001Is it loud? >> Okay. I will now call back to order the Lake Forest School District 67 Board of Education meeting for March 16th, 2026. May I have a roll call, please? >> Miss Angelberg here. >> Mr. Adamo >> here. >> Mr. Lavin >> here. >> Mr. Reis here. >> Mr. Burgerer >> here. Motion carries. Good evening. First of all, thank you so much for your patience. We had a little bit of uh longer list of things on our agenda for the workshop than anticipated. Took a little bit longer, but thank you everyone for your patience. We're going to start off with the pledge of allegiance. I invite all members of the board, administration, and community to stand at attention facing the flag with their right hand over their heart to recite the pledge. One
002of our favorite parts of these board meetings is when the students get to come in and we get to see what it is we're really doing here on the board of education and see firsthand all the great work you guys are doing. So, I'm going to turn it over to Dr. Shin for the student spotlight this evening. >> Thank you for having us tonight. Um, I understand it's the assessment report tonight. So, we're going to balance out the assessment report with some of the other stuff that we do at Deer Path by sharing um some amazing work that's being done with our art classes and our media arts. So, I'm going to introduce Michelle Patch, Teresa Fontana, she's sitting down, and Maggie Seymour, our our teachers, and some amazing students, and let them do all
003of the talking. Thank you. >> Good evening. We are here tonight in honor of youth art month to celebrate the artistic talents and achievements of our students. Since the beginning of the school year, our students artwork has been featured in two galleries. The Dandelion Gallery in downtown Walkagan and currently there is an exhibit up at the Adler Art Center in Libertyville. A third and you unique experience is the Emerging Artist Show, which is an annual exhibition that showcases selected artwork from local schools ranging from preK through 12th grade. The artwork will be displayed in storefronts throughout Market Square in downtown Lake Forest. This is a jured exhibition and blue ribbon winners will be selected and later recognized by the city's mayor during a special ceremony at Lake Forest City Hall on May 18th. The artwork
004artwork will be on display from April 4th through May 1st, giving the community an opportunity to celebrate and appreciate the creativity of our local students artist local student artists. We are proud and excited to share that 10 of our student artists have been selected to exhibit their work in the 19th annual emerging artist show. Many of these talented students are here tonight to spotlight their achievements by sharing both their artwork and their reflections on the creative process with you. Hello, my name is Ashley Lodka and this is my treehouse in space. In the middle of my drawing, you may see the planet Saturn. I chose this planet to be in the middle of my drawing because I love the planet Saturn and I want to become an astronaut when I grow up. I chose vibrant
005colors in the background of my drawing because I imagined space in the future to be a fun place to go on vacation and a fun place to go. Anyways, I chose a tree at the right hand of my drawing because hopefully space will have trees growing in it in the future. Thank you for listening. Hi, I'm Emma Cherry. This is my animal eyes. I fly through the air. The moonlight's so pretty. I imagine a mouse running through the streets. I know what I got to do. I swoop down, catch it, and eat it. Hi everybody. Hey, I'm Jana O'Brien and I drew these kosher dill pickles. And I chose this because when I was little, um, me and my best friend Ella, who's actually in the audience, um, we used to eat them with ketchup
006and mustard. And I know that might sound a little gross, but for me, when I was four, four years old, that was my dream. And um, I eat them almost all the time for lunch. And I will continue to eat them. Thank you. >> Hi, my name is Stella Delfield. I drew a landscape watercolors. It's a f It's one of my favorite memories of when I was in Maui and when I saw the sunset. I will continue to try and come back to Maui to see this really good sunset. >> Thank you. Um, hi, I'm William Westoff. I created a in media arts while I used Canva, I created a um sunset with a six-word memoir, the sun will rise again tomorrow, which shows that there will always be an opportunity to shine again. Hi,
007I'm Julia Peltzer. I drew my dog, Maverick. I drew him because I love that he has different colors of fur and his eyes are really pretty cuz they're different colors. And yeah. Hi, my name is Maggie Yates. I made a fountain in art class. I originally made this for I originally made this in art class, but then I started going to art club with it. It was a really fun time making it. I made this for my mom to go with our wall with her wallpaper in our living room, which is made of all these peacocks and trees and all this nature and flowers, which I find really pretty. Hi, my name's Riley. >> And my name's Claire. >> We made a fountain out of clay and then glazed it. We added bright colors to
008represent joy and happiness. This is our fountain. Um, thank you so much for listening and thank you, Miss Patch, for letting us finish it in her class. Hi, my name is Grace and I made this fountain. My inspiration was mostly from my mom as she described when she went to Rome to see the Trevy Fountain. And then I also incorporated some colors that I saw in ancient Greek textbooks to create what you see here. And I would also like to thank Miss Patch for her amazing help and work on this mountain with me. All right, these next two artists were some big award winners this year. Every year, the National Art Association and the state associations all across the USA choose one to four artists to be featured on a flag that represents their state.
