001Good evening, Buenos. Can we have a motion to reconvene into open session, please? >> I'll motion. >> Second. >> I'll second. It's 7:16 p.m. >> Roll call. Iron Palace. >> I Jimenez >> I. >> Steinfeld I. >> Gonzalez. Absent with notice. Caviierro. >> I. >> Butler. >> I. >> Drenth. >> I. >> Motion carried. >> Thank you. Can we please 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. Roco >> here or present. Jimenez >> here. >> Steinfeld here. Butler >> here. Cabierro >> here. >> Drenth >> here. >> Palace >> here. Okay. Uh, good evening everyone. My name is Alya Himenez, the president of the school
002board here with district 100 here in Berwin. Um, to my left is Dr. Mary Havis, our superintendent. All right. Good evening. It's nice to see such a good crowd out there tonight for I'm assuming most of us are here to hear from Piper. So, we are very excited to Oh, we are excited to invite up for the school spotlight tonight um Eileen Piper Simpson, Jackie Carson's, Michelle Maggus, Elise Ivetic, Gladiola Mendes, Kathy Poli, Carla Schwarz. if we can invite you all up for this presentation. >> Good evening everyone. I really loved to see when you were all walking up there were some people representing with green tennis shoes, green sweaters, other assorted green green folders. I noticed. Um, so green tissue paper, thank you for representing Piper. I really appreciate that. Again, good evening and
003thank you for welcoming us to share some of the important and wonderful things that are going on at Piper. Um, this year, Piper is 100 years old. We celebrate 100 years of teaching and learning and look to the next 100 years of I have to grab my clicker. learning, growing, making a difference, and celebrating as a school community. This is the Proud Piper team. Um, and this is also part of the Proud Piper team. And there's some more out there. All of our children and parents as well. Our school improvement team though is made up of educators from district leadership, classroom teachers, coaches, social workers, interventionists, principles, and support teachers. Some of the perspectives we represent are of everyday instruction, MTSS, English learning, social emotional learning, and more. So, I will go ahead and take
004this opportunity to introduce the team. So Kathy Poli is a reading interventionist at Piper. She has worked with um some of our children to make sure they learn how to read and get their foundational skills for many years. Miss Carla Schwarz is a fifth grade teacher, also a proud member of the district 100 team in more buildings than just Piper over the years. Gladiola Mendes is a D00 graduate, returned to Piper School as an EL teacher, one of our newest staff members. Um, Miss Alisa Ivetic is also a D100 grad back to Piper. Well, I think she was a Persian Irving. Okay. Irving Eagles and now a Piper Bear. Um, Miss Michelle Maggus has been with us for several years. First as a first grade teacher and now as an EL teacher and Jakey Carson's
005is our assistant principal. At Piper, we believe that through our collective um actions, we can positively impact instruction and learning leading to student success. When looking at data, we consider data about the whole child and reflect on our educational practices and instruction. Data trust within the team ensures that our data analysis is always a collective process for learning, challenging, identifying strengths, and opportunities for growth. Going to turn it over to Miss Carson's to give you some information about ELA. Good evening. Uh we're going to start by looking at our literacy goal at Piper. So, thank you. >> No, it's all right. All right. Um, looking at data this year can be a little bit tricky uh with the reccalibration at the state level. However, some things always remain the same. We believe with focused instruction
006that we can make a positive impact. Last year, our results goal was that 40% of students would meet or exceed on AR. Using last year's cut score, we met our goal at 41.46%. But using this year's cut scores and ratings, almost 62% of our students are in the proficient or above proficient range. So in order to determine this year's results goal, our team looked at growth that we've seen in the past, student cohorts, teacher feedback, as well as instructional reflection to determine our goals. This data snapshot shows that from year to year we have seen an increase of about 12.73% and 10% on IR ELA proficiency. In order to set an aggressive goal, the team has determined that our goal for this year will be a 10% increase. Instructional focuses and indicators for our plan
007are written expression for grades three through five and foundational literacy skills, automaticity, and fluency for kindergarten through grade two. Our results goal for the 2526 school year is by 2026, 70% of our students K through five will be proficient or above proficient in ELA on AR. Here are some examples of explicit instruction in action in our first and kindergarten classrooms. Living words, small groupoup instruction with letters and sounds are two ways we are fostering automaticity of foundational skills in those primary grades. As many of you know, I am not a fan of public speaking. I say that every time I public speak. Um, but I had a great e mentor that once told me, you don't always get what you want, but you get what you need. So, I need to tell you about the
