001Good evening. Can we please have a motion to reconvene into open session? >> I'll move to reconvene. >> Second. >> Cavayo. Second at 7:10. Roll call. I a Cavayto. I >> Butler. Hi. >> Steinfeld. I sorry I was about to sneeze. >> Palace >> I >> Jimenez >> I >> Dren >> I >> Gonzalez I motion carried. >> Okay. Um we stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Good evening everyone. My name is Elizabeth O'Aimenez. I'm the president of the Bowwin South School District 100. to my left is Dr. Havis. She's our superintendent. Thank you for being here. >> Can I get a roll call,
002please? Uh, Jimenez >> here. >> Steinfeld >> here. >> Gonzalez here. Butler >> here. >> Cabayo >> here. >> Drrent >> here. Alice. All right. Good evening. Thank you for being here tonight. We are going to kick off the superintendence report with our school spotlight. And tonight we have Irving Elementary School. So, we'd like to invite up principal Marty Stura and Assistant Principal Sally Zagler. >> Good evening everyone. We're going to get started with a video tonight. Another thing that I do for my work is to write songs and then sing them for you. This is a song that I wrote that I like to sing to people that I really care for. Maybe you know it. It's a song that's called It's You I like. It's you I like. It's not the things you
003wear. It's not the way you do your hair, but it's you. I like the way you are right now. The way down deep inside you. Not the things that hide you. Not your toys. They're just beside you. But it's you. I like every part of you. Your skin, your eyes, your feelings, whether old or new. I hope that you'll remember even when you're feeling blue that it's you. I like it's you yourself. It's you. I like Well, a timely message that never really gets old. Mr. Rogers had a way of reminding children and honestly adults too that who you are matters. At Irving, this isn't just a nice idea to us. It's a daily practice. We work very intentionally to make sure our students feel known, supported, capable, not just as learners, but as people.
004And when students feel seen and valued, they take risks, they try harder, they grow. This is Irving's Illinois state report card from this year. I'm not going to walk through every indicator tonight, but I did want to spotlight one word at the top. Commendable. Our teachers are commendable. Our support staff is commendable. The instructional work happening in our classrooms every day is commendable. We earn that rating because we try to see our students the way Mr. Rogers described not for what they achieve but for who they are. We believe that when students feel valued first, growth follows. That belief shapes how we teach. It shapes how we see our students on their best day and on their hardest days. Irving is rated commendable. But that word isn't just about numbers. It reflects classrooms where students
005feel known. It reflects teachers who refuse to give up on kids. It reflects a community that believes growth is possible for every child, and that's what we're most proud of. I want to shift now from our overall school performance to something even more meaningful, specific success stories happening inside our classrooms. Tonight, I want to highlight two outstanding stories. The first comes from our first grade team. Our first graders are making significant progress this year and that progress is directly connected to the commendable work of two teachers, Rebecca Stokes and Shauna Tulin. When we stepped back and really looked at that growth, we started to wonder what's happening in those classrooms. And the truth is it isn't just one thing. They deliver strong early literacy instruction. They build number sense and strong math foundations. But it
006goes beyond the content. Their classrooms run on clear routines and consistent expectations. They hold high standards while staying calm and patient even under pressure. And because of that, students feel safe. They feel known. They feel secure enough to take risks. They don't just teach lessons. They respond to students. They use data to adjust. They communicate with families. They stay organized and intentional. And when something isn't working, they adapt. They reflect. They invite feedback. They try again. I often sit on their planning time and PLC meetings. I'll come in ready to chat it up for a bit, and they'll humor me, but not for long, because they protect that time. They understand how valuable it is. They're feeding off each other and feeding to each other, sharing what worked, what didn't, how they're going to teach
