Batavia Public School District 101 Board of Education Meeting September 23, 2025

001Um, under the first item, there was a question submitted for potential discussion about construction tours, building tours that the board might be interested in. So, under um under reports when Mark goes through his construction updates once he's finished that, I was thinking that might be a good spot for the board if you'd like to have that conversation and, you know, we can talk about what what that looks like, what the board's interested in seeing um you know, give us some ideas so that we can kind of come up with a game plan on how to work on that and the timeline for that. Then the second item uh will be a discussion on the consulting uh the discussion about the use of consultants in the district. Um I I'm owning that. I did not realize

002that that needed to be on a discussion item. That's my fault. However, um that conversation, I thought instead of putting it at the back under board comments that we can place that com, >> it's haunting. >> I was like, wait, what's going is there a bad echo in here? um that that conversation could be under committee reports as well during the plaque conversation because during the plaque uh report out they did have the conversation um about the use of consultants during the meeting. They did run out of time so it's going to be an ongoing agenda item for their next committee meeting. But I thought that could be also another good opportunity for the board to have that conversation there instead of waiting till the end of the board meeting. And again my apologies about

003that oversight. That's on me. So that's it. >> All right. Thank you. All right. Celebrating successes, every wish has a place at JB Nelson. Tonight, we welcome Ashley and Nicole Apprentice. Ashley is a reading specialist. Nicole is the principal at JB Nelson Elementary School to celebrate their great work in developing a belonging campaign centered around the book Witch Tree. Thank you. >> We also have Megan Baker here. It's okay. >> Extra special guest. >> Definitely. And um we actually brought a copy of the book for the board members. So this is the book. You get to keep it. >> Do you have the audio version? >> Actually, wait for the presentation. >> Yes. >> Did you ever read this one? >> This is good. I mean, I bet you >> All right. So, we're super

004excited to share with you guys about our one book, one JB. So, um, our t-shirts also go with this was a student made these. So, our whole staff has the shirts. Super fun. Um, so we are doing Wishtree as our um our book that every every family in our school received, Wishtree. Um, and we're going to tell you a little bit about it. Um, so the purpose is um our our theme this year has to do with belonging and inclusion. Um, so Wish Tree has all of those themes. Um, these are kind of this is kind of our purpose to show that all students belong at JB Nelson. also just to foster a love of reading and build those family connections between literacy at school and at home. Um so this was our kind of

005kickoff that we did um like the I don't know it was a couple weeks ago. Um that is me in the squirrel costume right there if you uh don't recognize my face there. So we did a super fun little like skit to kick it off. Um and um Megan's the butterfly just in case you didn't know that as well. So, um, the kids like had so much fun with it. We basically like kind of acted out the first like chapter of the book in front of the kids and wore costumes and stuff and they thought it was super fun. And then we went delivered um that's us like delivering the books to each classroom to get them all like hyped up about it. So, each family got a book and then inside the book was

006um a bookmark with the dates um to read each chapter and information about the literacy night. So, that was like our little kickoff. Um, Mrs. Bach, our art amazing art teacher, made this mural in our LRC and she's like adding animals to it like every other week and then the kids get really excited and they're like, "Oh, look, now there's a crow on it." And so, um, that's been super fun. Um, and then we have our own wish tree. So, this is in our courtyard. All of those are like little pieces of fabric that each, um, teacher and student wrote their wish for the year and then, um, they all got hung on our wish tree in our courtyard. And it's just been fun to have the kids be like, "Oh, it's our wish tree."

007And they look see it outside the window and that's been really cool to see. Um, we've also been doing these little weekly um riddles. So Nicole reads on the announcements every um Tuesday that there's like a different animal from the book hiding in our school and they have to like find it somewhere. So we have like a stuffy of each animal from the book and then the kids find it in the hallway or in the LRC and they don't get anything for it but they just get excited to find them find the little animals. So trying to keep like the excitement going throughout the weeks has been fun. And um oh speaking of the audio um books, yep, this is Megan. >> So it was important that we made sure that every family had universal

008access to the book. We knew that not every family might speak English and be able to read the book that we sent home and frankly not every family might have the time at home to read the chapters that we assigned. So, we invited teachers from our community um at JB Nelson and members of our community of Betavia at large to come and read chapters in front of our beautiful wish tree. And our LRC director, Caitlyn Frink, taped each of those chapters and then we linked them to a virtual bookshelf, which you can see a little sample up in that corner. And you can see the variety of JB staff members down there reading those chapters. And each chapter is linked and then each week we reveal a new book bookshelf till the end of the

009book and then they are linked to Google classrooms. So families have access to the books and then kids will have access to the whole book that they can always go back and listen to the book and they get excited to see who is reading the next chapter and seeing their teachers and people around the building. So, here are some of the JB staff members and on the next slide are some of our community members that came and read. Superintendent Kim, Katherine Murray, and Amy from the um Bavia Public Library. So, it's just super fun and a way to make sure that even if families didn't have time to read every chapter at home, all students had access to this book and that everyone could enjoy Wish Tree because it really is a phenomenal book. It's

010me. Um, we also set up um, this is Caitlyn Frink, our LRC director, set this up again to just keep the momentum going. We launched it in August and our night is not till November. So, we just wanted to make sure that like people didn't forget about it and the excitement keeps going. So, we have weekly trivia going for the chapters that were assigned in K1. The trivia is actually linked within that virtual bookshelf on those little mushrooms. And the classroom teachers have access to it. And in grades two through five, they're linked in the Google classroom. And then um each week there is a a winner that gets a prize at the beginning of the year. It was a $20 gift certificate to our book fair. And then in this upcoming week, it will

011be a um like a little kit to do an art um project with our art teacher. So just to keep that momentum going until November. So just keeps the kids excited >> and kindergarten and first grade do it with their teacher. They So all students get to participate in the trivia. Um I read it on Friday or I remind them on Friday. They have till Monday at the end of the day just in case they need the weekend to Oh yeah, I didn't finish reading so they have the weekend and then they can do answer the question on Monday and then I announce the winner. Um and then our culminating event um will be a family literacy night on November 20th at 6:00 pm. And this is really what brings it all together. So our

012theme is belonging. We launch with the book. We talk about um what it means to have belonging, right? And to include everybody. We teachers created our wishes, the students created their wishes. And then that final piece is, you know, as part of the strategic plan, um, we focus on belonging. We f focus on parent partnerships. And so we want to have a night where all of the families can come in. And spoiler alert, they're going to get to make their own wishes as well. So we want the families to make wishes that are going to get added to the tree. We're going to have lights on the tree in the courtyard. And we're going to also give them an opportunity to make a wish as a family that they can take home. So, one can

013stay with us, but also one that they could start that tradition at home um and talk about what their wish is for their family. There will be raffles and prizes for families that attend um and they'll participate in activities that relate to the book. But most importantly, we're just trying to bring our community together around that theme of belonging. So, that will be our culminating event um in November. And I also invited the board to that event. So, you should have that on your calendars as well. And that's our that's our celebration. Thank you so much for having us. We hope you enjoy. It's a very quick read. I read it in one sitting. Um and it's a really good book. It's it's a good one. So I hope that you enjoy it. Thank you

014so much. >> Thank you. >> Have any comments or anything you'd like to share? >> I don't have I just have a quick question. Um, for the readalouds that you guys taped, um, is there a way for families that maybe are, you know, don't speak English, is there like a subtitles thing that they can go on to? Um, I'm just curious. >> It's a really good question. That's something that we could go back and add. >> I don't want to make this. >> That's a really good question. Yeah. >> Thank you. >> All right. Well, thank you very much. That was that was amazing. Sir, thank you very appreciate the time. >> Thank you. Thank you. >> Thank you. All right. Public comments. Holly, do we have anyone wishing to address the board tonight? >>

015Yes, we have two. >> Okay. Thank you. All right. Welcome to the meeting of the board of education. If anyone wishes to address the board this evening, of which we have two, please share a recording. Secretary, submit a form for addressing the board. Please put your full name and address on the form. In general, the board will not answer questions or engage in dialogue during public comment. This does not mean we do not take your concerns or comments seriously. The board values active communic community participation in the district's endeavors and encourages people to engage with the district using appropriate channels and systems designed with your input in mind. Board members are not involved in the day-to-day operations of the district and cannot engage in district business individually. If you have any specific questions or would

016like to further engage with the district, you may submit your questions using the link on the website and the appropriate staff member will reach back out to you. Thank you. Who's our first person for the evening? >> We have Haley Lamb. >> Welcome. >> My name is Haley Lamb and my two children attend Louise White and I am here to request a response to my email regarding recess. My attempts to resolve this matter with administration where recess was withheld punitively from my child has been an uphill battle for four months. I have felt dismissed and my concerns about the legality of recess as punishment have gone unanswered. I've been told 8:45 to 9:00 a.m. is recess, which is prior to the beginning of instructional time. The regional office of education confirmed two weeks ago that

017that is untrue. I've been told that there is nothing admin can do or building staff and that my concerns are merely a disagreement with how the district interprets the law. The lack of curiosity about my child's situation, coupled with the inability of our admin's part to believe that they could be wrong, has now led to all of our schools having to redo their schedules a month into the school year per the ROE. This has not addressed my concerns, but rather alarmed me into notifying you as a board. I request a response from the board to my email with supporting documentation as to whether or not Betavia will comply with this law that states recess may not be withheld punitively from students and that it requires 30 minutes per day. I am disappointed at having to

018bring this to you, but I have felt the administration has not had the best interests of our children and students at the center of their response. >> Thank you. Thank you. >> Our second public accountant is from David Heros. Good evening. Um go off script for one second and just say I uh I missed last week's meeting. I think it was the last last meeting you had where Plet Ali presented on the early childhood program. Uh just wanted to congratulate on a great start to the early childhood program with your youngest youngest learners in the district. Uh starting off uh great. Uh my name is David Kurels. I'm the regional manager with Birth to Five Illinois, an exciting new initiative here in the state of Illinois. Birth to Five Illinois works locally to build a

019stronger, more inclusive, and equitable early childhood system that puts the family stories at the center of policy and program decisions. This system was created to better understand how to help families with young children thrive in their communities. We listen to families and document document their challenges and successes around accessing child care and early education opportunities. Some of these caregivers are residents of the school district here. We listen, we ask questions, and we share back feedback to both sides locally and throughout the county. We don't see enough programs and services that have nearly enough preschool, child care, and early intervention openings for the children. We share these wants and needs with the leadership, and we bring the challenges up to you and other uh officials. Some of those include the regional office of education and the

020nine other school districts that make that comprise it as well as local and state elected officials. Over the past two years, Birth to Five Illinois's regional team has published an early childhood regional needs assessment, a mental and behavioral health report, and an action plan that not only outlines some of the challenges within our early childhood system, but more importantly make recommendations and outline action steps for how we can better support children throughout Betavia and the entire region. Our birth to five Illinois team is currently working with providers, local community leaders, libraries, and families to address the recommendations they have talked to us about. Their continued feedback and input serve as a roadmap for our work. And we also work alongside our funders, the Illinois State Board of Education, and we look forward to the new

021Department of Early Childhood that will encompass several existing programs under this new state department starting this year. As we continue to engage with local leadership, I also seek to engage with school district administration. School districts play a critical role in the community, aiding parents and caregivers on where they hope to start and grow their families. I want to make sure that school districts are aware of the importance of early childhood and continue to build this foundation. Thank you so much. I would invite you to take a look at our reports which are available on our website and I have some materials and copies here that I can leave as well. Thank you for your time. >> Thank you. And if there's anything you want to leave, you can leave it with Cindy. We can pick

022it up afterwards. So, okay. Thank you very much. And next is BPS Partners, Drew. Hi, everyone. Um, I don't have a whole lot to say tonight, so I'll be brief. Um so number one in speaking with our members uh in the past several days or so one of the hot topics uh that are being discussed uh relate to the everinccreasing complexity of the needs of our students especially within our high needs programs. Um again thematically this has been a pretty consistent discussion for about the past 10 days at various levels. Uh to address these needs at the building level we've been advising our members to use the mechanisms in our contract to use the formalized relief process in order to better support both general education and related service educators. I'd also like to think that

023the BA does a good job of keeping district administrators in the loop when concerns are brought to us and that our district admin administrators share our problem solving spirit as we continue working together to address some of these needs. But these discussions over the past 10 days have raised larger questions within our union about how we as a district prioritize staffing and resources to best support both our members and our students. I finally made it over to HC Storm um for openhouse. That was the first time I've been there since they did the construction and I was blown away by the uh building improvements. uh the BHS uh and RMS LRC's amazing. These upgrades are already making a difference for our staff and students and I commend the board and administration for working towards warm,

024safe, and dry without the benefit of a referendum. And hell, what do I know? Maybe we need to start up that referendum discussion. Again, I'm game. But I want to make sure that as a board you continue to keep what is becoming a large area of concern for our members on your radar, investing in instructional tools and staffing to better support our students and educators. Our message to our members at our general meeting is the same every single year. The BEA is here to support you so that you can support your students. I'm confident that the board of education and district administration feel the same way about our staff. Uh at last month's board meeting, I heard a lot of uh you know, what does the BEA think? What does the BEA think? And if

025anyone would like further insight on why these conversations have been coming to the forefront, there are formal channels to receive that input and we should have a mutual interest in strengthening those channels as well. Finally, a shout out to our art teachers. Betavia High School has been named a school of distinction by the Illinois Art Education Association for the third time, one of only five schools in Illinois to earn this honor. Um, so props to Andrea Schindlebeck, uh, Jen Carpenter, Kayla Cos, Jem Melendez, Emily Smith, and Kathleen Teron. And a general shout out to, uh, all of our educators across the district for being great a rock stars. Um, that's all I have for you tonight. Good luck. >> Thanks, Drew. Sorry. All right, consent. Oh, I'm sorry. I'm skipping right over you. I apologize.