008Piper story. Tonight, we will be uh I would like to spotlight the work that we are doing on explicit instruction in writing in grades three through five. Through shared teacher reflection, we indicated that the need for more explicit instruction in writing. With the guidance of our literacy coach, Amy Butler, our professional learning series enabled teachers to provide more explicit instructions during our amplified lessons, which is our reading um curriculum for those of you that do not know. Using strate uh strategies from the writing revolution to uh book, which is an amazing book. If you do not have it, get it. Um, our professional learning objective is to equip teachers with the knowledge, strategies, and tools to effectively teach and assess student comprehension through CER, which is claim, evidence, and reasoning writing in their classroom across
009content areas. The steps to accomplish this goal are first, the teachers are working with students at the sentence level for three through five. We are going back to basics. Next, instruct in sentence types, fragments, um, generating topic sentences, planning paragraphs, and using transitions to increase student understanding and skills at the levels of writing. One example is the fifth grade CEX writing project, which I had the pleasure to work on with one of my e students. Fifth graders produce a historical manuscript, a codeex using the reading and and research of the ancient civilizations of the Mayans, the Aztecs, and the Incas. In these snapshots, there's a codeex right there at the top. You can't really see it, but yeah, that's it. That's my student. Um, in these snapshots, fourth and fifth grade fifth graders use the
010resources and amplify the D100 graphic organizer first. Again, that is the claim, the evidence, and the re and the reasoning and their writing revolution. So, they have a writing resolution using the materials from that book um to use in their folder. Uh, and you can see it right there, that purple folder. So, they you all the third and fifth graders had that same exact material, which is great because as teachers go in, we can use that same common language. Um, sorry, I lost my place. Uh, folder and this, uh, schoolwide single paragraph outline to answer the CER question. Uh, does Don Coyote does Don Coyote in intentions justify his actions? the writing revolution. During professional learning meetings, we continue to analyze student work using the district rubric to determine success and re vis uh revise
011lesson plans based on student data and instructional reflections. And now our amazing math coach. >> All right, math the best part of the night. Um so the standards and mathematical practices guide guided by number corner and our bridges curriculum um are resources are foundations for math. Um our goal in the last school year was to have 40% of students meet or exceed on IR uh math assessment. By the old cut scores, we were closing the gap at 31.71% um who met or exceeded um using the 2025 norms, we've actually exceeded our goal at 47% of our students um in the proficient or and above proficient range. So, while the data analysis seems more complex this year as it all changed, we are positioned to um exceed our goal again next year. Uh to determine this
012year's results goal, the team looked at achievement and growth over the years, uh student cohorts, teacher feedback, as well as instructional reflection uh to determine our goals and actions. When looking at our AR math scores, these scores remain somewhat consistent across the years and the team decided to make an aggressive goal of a 6% increase in student achievement this year. Um so with indicators of operations and algebraic thinking in grades three through five and number sense with automaticity in grades uh K through two our results goal it is that by 2026 53% of our students will be proficient or above proficient on math as measured on by AR. Our actions parallel those in literacy as we work on structuring lessons and data analysis of student work for instructional reflection and change. So uh sorry lost
013my page. So here you can see our students are um c we're just celebrating our youngest learners. They're actually having their foundational skills in practice with hands-on um different models and numbers while they're building this beginning stages of their number sense through counting bead counters as well as uh you could see workplace games for bridges in this page. Um one of my favorite times of the day is number corner and we can see our third graders here. They have one teacher-led and one studentled number corner. And this builds both confidence in our students to have the discourse in math, but also focusing on all the mathematical practices. And um they're modeling the fractional equivalency right here in this um as well as area and perimeter. And then our ma our math work in PLC centers
014on student data and analysis which helps us understand the components of IR math which computation reasoning and modeling. Um when analyzing student samples we look at student performance levels determining instructional needs for the whole group and for individual students. Our SIP math team is developing next steps to strengthen lesson structure by using the bridges observation guide uh with a focus on family involvement, vocabulary, and an attention to lesson structure in workplaces, number corner, and problems and investigations in order to deepen students mathematical practices. I will now turn it to Gladiola Mendes to talk about our EL. Hello. Okay, so I will be talking about our EELS this year. So this year, Piper is proud to report that we are rated as a commendable school. All of our subgroups are above 40%. Our targeted subgroup in