007the next lesson, and what they'll do next if students need more support. That's not accidental collaboration. That's disciplined teamwork. That's what a strong professional learning community is supposed to look like. And the student growth we're seeing in first grade, that's the result of that work. He walked through the same door. He sang the same song. He put on the same cardigan. He changed the same shoes for over 30 years. Meanwhile, everything around him changed. Television sped up. Graphics became flashier. Shows became louder and more exciting. And he didn't follow any of it. Not because he didn't care. Not because he lacked creativity, but because he was deeply intentional. He once said he couldn't control what was happening in the world, only what happened in his neighborhood. In education, the world changes constantly. New initiatives, new
008resources, new expectations. We can't control all of that, but we can control what happens in our neighborhood. Doing the same work day in and day out with care takes dedication. It takes determination. It takes staying the course when others tell you to move faster or try something new. Simple doesn't mean effortless or easy. Simple means focused. Great impact doesn't come from doing more. It comes from doing the few right things deeply and consistently. This is what strong professional learning communities look like. PLC's are not about doing more. They are about doing the right work together consistently. At their core, they center on four essential questions. What do we want students to know and be able to do? How will we know if they learned it? How will we respond if they don't? How will we
009extend learning for those who already know it? That's it. Discipline focused on what matters most. Let me show you what this looks like in action in our first grade neighborhood. The team focuses on the right few things together. They bring solutions. They share students. They solve problems collectively. And every week they return to these four questions. Tonight we will zoom in on one unit from our amplify first grade skills curriculum. The wonderful and challenging world of our controlled vowels. In it is this is the window into what happens every single week in this PLC. I want to share the process with you. How this team thinks, how they plan, how they respond and it always begins here. What do we want students to learn? The team identifies the most essential objective in the unit. the
010standard that every student must master. This creates a shared goal. Turning back to our amplify skills unit, the most essential uh objective is students will accurately read and write our controlled vowel sounds in one and two syllable words. This becomes the anchor for the entire unit. Once we are clear on the goal, the next question becomes unavoidable. How will we know if they learned it? We rely on our evidence, our assessments. If we are clear about students we're supposed to learn, we must be equally clear about how we measure it. We assess throughout the unit to track learning in real time and identify gaps and misconceptions. There is power in common assessments. The team uses the same assessments, expectations, scoring guides. So mastery means the same thing in every classroom and across the district. That
011way we share a common vision of what proficiency looks like. And once again, we have evidence the And once we have evidence, the real work begins. What will we do if they didn't learn it? This is the heart and the hard work of the PLC process. And frankly, this is where Rebecca and Shauna truly excel. Their meetings do not end with discussion. They end with plans. They continually assess throughout the unit to gather timely, sensitive data that tells us exactly which skills students have not mastered. Here is a check for understanding from this unit that assesses students ability to read words containing R control vowels. Uh across the top you'll see the words and we collect data on each individual sound within the word and whether the student can read the entire word accurately. That
012level of specificity allows instruction to be targeted and immediate. First, the team identifies the students who have demonstrated mastery in those who haven't. Who's met the objective? who has not met it yet. Then the team analyzes patterns and trends. We want to know how all students performed, not just those who struggled, and what patterns we see across the grade. What differentiates each level of proficiency. Now, we identify the root cause. We ask what was the precise reason students are not yet successful. We are not guessing. We are pinpointing exactly where and what learning broke down based on error patterns. In this example, the sound created difficulty for many of our students. At this stage, we design targeted interventions. First, we identify who needs additional support. Then, we determine what they need, the specific skill or
