different ones in Geneva. This one happens to fall under Matt Hansen and your state senator as well. Linda Holmes is who we are. So, and it gives you that information to click to their website. So, then you can contact them directly. So, [snorts] I like this site because it is have it does have all the elected officials right there for you. You just put in your address and then you can click on each one to see who they are and then go ahead and click on the website to contact them directly. So, this is how you can do make change or propose a new bill. Uh, our IASB resolutions are just giving IASB some thoughts about what they should focus on for their advocacy. And that is my
065report tonight. Thank you. >> Thank you, Jackie. and thank you for your remarkable computer skills. To someone my age, that's impressive. >> Okay. Um, >> hey Jack, I have a quick question for you in regard to the resolutions. In regard to the resolutions, [clears throat] so there's school districts that uh that uh sponsor, let's just say the the language or whatever. Um um how does that come about in terms of let's just say that our school district wanted to do something. So we come together as a school board and say hey this is what we want to do and then we put it up to the the school boards and then I think okay >> yeah earlier in the year they do have a call for resolutions that they send out. So let's say for
066example with Stephanie so let's say we wanted to put a resolution through that school boards have a voice in making changes to standardized testing. So we would come together maybe we have a retreat we would put together the language around our resolution and then we would submit it to them and then it would go through their process it is described on the website and if uh they would either recommend adopt or do not adopt uh on there and then it goes all the way to the as the delegate assembly. >> Okay. So so there's a couple of steps along the way before it gets to this point. >> Okay. >> Y a question Jackie. Uh so uh you showed us these um representative links and um uh state senator. So is it that we would
067want to contact them would not be contact contacting them as a board member. We would just be private citizen. Is that correct? >> Generally. Yeah. >> Okay. >> Yeah. >> If they find out that we're a board member that's on them or >> or you you can say that you are a school board member uh speaking on your own behalf. >> Yeah. Right. Uh, it's kind of like when I had done the demonstration about how you put in a witness slip on a proposed bill. Yeah. >> You can put in there whatever information you want. You can say I'm a school board member. You can just say I'm a private citizen. It's up to you. But just make it clear that you were speaking on your own behalf. >> Yeah. >> I I wanted to
068include that tonight because I'm making that distinction about how you can make the changes to a bill or a law um by going to that website and finding your local elected official. So that doesn't cause any conflict or any anything untored from us being board members to just contact a representative. >> No, not at all. You can call up any of the res however you want to contact them and you can talk to them as a private citizen about something unrelated to the school board or even if you were a school board member, you just tell them, "I'm on the school board. I'm interested in this. I'm only speaking for myself." And then give them your your your two cents. I've done that in the past on certain they'll find out I'm on the school
069board and they'll actually ask me questions and then I tell them I'm only answering myself. >> Yeah, that's I want to make sure don't cross the line. >> I give them some thoughts about things. >> Thank you. That's good. >> Anyone else? Last year I was a delegate and >> it was an interesting experience. I'm sure they'll enjoy it as much as I did. >> Yeah, it can get a little bit long and longwinded in there, but yeah. Oh, we had a person on the floor decided to run spontaneous. He should have eaten. >> Oh boy. >> Next item, the superintendence report. >> All right. Thanks. I know we've had a long meeting and have a lot more to go. So, uh just two topics I want to cover uh tonight. First, um you know,
070we're in the first year of our five-year strategic plan, and I just want to give a very brief Sorry, Robin. My hands talking with my hand. Put them behind my back. ve uh you know very brief kind of update for you tonight uh and you know for the community on what are some of the early preliminary steps we've had now you know just a couple months into the first year of this um five-year plan because we've got a lot to accomplish and we are you know trying to get after it already. So, first thing that I think is important to note is that, you know, we're starting to um have some conversations about uh developing some facilitation groups around our goals um for just year one, right? We've shared what the big five-year kind of