009And all these flags were then um shown at our national conference that we just went to last weekend. And we out of four kids in the whole state got two chosen from our school. And um this year the theme was the world needs art. And the reason they do these posters and flags every year is because this month is actually youth art month just to build awareness for the importance of the arts and um celebrate what the arts bring to our students. So, um, let's celebrate our two students who won first place. First place for middle school and then first place for elementary. Even though they're both in middle school at our school because of the ages, they were both able to win, which is amazing. And they were awarded not only um bragging rights,
010but huge boxes of art supplies that they could continue making art with at home. And then they also sent our school art supplies as well. So, it was a huge win. I've never had in my 16 years of teaching anyone actually make it on the poster, and this year we get two. So, they're going to tell you a little bit about their two pieces of artwork. >> Hi, my name is Savannah Soki and um my art is uh a picture of like uh my happy place, I guess. In in kindergarten, my teacher told me to think of my happy place. And this is what I pictured as my happy place. And it's been s ever since. >> Hi, I'm Zachary Ryell. I wanted to have a blue and purple sky with a lot of stars.
011My favorite technique that I used was sha using shaving cream to make cool textures on the paper. My favorite part of the picture was all the different colored planets. And that is all we have tonight. Hopefully got a little taste of what we do in art department and media arts at the school. The kids are amazing. So congratulations. You guys did a fantastic job. Thanks. I just want to thank all the students for coming in and and sharing the artwork, but also having the courage to speak and support your art. I know speaking in front of a room full of strangers is not easy. So, thank you. And if we could have you come up and take a picture with the board of education, you'll just stand in front of the green curtain here. You
012too. We're going to move on to Dr. Fenton who I understand is going to present the assessment report. It's I'm blaming it on the Monday night meeting. We're so we on Tuesday nights we've got this down. Monday nights we're we're off our mark. >> We're good. We're flexible. We're all good. Well, thank you guys. Thanks to the board and community for the time this evening. My name is Andrew Fenton. I'm the director of teaching and learning for district 67. And tonight I'm joined by >> and tonight we're we're excited to share highlights from the progress in our winter assessment report that you received in the board packet. Our report tonight is tied directly to goal number one of the strategic plan which is cultivating excellence in learners. Goal number one states that Lake Forest School
013District 67 will provide a rigorous, engaging, and supportive education where all learners thrive. One of the highlights of our fastbridge testing that I'd like to point to is the trend of reducing the number of students in the sum or high-risk category for K1 literacy. Talking about our earliest learners. So, as you can see in the chart above, uh we've seen a consistent reduction in the number of students falling in this category for the past five years. Uh this is a great trend that we've con we've seen and we're excited to see where it'll go. I do want to give a huge amount of credit to our early literacy staff for their purposeful and impactful work in with our youngest learners. I'd like next to talk about our NWA MAP testing or measures of academic progress.