026All right, Grace Nelson is not able to make it this evening, but our student ambassador Kaio, would you please fill us in on a few things? >> Hi guys. It's been a hot minute since I've seen everybody, >> which is why I almost skipped right over. So, >> I know. I can't believe this. It's okay. We have a lot to say because we skipped the first one. That was like the first week of school, so we didn't have anything to say. Um, Grace is at work. We miss her a lot. She's in our hearts. Okay, starting off with sports. We're actually doing really, really good. Uh, start football. We lost once, but it's okay because we have three wins and I think we're doing really good. Our first game was the loss and we also

027lost seven of our starters. Five of them are still injured. Um but it'll be okay. Boys soccer actually is playing a game right now. Tri Cities night is on Thursday. They had their first win in a while. Yeah. Three years. No. Yeah. My brother played on the team for a while and it did not go so well for them. But uh one of their players, Connor Verie, is the Kane County athlete of the week. That was great. Tennis has had a lot of wins, but their last tournament did get rained out. Um, volleyball's been doing good. Cross country is really good. Swimming, girls golf, everything's really good. Everyone's really excited about it. Okay, clubs and events. Our student section for the football games has been popping. We are so good. We're so hype all of

028the time. It's a whole lot of fun. Class Olympics happened. Um, seniors won volleyball. Definitely won against the teachers, too. Um, but we won't talk about that. Homecoming, there's me and Grace up there. We went in the same group. We were so cute. Um, uh, everything was actually great. We had a boy band. That was insane. They were really good. Um, Homecoming Parade was great. Senior Sunrise was awesome. Everything's just kind of starting up. like there hasn't been really many events. Like honor societies are just starting. Their memberships just kind of got flown out. Um, yay new library. Yay new library. That's really great. Keycl Club had a big sale this past week. Their proceeds went to neuroscience research. I thought that was really cool. Um, we are starting this attendance challenge. It's been happening

029for the last since like school started and the freshmen are winning which is really embarrassing but kind of expected. Okay. >> Could you elaborate on what that challenge is? >> It's like they obviously they take attendance every day but like they're doing it based on grade level and at the end of the term they give the grade level that's had the most like people have shown up they're giving them some kind of prize. We don't really know what the prize is but it's a prize. which is I'm not gonna win that. Um, okay. Music is music. There's not actually a lot going on. Marching band had their first competition on Saturday, which they got first place in. It was great. You can see um Lane Stall in the corner. That's their marching band costume. Um,

030color guard. Um, there's an improv show October 1st. You guys should come. I'm in that. You should come. Little Mermaid is November 6th through 9th. I'm also in that. My hair is going to be bright red in about a month, >> so be warned. Next meeting I may have red hair. Um, and try I don't know if you guys have been in the music hallway like during the month of October, but they decorate it like starting October 1st. It's like decked out for Halloween and it's really cool and I would recommend trying to get in there because it's awesome. Okay, my last slide before I'll let you guys be. Middle school. There's middle schoolers in the musical. There's probably about 10 of them in the high school musical. It's really cool. They're great. I love

031them. Um RMS Cheer. They have open gyms. They have had for a few weeks now. For a few weeks now. Their triyouts are on the second. Um the eighth graders got to play with the marching band at the homecoming game. That was adorable. Um, lots of cross country, volleyball games, football games. On the 8th, they have a walk to school day. I always loved walk to school days because I had to do it anyway. Um, and on the 1st they have coffee with the principal. Um, eighth graders are also in marching band. That's my little brother in the corner. His name is Saurin. If you see him in public, do not say hi. He will not say anything to you. >> Um, yeah. I think I'm I think I'm done. Thank you guys. Good. Thank

032you. >> Good job doing all the heavy lifting today. >> All right. Next is consent agenda. According to our board policy, we designate a portion of the agenda as consent agenda for those items that do not usually require extensive discussion before board action. These items are generally routine, recurring, and can be grouped together for efficiency. Steve, would you please take us through the list? >> I would be happy to. 5.1 and 5.2 2 is the approval of our August 19th. Uh 2025 meeting minutes and our close session meeting minutes. 5.3 and 5.4 is the approval of the September 10th, 2025 special meeting minutes and close session meeting minutes. 5.5 is our monthly uh personnel report. 5.6 are monthly payrolls and bills. 5.7 is the destruction of our closed session uh recordings from February 20th, 2024

033and March 19th, 2024. Uh 5.8 Eight is the acceptance of donations. Uh shout out to BAF and the JBN PTO, the Illinois Reading Council, and BYA for their generous donations. 5.9 is the approval of the annual administrator and teacher salary and benefits report. 5.10 is the authorization to begin the development of the FY27 budget. 5.11 is the authorization for the disposal of surplus property. And 5.12 is the approval of our insurance benefits plan. And finally, 5.13 is the approval of the complete consent agenda. All >> right. Thank you. Does anyone on the board have questions or comments? Erin, >> I do. I was wondering if Josh could uh get up and give a little more color to 5.12. >> All right. to all things insurance and Aaron was on the insurance committee for a long

034time and Kristen has joined us recently so thank you. But um really this process starts in January and the committee reviews claim data month after month after month and really has to weigh how do we maintain costs while keeping high quality benefits. So, the committee made three really big changes to the plan to save over a million dollars, which has allowed our costs to only increase by 8%. The industry norm is anywhere from 16 to 18%. Which would have been really detrimental to our to our budget. Um, and it kind of outlines those changes here, moving to a um tiered system. It's called a blue choice option. Uh, and that saves about half a million dollars. eliminating one of the pieces of the incentive, the wellness incentive that was uh $180,000 and then rebidding out

035our pharmacy. We use a pharmacy carveout and that saved us almost $400,000 um just by going back out to the market and rebidding those um savings. So, the committee has done a lot of work to maintain our benefits plan. Um we'd love to say that there was no increase. We'd love to say it was less than 8%. Um, but we got it down to that. When you talk about percentages, it doesn't really mean a lot to an individual. Like 8% of what, right? So, a family plan will go up $14 a paycheck. So, that's what that will equate to. So, just to give you some context on what that means for an employee. >> Thank you. >> Other questions on that? I hope that helped. So just a point of semantics and clarification. So when

036you say it saves a million dollars, what it really means is it reduced the the increase. >> Very you are exactly right. Yes, it reduces. >> I want to make sure people realize it wasn't going back into our coffers. >> No, no. >> We're just minimizing the hit. >> Correct. >> Okay. Thank you. >> Any other questions on any other items? If not, >> thank you. >> Yeah, no problem. >> Thank you, sir. Okay. Hearing no other comments or questions, I will entertain a motion to approve all items in the consent agenda as presented. >> So moved by >> Katie. Second by Aaron. Second. >> Cindy, please lead us in a roll call vote. >> Yes. >> Meadows? >> Yes. >> Kilbert? >> Yes. >> Gonzalez Thomas? >> Yes. >> Orlando? >> Yes. >> Thank

037you. Motion passes. All right. Reports. Tom Foya. >> Yes. Um FOYA uh requests have been presented to the board. Um so they're there in front of you. A little bit heavier this month. I think we had a lighter month last month, but no one can ever predict when we'll get Yep. >> So that's it. >> Okay. Next. Treasury reports. Tony. >> Treasury reports are included for your review. Any questions? Okay. Committee reports, Tom. >> All right. So, um, board, you can see that we have included now that we're kind of into the swing of the year. We have committees starting to meet again. And so, there are reports there of the, uh, board level committees. One, one of the ones that occurs only quarterly, just a reminder, is the BIC group. Um, and so attached

038are the minutes and the uh the presentation that was provided them on the district's behalf. Um, so thank you Danielle for being there that morning. Thought there was a great start. We have some new faces in that committee in particular. There's been some officer changes on the PTO groups. Um, and a really good discussion. So, uh, aside from that, I did want to then kind of lean into a little bit of what I alluded to at the start of our meeting. There was a a conversation about the use of the district's use of consultants uh, last month's meeting. And so, um, Plaque had a conversation about how to evaluate the effectiveness of all outside consultants um, that the district may contract with. And so kind of putting that back into the the arena for the

039board to have that conversation. Um that's it. >> All right. So this is our discussion point on that. >> Yes, sir. >> Okay. So um I went back and watched the last board member meeting around this. So the way I recall that portion of that board meeting was and from what I saw was that we were going to kind of give some guidance if we had any specific opinions or general ideas about not the use of consultants or any specific consultants but what things we might want to know as they come to us to get consultant approvals for contracts or whatnot around that. So I didn't know if anybody had any things that they would like to share so that we can develop a consensus amongst the board in a way to be able to

040provide them guidance so that when they come they will get they will have a best ability to keep us understanding of what their needs are. >> I have something. Oh, you want to go ahead? >> You go ahead. >> I wrote I wrote my thoughts down. So um this is from me. So when it comes to consultants, my statement would be I recognize there are times when bringing in a consultant is not just beneficial but necessary for our district to access specialized expertise. When the administration brings a propo a proposal forward to use consultants, it would be helpful for me to understand the specific rationale. It could be a unique challenge, a tight timeline on a deliverable or a skill set or expertise we don't have on staff or within the organization. With that context,

041my focus then shifts to after I understand why how we can maximize that partnership. Uh I'd appreciate defining the goals for that consultant and the link between the consultant's work and how it impacts our strategic priorities. This allows us to track the value and impacts for our staff, students, and community. And finally, you know, perhaps a look at the investment versus the ant in anticipated return allows us to be thoughtful stewards of community resources. Uh this process isn't about creating hurdles for the administration, but about ensuring we are all confident about these part partnerships and that they're set up for success and deliver meaningful results for the district and community. End of statement. >> Thank you, sir. Anyone else? >> Yeah, just to build off the errands, like, you know, who would they be working

042with and why, what is their expertise that they're bringing to the table? Um, for any consultants that we're going to renew, I would just ask like how many contact hours have personnel? Um, were the contacts or VPS employees um satisfied with the consultant's work or help that they did? Has the consultants improved what he or she was hired to consult on? Um, what KPIs uh were we used to measure the consultants work? >> Can you define that so people who may not know >> perform key performance indicators? Thank you. >> And then uh what were the before and after examples of the consultants impact? >> So there's two parts to that just to kind of I'm taking some notes. One of them is if they're a new consultant, kind of explain what their expertise will

043be and what they will bring. If it's a renewal, give some examples as how that consultant benefited, >> right? >> I'm greatly paraphrasing, but yeah, great benefited the efforts of the district. And I would like to know I mean I would like our employees feedback whoever they work with like yes they were great they provided XYZ or you know >> okay if they're going to still work with that employee they have a good working relationship and so forth is valuable. >> Okay others >> I have some questions I thought might be helpful then there's probably overlap here too, but um is the consultant providing a long-term approach with train the trainer sessions so staff can train others in the future? That may not be possible in every situation, but it seems like that should be

044a goal. Um also, is there a way to measure the results of the work the consultant is doing? Uh have other consultant options been explored to find the best option at the best price? And what feedback do we have from teachers about this consultant if they've been used in the past? >> Guess another question is when we get a new consultant, what's what's the process? Like do we like how do we start? Like let's say we need somebody to consult on I have no idea. Um let's say E like hey we want to get a better EL program I guess like what's what do we do >> like how do we go to bid you mean? Yeah, like like that's just it like what do we like I know we do have our bidding process