013concept that requires attention. Because we have analyzed the data to find common errors and underlining causes, we can group students by similar needs and types of misunderstandings. If a large number of students are not responding, that signals signals a broader need. Amplify has built-in pausing points where teachers can pause and adjust instruction to respond to classwide needs. More often, however, we see skill specific trends like the consistent errors with the sound in this unit and we design targeted reteing interventions that directly address that precise skill gap. Assign and act. This is where the work becomes truly collective, especially for Shauna and Rebecca. Students are shared, schedules are built, responsibility belongs to the team. Groups are fluid and adjust based on student need. During MTSS, students move between the two first grade classrooms. This block is
014also supported by our math interventionist and reading specialists. Students who need the most intensive support, our tier three students, are seen by these specialists and focus on rebuilding critical foundational skills. Other students receive targeted skill-based intervention aligned to grade level expectations. Here is the first grade's MTSS schedule. As you can see, it's complex with over 35 students currently receiving intervention at their precise instructional level. Now, we decide who's teaching what group, at what time, using what resource, targeting what specific skills. Instruction changes immediately because their meetings do not end with discussions. It ends with plans and schedules. This is the rhythm of our work. The same process, the same questions every week. And that consistency is what changes outcomes. And just as important is our last question. What will we do if they already know
015it? Strong PLC's don't just close gaps. They extend learning. And we follow a similar process. We identify who has demonstrated mastery. Oops. And who hasn't. We what we determine what will deepen their understanding. In first grade, students use MTSS to bridge con for bridges concept quests. They are given more work. They're given more complex thinking because growth isn't reserved for struggling students. It's expected for every student. This is where their work becomes visible. If these four PLC questions are answered well consistently, week after week, students outcomes change. What you are about to see is not accidental. This is a result of steady discipline collaboration. 39% of district 100 first grade students are at benchmark in reading while 62% of Irving first grade students are at benchmark in reading. The Irving data is strong. This team
016not only has strong percentage of students at low risk, they were also able to continue and even increase this percentage from fall to winter. That shift represents real students moving out of risk categories. This slide tells an even stronger story. Nearly half of our first graders demonstrated aggressive growth in reading between fall and winter. 64% demonstrated measurable growth. That means the majority of our students are not just maintaining, they are accelerating. That level of growth is not random. This growth does not stop with fast screening data. Our district common reading assessments show the same pattern. continuous growth from unit to unit even as skills become more complex with strong overall achievement. In three years, the students performing at benchmark has increased by 30 percentage points. First grade's current data isn't an anomaly. We have witnessed
017sustained growth year after year across different cohorts of students. We see the same pattern in mathematics. 58% of district 100 first grade students are currently at benchmark in mathematics while 74% of Irving first grade students are currently at benchmark in mathematics. Irving's first graders move from 67% low risk in the fall to 74% in the winter. Again, not accidental. This reflects intentional use of assessment data, aligned intervention blocks, and a shared commitment. In math, 62% of our first graders demonstrated measurable growth from fall to winter and over a quarter demonstrated aggressive growth. On common district math assessments, about 80% of our of their students consistently responded to instruction, meeting a benchmark for a strong tier tier one core curriculum. This slide shows first grade math data over the last three years. In fall of 2023,
01850% of students were at low risk and this year nearly 73% are at benchmark. Why does this work? This is the impact of calm, consistent, collective action. These teachers do not move on and hope things fix themselves. They respond, they adjust, they collaborate week after week. This is what happens when professional learning communities are not an initiative but a disciplined way of working. Just like Mr. Rogers intentionally created a neighborhood that felt safe, predictable, and built for children to grow. These teachers have created their own neighborhood through PLC. A place where adults work with intention, where routines are steady, where needs are noticed quickly, and where every child belongs. So that's the first story. What happens when belief, instruction, and collaboration align? And as strong as our teachers are, they cannot do this work alone.