071goals are, uh the big ideas, but now we're breaking it down and saying, what are the things we want to accomplish in the first year in each area? and we're going to develop some um little groups to to go through that work. That can't be just something that I do or just the cabinet does or you know, we've got to have a whole bunch of people involved in some of those conversations. So, um in the area of enrollment and staffing, the key things that we've already started to take on are, you know, you've already seen the demographic study review. We've uh you know, gotten into that at a few meetings so far. And we're also uh in the kind of beginning stages of a facilities capacity assessment. Um and those are really the two pieces
072that we're going to need to start having some of these conversations about um are we right sizing our enrollment and and schools and all those kinds of things and to tell us if we need to have further conversations. So we've got the demographic study done. We've taken a look at that and you know kind of drilled down this facility capacity assessment is the next thing because as you remember um you know you can get some hard numbers from our architects but we also need to do this in a way that acknowledges how our schools are used and our schools are used now than differently than they were when they were built. Um and so we need to be able to do that. So those are some key components happening in that area. uh in the
073college and career pathway area. You already have seen um a presentation about, you know, kind of the baseline for where we are with dual credit uh at the high school and we're starting to do some analysis of that um and are setting some goals around that area. Also, um and I credit to Shauned and uh George and I think probably Mr. McPeek at the high school a little bit and the guidance office at the high school working with um the Valley Education and Employment System. that's val on some career pathway projects um that we can uh kind of be certified and recognized for some of our kids having some co career pathway opportunities. So, we're working with them on that. Uh in terms of our cultural competencies, one of the first things we're starting to
074look at is take a look at some PD opportunities for our staff in this area. um our I was this isn't even on here yet, but talking with some of our principles just recently. They're looking at um already figuring out how they can take some of the activities um that are happening with kids in their school at individual schools and maybe take that across all of our schools. So, um we'll talk more about that in the coming days. You'll learn more about that. Um, and in the area of community engagement, uh, you know, we've hopefully you and families have seen a lot about the GPS parent series. Uh, Sy's doing a great job, um, of communicating about that. We've seen some folks using some of these great videos for parents that we've been putting out.
075So, those have gone out. She's been putting those in her Friday District Digest messages. Um, and we're we're exploring uh even more of those and also getting a review of our current tools and practices and Sy's getting a um comm community communications satisfaction survey together. Um so that'll be going through the communications task force here in the coming days and uh then we'll see if that gets out there too. So there's a lot of work already kind of happening behind the scenes in each of these areas and we'll share more with you about all of that. Um, but just wanted to make sure that was kind of remaining at the forefront. Uh, and then just kind of, you know, real quick, easy. Uh, we've had a lot of great stuff happening. We, it, we've had
076homecoming week since, uh, we were last here. A lot of great events. Um, a lot of fun stuff. Um, we had, uh, some big football wins, uh, there. So, a lot of good things happening. um and a lot of things we're reflecting on for um the future already. Uh also parent teacher conferences. Thanks to our our parents for the time and thanks to our teachers for um all the prep work that goes into parent teacher conferences and a couple of I know long days, but um I I know those are really valuable times and grateful to all of our educators and our parents for those times. And also just a heads up for folks um it's The federal election day is a non-attendance day. It's a day off of school and it's a Tuesday. Um,
077and that's a little weird, right? That's not a common thing we would do in a school district is have a Tuesday off of school. Um, but the state passed a law that said that had to be a non-attendance day for school. So, we will be having school Monday that week, then Tuesday we'll be off that week. Uh, and then, uh, kids will come back. So, you know, hopefully that's an opportunity for um you know, everyone to do their civic duty. Um and I just thought it was worth mentioning because it's a little weird that we would have school off on a Tuesday. So, that's all. >> Thanks. >> Yes. Any questions? >> Good. [laughter] Next, the board dialogue topics and pending action consideration. A resolution in support of red ribbon week will be presented for
078the board's consideration. Anybody have such a resolution? I think we signed it. >> No, I think the I think the resolution is is there already. It's in the board packet. So, all we need to do is uh approve it tonight. >> I'll make a motion to approve the red. >> See, it's hard to say, right? I'm not alone. Ribbon resolution. >> Second. Thank you. >> I >> We should have had you say red ribbon week [laughter] for clarity. >> Thank you. And thank you, Lisa. >> Yes. >> Okay. I lost my place here. >> Yeah. But Okay, this is this the next several items are transfer funds in various from various amounts one to the other and each of them have to be voted on separately and uh the first one is resolution to transfer