015the 2024 Illinois report card were our students who are English language learners as their index was below 40%. Our goal was to get this group out of the targeted range above 40% and beyond. Our focus in this area increased these metrics by 30%. As a SIP team, we are engaging with the steps that were taken that produced this impressive gain. These moves included student goal setting, coaching and learning to learn skills, exposure to testing situations and formats, encouragement through recognition, and family partnerships. In this school year, we continue to work with EL students in these areas and are adding focused instruction and coaching on student goals during our win time. This targeted work with our EL students can be amplified in our building practices to ensure student success. So at this time before we recognize
016our students and our um fantastic teacher, I would take any clarifi clarification questions or comments from the board. >> I would just like to say that it's great to see that it's back up to commendable. It's just an account of the hard work that the staff has put in. So kudos to you all for that. >> I agree. I congratulate you for that. Thank you so much. Thank you >> for all the work that you all do. >> I just have I have a question. I'm sorry. This is like >> I this is probably impossible, but I know I've heard about the change in the standards. What can you just give like a very short like what changed about it? It's like a change in just the metric or the Could you just like kind
017of summarize it very briefly? >> Sure. Dr. Standards and Dr. Sanders and the state board of ed um this year underwent a lot of work with the metrics to look at the standard. When you looked at the um NAPE NAP, which I can't use define that acronym right now, but when you look at NAPE, that's a standardized test across the whole United States. When you looked at the state of Illinois, they scored significantly in in the very top on the NAPE standardized test. Yet most of our students were falling in the below proficient range. And so Dr. Sanders wondered about this metric, especially because he was one of those students who had fallen in that range as a student. So they underwent underwent a long study of what's going on with the norming of our
018tests and new cut scores were determined. So when you look at them, there's a different cut score for third versus fourth and fifth in math, but not in ELA. I think they're all maybe each one's different in ELA. Uh those are all available on the state board website and I don't have them in the steel trap right now, but um so those changes did make it so that more of the students were in the proficient and above proficient range. They also changed from the C class categories of five categories down to four categories um for the IR test. Uh something interesting to note again is when you look at our um results goals, it's for K through five students, but only our three, four, and five take that test. And when you're talking about our
019EL students and that designation, third graders don't count in that sample because there's not a growth comparison. So only fourth and fifth graders are really looked at in the targeted designation um that our EL students uh were part of. But again, this fantastic team, 30% growth in that subcategory, it's I mean, really unheard of. So, congratulations to our families for partnering with us, our students for their hard work and all the staff. >> Thank you very much for that explanation. That was very helpful. >> All right, the moment we've all been waiting for. Drum roll, please. Thank you. We now look to recognize the Piper students and one of the fantastic teachers for exemplifying our mission as we move into the next 100 years. The Piper mission is to facilitate diverse learning opportunities enabling students
020to take risks, explore infinite academic possibilities, and achieve personal growth. So our first category is for innovation. And to this we again look at our partnerships with our families. At Piper School, our PTO works to advance our mission. One example of this is the yearly t-shirt design contest. Students submit drawings of their design which meet design requirements and symbolize our school. So we had two winners this year. So some of you might own the piper but this was designed by Elizabeth Garcia and this by So Miguel is a quiet yet respectful student. While he speaks softly, his artistic talent is amazing. His awesome design made the most amazing Piper spiritware this year. Miguel's imagination and innovation was represented in his unique design. Come on up, ML. I'll shake his hand. Sorry. >> Elizabeth Garcia, would
021you please come up? Elizabeth is a confident, eloquent young woman who knows exactly what she wants and never gives up on her goals. She always has insightful thoughts and ideas to add to discussion and challenges her peers to think outside the box. Elizabeth just come stand while I say all these nice things about you. Elizabeth is an incredibly curious young lady. There is not a bio biography that she will not read and retains countless facts and pieces of information. She is also incredibly creative and a winner of our Piper school spiritware design contest. She actually also last year at the talent show sewed a piece of clothing on stage and then wore it. So she's >> two years ago. It was two years ago when I was I think I was in third grade I