019Teaching is too important. The needs are too varied. And our students deserve more than one set of hands and one perspective, which is the topic of our second success story tonight. I'd like to start this story by getting a little personal. I'm the father of three little boys. My two oldest recently started te-ball. And I'll just say this, T-ball is brutal. It's slow. It's chaotic. Half the kids are looking at airplanes. But this one thing really struck me. There are adults everywhere. One at home plate, one at first base, one in the outfield, a few helping kids remember which way to run. As I've watched, I couldn't help but think, how many dads does it take to teach six-year-olds how to play baseball? Meanwhile, inside our classrooms, our teach our teachers are teaching children how
020to read, often by themselves. And if it takes that many adults to teach baseball, how many adults should it take to teach 23 kids how to read? That's why we're excited to spotlight our next success story, the parent mentor program. Youth Crossroads approached us last year with an idea, bringing parents into our school to serve as what they call parent mentors. The program was designed with two purposes in mind. first to provide additional support to local school districts by paying parents a small amount of money to come in and work with students on a regular basis in our classrooms. And second, to create a training pathway for parents who may one day become paraprofessionals in our schools. When we looked at the opportunity, it felt like a true win-win. Many of these parents were looking
021for something new in their lives, a place to grow, a place to contribute. One parent shared that she had tried being a room mom. She had volunteered in different ways, but she hadn't quite found her calling. This program gave her that opportunity. It gave her a chance to discover purpose, to develop professionally, and maybe most importantly, to feel like she belonged. And the other win was for our school. Our primary classmans gained another adult for two and a half hours a day, four days a week. These mentors receive training from youth crossroads, training from our staff, and hands-on experience inside our classrooms. They work alongside teachers during literacy and math instruction in our kindergarten, first, second, and one of our third grade classrooms during the morning hours of the day when foundational learning is happening.
022Our teachers have gained meaningful support. Our students have gained additional attention, encouragement, and instruction, and our school has grown stronger because of it. So, what does it mean in practical terms? It means Irving brought seven additional adults into our building, funded by the state of Illinois. Seven more adults supporting students. Let that sink in. Seven more adults helping our kids succeed. And when we talk about being a commendable school, programs like this matter. These mentors alongside the teachers they support our value added to our bottom line which is always student growth. Earlier tonight, we heard from Mr. Rogers and he reminded us what it means to be good neighbors. At Irving, we've taken that message seriously. We've invited our neighbors into our school, their school, and we are better because they are with us. I'd
023like I'd now like to recognize our two first grade teachers, Shauna Tulin, Rebecca Stokes. If you can come join us up at the podium and all of our parent mentors, I'll name you one by one, so give me a second. Um, the first one couldn't be here. Rebecca Smith. Next, Audrey Hernandez. Come on, Marissa. Alvarez, Erica Harris, Jessica Hernandez, Alandre Garcia, and yes Hernandez. Thank you for the support you give our students every day. We are proud to call you essential members of the Irving team. In the spirit of Mr. Rogers and appreciation for the work both of the first grade teachers and our mentors are doing, we have a small token of gratitude tonight. You've all learn earned your very own Irving cardigan because at Irving when you do the work of belonging and
024growth, you're part of the neighborhood. Thank you everyone. Is there any questions? >> Um, I don't have a question, but you know, definitely a comment. Um, um, I'm Adriana Cavayto. I'm the newest board member. I just got elected in April. Um, and this is amazing. This is awesome. I love how every month we get to see, you know, inside the culture of the schools and it's clear that Irving is a very special place. So, thank you all for everything you do. um teachers, educators, parents, principal, assistant principal. Awesome job. Thank you. >> Thank you. >> I too would like to echo that. I think uh centering belonging is really like just a special thing to behold, especially when you have, you know, teachers who are so dedicated and veterans and really care about students as