014Those are the tests that we give to our second through 8th graders. We do that twice a year. Uh we do it at the beginning of the year right at the start and then we do it in January. It just finished about a couple months ago. And so this year we shifted the timing to that September January rhythm. Part of that it's a temperature check. And so what that lets us do is as our students come back to us after the summer, get a little assessment, get a check of where they're at. and then also in the winter after winter break. And we use that assessment to kind of guide our instruction. Teachers can dig into the data and see what adjustments we need to make. As I shared in the board report and it
015last last month's ed committee, couple things I want to highlight. I really want to shout out our second grade students. This is their first time taking the test and there was just some really impressive growth from the fall to the winter. In reading they were in the 77th percentile growth and in math they were in the 79th percentile. So if you look at that that's a very high growth indicator and it indicates that instruction interventions and the student effort put in by these students was significantly above the national average. So really excited to see that growth in achievement than our second graders. The other grade that I'd like to highlight is our fifth grade and you saw some of those students in there. We were very targeted and purposeful with our fifth grade this year,
016both focusing on academics and also the transition from elementary to middle school. Uh what I can say is our building coaches and our district coaches, they partnered with teachers as well as the deer path administration to focus on high leverage instructional strategies and targeted interventions during win time. They also made some purposeful changes in their schedule to really hit instruction hard and catch any students that might need may need a little extra help or need a little more. Uh and in doing so, you can see the high growth in achievement in that grade. And particularly if you look at fifth grade math, they're they're achieving at the 88th percentile, which is higher than it's been in recent years. The last uh kind of data piece that I want to talk with you about is our
017ECRA data. So a little bit first of what is ECRA? ECRA is a strategic data partner that district 67 uses. They use predictive modeling and they calculate an expected growth for every student. So map data tells us maybe right where a student is at one point in time. What ECRA allows us to do is ECRA can tell us how that growth is relative to what they predict for that student's individual potential. So what I'd like to do here is show you what our principles have done with this data and show you the growth that they've made from last year to this year. So our principles take this acro growth report and they're able to filter and identify certain areas where they can make improvements. So what I have for you, this is last year's reading
018growth winter report and I'm I'm going to show you this year's. So you can see in the low growth, I put a couple arrows to where the percentage of our students districtwide making low growth was 27%. That's much higher than we want it to be. This year, proud to report that that's 15%. So we dropped that by 12% as a district and in doing so, you can see the percentage of our students that met the benchmark went from 54% last year in reading to 82%. So just a really targeted focus on these low growth students, moving them this way then increases the benchmark. And if you look at math, you'll see a similar result. We had 24% students last year's winter growth report in the low growth. This year we have 14. So that that
01910% difference is a large difference. And ultimately again in math we went from the 60th percentile meeting the benchmark to the 82nd percentile. what that means meeting the benchmark. That's ECAR's prediction that those students are predicted to get a meets or exceeds on the I test in the spring. So huge shout out to our principles and their staff for the targeted work they've done and that's what ECRA lets you do. It kind of shines a spotlight on certain areas in your program and then you can design interventions and target your resources in a specific area. And so lastly, the part I'll share before I turn it to Molly and Jenny, it's the continued strategic plan and school school improvement plan connection. That's something that this district has that's that's strong and we're going to continue
020to strengthen it. That relationship between the overall strategic plan of the district and then the principles take their school improvement plans and tie that cohesively together. That's what's really I feel the story in the growth that we've seen over the past couple years. One of the things that we're continued to focus on is a purposeful purposeful focus on student engagement through active and meaningful participation. Kagan strategies, we had a pilot team this year that's going through the training. We're excited that we're going to be able to bring part of that to all of our staff opening the next school year so that staff will have those strategies to increase active participation in the classroom. And again, I wouldn't be able wouldn't be standing here wouldn't be able to do this without our building and district
021coaches. they lead this work. They're the boots on the ground every day working with our teachers and staff that are making all this good growth happen. So, thank you for your time and I'll turn it over to Dr. Escobar. >> Thank you, Andrew. And good evening to everyone. Um before we get into the data for this winter, I kind of wanted to set the stage for our special education data. Um, in last fall, we set a goal, a long-term goal that 50% of our students with IEPs or special education services would meet the proficiency benchmark on the IR assessment. Um, last spring was our first temperature check of that data. And looking at our data across spring, we shot we saw the highest proficiency for students with IEPs in both ELA and math. Um, in
022spring of 2025, 46.7% of our students met the benchmark for ELA and 41.6% of our students met the benchmark for math. One of the things we wanted to acknowledge is that there was a slight change in the norms for the benchmark. However, even considering that change, we saw a about 6% increase for our ELA and 9% increase for our math. So kind of that was our temperatures checked setting us up for this winter assessment data looking at our NWA map and I believe that this shows meaningful progress towards that 50% goal. So looking at our winter data this will give us a more upto-date standing of where our students with IEPs are currently falling. And if you take a look across multiple grade levels in both reading and math, we have greater than 50% of
023students with IEPs meeting the benchmark or the proficiency benchmark on the NWA MAP assessment. And this is really exciting because this is a good indicator of how these students are going to perform on the IR this spring. A couple of grade levels I would like to highlight is fourth grade which had 59% of students who met the proficiency benchmark in math and 63% who met the proficiency benchmark in reading. We also saw 64% of our students in eighth grade ELA meet that proficiency and these are our students with special education services. So, this is really great growth and it's really representing some meaningful progress towards our goal of 50% of students meeting that I proficiency benchmark and we're super excited to see how they do this spring. I'm going to pass it over to Dr.