045but is that what we do our bidding process is just put it out there or do we reach out because there are certain I guess consulting firms that we know that you've known in the past and say hey well let's reach out to them like just curious what how do we get them >> our resources are typically pretty I think the range comes from whether we're working with the roe the roe has staff their that their primary role is to support school districts that are reaching out for consulting services or particular skills and areas or topics that a district's initiative is working, you know, we're working on and then they come in and help and support. Um, in other examples, it might be uh where we're working with a new group for our curriculum and

046so they provide us the on-site training and the example I'll use is Amplify. Um you know in other cases uh it depends like our trained consultants for HVAC that's kind of steered towards the agreement that we have already with them um and they provide us the consultative services for Mark and his team when we have systems failing um or if we're looking to improve um you know Dave I know uses his groups Dave shops prices on um you know typically in Dave's presentation when he's asking the board to approve new uh software supports and consulting groups for our cyber security. Um you know he presents some of the finances and what he's done and you know so our administrative teams go out and do their homework or some of their teams will help you know

047the leadership team go find that work. Um I don't know Brad did I cover everything or is there anything else that >> you Yeah, there's a variety of ways. kind of depends on like who the consultant is and what they're doing about how you would approach doing that. Right. So, okay. >> What I am what I am kind of hearing a little bit picking up on what you said to others is almost like if it was a new consultant do like like as an example that David does is this is the process I would get through to bring this person to you that you need to approve. If it's a new one, talk about the experience and why it makes sense to bring continue the relationship with them if it needs to be done on

048an annualized basis or whatever the term is. I'm just paraphrasing that part that's not a summary of what everybody else has said. So, >> um I found through the Institute of Education Services, um it it's lengthy um but it was a presentation called using cost analysis to inform decisions about professional learning. And there are a ton of slides in here that just talk about uh ways to think about costs. Uh cost metrics useful to decision makers, total program costs, average costs per teacher served or student served, range of costs per participant, etc. Um I is can I send that to admin? Is that something that you would want to do? >> Absolutely. >> Great. >> Take a look at that. Any others? >> I think the only thing I'll add is and I pretty much

049agree with everything that was said already, but the way I look at it really is is more general. I'm I want when you're presenting a contract or a consultant and this is high level just what are the benefits you know couple bullet points you know a little color around that the value story and that's going to change for whatever the particular um issue is or circumstance that you're talking about. So um for me it's more about just uh just communicating what the benefits are. And I'll I'll leave it up to you um to decide what that those key pieces of information should be. >> I have one more thing I guess to add is that you know the district in my opinion from my chair has done a good job managing community resources. So to

050Rob's point, you know, when we're spending money on consultants, I trust the judgment of our team that they're doing it wisely and for the right reasons, but to his point, just the rationale and then what the anticipated impact is and then how we're measuring that success. So for me, it's not really a measure of we're being uh careless with community resources. It's just I think I don't want to speak for fellow board members, but just okay, this is what we're using. what's the impact we're hoping and then how are we measuring if it is successful I guess would be what I would say. >> Okay. My only my only thing to kind of add and it actually um relates a little bit to what Katie just mentioned and I don't even know what's in that

051PowerPoint slide but just >> pages. >> Yeah. No thanks. I'll look I'll add it right after this. um is you know there's kind of an understanding of like are they providing the service that you're requesting of them you know and that if there's set hours or as you said earlier are there contact hours just double checking before it's brought to us that yes they're meeting up with that they're meeting the base minimums of what the requirements of the contract is etc presumably that we wouldn't even be getting that far if they don't align to that or they're on some sort of kind of corrective process if that's the case but you still need them for whatever So that was the only thing I would say that I would add. So um how do you guys

052see as us providing a cohesive direction to them? Do you see like maybe Katie and I working together? I'm not trying to volunteer you for anything. I'm trying to summarize these things and kind of we can work with Tom on whether we can send out an informative post, an email that just says these are the things we heard and then give us a chance to digest those and say okay yes that's what we want. We don't have any consulting contract disc like needs coming up in the next couple of meetings. Right. >> Steve, Brad, Tony, do you have anything coming in the next two months, three months >> that if we were able to kind of think >> a summary back at the next meeting and this is what we expect that we kind of

053close it out. >> Sure. >> So, give us everybody a chance to say yes, I read this, I grid it, I understand it. >> You guys have >> and I think >> Okay. So, right now it seems to be that the answer is no. So there there's some time for these kinds of discussions and it it that's good because it gives us time to kind of look into some of these >> um discussion points. >> Um also as I noted plaque will be bringing this back as part of the conversation. Katie, you sit on that committee now, right? So >> yes. Uh so the honestly we we kind of went to them with well how you know what do you think you should use to evaluate and they kind of came back to us with

054well what do you think we should use to evaluate? because um they went out to other districts and asked them how do you evaluate your consultants and the answer was basically we don't or this is so I don't I don't it doesn't seem like it's inventing the wheel but it might be in some >> it probably is >> some collaborative effort for both of us but yes we can kind of communicate back and forth between plaque and the board on that >> if I could just add because I kind of stayed quiet for once but um I am totally like I think we're all like kind of on the same page and And I think where the consultants come in like like you were kind of speaking to, you know, when um Mark, David, Josh,

055you guys come up like you guys do give a lot of backgrounds like, "Hey, this is how I arrived here. I got bids and this this and that." And when we're talking about like the consultants that like our teachers are working with and that, it's a little different than saying, "Hey, it's this price for this piece of material." And >> so, but I think like Rah may have mentioned that is like that's helpful though. It's helpful to understand I did this. Here's how I kind of talked to three different people and this is where I arrived at this. You know, even though this was lower, this makes more sense in the long run or whatever. And even though we're not the experts and we're trusting you all, it gives us that picture. And then I

056think that's what we were missing in the last conversation is when we were talking about approving those of consultants, we weren't understanding like are the teachers getting anything out of this? How are we measuring how this is actually are we getting like worth out of value? did we talk to any other consultants and and compare prices? Um, and so I think that part what was was missing for me, but I get it out of some of the other consultant talks, but I, you know, it's a totally different experience where again, we're talking about materials, we're talking about programs versus how it's affecting our teachers. But I I guess it's not all that different. I mean, it's still that data piece and understanding that if that can be explained to us, then we understand the picture

057of it. How did you arrive at this consultant? did you talk to other consultants? You know, so because in the end we are responsible for the financial um parts of the district. So it just it makes decisions feel a lot more thorough and and thought through. Can I ask if everybody generally feels that one of the goals of this process is to not make it so cumbersome that it's difficult to bring things to us that like the information is clear kind of consistent because we know that each one's going to be a little different case for them. But there's kind of these minimum four three or four points maybe that we would like to at least know and then if there's other questions we can ask them in advance of the board meeting when the

058board packet comes out. Does that make sense? >> Um, I also want to make it clear that when I'm as a person who's in the service industry, it's not always about dollar values because sometimes you pay what you you get what you pay for, right? And so I don't want it to say that, you know, this is all about dollars because I've also worked with that's what that says. Yeah. Yeah. Yeah. To talk about dollars. >> Yeah. Because I also have worked with organizations that are fearful or apprehensive to put it lightly of using consultants at all. And it puts an extraordinary burden on their already lean administrative staff. And so while we were we we're pretty lean from an administrative perspective compared to other districts. So >> So does that make sense? >> Okay.

059All right. So Katie, you and I work together try to condense this into something and then we'll I'll I'll email it out forformational purposes and if you would all call or get back to me individually that says yes, you concur or not, you know, formalize it at the next meeting. >> Okay. All right. Does that work for committee updates? >> I actually have >> Yeah. Yeah. Go ahead. No. Anybody's got any other ones? >> I don't know if other people. >> Okay. >> I don't have to go first. If you want to go down that line, that's fine. >> Anybody have any others than Aaron? I have I mean I have >> Okay. >> All right. So for KAC um you can see the CAC update um I'll just kind of add a few things

060to it. So the CAC team reviewed the work on science ELA and social studies subject area the salt teams uh for science they discussed the next steps for the philosophy and NGSS standards uh which will guide the selection of instructional materials. In ELA the team has updated the power standards and literary framework. They completed a gap analysis and will look for a secondary resource. In social studies, they are reooking at the inquiry journals, I'm sorry, journeys and planning to revise look at the resource as well as planning the process for middle school resource exploration. Um, so they're going to he was going to send an email out to middle school social studies teachers to see who would want to be on that team. Um, so hopefully they'll get feedback for that. And then um it

061says Heather. So Heather Bion, who's an eighth grade math teacher, she provided an update on the EM2 implementation, which that was the math curriculum that we approved. Um just to give a little bit, uh they all said that the math is good. However, the lesson preps are very hard and labor intensive. Um, so they they are they like it, but it's just a lot of work, particularly for the first year that they're doing it. Um, >> is that because it's all new, you think? >> I think it's because it's all new and um I think I think some teachers have to prep for different maths as well. It's not like you have four I'm just going to say this in like math one classes. Like I might have a math one class and then I

062got to prep for the math advanced math class. So, it's just different preps and it's it's hard. >> Um, and she also said, so, um, like she has already given out 71 retakes in math just because it's it's it's tough. And >> I'm guessing that's a lot more than normal. >> It is a lot normal. It's a lot more than normal. Um, but they they like the math, but they just said it's it'll be tough. Um, so they are looking at seeing what they can do for math teachers as far as maybe giving them a little bit of extra time to maybe prep and so forth because they're they go home and they're grading tests or lessons and then they still have to prep for the next day and so they're just kind of struggling

063a little bit. >> But you said they're they like the material. >> They do like the material. They said it's really good. Um, they also kind of said, you know, hindsight 2020 is maybe they should have rolled it out sixth grade first, then seventh grade, you know, next year and then eighth grade. But, um, you know, it is what it is. So, I think after this year it will better. >> I would presume in theory like this year's tough, but next year you're building off of the year before, so you have some of the things in place to help you minimize your effort on the first year. No, second year from your first year. I don't know anything about it, but I'm hoping that's the case. Yeah, >> it's a lot for special education teachers,

064too, who >> maybe have several subjects that they're teaching and then they're having to learn this new >> math curriculum. Yeah, >> it's a lot. >> So, but they they do like it, but it's just tough. That's what they say. >> Um, so they so moving on from that, um, they're going to have two think tanks running this year. Um they talked about setting up for the trimester reflection and then um we're updating on the FDK work which the FDK um is for um all day kindergarten. >> Yeah. >> Uh and just uh is it the purposeful play? They're looking at that um kind of getting started even though we don't have to implement full day kindergarten until 27 >> 27 28 we are starting to look at it for and be concluding it next

065year for 26 getting a little head start and that's all I got. >> I was going to ask if Dr. Newkerk had anything to add about the math implementation. I mean, Heather was very honest in the meeting and we've been in classrooms and I have bi-weekly calls with the teams that are helping to support the implementation. It's tough, right? They all the teachers feel like new teachers, right? They're first year teachers and that's a a hard feeling after you've been teaching for 25 years is to feel like a brand new teacher. So, um they've adopted a really good mindset around it. Um they're supporting one another. Um the middle school team especially has been in, you know, very supportive. Adam Lester, the assistant principal for curriculum is teaching math lessons, so the teacher can see

066it from a different perspective. The coach, uh Kelly is filling in as well. So like they have a a really nice supportive system, but it's just really tough work. And you know, Heather Raquel was right. Heather said, "This is the right math. You should be teaching it this way. It's the right pedigogy." But it's just a ton of work to get implemented. So, we'll continue to look at ways to support them and grow. Um, part of the implementation team from EM squared came in uh over the past week and, you know, was really impressed by the middle school's growth in terms of implementation because it's a really very different way of teaching math. It's really getting kids involved in it, talking about it, collaborating around math, and conceptually understanding that math. One of the issues

067that we're having is that this is like kids in sixth grade, it's very similar to what they had in fifth grade. So there's not a lot of gaps there. But then kids in eighth grade where Heather's teaching, we've created gaps through different ways of teaching through that misalignment of the curriculum, which is why we made this move in the first place is to align the kindergarten through 8th grade math sequence there. And um the kids in eighth grade just have bigger gaps that we've created through misalignment of curriculum. So they're having to refill in those gaps and that's a lot of extra work for teachers too. is the hope that as this continues on those gaps narrow and so that transition is much less burdensome for the student and the teacher >> as you were

068talking about it like the first time you teach anything like they'll give you example problems but which one's going to work with these kids is >> teachers have to figure that out through experience and they're they're relying on one another like I taught at this block so now >> um what worked for you in this lesson so they're doing that work but it's nice to go through it a cycle and start to get that familiar ity with it. Plus the filling in gaps from kids is exhausting for staff. >> Well, I for one appreciate all the extra work that teachers are trying to do to do something they feel is very important to do. >> What they're doing is very very impressive. >> I think we all recognize that. So >> I think too like