025all of us do, right? But then seeing moms and dads have that sense of belonging in your school community and watching their kids here so proud of their mom coming up and being like my mom. So like that to me it's just that's we need more of that. So thank you Irving School. >> This is truly like the embodiment of it takes a village. So thank you for being that village for Irving and and wow what amazing village you have all created. So, thank you. >> Thank you. >> Okay. Um, congratulations and thank you for trying to find your calling. That's how I found my calling volunteering in the schools and volunteering at PTA's uh 26 years ago and it being in education 26 years ago trying to find my calling as a parent myself
026at that time. So thank you for everything that you're doing to support the students the teachers and continue your goals continue your calling because it is rewarding. Thank you to the teachers for welcoming them in in your schools. Thank you to the administration for welcoming them because we need more programs like this to not only change a student's life, but I'm I'm going to cry just because it changed my life. It changed my family's life and the trajectory of my own children's. And I know that by having this program, it's going to change someone's life. So, thank you so much. I did want to say real fast just uh this group of the blue this is um from the parent mentor program and youth crossroads. So these are other coordinators that work in cyro that
027all came out to support this program here at Irving. So thanks so much for coming guys and support >> thank you for everything you're doing. I see a lot of cameras out there, so I feel like we should pause a minute. And anyone who wants to come up and take a picture of the group, please do that. And congratulations and thank you all so much um for everything that you're doing for our students and our in our schools. >> It was new this year. Yeah. Okay. >> Just one second. I just want to say >> do you want to go to the to the microphone so that we all can hear you? Thank you. I just want to thank um Irving and >> I just want to thank Irving and the principal for believing in
028us. I know that we did a cold call with him and um we were really trying to sell the the program. Um but thank you so much for believing in us, believing in everybody that's here for sharing, you know, that uh wealth of knowledge of everybody that's um that's in the program. But I also would like to thank Elba because it's her first year. It was a pilot and she's doing a great great job also with doing and she's the coordinator for for the school. So um I think that um it's also great to let her know that she's doing a fantastic job with the the the parent mentors and being a coordinator as well. But thank you for believing in us and having this program here and we hope to continue for many many
029years here in this school and expand to others in this district as well. Thank you. We are very fortunate to have such a wonderful partnership with Youth Crossroads um in our district in many programs and having a new one coming in this year is is wonderful to see. So, we are glad they were able to showcase that tonight. All right. Um I will move on to the facilities update. Um just an update on progress at the education center and then um some upcoming projects. So um as you may know, we meet weekly um to see how the progress is going at the education center. It's going quite well. Um we've been having regular safety walks. Um there are electricians currently on site. Um there's a lot of work being coordinated between, you know, the furniture,
030um you know, where where different things are going to go within the building. Um we've got some really good news today that we finally have some Nycore gas service to the building. Um as well as the Kameed transformer is on site. So we expect in the next couple of weeks we will have power. Um, drywall is going up in the building. There's roof work happening. Um, and even painters will be on site in the next few weeks. So, it is progressing quickly. It's it's on schedule. Um, and things are going quite well. The outdoor classroom spaces won't necessarily start until summer, but that will be um coming. Um, as far as other projects, so we are planning for the air condition or the HVAC upgrades um, this summer at Piper. So, I know Jenny was
031out with George and Paulino recently for the roof work that's going to take place there along with the HVAC. Um, and I believe I let the board know that we did end up getting the maintenance grant, which is the matching grant. So, we are going to be able to move forward with um replacing the exterior doors on many of the schools that were not replaced last year. Um so, that is exciting because we want to continue to really focus on that that security piece um beginning with exterior and we're actually able to get a couple of interior doors this year, too. Um so, it will be another busy summer. Um but that is the update for now. Um, we will need to schedule a buildings and grounds committee meeting probably in the next month. Um,
032and really start to have some discussions about Leverne and next steps around the that current building. So, um, that will be kind of the next round of facilities discussions for the board. But, um, lots of great things happening moving forward. Hopefully you're all seeing that we're highlighting some of the library spaces in the letting people know in the community the things that have been upgraded. Um so people see that we're doing lots outside and inside to improve our learning environments for all of our students. Um that so that is our facilities update. Does anybody have any questions? George, did I miss anything? Okay. >> Dr. Can I just request that uh since we are discussing the updates to the Ridgeland property tonight that those be documented on the the project website? >> Yes. And that's