079$104,684 from the education fund to the debt service fund and Todd would be the one to answer any questions if anybody has any or you want to if you have anything that you feel we need to explain >> just this is for our capital leases. So, uh because it's essentially an encumbered debt um that we do every year, it's moved to the capital fund. It's just a accounting process. >> Any questions? Do I have a motion to approve? So moved. >> Second. I >> I >> Okay, next. Same same situation resolution to transfer $5 million from the education fund to the O andM fund for capital projects. Um any This is the same situation. Does anyone have any questions? >> A motion to approve. >> So moved. >> Second. I >> I >> Next is
080board action to on a resolution to transfer $965,000 from the transportation fund to the O andM fund for capital projects. You >> skipped 74 there. >> Did I get it wrong? Did I say it wrong? >> No, 74. You have to do 7.4. >> 7.4. Okay. That is 7.4. >> It's different on your version, the online version. >> 7.4. Okay, got it. Board action 2425 resolution transfer. Oh, 11,618,000 from the O andM fund to the capital projects fund. >> Wait, you got to finish four first. >> That is four. >> I think the paper >> You have the old paper, too. That's the problem. >> I picked it up. Okay. All right. Well, in any case, that is the question of the amount. Any questions? >> So, move. >> So, okay. Second. >> Thank you.
081>> It was Dan and Miller. I >> No, no, that's all right. >> I >> Well, they just flip-flopped those. Yeah. Okay. Thank you. Item five, board action uh 2425 resolution transfer 965,000 from the transportation fund to the O andM fund for capital projects. That seems very familiar. Any questions? motion. So moved. >> Second. >> I >> Okay, [clears throat] thank you all. The next item on the agenda, work study topics and future action consideration. Uh, one is the textbook resource review contained in the packet from Shanet Sims. Do you have anything to say further on those? >> No, those were just the um new textbooks for the AP US history course that is currently running. Uh, they were just late to production, >> right? They didn't get them produced in time. I understand that.
082Any questions, anyone? >> So, they've already been reviewed these books. >> No, this is it. This is when we will. >> Yeah. Right. Okay. >> So, they're officially going on display now and they'll be on display for the next month >> uh and then an opportunity for the board to formally approve them uh in a month. >> Okay. So, I have a question. >> Sure. >> So, uh I remember the last time the books were I was new to the board. So, is it that the decision is I know there's probably been a subcommittee to look at these books and make a decision about them. Is that correct? >> Yes. The teacher teaches the course. >> Is this display something that um as you say the public has a chance to review it. Is it
083that the decision has already been made to use these books and just going through formality or is it really something that we really are discussing in terms of whether it's appropriate? So typically they've been through the the entire like committee and it's more than what you initially said it's you know to review them but also I will say for these books since this is an AP course yes I mean they basically tell us what books we need for the course so that even if what you were saying if we did it in reverse where there was really public input before >> okay so um [clears throat] so putting them putting them on review is uh just Make sure I understand the process. Is it >> just so people can look at it, but the decisions
084already made to use the books? Is that what I'm understanding? >> We have to vote on the decision. >> No, you vote on that. >> But I'm just saying is it >> what that's the that those would be the resources that the group of educators and leaders that, you know, reviewed what was available are recommending. >> Yeah. >> So, so this book is a little unique. I think I know where your question's coming from. This this one is a little unique. Well, it's unique for several reasons. Our process here, um, you know, we typically do this in the spring. >> Yeah. >> And, you know, bring texts forward. Um, at when we did this last spring, uh, this was not included, >> right? >> We were using the, um, we were actually using this book
085uh, already. This this text is already approved by the board, right? Um, and this is the updated version. So what happened was uh over the summer we had partially I think in due to the uh what's it advanced placement >> accelerated placement act >> right >> more students enrolled in AP US history um which >> great so we needed some more books but they don't make the old books So we need to we couldn't get any more of the old books so we need to adopt the new books. The it it's basically you know it's like the updated version of the new book so we could have more books. So in this case the text is largely the text that the board a board has approved previously. This isn't like some of the other texts