069uh it's very quick math and I think the directive was is if you need to pause and go, you know, at the end of the week and say, "Okay, we went over a lot. What do we need to work more on?" You know, I'll just say like lesson, you know, this week we did lesson five through 10. What do what do we need to work more on? Like on Fridays, hey, what do we want? You guys want to go over six again? You know, just to give the teachers that more like you don't have to constantly be go go go. If you need to pause and go back, feel free to do that. >> Okay. They're feeling some pressure. My daughter actually has Heather and and she's actually like rolled out a I want to

070call it tutor time, but it is something after school where kids can come in and just work on their work and she can she's there to to help them, which is hard to do in the other even like my my daughter I'm like you got to go because she's she's suffer she's having a hard time, right? >> Um >> but that just shows like Heather's willing to put that forward just to say what are you struggling with this week? And I actually noticed that they've kind of pushed some of the tests and quizzes around and I think it's for that reason so they slow down and they're like coming back to it. So because my daughter's like, "Yeah, we have a test next week and now it's all it's the next week after that." And

071then Heather's like ruled out this time and I don't know that everyone's doing it, but I'm so appreciative of that. That's not something not everyone has access to tutors or just that extra time from teachers. >> So it's that's that is really wonderful to hear >> and I think that starts up like next week or something. Yeah, she's going. She's going. >> They're doing great work. They're using their bulldog hour for a lot of math. >> Yeah. >> Gap filling. So, it's good that kids I think it's a great skill for kids of self- advocacy where they're saying, "Hey, I need help on this. I have access to my teacher during bulldog hour." Those are the exact advocacy skills that we want for our kids. So, I'm glad they're taking advantage of that. >> I

072think she's even doing after school just to even if you need more, which is really wonderful. So, >> okay. Thank you, Erin. Uh, so Holly, I'm sorry I should have prepped you on this. Could you pull up uh Bavia Foundation Foundation.org Hall of Honor? We're going to do a little commercial here. My private life, I'm a salesman, so you gota always be selling. Uh, so the Bavia Foundation for Educational Excellence has been very busy on September. Oh, page not found. >> Super busy. >> Wow. What is that? >> We've somehow landed in a different language. >> That could be challenging, but uh >> well, I'll keep talking while Holly surfs it and finds it. Um >> Okay, >> there we go. Right there. Uh on September 11th at the Fine Arts Center, eight people were

073inducted into the ninth class of the BPS 101 Hall of Honor. The honores included BPS 101 graduates Dr. Jack Hinterlong, class of 1966. Les Faltos, class of 1967. Brian Drenell, class of 1981. Michael Heaton, class of 1985. Coley Johnson Palicowski, class of 1999, and Aaron Kohhagen, class of 2002. It also included employee Kim Anderson, our former employee Kim Anderson, and friend of the district John Hamill. Um, so this is a great night. I would encourage everyone if you haven't been to one of these ceremonies to attend. It's a great night for the inductees, their friends and family, and for the BPS 101 community. And for me personally, I'll just say it's an opportunity to learn. I always leave inspired, and I always leave with renewed energy on the impact public education can leave and make

074on people. Uh, Mr. Faltos in his comment said, "Public education is the gateway to opportunity in our country. Uh, he also had a good phrase that said, "It's better to aim for the moon and mist than aim for a skunk and hit it." So, I thought that was good, too. I just thought that was funny. So, I haven't heard. >> I've heard at least you hit the stars. >> I hope I think we're aiming for the moon. We're not aiming for skunks. >> But what I love about the night is that um we have educators, we have Olympians, we have artists, we have custodians, we have people that have made an impact in their own different Oh, there we go. There's a picture of everybody in their own way. So, it shows that no matter

075what uh your role in life, wherever you land, you have the ability to make an impact on your community and uh on others. And so, it really is something I would encourage people to do. And my computer just froze up here. So, let me open it back up. I just want to thank a few people, but I want to thank the people that make that night happen. So, I want to thank everybody on the 2025 Hall of Honor Committee, especially chairman Jenny Gaspar and Secretary Ashley Mr. and also thank Hall of Honor founders Joanne Spitz and Nan Phillips who came up with this concept. Uh, and now it's a a regular part of our uh daily calendar or week yearly calendar for the district. I want to thank master of ceremony Dominic and the fine

076arts center staff for their hard work. the BPS 101 maintenance staff for making sure the facility looked fantastic. BHS orchestra musicians Nia Schae, Jake Whitmer, Ali Mikum, and Natalie Lucas. They provided just elegant music that really set a tone for the evening. And also Wasco Nursery and the Betavia Park District for their contributions. And so Holly put up the the site, but we are accepting applications now for the 2026 class. Um, you know, we're looking for graduates uh and former employees or people that have been contributors to the district. So, if you know someone that you think is worthy of recognition, I would encourage you to participate. Go on that website and submit. And we'll be taking nominations up until uh end of January, I believe. So, uh it's a great event. It's a great

077way to celebrate our community. So, I hope people take advantage of of that opportunity. All right. Any others? Okay. Next is uh board policy first reading. Tom. >> Yes. So um we mentioned this at the last board meeting with the uh with board policy 2110 going to second reading tonight. The associated policy to that is this one for the first reading which is 2210. Um so in 2210 if you go to the website where we have the current language and then you can do the view proposed language you'll see that um we've added language that states in even numbered years the school board shall elect its officers at the first regular meeting in May or as soon thereafter as pract uh practical um that's a type we should have to fix. Tony, can you make

078a note of that for the website? Um, that is to align because on oddnumbered years that meeting is controlled by school code and so there's already our procedures that that all of you are aware of since you went through it. Um, you would be elected and then we would have to hold a meeting to seat you and then then you would hold your officer elections. So then on you get it. So, we're gonna So, on an annual basis, it'll be one-year terms uh for all three officer positions of the board. So, that's the first reading. Is there does the board have any questions about it? We because this is going to second reading with the other policy, we decided to forego, if you recall, the policy committee with uh Raquel and Aaron leading that meeting

079and bring it here for the first reading. >> Any questions or comments on it? Nope. >> Okay. Is that it? That's it. >> Okay. All right. >> On first reading. Yep. Item 6.5, summer construction recap. >> Mark, >> he's like, "You've got it." That's what he told me as he got up and walked >> last update. Well, some of you took a tour. Actually maybe maybe all of you but um in June I gave an update and I think this I know this is the first picture you saw. So this is what storm looked like. This is what storm looks like now. So basically you're going to see a theme here as we go through the pictures the then and now. Um so I will first let um you know Ali as you go through

080the I'll talk a little bit. This is exactly what you saw. I thought it would be good. You know most of you saw this so I didn't really change any of the what it used to look like. So, basically, you're looking at the main entry, old office area, which is now not the old office, and um the new office as well. Um, and if you go to the next one, this is what the entryway looks like when you walk in. And this is what the main office looks like. This is in the front of the building. Um, so you can see outside. You can have those sight lines. It's very important um for the people in that main office. If you go to the next one, there's just kind of different pictures of um what

081the music room is about to look like. Um some of the main entry, what we covered up. It did say HD Storm, but it's looks a little different now. Same type of symbol, but you continue. That's what it looks like currently. And this is what the new music room looks like. Um I just talked to um music teacher just kind of check in because we had a couple things we're still working on and um the last items that were put in made a huge difference. So a concern when before we did um construction is you have the music room right next to the cafeteria and how is that really going to work really for both? Obviously if there's lunches going on it's going to get loud. Um, and she is extremely happy. And basically with

082the door shut, obviously the doors open, you're going to hear, but with the door shut, um, there's not a dist distraction. So you can see there's different acoustical panels that were intentionally put in to block that noise. Um, so if you see some weird shapes, that's that there's a purpose to them. Um, so yeah, that's a success for the music room. So this is BPOD looking into kindergarten rooms the or what was really B 0, B1 and B2. Um also the old computer lab which is that's right you can go the old computer lab which was not the old computer lab and now it's the art room. Now new kindergarten rooms, the old and the new. So this is just one of them. There's three new kindergarten rooms and before we start LRC um in

083at HC Storm um there's a couple items that still need to be finished and we knew about those really. One of them is a what we call a cabinet heater that needs to be put in the ceiling. Um we don't need it now. It's you know 80 degrees out. So we intentionally waited until we had some days off to do that. So, in the next couple weeks, that will be going in. And a couple other items that still need to be done, but nothing that's affecting any teaching and learning. Um, I can say that the contractors have not have worked every Saturday since the Saturday after July 4th, and they will be there this Saturday as well. So, really, you get to the school year if unless they come in at 6 a.m., which they

084do for an hour or so, but mainly they're working Saturdays to get the work done. And really, unless you know it needs to be done, you wouldn't even notice it. It's that type type of work. A lot of punch list items are going on. So, things that need to be touched up, some paint, um, things like that. And the two LRC's, so the high school and Routollo, um, that's what they used to look like. And this will be the same type of thing. So this was the high school library then and this is the high school library now. Um a big difference I can say obviously storm was too. Uh the one thing you'll notice in the upper right hand picture if you look close those are temporary lights. Those lights were delayed. We knew

085from the start they're in they they go in on Monday. So, those will those will take we will have to shut the library down for a couple days because of the main entry. That's when you walk in. So, um they knew about that. It was just about when to schedule it. And then this will take about a week to do um the completion of all the lights. And then Rotolo Middle School Library. the then and here is the now. Rotolo, there's just a couple tech items that need to be done. Um, which are I just talked to Dave. I think that's next week. Yeah, October 1st is sorry, next week. So, yeah, next week. Um, those will be done. Nothing that's affecting any um anything going on there. It's just some things that um did

086not get done during the construction time. I would say for routollo what we found you know there's new furniture there's new soft seating things to sit on when you walk in most kids that are just you know independently working and working in groups are sitting right next to the windows on the floor you know it's kind of that daylight that natural light things like that so that was something that you know I know Diana mentioned she's like yeah this is every day you know there's plenty of seats to sit in but they want to sit on the floor >> sounds like my house but kids in there. >> Any questions over any summer recap? Before we get into the next conversation, >> I just want to say thank you for all your hard work, Mark,

087and your team. I know there's considerable complexity and time pressure. >> Yeah. >> And logistical issues. >> 10 weeks goes pretty quick. >> Yeah. I I know it's sort of like school gets out at 3:20. You got them in there like at 3:21 working, right? They're ripping stuff out and working. So, >> uh, good job. >> Yeah. And we I from really HD Storm, we learned a lot for Louise White. We're already I mean, we're well into Louise White already, but some things that, you know, we're tweaking as far as plans go and, um, timelines and things like that. Um, but again, there will be surprises at Louise White, too. It's just, you know, building's 47 years old and that's what it is. >> That's the other dirty secret. You got to, you don't get

088much of a moment to rest. right on to the next year's. >> Oh, yeah. Yeah. >> So, what's also really cool is um Mr. Wall and some and the Louise Weiss have already been invited by Mr. Milka and some of the upcoming days where there's some time for staff if they want to come on over to HCS, they can come take a peek as to what that work looks like, right? Because it's similar school layouts. So, they'll have an opportunity to take a peek at what their future beholds. And uh yeah, I thought that was really nice. All right. No, you're good. >> Any comments, accolades, well wishes? >> Well, so now though going into the conversation, uh there was a a board inquiry about, you know, hey, is it possible to get into all

089the buildings and maybe even just see some of the programs or see how the uh school day looks as it's operating or do the tour of the buildings while students are not in? So, uh, that was part of what I shared with all of you. Um, I think if you give us some idea as to what you as a board collectively would like to do, we'll figure out a game plan and then communicate a draft of a plan to you to see if that suits what the board might be interested in doing. Um, so, all right, I'm going to go back because I got to take notes. Okay, bye. >> So, you're you're on the mic, everybody. So that was that I was the one that brought it up to Tom because especially as a

090firsttime board member, there are buildings that I have never even been inside of. So to be faced with making decisions about the buildings or how they function, uh it would be nice to see them. I think it'd be great to have a tour during the school day when the kids are there, but I don't know if that's possible with open meetings act and you know. >> Yeah. In fact, I I'll answer that question. We we can absolutely do it. Um we would treat it very similar to what we did this summer when we had the one day of the B building tours where we did have a a majority of the quorum. So we posted it as a board meeting. What we'll do very similarly here is what we would do is draft a schedule