033we actually are the website is I said we're going to do this report tonight and we will update after that. So yes, we will get that updated. >> Thank you. >> Just want to track the progress we've done a great job. >> Yes, we've got some new pictures we need to get more up there. So we will make sure that gets done. >> All right. We did have three foyas this month. Um, one was just regarding the Piper bids, which is pretty typical. Uh, one was just regarding some curriculum. Um, and then one was regarding board member information. Those were all submitted and shared with the board. Um, the dashboard is available for the board, has updates on our attendance, staff, student attendance, and enrollment numbers. Um, and I will turn it over to Jenny
034for the financial report. >> Sure. Our bank balance as of today is 60,900,000. Revenue for the month of February so far is 6.7 million. Um we have started to receive tax money. Yay. >> Thank goodness. Um we're not there yet, but we have we have received um part part of it. Our cash flow short is up above. In January, our revenue was 5.1 million. Overall year-to date 32 million. Um our expenses are 5.6 million. Year-to date is 41.1 million. We're right on target for expenses and we're a little short with revenue, but again that's due to taxes. Um our next one is the grant snapshot. Our grants are coming in nicely. Um all the grant managers are working hard getting um programs in place and getting things spent and getting expenditure reports submitted to the
035state. Um a lot of the grants end on June 30th. Um so we're keeping a track on that. And that's all I have tonight. Thanks. >> All right. Um that concludes the superintendent's report. Any questions for Jenny? No. >> Okay. Thank you. Um, President's Report, finance, the finance committee met today. Um, and thank you to um, Jenny Hosty for always making everything. I was worried about being on finance committee because I can budget for my house, but just barely. Um so we talked about the budget for fiscal year 27 and um the steps that are being taken now um to create that um and we also talked about the timeline for um approving the amended budget for this year and then starting the budget process for next year which will begin in April. So, um,
036we have some time, but there's a lot of behind the-scenes work in order for that to happen. So, thank you, Jenny. Policy. Yes. Um, the policy committee met tonight to do a second reading of the policies that we read last month. Um, so there was nothing new. Um, however, we are going to look more closely at one of them. um 7150. So tonight we will be moving adoption of the policies that are listed in the agenda except for 7150. We're going to come back to it next month. >> Thank you. Uh legislative report. >> Um yes. Uh I wanted to go ahead and highlight a few uh bills that were passed out of the Senate committee. Um although they're not yet law, um they are uh some things that are moving with some good momentum.
037Um AI I think I brought up last month um AI and teacher evaluations uh provides direction regarding the use of artificial intelligence and teacher evaluation systems. Uh the impact would be um like it signals increased oversight um and guardrails around AI integration and evaluation practices. Districts would or should review current or future AI tools to ensure compliance, transparency, and alignment with educator uh evaluation law. Um, another one which is dear to my heart because it's something that I'm personally researching. Uh, service animals in schools, um, clarifies policies related to service animals in school settings. Uh, the impact would be that it may require updated administrative guidance to ensure ADA compliance, clear procedures, and consistent communication with families and staff. Um, there was also a bill on the open meetings act. Um, clarifying provisions within the
038Illinois Meetings Act. uh school boards and administrative teams should monitor for changes affecting meeting procedures, notice requirements, public participation or executive session protocols. And the last one um House Education Policy Committee um passed HR 613 which is read with your child week establishes read with your child week to promote family literacy engagement. Obviously, um it just presents another opportunity to strengthen family uh engagement initiatives, literacy campaigns, um and community part partnerships that uh could be aligned with district reading goals. And that concludes my report. >> Thank you. Uh correspondence. >> Sorry. Uh we had two correspondents this month. >> Thank you. Um now we are moving into the public comments. Individuals appearing before the board are expected to follow the guidelines outlining board policy to 230. >> Seeing Oh, >> please state your name. >>