024Sturin who will cover our action steps for special education. Okay, I'm going to close us out uh by talking about the action steps that we've engaged in to help improve these outcomes. This type of growth is not typical and it's something that we're very proud of and requires intentional planning and a laser focus and commitment by all. Several district initiatives have contributed to this strengthening of academic outcomes. As you previously heard, last year we engaged in a review of our continuum of special education services, which has created greater clarity and consistency for our staff in understanding the supports that we offer, as well as helping our staff match services to the needs, allowing students to get the exact support, but also with grade level rigor. As a result of this work, teachers are also assigned
025to more focused areas of instruction. So something that they mentioned is they had too many roles and it was too hard to know all the content and so we made an intentional focus on making sure that they were teaching one or two areas instead of three or four. Additionally, uh we al also focused on a co-eing reboot. Uh so it's been about five years since we've engaged in professional learning on co-eing and we had over 20 teams approximately 47 educators and instructional coaches engage in training this year. Additionally, those uh co-eing teams engaged in coaching cycles uh led by um our trainer and they worked directly with our instructional coaches to go into classrooms and set goals with teachers around instructional practices and then go in and provide feedback afterwards. This co-eing reboot has strengthened
026the relationships between our general education and special education teachers. uh not only are they working together every week to plan instruction, but they're meaningfully planning instruction. We're also now in year three of Amplify, which has strengthened our core instruction in ELA. teachers are feeling more confident, especially our special ed teachers, in delivering specially designed instruction because now they understand amplify the the scope and sequence and the pacing and so they're able to modify it or um implement differentiation regarding to the needs of the students. And then lastly, we've engaged in a series of professional learning um and Tira Jamba, she was our uh DSS instructional coach this year. She's been instrumental in providing instructional coaching, professional learning, and fostering job alike collaboration across all special ed teachers across the district. This is the first time
027we have done this, and this is something that's been very impactful because they're sharing strategies and creating a hub of resources that we can use across the district to help all of our learners. And this also helps with our role specialization. Together, these efforts are what's improving our outcomes for our students and they're increasing the rigor as well as contributing to improved proficiency for students with IEPs on both MAP and the NWPA. So, um that's it for action steps and so I'm going to turn it over for questions. >> So, any questions for um any of the speakers are appropriate at this time from the board. So I do have fun of course incredible progress uh across the board and um very nice to sit here and see all the positives yet I'm always trying
028to pick the negatives because that's about continuous improvement right and you pointed out if I go back to students with IEP um this dark contrast from last year to this year elementary school tremendous growth especially math incredible yet middle school no progress whatsoever and it's like wait we have done so great on in the in the menry but not middle and you pointed that out. You saw that too in in your report. I wondered if you already identified a top one root cause why we've had such a big progress for students with in the IP program on elementary but not in middle school. >> Sure, I can start. Um there are a couple of things that we have been talking about how we're supporting it. Um really getting to the why. I think as students
029get older math gets harder. So I think it's just um a little bit trickier to get you know close that gap but we are working with the principles and the coaches and really helping them to identify what are the key missing areas in math to so that we can really support the growth for those students. So kind of looking out and breaking apart the standards to help support that growth and really seeing what are the key missing pieces that we can help address. Another factor um which I had in the report but for sake of time I took out was um that we had implemented an intervention this year at the middle school um which was called math 180 and one of the things at the elementary they get intervention daily and at the middle