091with our principles so that way we could publish what we were doing and where and then um stick to that timeline. But yeah, no we can do that. So all seven you wanted to pick one day. I would say if it's possible, we tried to do it on one date where everybody was available to do that. So, um, only because in the operational now with everyone in full swing of the school year, it's going to be hard if we tried to do multiple dates. You know, we were able to be a little bit more accommodating because we had we were not in session yet. Um, that would be the only request I have, but if it's impossible, we'll figure it out. I don't of course you know a lot of you have jobs during the

092day though that might not work but I don't know if others would be interested in some like something like that. There's also the opportunity with the invites that have been coming fast and furious >> over the past week or two that that's another potential opportunity to get into those buildings to go see something because I'm sure as a part of it you might you know the principal might be able to as they're walking you back to the room kind of give you a little lay of the land and whatever else. So um I I don't have a particular opinion one way or the other about that you know about it. I think it's schedule something so they can attend as they are able. So, >> so then would it be helpful if you kind of

093know now? I think I sense there's two Katie and Kristen are interested. Are there other board members? Danielle, you're interested. >> I'd say you can invite me and if I can make it, I can make it. If I can't, I can't. >> Okay. >> I think you just open it up to whoever might be available that day. >> Yeah. Then we plan it far enough advance so it could be an open meeting. Proper open meeting. >> So you want me and the team to figure out a date and just propose that date? >> Yeah. >> Okay. So all right then we won't even mess around that. All right. So we'll figure out date. >> Yeah. I'm trying to think myself almost like you know some of you with younger kids who may have not ever

094been in the high school in any real intensive understand. I mean, it took me like my kids going there like almost to their junior year to figure out where the C hallway was, you know, so I'm still not sure I know. >> All right, cool. Okay, great. Thank you. >> All right. So, next action. That's it for summer construction recap. >> All right. Board policy second reading. Tom, can you lead us, please? >> Yes. So, these are the policies that were presented to the board. Um, one particular update, we did, um, I reached out to both Raquel and Aaron if we could remove policy 7040. Um, put that one on hold because we are actually having an attorney review that particular policy just to make sure it aligns with all the practices and needs of

095our district. So, um, u, one of our attorneys is reviewing that with our administration to ensure if we have some other language we need to build in, we we'll bring that to the policy committee first. All right. So, but other than that, um, everything else the I think was presented last time. Raquel and Aaron, you spoke to it and, um, team, is there anything else that we wanted to address on the policy side for second reading? I don't think so. Right. Okay. Can you give a brief synopsis for the one poll? Sure. So people not in the know might know. >> So policy 2110 is regarding the uh board's length of terms for the three officer positions which are president, vice president, and secretary. And that would be going from a two-year term to a

096one-year term. Uh policy 6150 talks about home and hospital in uh instruction and expands the eligibility. Um and that would include then um anything that is pregnancy related parenting or safety needs. Uh policy 6235 is an access to electronic networks and uh to address the artificial intelligence enabled tools um that are being used in schools and that is to uh create some network of safety for ch children's use on social media. Um policy 7190 is about student behavior. Um that's some updated language to provide more clarity regarding sexing. Uh policy 7200 is our suspension procedures uh to update and online align to the policy with public act 102-466. Um and then policy 7210 is about our expulsion procedures and that's just being changed to align to 7200. Uh so with one policy impacts the other.

097So we're making sure that the language is consistent. policy 7250, student support services. Um, that's an update in response to public act 102-466 as well. Um, and talking about requiring an annual notifications of counseling availability um, and who that person at the building resource level would be. And policy 7255 uh is for students who are parents, expectant parents or victims of domestic or sexual violence. This is a new policy and that is in response again to policy public act, excuse me, public act 102-466. All right, any questions? Okay, so these are being enacted kind of as a slate. So you would be voting on them all as a slate. So I presume nobody has any issues with pulling any of them out individually for a separate vote. Okay. I will entertain a motion to approve

098the policy changes as presented. >> So moved by Raquel. >> Second by Danielle. Cindy, please lead us in a roll call vote. >> Armando. >> Yes. >> Carol, >> yes. >> Gonzalez Thomas, >> yes. >> Gilbert, >> yes. >> Meadows, >> yes. >> Siger, >> yes. >> Spiki, >> yes. >> Can I ask a quick question? >> Yes. Um if you look at 7.1 board policy second reading underneath I have not marked that it was action in that particular item. It just shows discussion information. Will that be a problem in us accepting it since it's under action? Can we still accept it? >> Let's just confirm. We can confirm that and come back if we need to next week. If the attorneys say did it hold >> um we can always do a reaffirming vote

099at the next meeting if the attorneys say that would be the more safer approach for that. >> I'll make that. >> Thank you for bringing that in. Sydney be safe than sorry. >> Okay. Thank you. >> All right. Item 7.2 approval of activity bus purchase. Mark, so you brought this up a couple months ago, right? That you talked a little bit about it. >> Yep. Um, so the reason it's coming tonight is because when we originally got these buses for our four-year lease, they were delayed because, yeah, that was CO time. So, they were um delayed. So, that's why it's kind normally we do this over the summer. Um, but in researching this over well, it's been at least a year um kind of like everything else. Um, we looked to get just extend get

100the new a new lease, new buses, five exactly. Um, and it doubled in price. So, we had to kind of go back and figure out exactly what we want to do. And the best option is to buy the current buses. So, we had leased either was either three-year or four-year lease. Oh, it's probably been not quite 20 years now. Um I go through all leases or all the different leases that we have done. Um and then the plan from there would be the highest mileage buses. We would trade those in and buy about one bus per year or per two years depending on kind of really the wear and tear in the individual buses. So there's five buses right now. Three of them mainly at the high school. Two of them are mainly at rtolo.

101And the reason I say mainly is because if the high school needs four for some reason, they just go get the RTO one or vice versa. Um, as far as maintenance goes, even with leases, um, there's maintenance. We have to give oil changes. You have to do safety checks. Um, you know, windshield wipers, windship fluid, things like that. Your general maintenance that won't change. We'll continue to have to do that. Um, the one thing that we will have to watch is the warranties. Um, so just like your vehicles, you have a three year, five year or sevenyear depending on what it is. Um, so we'll have to take that into consideration as far as, you know, those higher mile mileage buses, we'll want to trade those in. Um, and they still have a value. Um,

102they still actually have a pretty good value because it's very difficult to get activity buses still. Um, I looked into, oh, this was early in the summer. If we wanted to purchase a new bus right now, it would take about 11 to 15 months to get that bus. Um I have not checked recently. Um but after tonight, I will because really even if I if we come back in a couple months then we're not talking about till next year hopefully at this time or later until we would get that bus. for whatever reason in that industry with activity buses um it is just a very long lead time >> and so these are activity buses so therefore they don't require special CDL >> correct yes so yes staff drives these so um coaches um you

103know even some teachers depending on the level and the high school level teachers can there are some um laws that say what students can be transported win and I know those have been changing over time. It used to be you can only use them for after school activities and that's it. Um but now that law has changed a little bit that you can take students during the day um at the high school level now um field trips things like that but mainly these are used for um after school activities and it's mainly athletic events. So for instance, you know, like right now the golf team is using them a lot. You know, you have about six or eight golfers. Instead of using a regular, you know, contracting out the school bus, um it's you just

104use these activity buses instead. Any questions? Okay. Hearing none, I will entertain a motion to approve the purchase of the 4-year lease buyout in the amount of $116,615 from Central States Bus Sales Incorporated. >> Motion by >> Raquel. Second. >> Sorry, >> I just your throat. >> Yeah. >> Second. Second by Aaron. >> Cindy, please lead us in a roll call vote. >> Armando, >> yes. >> Geralt, >> yes. Gilbert, >> yes. >> Meadows, >> yes. >> Gonzalez Thomas, >> yes. >> Siki, >> yes. >> Sligger, >> yes. >> All right. Thank you. All right. Time for board administration comments. Tom, would you like to start with yours? >> Yes. So, uh, tonight I'd like to start by saying congratulations to Betavia High School and our fine arts department and teachers. As Drew Ray has

105already pointed out earlier this evening as the Illinois Art Education Association recognized them as one of only five schools in the state of Illinois to receive this prestigious award. This recognition celebrates schools with rigorous art design and media education programming. To earn the school of distinction award, Battavia High School evidenced practices that directly enacted the Illinois professional teaching standards, the Illinois fine arts and media standards, and lastly, the social emotional learning priorities in the state of Illinois. Also, another update, I'd like to give great thanks to Cassie Blickham. She is the director of the Valiz regional group uh for leading the first ever Aurora region-based career expo which will be held on October 24th. I hope that um if you have time to be able to carve out to come to this event. It's the

106first time our region is doing this. Um there will be over I want to say over 2,000 freshmen um as a part of this event. And I'd like to extend my appreciation also and gratitude to Brian Canettle who is the president of Aubani Community College which is where this event will be hosted. um and Margaret Perau who is the president of the Bavia Chamber of Commerce for being great partners and supporters of these kinds of initiatives for our students and their futures because even though it's the Aurora region base uh uh Margaret was kind enough to say I'll help and and has uh we have the Bavia Chamber of Commerce being able to rally some of the businesses and professional uh career pathways groups to be there and and and be with our students. So

107that's really exciting. And then on a final note, I hope all are able to enjoy, learn, and experience all the great events that are occurring during National Hispanic Heritage Month. I hope that everyone takes a moment to please check in on our Facebook page to continue to learn about the various Hispanic, Latino, and Latino Americans and their contributions to our country and to our community. Um, so aside from that, I hope everybody has a wonderful rest of the month until we see them next meeting. >> Okay, board comments. Would anyone like to start? >> Go ahead, Kristen. >> I feel like I usually start. So, >> yeah, >> we start at this end. Uh, I have a few things I wanted to get board feedback on. Some of them have already been covered, so my

108list is shorter, but uh, one of them is communicating with public about building improvements. One of the foundational principles of effective governance according to IASB is that the board connects with the community. I feel like we should be sharing with our community the improvements that have been made to our schools. I've reached out to Tom about this and he has he told me that there's maybe something in the works. But um I feel that um students and caregivers that see that our district cares about the spaces where they learn can help them feel welcome. and our comm community community members would appreciate seeing the way the district has thoughtfully used resources to provide safe, warm, and dry buildings. Um, so I was wondering about the possibility of videos showing the improvements. Um, maybe including student

109voices where we're asking kids, you know, what do you like most about the changes made at the school? How does it make you feel to be in the spaces? Um, we're only beginning our safe, warm, dry initiative and I feel like it would be in our best interest as a district to show the community what has been done uh so that they're there to help us and encourage us with future projects. So, I was just wondering if anyone else is interested in making sure that happens or getting some information about where we are in that process. That's a good idea. >> Yeah, great. Love it. >> Yeah. The only thing I want to make sure is once we start that, right? Like we have some financial constraints and things coming up that we may need

110to slow down our safe warm and dry elements. You need to be equally communicative about why and if things slow down so that it does that people understand why these prudent financial decisions are being made. That's the only thing I would kind of say about it and I don't I personally don't want to I think your recommendations as to the things that might happen are great. I personally would say whatever makes sense and whatever fits within the time available would be amazing to see going up. So >> yeah, I think it's more about showing them what's already been done. >> Yeah, that's right. The next question is like well when's my school happening next kind of thing, you know, >> right? >> You got to be able to forecast a bit of a plan sometimes

111for people as well then. But we'll see how it goes. >> Okay. >> All right. And we covered building tours. Um, another topic, gun safety education. In 2022, bill HB5193 passed with bipartisan support and added safe gun storage to the school safety curriculum code, allowing districts across the state to teach safe gun storage if they choose. Um, so we do have a board policy that states uh in all grades a minimum of 16 hours of safety education, but it includes, you know, automobile safety, traffic regulations, but it does say safety in the home, including safe gun storage. Um, but I don't I don't really know what that looks like in the classroom if we do have some sort of curriculum that teaches safe gun storage. Um, so I guess I'm wondering if we as a

112board want more information about what that looks like in the classroom. Um, if we want to consider looking at our policy to make it more robust. Just interested if anyone is curious about getting feedback on any of that. >> Definitely. >> Do you do you guys as board members see that that is something you're personally interested in like Tom giving an email update to you that says this is where it is. It's an educational purpose and then if we feel that that's something that should rise up to a presentation or a open discussion or do you want to go right to kind of a educational session from admin or Tom on that topic in open session? >> I can provide some answers right now. I mean, uh, cuz I I to your question, Kristen, I,

113um, I do not believe we have any curriculum, uh, that would be able to teach or or address the, uh, gun safety uh, curricular aspects in the district. At the moment, >> there is at the early childhood level they talk about in the classroom with the students. >> Okay. >> So, is that Sorry. So, is that like so ECC Okay. But after that there's nothing. >> I'm not sure. Okay. So >> I know that at ECC they tell the kids about gun safety. >> Okay. So I guess >> news to me >> I I guess I would like to see I guess if have the discussion or curriculum whether it's I don't know how ECC does it but it'd be good to have if we have this safety 16e safety sessions or whatever I wouldn't