039I don't think it's on. >> Green means go. Got it. Okay. The green light. Um, hi everyone. Good evening. I'm Christina Broning Lassalde and um just here wanting to follow up on the community um all the community um input that was raised at the last meeting. Really nice to see all of you again. Um just to kind of you know publicly state that I feel we've had some really productive conversations um since last month's meeting um you know both um with Dr. Havis and from the school administrative side and just kind of understanding um what's already in motion and maybe some of what was not already visible to us as well as the community u mobilization and just communitywide response that is led by parents and folks outside the school. Um and I just wanted
040to um uh you know reiterate that we are continuing to build those efforts. They've been underway for many months as efforts inside the schools have been being considered also for many months. And that we really want to um emphasize that what we're looking for here is very clear roles and clear lanes for community response to be able to provide the buffer that teachers should not have to be in the position to do. Right. And the kind of coordination that we're um looking for and really wanting is um so that community folks can be very clearly in our roles able to you know continue doing what we're doing um outside of schools, sidewalks and beyond. um and that what's happening in schools. We know that there are many, you know, legal and other protocol reasons why
041that is school domain and just to we get that, right? And that in order for us to fully um step into the role outside of schools that um we need that bridge, right, of just basic communication and basic information sharing about when real-time events and emergent events um are happening so that um folks inside the schools also know that we've got your back, right? That we are here in the roles that we are in outside of schools and across the community. Um so just wanted to reiterate that that's the kind of coordination that we're looking for and that we really think the best way to move that forward is not by putting some sort of blanket um response like soft lockdown which I think was what was requested at the last meeting but more about
042scenario planning right like x y or z scenarios happening there's federal immigration enforcement near a school at dismissal time what is h what the school staff knows very clearly what they're doing and the community response knows what we are doing and that means that folks inside the schools can have that peace of mind also to know that we are in formation in our roles and you know sort of playing that other layer of of support. Um and that that would maybe help folks feel a little more confident and calm and that will of course translate to the students. Um, so scenario planning is what we'd like to continue speaking with you all about or encouraging um you to take a closer look at specific scenarios so that um staff feel very supported with the clarity
043and guidance about what that would look like. That's it from me. look forward to getting all this in place and hopefully um we don't need to be ramping up this level of community defense and school defense, but we want to be prepared in the event we do. >> Thank you. >> Thanks. Okay. Um >> see no one else. >> Oh, seeing no one else coming to um the mic, uh can we have um action? Well, a motion to uh actions, items, consent agenda. Items may be removed from the consent agenda on the request of any member. Items not removed may be adopted by general consent without debate. Removed items may be taken up either immediately after the consent agenda or placed later on agenda at the discretion of the board. Can we have a motion?
044>> We got to move item D, personnel report. But I think whoever >> I move to remove item E >> point E. No, excuse me. >> D. >> Oh, 12D. >> Letter E. Number >> letter D. >> Yes. Thank you. >> Thank you. So, can we have a motion to approve the consent agenda with uh removal of item E approve personal personal report D? >> I'll motion. >> Oh, who motioned? >> Are we also removing policy 7150? Is that what you guys said? >> Sorry, I thought we did. Uh, yes. I said we would move. So, do I need a second for that? So just >> I would just restate that we're removing >> that we're so we are going to be approving uh the consent agenda but removing um letter E approve personnel report
045D with letter D and um policy number >> 7150 >> Yes. >> Thank you. >> Any motions? >> Motion. >> Second. I I'll second. >> Thank you. Uh roll call. I Gonzalez. I >> Jimenez >> I. >> Steinfel >> I. >> Butler >> I. >> Cavayto. >> I. >> Drenth. >> I. >> Palace. >> I. >> Motion carried. >> Thank you. Uh public comments. Individuals appearing before the board are expected to follow the guidelines outlined in the board policy to 230. Seeing none. Uh board member comments. >> Um may I speak for a moment? Um this is February and I would like to take a moment to honor Black History Month. Uh a time to celebrate the strength and brilliance and resilience and enduring contributions of black Americans to our nation and our local community.