086we've gone through that have gone through this process in the past where they're not already currently in use, right? >> And the board is taking a look at them. Does that make sense? >> Yeah, makes it's a softman method. >> Yeah, >> got it. >> Yeah. >> Okay. >> So, does that mean that we'll switch the book all over to the new one like halfway through the se like starting next semester or something? Is that the plan? >> Okay. There is a there is one classroom right now that they don't actually have the textbook because there weren't enough but the senior teacher of that said he would take that section and so then they're he's just sharing with >> okay >> some of their colleagues >> and they have access to the online text then
087anyway which is mainly what they use. >> Yes, that's what the students use which I don't blame them because these two books are quite heavy but >> yeah. >> Okay, anybody else? I uh applaud you for questioning these things. And as I learned reading a textbook the last time around, it's worth it to read it. I mean, >> I love I learned some things. So, it's a good deal, but I I'm sure that the AP should be good. Nevertheless, we as schoolboard members can point out areas that we feel need adjustment. >> It's not the graphic novel version of the US. It's not. >> Yeah. There's that. >> Quite the opposite. >> In any case, thank you. Uh item nine, the um the board meeting presentation schedule and the foyer requests and board correspondence. These
088are not requiring any discussion, but if anybody has any questions, now would be the time. Item 10, the consent agenda, one of my personal favorites. Item one is the personnel report, resignations, retirements, leave requests, changes in assignment, FTE, new hires. Item two, gifts, grants, bequests, $1,500 from Maid Brigade of Central DuPage and Kain counties for ghs athletic supplies, uniforms, and other needs. Item three, gifts grants and bequest, $500 from Geneva feeder program with the Special Olympics basketball uniforms. Item four, gifts, grants, and bequest. $2,670 Vicky from Vicky Cohen to purchase trees to commemorate Larry Ochreerblad, Coach Bob Schik, and Coach Cal McPeak. Any discussion? Motion to approve. >> Some move. >> Second. >> Stephanie Bolino. I >> thank you board member comments and reports. >> Stephanie, would you like to add anything? >> Sure. Um,
089today I was able to attend um the PTO meeting at Williamsburg Elementary this morning. They have so many great things going on and a really active group of parents. So that's lovely to see. But they do have a trick or trunk coming up. Is that I always say it wrong. So trickor treat maybe. >> Trunk or treat. I always say [laughter] it the wrong way. Uh they have that coming up later this week. So you know if you want to go and visit that. I think it's on Thursday >> at Williamsburg Elementary. A lot of fun things going on. So just thank you to all those parents who are active in their school and doing some great things for the kids in the school. We also Paul and I also were able to attend the
090theater boosters meeting right before this meeting. They just wrapped up their underassman play and heard some great things about that. And then they are getting right started on their next play which is going to be a Christmas Carol and that's going to be December 5th through the 7th which will align with the Geneva Christmas walk which is just really nice to see something going on in our community and in our high school and it could just be a great community event all all around. So mark your calendars now because I'm sure you'll want you won't want to miss that one. And then um Music Boosters have started their greenery sale. So I know that's popular for a lot of people. So you can go on the music booster website and order some greenery. That's all
091I've got. >> Thanks. Well, I admit that last week and a half I've been kind of out of pocket. Uh, I was at a five-day uh convention downtown Chicago. So, I kind of missed the football game trying to take care of my wife. So, I just I admit that. Sorry. [laughter] >> No report at this time. Thank you. >> No report. >> Uh, since our last meeting, I've attended a technology task force. We learned about a new student information system that we're targeting the to launch July 1st, 2026. it does take a while to uh transfer everything over and then also looking to switch or upgrade to a web-based finance and HR platform. Molly was there too, so I'll let her fill in on some more things that we heard about. I've been able to
092attend some football games and exciting to see the Vikings doing so well. Congrats to our boys golf team at the high school has been uh doing well uh as well in their season this year and some of our other sports activities. And I think that's all. >> Thanks, Jackie. I'll just go ahead. Um went went to the facilities task force meeting this afternoon. A lot of exciting things going on there. Some programs that will save taxpayers thousands of dollars every year. And uh that's all really good progress, sound management of the district. Our buildings have been reviewed and have been found to be in very good condition, especially given their age. So, we're doing a good job there, too. Um I saw the football games, too. That was a lot of fun. Congratulations to the