114mind I don't know if that bill gives supportive resources. >> Um I I don't know if the bill does, but I mean I know we have a local state rep that could probably give us resources. Um and I don't know, you know, I don't know if we just need to start with what what's currently be done being done to decide if we need it need it to be more than what it currently is. I don't know. Yeah, I think a recap of what is done already would be helpful, right? Yeah. Is that so just a question that is the kind of will of the board or the interest of the board in knowing that the state statute is being complied with as a policy matter or how it's being complied? We're just trying to figure

115out where we sit as a board. Are we looking for specifics? Are we looking for yes, we're complying and these are the ways in which we're complying with it? >> Well, I think Tom said it. We don't outside of ECC we're not complying. >> Well, I would like to know more about that statute because I don't know anything about it >> and and I don't know that it's it seems to be saying that boards >> can they have to, >> right? it the bill if I understand correctly from some um my legislative update things that I get and there's a lot like on those documents but my understanding is this was a bill um that was generated I think in central Illinois um for a little bit of a different reason and different purpose uh

116but it was a it was a um bipartisan bill that was supported uh as it came through Springfield and so um I think it's an optin kind uh language right as you're pointing out uh so that's can opt into it as a policy and I believe there are certain components added such as um the issuance of gun locks safe gun locks um for safekeeping of firearms in the home. Um that that's uh yeah >> are the our board policy does mention >> safety in the home including safe gun storage though. So it is in our board policy. >> Yeah. So I would think it would be you know within what we are allowed to do to say is the policy being followed how >> how we're implementing >> how it's being implemented. >> Right. >>

117I'm inquiring you. I'm not arguing against. So I'm just trying to get to >> Yeah. I'm interested. I just need a lot more information on it. >> So I don't know if that's something we ask CAC or I don't know how. I mean, in reality, it would go through Tom because that's an advisory committee through it. So, we would effectively ask Tom to put together almost an instructional package to us as toformational package, excuse me, to us about if it's not being implemented, how it might be implemented if we were interested in that as a board because it would effectively be an action item at some point in time, I would imagine. or we just say it's a part of board policy that's already a a policy that exists and then we agree that that

118seems to be a reasonable way to implement it, you know. >> So, does that make sense, >> Tom? Does that make sense to everybody else? >> I just need to learn more about it. I don't know. I don't know >> anything about it. So, I wouldn't be able to make an informed decision right now personally other than I think it's a good idea. Could Mora send us a recap on what's other I I don't know. I guess I don't even know what I'm >> I think that would be part of what Tom could dig into, >> right? Some more stuff. >> Yeah, the timing on this is actually pretty interesting because I I just had a a sit down with the director for the King County Health Department and so uh knowing that this was

119a question that was raised, I asked I was like, "Curious, I have a question for you." Um, and so they're the ones actually, I don't know if it's the same resource that uh, Representative Hershaw was referring to for some of you, but uh, King County Health Department had shared that they do have a grant that funds their ability to give away gunlocks. Um, and then we talked about some of the logistics of what that looks like. And I I'll be honest with you, I share some concerns about using district property to issue those from the public. I'm not sure I'm 100% comfortable with that. Not because I don't believe in safe storage for those who own firearms, but for other reasons, which >> I think might be part of what you're looking into is like

120the policy committee does. What are the the pros andor consequences of a seemingly innocuously good idea? So, >> but I'll get more information from the board for sure. >> Okay. Uh, and then my last thing, um, we've had a few people reach out to us about cell phone policies. Um, and we have a board policy regarding cell phones that they must be turned off during the regular school day unless the supervising teacher grants permission for them to be used or if needed during an emergency. Um, and I know like I have kids now in middle school and high school. So I talk to them about what that looks like in in their classes. And you know, my high schooler says, "Well, some teachers is just off and away. Other teachers, they have pockets where they

121have to put their cell phones." Um, but in hearing from some members of the public or parents, there seems to be either uh different ways different schools deal with it or maybe the general public doesn't understand what our policy is. So, um I'm just wondering if we again it's like information gathering. Do we want to know what that looks like in different schools? Like we have a board policy, but the community members are telling us that maybe it doesn't look like what the policy says it's supposed to be like. So, I'm just wondering what we can do to reassure them that we have a policy. It's being followed. They're supposed to be off and away. >> I don't have any issue with gaining more information about that. >> So, would it be like are we

122articulating what our policy is and then a report on how that's being implemented? Is that what you're looking for? >> Yeah, because it seems like, you know, we hear feedback from other parents that doesn't exactly follow what the policy says. So, I'm not sure where the if there's miscommunication or I'm not sure. >> Well, what I don't know either is is this. So, one thing that I personally try to weigh when I'm thinking about things is this a is this like like an endemic issue that it is like the people that bring these particular issues to us are a voice of a bigger issue that's out there. Are they having some unique challenges to themselves? We don't always know that, right? So I I would be curious to know if that's kind of the case,

123right? It's it like okay, everybody's generally following it though the implementation may be customized for that school classroom or whatever, but it's being followed. Great. These are particular issues of particular people they're having and therefore they can get referred back to the chain of command that back to kind of the principal level to address in classroom problems. I think that with that it sounds like a lot of districts that have made updates or done different initiatives. It's it's really relied on education to so that everyone has the same understanding of what the expectations are at each level um that aligns with their board's policy. So whether it's like K through five has this you know like kind of like list of rules and then middle school this and then high school that. um without the

124education to the parents and the buyin and just the education of like why is this a good idea? Why do we want to follow this policy and here are the consequences that will you know what will what will be in play I think without that part that's why we have a lot of confus I mean even from teachers I hear of they don't different administrators hand it differently so maybe that's something we can look at too I don't know that that's >> saying that there's in the there's confusion among staff about how the policy is enforced or the procedural disciplinary procedure whatever you want >> yeah like I don't think it's a solid like hey you have three times that I'm going to tell you that your phone's not supposed to be in class that

125third time is a referral to the office or is your >> what I I'm I don't know what is in place enough to say that but I don't as a parent I don't know what happens if my child were to take herself into the classroom necessarily and I know that there are different roles given by teacher she's had and I mean I just that's one one part but I mean I've heard it from community too and from what I look on in different places that I I read articles, I listen to podcast, I mean it is an issue that we are seeing around this country um and you know talking about the multitask and that's something that if we went into that why it's important but the educational piece seems to be missing no matter

126what. I don't think there's been any kind of initiative on that part. >> The National Education Association has come out and been really clear that cell phones should be banned in schools. that they've been really clear on that that there's myriad data to suggest that that is bringing student performance down. It's affecting kids emotionally. It's um so >> and I think we were you had brought it up before and we were kind of waiting to see if this bill that was moving through the state would pass and it sounds like it did not but that it might come up again. >> Yeah. Come up in veto session. Um, in the meantime, we do have a policy that states that there they should be off and away. So, if there are things that happening happening that

127parents don't feel like that policy is being followed, what can we do to clarify or educate? I think that's my question that me is what is actually happening in in the schools and in the classrooms that because I don't know where you draw the line as to from a board perspective where we try to get into the classroom on an individualized classroom basis on dictating to a staff member or principal how they have to manage that process. But I'm at least curious to see how consistent it's being applied of the policy, not how it's being applied for me. >> Is policy language different in the districts? Like I mean, we have a neighboring district that I know they just implemented it this year, so it's probably early on, but I'm curious is like our policy

128language >> is that something that we need to talk about in the policy level, right? >> So, it's it there that's a good question. Uh there there's the way some of the districts I'm aware of um that have taken uh an a little more of an aggressive approach around cell phone uh either limited usage or complete outright banning of the use of cell phones in buildings. Um you know, one district that's a little south of us here um created a board policy that not only implicates that students are not to be using during instructional time and during the day, but it's also employees, which I thought was interesting. Um and the I think to your point the union stood behind that as they developed it together over the course of a full year together working

129on that project. Um you know I know we've referenced St. Charles that their policy is a little different. Um but their ban on the use of cell phones um you know similarly it's kind of a joint effort moving forward. Um, and there the policy language doesn't include employees, but there's kind of like this general understanding like, hey, it's always best practice that we as the adults always model those practices for our students, right? And so, yeah. Um and then in districts where they're just flat out like banning the use of cell phones, you know, you're talking about um there's various products like yonder bags which are pretty to be honest I I've been to some presentations because I had my own curiosity about what districts were doing about this well before this became a topic.

130I was just curious and uh yonder bags are very costly. Um it's like if you don't know what it is, it's a it's a bag. It's kind of like where you once you put your phone in there and you seal it and lock it, the cell phone signal is done. You can't it's it's out of reach. I think it blocks your connection to your smartphone if I remember correctly. Tony, does that sound about right? Right. And then um the teacher or at a certain unlock station in the building students would be able to unlock the bag and get their phone. um you know I think a matter so the reason why I mentioned the the joint venture the time that these districts have spent with their communities because of this our policy and procedures are

131actually pretty close if you really think about it at the elementary level students there is no I I am I don't think our teachers often ask students to use their cell phones in in in an elementary setting in fact just in informal talking with some of our principles teachers the phone's always away if a kid even in elementary level does have a cell phone, it's it's away. So, we're already kind of there on the elementary setting. Middle school and high school, then secondary level, it's usually more towards the um lunch or teacher discretion, Kristen, as you read purely right out of our policy and procedures. So, um we're pretty close to that. It's the teacher discretion. You know, I was in one class speaking to a class and teacher was collecting cell phones at the

132beginning of the period in a basket. Um I don't see that in every class. So, you're spot on. Um, but if we moved towards something, I do still think it's it's worth making sure though we've gone through a process. Even though the steps a little small, it might seem like Tom is that making it a big deal if we're close. To me, I think it is based on the stories I've heard from other school districts where part of it is there's an initial reaction from parents saying, "No, I gave my kid a cell phone because if something ever happens in that school, I want to know right away from my kid." Um, that was actually part of the video um presentation that St. Charles had released and talked about how there was a parent who

133had that same belief, spent time through the year doing her own research with her small mini subcommittee and then at the end of it, you know, she shared on her video like I was one of those parents. I'm actually now on the other side of it. I'm comfortable with waiting till I hear from the district or the school building. I think they also had I watched that one and they had a detective that actually has spoke to it's actually safer to not have kids with their phones in an emergency and all of that. So I mean I think that I'm on board to have the conversation deeper as soon as possible so that if you do need to have time >> because that's not that that's not something you can do next month and two

134months it'd be like you know so I'm on board with that like I think it's a good idea personally. Drew, Sarah, I I was spot on kind of with those current practices, right? >> And part of that process that you're talking about is that process would be gaining kind of understanding from a classroom level of what that might mean and educate or impact. >> But it's also about our parents feedback. I mean, you know, I mean, >> let's be honest, phones aren't cheap. So depending on what we do in in collecting or holding that that that property, I also want to be very careful because I don't want teachers or staff or administrators being responsible for when a student is not, you know, being compliant with what our practice is. We got to figure out

135what that looks like too and make sure that parents as a community are bought into it because >> those are really expensive devices. We all know that too. >> And there's personal data. Great point. Great point. And I just want to make sure that when we're that's part of the reason the process is so important, right? And then especially if we get student voice in there, you know, but anyway, it is a long I think you all get it. Just shut up. So what I'm hearing is the board is generally is interested in this right from everybody. What I would propose is that Tom comes back and educates us on a whether for my own like are we hearing from people with isolated incidences and I'm not I'm not I'm getting to step two on

136this right or there's a there is seems to be some corrective action that needs to be taken to make sure our policy in general is in compliance and b if there's a his recommendation on a deeper process we might need to go through if that needs to be a part of the corrective action or we just want to rein enforce that policy. Does that make sense to you? >> Okay. >> And we're This is like a long game conversation here, right? Everybody's >> This is not like next month coming back. This could be this could be >> need to wrap my head around it a little bit. >> On our radar. >> I need to wrap my head around. >> Wait. So then we're not having a dis I don't >> the on the radar

137thing because we're not effective as a board on the >> I'm hearing you it's on when he says on the radar I don't want to put words in >> I didn't say >> uh or on radar means we're going to talk about it but like it wouldn't be like something we would like vote on to implement. >> No no but it sounds like this is a lengthy discussion but when are we starting that why do we need to wait to start the discussion I guess is my curiosity. Well, I I don't know what our dis I guess my question is I'd like Tom to bring back an understanding of what's going on and what his his recommendation is for the next steps on it to give us a framework for our discussion. If we want