046Um this month uh carries special significance um as we remember the legacy of Jesse Jackson who passed away this month. Uh, Reverend Jesse Jackson dedicated his life to civil rights, educational equity, economic justice, and empowering young people to see their inherent worth. Um, I grew up uh as a child of the 80s and uh I saw him run for president and it was something that was very like I I I can literally remember the day that I saw him running and the whole campaign like it was yesterday. Um, and it meant a lot for me as a black as a black child. Um he is most um powerfully noted um from his I am somebody anthem um became more than words for me and a lot of other people. It was a declaration of dignity,
047possibility and self-belief for generations of students across the country. Part of his um speech was I am somebody. I may be poor but I am somebody. I may be young but I am somebody. These affirm affirmations still matter to this day. As a district, we remain committed to creating learning environments where every child, regardless of background, uh knows that they are valued, know that they are capable, and they are seen. Black History Month is not only about reflection, um but it is about action, um uplifting student voice and teaching inclusive history and ensuring opportunity and excellence for all. So, I just want, you know, if you don't know, if anyone does not know who Jesse Jackson is, he is a local, he was a local Chicagoan. Um, I had the pleasure of being in several
048spaces with him during my life. Um, we continue to I want us to continue to amplify him and his what he stood for, which was empowerment, love, and high expectations and remind every student in our care that they are somebody. >> That's it. >> Thank you. That was very nice. >> Any other board member? >> Yes. Um, I want to thank the team that came back this month that was here last month. Um, I say team because, right, it's uh parents, it's educators, it's staff, it's uh community members. Um, so I want to say thank you for coming back and staying in this and, you know, making sure that this conversation about the safety plan and response protocols are still uh part of the conversation that we're going to keep it moving. Um, I look
049forward to following up on it. And then also the parents from Irving again. So I tonight I'm just I'm kind of in my feels because it it feels so good to see our community coming together like this. And once again, Irving, you guys are doing amazing work. Like that that model, that approach of what you're doing should be replica replicated in every building for sure. There's no reason why we can't have that at every school. That uh culture and climate and sense of belonging. I could go on and on, but I'll stop there. Thank you. >> Thank you. >> I'm going to go ahead and second that. Uh it's I I'm I've been committed to community involvement. Uh you know, that's that's something I I've believed in very strongly. I know that parents and community
050members want to be a part. They just don't always know. And I think that's an incredible program that really lays it out clearly. Here's how you can help. Um, and I I would love to see that across the district. And I would love to see more programs where we're really, uh, educating parents on how they can come in and support. And then again, uh, to the folks who have have spoken out the past couple weeks and continue to be involved, um, we need that continued community collaboration to make sure that we're truly representing the, you know, the needs of the community. So, thank you for sharing your voices. I would like to echo that as well. I think uh it's incredible how the community has showed up in this way for the people who need
051the protection and teachers and uh students and parents alike. Um and I look forward to more of this conversation with those community groups. I'd like to thank um member Butler for sharing that beautiful reflection of Jesse Jackson um in his life and how you really tied it so nicely to the mission and vision of the district and how yes it's not it's it's during Black History Month, but Black History Month is every month and the values and the the legacy um really are reflective of our district. So, thank you for that. >> I echo that as well and echo everybody's uh message to everyone. Uh Irvin, uh when you mentioned about taking care of the neighborhood, that's basically what you're doing. You're taking care of the neighborhood, including the PE uh the community members that
052are doing the work and taking care of the neighbor literally taking care of the neighborhood means a lot. And I think that's a sense of belonging that is bringing to not only to the students but I'm think I'm hoping that to the staff and of course to the parents that is essential in our community at this time. So thank you for everything that you all are doing. Okay. Um can we have a motion to reconvene into close session? I'll move >> second. >> I'll second. >> Thank you. Roll call. I Jimenez. I >> Steinbomb. >> I Gonzalez. I >> Butler. >> I Cavayto. >> I Dren. >> I >> Palace. >> I. >> Motion carried. Thank you. Well, thank you everyone for being here. Uh we are going to go into close session again. So
053have a rest a good um evening and a rest of the year that hopefully it's better.