030school it's much harder to get intervention every day because there's other electives and so the students might have um cooking or you know they take these other uh rotation classes and so we next year we need to really focus on how can we make sure they get math intervention daily and so we're going to have to have some conversations about then where did students have to give something up and I think that's always the tricky part because we also want our students to engage in fun things that they enjoy as well >> and I think there's a speaking from experience there's a debate with the families because they can say we don't want that we would rather have them engage in the elective arts so they can forego even if we make this recommendation which
031we will. It is a balanced approach with making sure we're supporting the students with the a whole child approach. And if you're giving up, let's say you're giving, we just saw this beautiful presentation from art. If I'm telling young people that they're not going to get that experience, but they're going to go do math intervention even though I want to close the gap. It's a careful uh conversation with the families as we try to make sure we're providing opportunities on all facets of education. And it's even harder when students might have a need in reading and math because then sometimes you have to make a decision. >> Other questions? >> I agree with Mr. Berger that tremendous progress. U excellent presentation. Thank you very much. Uh I had one question. just as you set as
032a goal uh as just as you track uh the percentage of students who meet their uh IEPs, um do you also set as a goal the percentage of students who no longer need IEPs or who grow out of IEPs? >> Well, we always go through a three-year reevaluation process with each student with an IEP. And we're working with teams to make sure that we're really looking at the data to determine is this a disability that needs special education services? Are there accommodations that could support them that maybe they don't need it? I think ultimately the goal is that our students are in general education as much as possible be be it with an IEP or without and hopefully one day that they would graduate off but knowing that while they have an IEP we are
033continuing to support them in their needs and helping them meet their goals. >> Thank you very much. >> And we do track longitudinal data. Um, you know, we see the most dip in IEPs at the high school level because um, you know, parents are and staff are always nervous as students um, metriculate to high school and they want to make sure that they have all the supports. And so as soon as students metriculate and they have, you know, those gains, they continue those gains in high school. That's where we see the highest um, reduction in students with IEPs. I know this year there was 10 alone at the high school. Um, and so um, it's definitely something that we track longitudinally. >> Great. That was my next question. Thank you very much. Appreciate it. >>
034And then Jenny, would you be okay if you give that data to me and I'll include it in the board update. >> Yes, of course. >> Thank you. >> I just have one comment and it's just more in general. I I e I echo what everybody said, tremendous job um in growing everywhere. Um it's nice to see like some of the breakdowns of the different learners and I would love to see in addition to that like maybe we can use the echo data or whatever um for like high performer performing students too to see where they are as where they fall within the growth and how they're doing specifically as a group. >> We can do that Dr. Pent is that correct? Yeah, it's in the report. There's also the percent high, but um ACA
035does let you filter out. >> It does like there's a bunch of different things you can do and it does let you filter out like already students who are performing high are they still telling you? >> Yes. So let's include both the longitudinal data from Jerry's question and then Megan's question around how are our high performing students growing uh through ECRA and we can put that in this uh Friday's update. Someone will remind me or do that and send it to me so I don't forget. Right. Okay. Thank you. >> Thank you. >> Other questions? >> I'm sorry. Um I'm curious uh as uh great as these results are, am I correct that you don't necessarily have the expectation that this would continue every single year because the needs of an individual child might change
036yeartoear or as children might come into the district. So we as a board shouldn't necessarily have the expectation to see numbers as favorable as this because of the the challenges the children face may be different. Is is that a fair statement? I think what's fair to say is that we looked at our comparable districts in this area and um you know the highest performing districts are at the 50th percentile and so that's where we set our bar. When we were below the 50th percentile we said there's no reason why we can't be at that same bar. And so the state average is in the 30 the 30th percentile. So obviously we want to we've been above that. We want to be above that. Um but the 50th percentile is a really good indicator and of