138to say is that in a month, two months, three months, yes, we can find that out or we can say hey Tom could you bring back next month or send us an email about when you think you would be ready for that for that presentation so that we can slot it into a meeting. we are in an earlier part. So if there's any in my opinion if there's any like need for us to implement anything and to have that education this is the time so that we aren't going to have to wait a whole another school year because I think what is effective is when you are starting a school year and you're like hey this is in place this is what we're even if we don't make changes even if we all come back

139and say you know what it just sounds like we're misinformed as a community of what actually is taking place we all feel like yes education's needed we need that time and so if we wait in my opinion if we wait too long to even have this initial like in-depth discussion. We're going to push this out where it's impossible for us to even have anything implemented by the time the next school year comes around. >> Well, I I hear what you're saying. For me, the way I'm looking at it is right now we have quite a few initiatives already rolling right now that's taking some bandwidth on both staff comm you know committees that the working committees that we have that all of you are either representing or hear report outs on. Um, so for me,

140Danielle, I just want to make sure I understand. Your thinking is that you want to jump on this now to try and possibly have something implemented by the next school year. Is that what you're thinking? >> Well, yes. My that's my opinion, and I'm not speaking for the board, obviously. Yes. Because in my and the way the way that it makes sense is that everyone's entering a school year with the same information. teachers, parents, students, and they're we're starting out the school year. And maybe that doesn't have to be the case, but it's a little odd to be like, hey, you know, it's March. We're gonna like talk about this, but so if that's the case, we should we're going to have to have different discussions about this. It's not going to be like a

141oneandone or we're going to move to action. It sounds like it's a very >> Yeah. No, I agree. The the process from what uh other school districts have reported, it's it's a process, right? like anything else. I'm just or I'm just hearing tonight gun curriculum and safety potential cell phone joint venture. I I don't even know what to call right now. Just something about cell phones as a community effort with the district to review and possibly lead to a new practice and implementation. Um, we've talked about our consulting work and creating an in-depth review process of our consultants and feedback with committees and staff. Um, kind of for me what I'm starting to worry about right now is that we're wanting to tackle every single thing and my worry is we won't get any of

142it done then. Even if we use a very aggressive timeline for any of these topics, with the priorities we've already kind of launched into this school year, um I'm wondering would the board be willing to like consider maybe some time to think about it and come back in this October board meeting about is there like a particular priority that the board would have and say maybe this should be the focus first. Um, I we really need to be able to not try to do everything because it's that danger zone of then you're not going to accomplish anything, >> right? Um, and I don't want to burn out our committees. They're already feeling stretched based on the feedback I'm hearing. Um, you hear the reports, you know, we we've got a lot of good stuff going

143on and I we want that to continue. It's it's and and I don't I I gotta be clear. None of what was raised tonight isn't a great conversation. It's it's it's all a great conversation. It's all very important things, but everything's always important, right, that's happening on our roof. It's impacting how we teach our kids and keep our kids safe. So, just a thought about maybe can we talk about like what do we want to prioritize as as the approach? I think in the case of phones, we've we've heard from a few parents now. Um the letter we got that was a physical letter straight up asked us, will you please ban cell phones in the district? So that's like a direct ask. Um we've had I think three other parents reach out to us

144about it. I don't know. I think I think without jumping in and going, "Okay, this is what an entire overhaul would look like." I think we need to get an idea of here's what our policy says now and here's what it actually looks like in practice. >> And there's I think some ability to have these conversations where I can gather that kind of feedback through either our committees, the district coordinating council where we have the union's uh chair reps with our administrator chair reps and have these conversations. Absolutely. Well, I think that's an important that's effectively what I was trying to get to was, you know, I'm I'm of the mind occasionally that I'm always trying to balance the fact that let's say 10 people reach out on a particular issue out of 2,000 kids

145and let's say five, six, 700 families. I don't know. >> Do you not talk to parents about cell phones? I have a parent, >> but I don't even know if my the parents I do talk to are talking to me that it's a it's a board level issue as opposed to >> No, no, no. I mean, like just personally, do you like talk to other parents about like struggles you notice your kids having with cell phones or I It's a big topic. I think it >> bought me the book The Anxious Generation. >> Yes. >> And she was like, I'm not bringing this to you as asking you as a school board member. I mean, I think it's important for school board members to read this and to be educated on this part and gifted

146me the book, which I I need the audio book because I just I can't I need to be able to like do dishes and listen. But I've had multiple parents >> bring up the issue. And I think that the neighboring communities were a spark, but they were like, "Wait, what is our policy?" And it kind of brought up those and people come like I just Yeah. >> Yeah. I I've read the book. I mean part of and and and that book has multiaceted approaches as to why this is a problem in our generation right now. It's not singular, right? Um in fact, what I would really consider is that this is a symptom that if I'm being honest with you, society has asked schools to do everything. They want teachers to do everything now include

147parent the kid, you know, and I the expectations are just increasing at a an alarming rate that like, you know, think about it. When I first started teaching, our big list of drills was to do a fire drill and tornado drill, right? Now, we ask teachers to figure out and memorize plans if there's an active shooter inside the school building. Now, we are trying to make sure teachers understand, report to your principal right away. If for whatever reason in your eyes at recess or something, you see certain types of law enforcement agents, go get your principal. We have protocols how to handle that. But the the escalation of what we're asking staff and and our administrators quite frankly to do is really uh quick, right? So when I think about this book, that's part of

148the reason why I think communities have used that book, but as a communal study with parents and other stakeholders, because inside of that text, it talks about parents responsibilities to monitor what your child is doing with that cell phone, right? Because quite frankly, if the kid accidentally jumps on our network using that phone, it's over. We we got them. Like our systems are will monitor everything that they're doing. It's when you're at home or when they go off that, right? So, um, I think that's a big component of it. I think there's a big component that talks about in that book. What are some really typical natural things that children should experience and go through in person that social media and the virtual world has taken away from the youth. But that's a very uncomfortable

149conversation because that also means then we are flirting with the ability for children to have to learn from each other when one child doesn't behave exactly the best to another child and how they have to navigate those social relationships and social contexts as children. Right. And so I don't know where I why I'm going this deep but the book I I enjoyed the book honestly. I think it's really important. I agree with you. I got three kids myself that are going through this and the book also talks about when children go through puberty and what this is impacting with their brain wiring and and and their uh behaviors. And so to me it's I think it's super critical important. >> I think we can say as adults if we're being honest we struggle to temper

150our cell phone usage. Um >> how many cell phones are sitting up here? >> Yeah. >> That's why mine's in my office. I think it's I think it's definitely a combo combo worth having just in terms of what are we >> modeling for the kids what because I think probably when you get into cell phone stuff I think the adults are probably impacted positively too based on what we decide is best for the students. I think that's part of the education piece too that it comes where this coming from the parents too is when once you actually learn the science of how your brain operates that we can't truly like multitask, right? >> And when kids are having those alerts pop up even if it's in their bag and whatnot, >> how it impacts them

151because then they lose focus from this to that this to that and that it is impossible for you to kind of focus and then there's the science behind like the dopamine hits and all that. So that education that goes to the families, I mean, it's out of our hands, but it's great to be able to provide that sort of information of why the district might feel that this is a good thing. >> So my perspective is I agree that these are great topics of discussion. They're important. The lens I'm viewing it through, hearing Tom and the discussion is part of the challenge of a board is prioritizing because we have limited bandwidth, limited resources. And I would use the analogy of warm, safe and dry. So obviously um H Storm we had to prioritize we

152would like all of our buildings to have all the updates all at once but because of limit so HC storm Luis White it would be ideal to do those renovations simultaneously. So every child in those two buildings had the benefit of those renovations, but because of limited resources, bandwidth, um other projects we work on, we were just talking about the new math curriculum, the stress that's putting on our teachers as they implement that. what I would think what it would be the challenge for the board is well these are all these are all important discussions it is fair to say it's hard to tackle them all at once and do a great job on all of them because if we do it we want to do changes that are meaningful that are having the impacts

153that we hope benefit kids families in the community and so I can appreciate that trying to tackle it all at once while we have all these other initiatives we're doing might not be that strategic and that we should try to figure out a way to figure out, you know, time might even be able to say like, you know, maybe this is one that we could tackle this year. This is one after analysis, it's going to take a little more time. This is something that would be this. You know, like warm, safe, and dry. there's like a checklist of when we're going to start to knock them off because I am cognizant that you know if you try to do if you try to do everything you can if we do it we want to do

154it in a way that has the most impact and it's done right the first time and so we're not having to go back and anything we do as we've talked about in other projects we learn and if we do implement something it doesn't mean it's finished we as we're doing with like uh the school reports we implement something we evaluate it and we continue to refine to continue to get better. So in my opinion, these are all worthy topics and important topics, but it is reasonable to figure out uh if there's one that's the highest priority for us, then maybe we say that's where we start to tackle. And Tom, I would say your team might be able to provide feedback on maybe this one's lowhanging fruit, this one's going to be more challenging or

155it's going to need more engagement from our partners like the BEA to get where they stand on it. And then we move forward like that. I think in terms of the cell phone stuff, I I feel like there's almost no obstacle and no cost um to tightening up cell phone regulations or policies. Um I feel like that could be something easier. I I don't know about like public buy in on it. I I just know from personal experience just not talking as a board member but just parentto parents are frustrated by the amount of time their kids spend on devices at home. Um and I think I don't know I think the six or so hours of school a day is a good opportunity to easily get them off of that and say we're not

156going to do that in this environment. Um, but maybe it's more complicated than that. I don't know. >> I think um the thing is is it's the teacher discretion. So if I teach art and I like to always have Rob teaches math, right? Because he is engineer, >> super smart math. >> Yeah. Yeah. >> So he might have a lesson might that hey, you know what? get out your phones and you're gonna go to this website and do this. Well, like so my kid goes to his class, hey, we got to use our cell phones because this come to my class. I'm like, hey, cell phones away. >> You know, isn't that's the thing? It's like t, you know, so the kids coming home and you know, maybe Aeron's kid is saying like, well, why

157did you get to use your cell phone and I didn't? You know, like I'm in math and I didn't get to use it. Why do you get to use it? And that's the thing. >> That's different examples because it's a different class. >> And that's the thing. So, I'm not saying like I don't think we should I you know I think Tom needs to actually go to the committees and go to like the polls and say hey teachers okay elementary teachers what are you doing off all of them say nope okay middle school teachers do you use them that's what it is it's the teacher discretion so and the thing is is the teacher says no that teacher just has to be supported in that decision >> and you know whether this is well the

158community is coming to me. It's like okay, you know what? Did you address this with the teacher? Did you address this at the school level? Like I I'm not going to know what's going on like you said in like the high school freshman. I don't know what's going on with that. Like we shouldn't know what's going on with that. So I think that's the big thing is I think Tom needs to just poll for this issue and say what's the percentage of people using cell phones as hard as lessons or whatever and what's the percentage not? And that way we can say, hey, it's the teachers discretion. We support the teachers in their decisions if they're using it as part of a lesson. And if they say, nope, that's I think that's just what we

159really need just to capture that data. And then I think we can decide, do we want to be restrictive because if teachers are actually going to use this as a lesson, it's kind of like AI, right? We refer like, hey, AI, but now we have a policy about AIDS. you know, where it's under the discretion of teachers and so forth. So, if it's a tool that the teachers can use, I'm for it. But this tool where the teacher says, I don't want this in my class, then we need to support that teacher. >> And I'm also curious about how the teachers may feel if it is something they are not able to manage in their classroom for some reason and what tools they may recommend that firming up the language or whatever may help, right?