093team. >> Yeah, I'd like to say congratulations to all the students that were here earlier today that did the presentations for us and um stood up and talked to the board. I think that it takes a lot of um of of of thought and effort from them and it's nice to see them out here um talking about the things that they think are important >> and I really appreciate that. U with I was with Larry at the uh facilities task force meeting. Um I'm really pleased to see how uh this is going. Um we're we're looking further ahead coming up with the facility assessment plan so that we can look and have a really good idea what we need over the next five years or so for our our programs. And as Larry said, we
094have some interesting programs um just to improve the the lighting at the schools and save the test t taxpayer money. So, I'm really excited about that. It'll take time, but we'll get there. >> Um I echo everything that's been said already. Um I a big thank you to Mike Wils and the technology task force committee. Uh there's a lot that goes on behind the scenes with our technology. Um, but I really wanted to just highlight, like Paul said, our speakers earlier tonight. I major kudos to everybody who got up and spoke to our middle schoolers. One young lady said that it really warmed her heart the work that she does and parallel process. It warms my heart. [laughter] It was just, it's so [clears throat] wonderful hearing the firsthand experience of our students when they
095are able to be put in a position to to give to others and to support others. but then also to receive joy by doing that. Um, and these are lifelong um, memories that they're making and will really instill character within them. Um, and to uh, Luke and Dominic from the SAD Club, I think that was really wonderful information and um, to their support staff. Lisa, you you know, you're doing such wonderful work with that club and the information that they share is so important in in my field. Um, you there's strong stances on the just say no practice or a harm reduction stance. And I am a firm believer in I think what one young man said that you meet each student where they're at with what they need. Uh, and that's so important. And
096to see them being role models to their classmates and their community is really cool. So kudos to the staff that support that and their parents. Um, it's really really cool. So thank you to everyone who spoke tonight. >> Yeah, I have really nothing to add. Um yeah, echo everyone's thoughts. The only thing uh different I guess that um since the last time we met, I think it was homecoming week that Monday that we met. So uh um seemed like everything went good. I'm curious on the the parade day. We had a change in the kind of the day seemed like everything went pretty smoothly in terms of >> Well, [laughter] we're reflecting on that. We're reflecting on that. We're we're reflecting on that. Okay. It did um it did it did work. It did what
097we had hoped it would do, right? Which was to make sure um if kids were going to be pulled out, we knew ahead of time that they were going to be pulled out um and that it wouldn't be impacting other academic stuff in the day so our buildings could kind of change those schedules and try to be more prepared for it. So that all did um happen. Um but a lot of kids were out of school. Um and so we're we're reflecting on how that all worked and what else we we might need to do. Um and the parade itself uh so cool going down Third Street. I would also say um I drove in it. Drove uh you know a float kind of thing in it. And boy there was those kids were real
098close to the cars in some spots [laughter] and it was a little it's a little stressful. So, we got to find a way to fix that, too. I think [laughter] >> bigger pieces of candy and you need to throw them harder. >> I think the that's part of candy. If there's candy, it needs to be much farther thrown much farther. I think that's [laughter] but yeah, we're uh so it worked. Um but uh illuminated some new challenges that I think we're reflecting on to you. >> Good. >> Thank you. >> All right. Well, thank you everybody. I I I thought afterwards the facilities task force with this first little cold snap the new boilers in the high school are working superbly. >> Oh, excellent. >> Just wanted everybody know that. Next item 13, executive session
099to consider matters pertaining to appointment, employment, compensation or performance of specific individuals who serve as independent contracts, independent contractors in an educational setting or specific volunteers to the public body or legal council for the public body. Litigation when an action against affecting or on behalf of the particular public body has been filed or is pending before a court or administrative tribunal or when the public body finds that an action is probable or eminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting. So we need a motion to go into executive session. >> So move >> second >> I I >> Stephanie >> I >> and uh we do not anticipate action after the closing of the executive session.