037course if we can reach higher and close that gap more um that's always the goal and so it's what kind of supports um can we put into place to help these learners access rigorous curriculum and continue to learn and grow. >> Any other questions? >> Thank you everyone. We appreciate the report. And I believe I'm turning it over to Dr. Montgomery for the superintendence report. I am trunc significantly truncating the superintendent's report, but the full superintendent's report will be uploaded on the website uh for all review. But tonight, we're going to focus on key staffing updates in light of the two presentations that we had prior to this moment. And I'm going to first celebrate Dr. Mel Molly Escobar who is with us and you just heard from her as she moves from a coordinator
038position to a director of special education student services. She's going to be working especially closely with Andrew and we're thrilled to have her elevated to that new position. And with that new role that Molly is taking, then we have some new faces to introduce to you tonight. And I'm going to kick it to Jenny uh to do those introductions. >> Okay, perfect. Do you guys want to come up? >> All right, perfect. All right. Well, I'm going to start first with Rachel Polera. Uh Rachel is our new coordinator of um Department of Student Services and Teaching and Learning. And this position uh basically used to be Molly's position. Although we are bridging this position to really focus on teaching and learning and special education because as you can see these two things go handinand everything
039we do in the core instruction is so important for our students to have rigorous curriculum but then also match those supports. Rachel comes to us from Glen View Northbrook District 30 uh where she's spent the last 11 years, 10 years um as the coordinator of student services and uh she's led their special education services as well as MTSS and she will continue that work here and we are very excited for us for her to be joining our team. Ra uh Jessica Baraka, she is our coordinator of specialized services. This is a new position for us as we continue to build capacity and taking over more of our positions with True North. Jessica's really going to be leading uh supports for our students with most complex learning needs as well as behavior needs. She'll be working
040directly with the high school, Peter Kelly, the uh coordinator of transition services, making sure that we have coordinated services prek through 22 for our students that have the most intensive needs. We've learned that we really need to be starting earlier with families and making sure that they understand all the supports available to them and then having a coordinated curriculum. Um, and so Jessica is going to be leading that work. Jessica also comes to us from Northbrook Glen View District 30. They are not very happy with us right now. Um, because we stole two of their best employees. um and they um are joining our team and we are very excited uh for the work ahead of us and uh we hope next year when we're back here uh giving the assessment report that we can
041share all the amazing things that they've helped contribute to. So welcome. >> Thank you. >> Anything else? >> That is good. We we do not make people do speeches for the first night just so you know. But you will be expected for speeches in the future. Okay, very good. Welcome to both of you. Um, as uh and you guys feel free to go. Um, there's no pressure at this point or uh nor expectations. I wanted to wrap up the staffing update with a few more announcements with Amy Fiori coming out of the classroom as an instructional and behavioral coach. Carly Harvey has moved from the assistant principal uh position. uh she has expressed a desire and we're excited that she's taking on this role to become one of the advanced learning specialists for Cherokee and
042she's going to be she's terribly excited to go back into uh the building at this level. So, we're excited for her. Her moving created an open opening for the assistant principal spot at DPM and Michael Barry is taking on that role and then we have Joanne Ford Halverson taking the role of school psychologist. So, those are just some key staffing updates that are happening as we prepare for next year. As you know, all energies in March is usually focused on how we're setting up for the 26 27 school year and then post spring break, everything is wrapping, all the energy is wrapping up the school year. So, it'll be here before we know it. Um, I will finish with just upcoming events and like I said, I'm going to post the whole report. Uh, but
043spring break is starting uh next Monday. So, this Friday is the last day of school prior to spring break. We have a joint board coffee coming up on April 9th at Gordon at 6:30 PM. And uh the last thing I'll talk about is just a grant week that is coming up for April 13th through the 17th with the spirit. That concludes my report. Thank you so much for your kind attention. Any questions on Dr. McGomery's report? We have arrived at the first opportunity for public participation. Are there any members of the public who would like to address the board? Seeing none, we will move on to the liaison reports. Um, Craig, is there any update on True North? A True North meeting on Wednesday. It will be the first reorganized board, governing board meeting um,