160like if there's a like teachers will know firsthand whether they're actually having an educational impact in their classroom, you know, and what would they be able to do or not do, you know, I my kids came through school primarily at a time when this was a beginning to be a problem, let's say, you know, and one of my kids actually had a education like a 504 that was supposed to allow them to use their phone because it was the only way >> they could keep track of their schedule and their homework and everything else because they didn't have a laptop at the time, you know. So there are reasons to do things sometimes and I and then in even that case we talked to the teacher when the teacher said he couldn't bring his phone

161out or whatever else we went and talked to the teacher understand why you know and then sometimes we agreed sometimes we didn't but most of the time we did so I guess my point is like I'd like to hear a bit as a part of that polling if it's what everybody thinks is you know is there an adverse educational impact in their classroom that this language could assist on So that sounds a lot like dig a little deeper, find some information, bring it back to us to see what the extent of the current challenges are around this because our policy effectively says no phones except for teacher discretion. >> I just want to go back to what Tom was talking to though. So I don't think you guys that we found a solution because I

162we're asking him to look and get back to us on a lot of things and timewise are we asking him to pri ask are we trying to prioritize which things he's coming back to us with or >> well if we can do that now yes otherwise I think part of me would say ask Tom to say okay of the things I heard these are the things I think I can tackle in what order I think I can tackle them in >> and or as he asked us to do can you establish a priority of what's most important. >> Can can we just do a separate email and tell say hey here's your three you tell me what's one two and three and then if the majority wins. So if people think that cell phone should

163be number one that wins. If we think that the gun um curriculum safety is number one that one wins. That's what I think that would just be the send us an email with the three. We send them back how we feel is one, two, and three. Majority wins. >> Does that work? And then you have an idea. >> Is everyone okay with that? >> Yeah, that's fine. >> Are you okay with that? Can I just say that with the cell phone policy, we do have a policy and I think in the very least we could try to make efforts to make sure that students and parents understand what the policy is because it seems like some people maybe don't understand that there is a policy. >> Yeah. >> Okay. It's a fair point. All right.

164So, I'll send an email out. Katie will help you make sure that I do that says these are the three and then you guys respond back to me because there's I'm the only person that can effectively do that with your prioritization. >> So, really quick, can we just add in backpack mail? Can we just add, hey, here's our phone our cell phone policy in the link? >> It would be in the district weekly our Wednesday messenger. I I mean as a as a first step. >> So to keep it clean because we supposed to give Tom direction, >> we're requesting that there's a way of creating a me a a communication about this topic >> to the community about what our policy is and what it effectively means which actually aligns a little bit to

165what at least initially what Danielle was talking about on starting an education component. >> Can we do the thing first like the feedback first? then we can take the time and space to talk about it more in depth or else we'll just be like >> we're really good at doing that. >> Okay. So yeah yeah yeah so that's fine with me. So >> let's do our like polling and then >> for right now hold on figuring out the communication because maybe that'll come out of the process >> and then we prioritize fair. I think that makes sense. >> So what will the options be? >> Cell phone the gun safucation >> and consultant. Oh, >> okay. >> Discussion points. >> That was your last one, right? >> Yes. >> Sorry. >> I'm done. >> You're

166allowed three. >> All right, Rob. Let her rip. What you got? >> That's a tough act to follow. >> So, I'm going to keep it very short. Just hope uh all the students, teachers, administrators are continuing to have a good start to the school year. wish for continued success. >> Um for those celebrating Shana, happy new year. September is also National Suicide Prevention Month. So be aware of people. You don't always know what people are going through. And then lastly, happy National Hispanic Heritage Month. >> Uh I also want to congratulate the fine arts department at the high school for being recognized as a school of distinction. And I just want to thank all the partners that BPS 101 has. I've been out I'm helping coach. I'm doing some other things, Hall of Honor. And

167it never ceases to me amaze me that when there's a need, if the word goes out, uh there's a lever to pull in our community where those needs seem to be able to be met almost instantaneously sometimes. Um so I just want to say thank you to everyone. This is a community effort and so I appreciate everyone who's out there uh doing their part to make a contribution. >> That's it. >> All right. >> Like I thought I had more time to think about it. >> Yeah, I know. I had to prepare. >> She saw all these notes. She's like, boy, he's gonna roll. >> Okay. Um I did prepare mine ahead of time. Um All right. So I'd like to take some space just to discuss a couple things while they're very near to

168me in my experience experiences. Uh it's not the only reason for bringing them up. I do want to share my perspective as I comment on them. Uh increasing student attendance is something BPS is working hard on and I know there are various efforts to help with the issue. Um I want to speak directly to the need of gathering the stories and reasons behind the data. I personally would love and support any initiative sorry to to do this with fidelity. As someone who suffered immense family issues during my high school years, um I I do know what it feels like to not have the opportunity or privilege to see school as a priority. I know what that guilt and shame feels like when you try to go to class and people assume you're a lost cause

169and then you think you're lazy or that you just simply don't care. Um, I do understand uh what it feels like to not have a single adult really invest their time or energy into understanding why uh there are absences and maybe what resources may help better a situation. I come from a background that understands what a difference a single adult interested in the full story could have made for attendance and school experience. It's not enough to speak about the importance of going to school to state what can happen to your future if you miss school to even have awards or other incentives for going to school. A child or teen can't understand the true weight of those decisions and no matter what they are simply living the best they can and doing the best they

170can in the environments that they are in. That's a hard one to get through. So um I just wanted to share that part about attendance and um something that is also related is the experience that our Latina and immigrant families are currently facing due to the increase in activity against them and their families. We have plans in place for how to deal with ICE and similar agencies. Um but I'm not sure of the inclusivity of what tactics we are now seeing being used in the past months, weeks, and days. Uh these agencies aren't acting on warrants or even asking schools for permissions. They are targeting school areas before and after school times. Families are scared to be broken apart no matter their status. Even just looking Latina is enough in this moment and time and

171is a fear that I can personally relate relate relate to. I do wonder, sorry, I do wonder, do we have plans for students um who are too fearful to attend in person, maybe to visit uh pivot to virtual? Um if so, is it a process everyone knows about using? This attendance issue is a perfect example of many of why a student may not be at school. Beyond the attendance issue is the concern students and families have of walking to and from school, to and from their bus stops. I do know that there are some surrounding communities that have implemented special watch teams for those times since it's not when students are protected by the school laws that we can help with. While Betavia doesn't have a large Latina or immigrant population or as large of

172one as some of the surrounding suburbs who have been hit hard by these issues, I don't feel that it doesn't mean that I don't feel that we should wait. Um we should be proactive and understand that there is so much fear and there are so many organizations who are more than willing to offer their services and education uh for the communities. Again I know these issues are very close close to me um but I would speak out on them and ask for the discussion even if they weren't. I just wanted the ability to speak to them and let you all know that if there is any interest by any others to hold more discussion I will absolutely support it. Thank you. >> Thank you. Okay. Um, I actually only have one question left. Everything else

173got answered. Um, for my secretary follow-up document, we are kind of going back and forth. I had tried to get it done quickly the first time and that kind of created some work for Cindy. Um, it's was sort of easier for me this time to wait until she and I could get together on it, but now Craig is pointing out to me that there were some things that probably were a little more urgent and could have been communicated earlier. So, I don't know what timeline we want on my follow-up document after meetings. Um, I had kind of mentioned to y'all that I think maybe following the minutes is a good gauge, but if there's something more urgent that the B board needs to bring feedback on or something like that. Um, I don't know. I

174guess maybe it's just a matter of kind of picking through and seeing what's what. Um, but does anybody take issue with me taking a little longer on that document? >> Is that something that's come up as an issue for fellow board members at all? The only challenge I have is trying to make sure that things get on the agenda for that need to be on the agenda. So when it comes out at the meeting minutes time, it's too late to add to the agenda. >> Yeah. >> So I guess the only thing I would ask is Katie works with me to say, "Okay, these are the things that the meeting I mean it doesn't need to be three days before. It doesn't need to be three weeks before, but sometime >> I can flag too

175like this might come up as something that needs to get on the agenda. So we'll kind of keep an eye on. Yeah, that's what I'm asking is just you fill me in like you can reach out to me to say hey this is the thing and copy Tom and say okay this is what I think coming out of that meeting that it might be an agenda item that we all that way >> if I feel the need to or others feel the need to they can go in and look at the you know the video and say okay yes of course that needs to be one because I will be honest like the >> the the topic about the consultants I came from recollection going well I don't think that hit that part yet but

176then I went back and looked at the video and I said totally did Kristen brought up during the board comments, right? And so it maybe should have been just didn't have time to get it in because of but because of I walked away from a slightly different impression >> about a week or two later in my head than what actually happened, you know. >> So I guess is everyone okay with us kind of playing with the timeline for right now and not adhering to the strict Okay. The only concern I have at sorry is that when we had the discussion was us being quicker would potentially then allow Tom and his team then to produce what if we're asking them for action or for whatever and if we wait. But maybe you're saying that if

177there's those items then you would get them. But I think that's why we wanted that quick turnaround time so we could all say yes. That's what we understood. Yeah. >> Because one of the problems we were having is that we weren't all sure if we were on the same page about the direction to Tom. And so this was supposed to address that so that like he wasn't coming and being like wait a minute or they don't have enough time to prepare for it. >> So I think that would be the only >> yeah what might be helpful in this conversation is that um >> the the minutes probably should not be used as the tool to rely on on that particular work that you guys are doing. >> No. Yeah. I'm not. It just is

178like sometimes when Cindy comes with the draft minute then it's like oh yeah that part of it or you know what I mean like >> catch up on something. >> Right. Right. Right. >> Well I think we can give capacity for that. I mean part of me >> to update it later update it. I mean the thing I'm almost thinking is like just almost like your running Google doc that he has of this is a running Google doc. Let's just say just >> future action items. Boom boom boom boom. you know, and that way if Tom or team needs to go back and look at those things and then maybe there's a line that says, "Okay, this is our anticipated date of them being on an agenda and then they don't need to be coming

179because they're come what you're doing is a great job." They're kind of coming as kind of comprehensive notes. And I think part of just getting the nut of what we needed was >> what are the things we're supposed to pay attention to over time >> so we don't lose it. >> Okay. >> That and just to ensure that we're all walking away again like this is a perfect thing, Kristen. walking away thinking it's going to be something's going to be in the agenda. >> I I I did not have the same impression. >> Right. So, that was what this is supposed to help with is like exactly this for Katie to say, "Hey guys, it's ready from the last board meeting." I think we were talking about whatever the daytime was and then for us

180to review the document if we wanted to and be like, "Yeah, that's I mean, we're able then to insert." You would be able to say, "Wait a minute. Are you sure that we were supposed to put that on the agenda?" >> Or do like I did this time, look at it and go, "Whoa, I remembered that wrong." you know, >> prevents us from going a whole month with a total misunderstanding. And so, and that's why I had initially asked about the action items. Then I'll I will focus on getting mine done quicker and then >> can you I'm sorry to >> interrupt. No, can you make it like just a Google doc where we can all view it and say, "Hey, these were my notes in like action item or to be on action item

181in October, whatever." >> Yeah. >> Just let us know if you've updated it. >> Yep. And that way we can be like if I want to I can look and if I don't say anything to you then it is what it is. >> What you wrote is how I interpreted. >> Okay. >> Yeah. Or I just didn't worry to look at it. I don't know. >> Yeah. The only thing I want to get in is how do we do a feedback loop that we want to make sure it doesn't inadvertently violate open meetings act. Right. >> Do we need to email you? >> Maybe has to come back to me. I don't know. Right. If you see something that's erroneous. >> Let me look at it for this. >> I wouldn't do a reply at

182all. I would just send an email >> just to you or Katie, right? Or probably both of you >> and then the Google doc would have to be view only, >> right? It would be me editing it, but you could go in see did I wouldn't Yeah, I don't >> I think it's been view only since the beginning, right? >> I think so, but I'll I'll check on all the accesses and permissions and stuff. >> Okay. All right. That's what I wanted. And then uh yeah, just happy um Hispanic and Latin American Heritage Month and I hope everybody's having a good year so far. And that's it. Right. My only a couple of things is Tom, I appreciate you expressing the difficult time as you know, our employee of saying, "Hey, you got to help

183me prioritize these things here." So, I appreciate you bringing that up so that we can uh be better partners as we move forward. Um the congratulations again to the the art department. and I know how hard they all work. Um, and that, you know, it's nice to see the hard work kind of represented in accolades and from a state level. Um, the I would be remiss if I didn't say anything, but this is really my first year where I have like zero involvement in the marching band. So, while part of me was wondering how they would fare without me, I'm very happy to see that they're doing amazingly well. >> Improbable. I don't know how to, >> you know. So, um, somehow they managed to get the props built without me being involved. Um, so

184good on them. Um, and they are doing great. And then just as a reminder and because to show you how extraordinarily non-involved Diane at some point in time is coming up is the community performance. Um, I will probably remind Chris Owen that if you could jump out and invite to the board and please come. It is an amazing event as you all know. Um and and and it's just fun to see and you don't often get to see that stage of that game without a football game. You know, as grandparents say, I went to see a marching band that had a football game surrounding it, right? >> You know, that kind of thing. So, >> and it's amazing because they'll usually fill up the whole stadium and a couple years in a row for a

185while almost the entire football team showed up to support them. So, it's some really good stuff. And with that, um, I will entertain a motion to adjurnn. >> So moved by Raquel, >> second by Aaron. All in favor? >> I opposed. >> All right, motion passes. It is now 9:24 p.m. and the meeting is adjourned. Thanks, folks. >> Thanks, everybody.