044ever. Um, but other than that, I think things are on track. Dr. Dr. McGomery could probably speak to it in greater detail if you have any questions. >> The only thing I would add is that at the March meeting on Wednesday, there will be the reductions in force and there is about a 30% reduction in force that's happening on Wednesday. So, it'll be a very monumental meeting and impacting a great deal of people. The target was 50% reduction. The remaining 20% will happen in the next school year as we move through a two-year plan of restructuring. Any questions on True North? All right, we will move on to this evening's action items. Uh action item number one, uh acceptance of the 2024 2025 annual financial audit. We have a motion to accept the 202425 financial
045audit. So moved. May I have a second? >> Second. >> Any questions or comments, discussion? >> May I have a roll call vote, please? >> Mr. Adamo, >> yes. >> Miss Angelberg, >> yes. >> Mr. Burgerer, >> yes. >> Mr. Lavin, >> yes. >> Mr. Reis, >> yes. >> Motion carries. >> Action item number two. May I have a motion to approve the seaman's building automation contract renewal? >> So moved. >> May I have a second? >> Second. >> Any questions uh or comments? May I have a roll call vote, please? >> Mr. Burgerer, >> yes. >> Mr. Reis, >> yes. >> Miss Angelberg, yes. >> Mr. Lavin, >> yes. >> Mr. Adamo, >> yes. Motion carries. >> Action item number three. May I have a motion to approve the custodial services contract renewal 2026
046through 2027? >> So moved. >> A second. Second. Any questions? May have a roll call vote, please. >> Miss Engleberg, >> yes. >> Mr. Adamo, >> yes. >> Mr. Burgerer, >> yes. >> Mr. Leaven, >> yes. >> Mr. Remis. >> Yes. >> Motion carries. >> Item number four. May I have a motion to approve the psychological services for a maternity leave at Deer Path Middle School? >> So moved. >> Have a second. >> Second. >> Any questions? May have a roll call vote, please. >> Mr. Reis? >> Yes. >> Mr. Lavin? >> Yes. >> Miss Angelberg? >> Yes. >> Mr. Adamo? >> Yes. >> Mr. Burgerer? >> Yes. >> Motion carries. Item number five. May I have a motion to approve the intergovernmental agreement for shared services with districts 67, excuse me, 65, 67, and
047115? >> So moved. >> May I have a second? >> Second. >> Any questions? May have a roll call vote, please. >> Mr. Reis? >> Yes. >> Miss Angelberg? >> Yes. >> Mr. Adamo? >> Yes. >> Mr. Burgerer? >> Yes. >> Mr. Lavin? >> Yes. Motion carries. >> Item number six. May I have a motion to approve the 2026 to 2027 admin and confidential exempt compensation? >> So moved. >> May I have a second? >> Second. >> Any questions? May I have a roll call vote, please? >> Mr. Lavin? >> Yes. >> Mr. Burgerer? >> Yes. >> Mr. Reis? >> Yes. >> Miss Angelberg? >> Yes. Mr. Adamo? >> Yes. Motion carries. >> Topic number seven. May I have a motion to adopt the resolution authorizing the non-renewal of administrator Carly H Harvey and reassignment
048as a certified staff member? >> So moved. >> Have a second. >> Second. >> Any questions? May have a roll call vote, please. >> Mr. Reis? >> Yes. >> Mr. Lavin? >> Yes. >> Miss Angelberg? >> Yes. >> Mr. Odamo? >> Yes. Mr. Burgerer. >> Yes. >> Motion carried. >> Topic eight. I have a motion to adopt the resolution authorizing the notice of honorable reduction of part-time non-tenure teacher Robin Strauss. >> So move. >> Second. >> Any questions? We have a roll call vote, please. >> Mr. Reis. >> Yes. >> Mr. Burgerer. >> Yes. >> Mr. Mr. Rodamo, >> yes. >> Miss Angelberg, >> yes. >> Mr. Lavin, >> yes. >> Motion carries. >> Number nine. May I have a motion to adopt the resolution authorizing the notice of honorable dismissal of Madison Brown, non-teny
049teacher, not in final year probation. >> So move. >> We have a second. Second questions. May I have a roll call vote, please? >> Mr. Burgerer? >> Yes. >> Mr. Reis? >> Yes. Miss Angelberg, >> yes. >> Mr. Odamo, >> yes. >> Mr. Lavin, >> yes. >> Motion carries. >> Moving on to the consent agenda. I have a motion to approve the consent agenda items listed in this month's agenda. >> Moved. >> Second. Second. Any questions? May I have a roll call vote, please? >> Mr. Odamo, >> yes. >> Miss Angelberg, >> yes. >> Mr. Burgerer, >> yes. >> Mr. Lavin, >> yes. >> Mr. Reis, >> yes. >> Motion carries. >> Moving on to the foyer requests for this month. Uh, we've had several, all of which are completed, including Brendan Hosti, Bo Kim,
050El Lite, Heather Kerr, Robert Dodson, and Sherry Reed. We will now move on to a second opportunity for public comment. Are there any members of the public who would like to address the board? Seeing none, uh just a few announcements. Dr. Montgomery already covered spring break. Uh and then we have April 3rd is a no student attendance day. That's an institute day. And then the next board meeting uh including education committee of a whole is April 21st, 2022, excuse me, 2026. May I have a motion to adjourn the Lake Forest School District 67 board meeting for March 16th, 2026? >> So move. >> May I have a second? >> Have a voice vote, please. All in favor say I. I. >> Yes.