022did sewing and in fourth grade I did singing and dancing. So, Elizabeth, you know, in addition to all these accolades, also received her certificate for innovation, and we are proud to recognize her here. So you can see your name and lights. There's Elizabeth who entered the t-shirt design contest. So it was not an easy win. >> All right. Um, unfortunately the student that I had chose had a family emergency, so he's not able to come today. So, but we'll still speak on him and he's I'm sure we'll watch it on video. And knowing this student, he will. Um, I am proud to nominate Axel Aoya for the D100 portrait of graduate in recognition for his determination. Axel has demonstrated that he can accomplish his goals through hard work, perseverance, and a positive attitude. He set
023a goal to improve his writing skills and has grown into an exceptional I get kind of choked up because he was one of my first grade students too. Um, sorry, an exceptional writer. In fact, his fifth grade codex project, which is one you saw earlier, um, will be used as a model for future classes. To reach this achievement, Axel, um, learned to advocate for himself and to seek feedback and support when needed. His enthusiasm and joy for writing have inspired and motivated his peers. Actually, he's got a little group that like wants to work with him all the time. Um, Axel's determination truly ex exemplifies the qualities we aim to nurture at all Piper D00 portrait of graduates. Daisy. >> Okay. So, Daisy has grown to enjoy school and shows up every day on time
024and ready to learn. She is eager to work with her teachers and has shown determination to engage with classwork, even if it feels a little hard. Daisy knows that she can do hard things. Even when she feels overwhelmed, Daisy does not give up and is the best student that she can be. >> Turn this way. Can I have Jesus Estrada come on up? Come on down. right here, front and center. Turn around so they can all see you. All right. Literally, one of my favorite parts of my day is working with this young man. Jesus has worked in tier three reading with me since the third grade. He has made considerable progress because he always works hard, doesn't give up, and is open to suggestions, sorry, on how to improve. This is the best part.
025His mother made him read for 20 minutes a day the past two summers, and has helped him immensely. So, yay, mom. He is sweet and funny, and in a world where it is easy to give up when things are difficult, Jesus does not have that in him. He is positive and celebrates his own successes, no matter how small they may seem, to others. He also has the ability to bounce back quickly when he struggles. And it is this attitude and determination that has helped him to grow stronger in his reading. Congratulations. >> All right, Miss >> Everyone, grab your hanky because it's Miss Shar's turn. >> I need to grab the hanky. It's not a Kleenex commercial though, so I should be good. Logan, although it's early. Come on, turn them around so they can
026see how cute you are. So, if you look up determination and perseverance in the dictionary, this young man's picture Oh jeez, here I go. This young man's picture would be there. >> Oh my god, I know. Sorry. um when he doesn't understand something, he's never not afraid to ask. He's gone from being very timid and retreating in his shell to actually seeking help. And there is nothing better than seeing this face light up when he gets it. So his continued desire to improve, his continued desire to succeed and work at things that are difficult to him is just a delight to see. So proud of you. So proud of you. Sorry. Congratulations. >> All right. Turn this way so we can get a picture. >> And the Piper staff is delighted to highlight one of
027Piper's treasures, one of D100's treasures. Nancy Nachek has been a teacher in the district for 28 years. 36 >> 36 years. I'm I've only known her for four of those and she is one of the most fantastic teachers that has been in this district. Did you hear that number? 36 years. Miss Devachek still makes learning fun every day. You'll hear about some things that the kids say, but I mean I'll just say rubber chicken and you'll have to find out more about that later. But tonight, we would like to honor and recognize a Piper treasure. Nancy is a veteran teacher that knows her stuff. knows her students, knows what they need, and definitely knows how to get it done. She is an awesome colleague, friend, and stellar teacher. Who's had Miss Navache for a teacher?
028One, two. Not Elizabeth. Okay, Elizabeth, you didn't have her. Okay, Miss Grimes. Uh Nancy is very kind and caring co-orker who is always available for advice or just a chat. You always leave her feeling better about yourself. She knows how to meet her students where they are and make sure that they make consistent progress. Her expectations are high and she is able to guide her students to reach their potential. Her teaching style is so conducive to learning as she builds a safe and loving environment for her students. She has a calming presence that benefits many of her students by making them feel ready to learn. Every student she teaches grows so much personally and academically because she is so dedicated. Her content knowledge is next level and she always uses best practices in her instruction.
029Nancy works tirelessly, not only during the school year, but all summer long to be the most prepared and knowledgeable teacher. Nancy inspires her students and colleagues to be the best they can be. Nancy is the epitome of dedication and getting the job done with an effort and diligence each and every task deserves. So th those were some things that her teammates had to say about her. But here's from the kids. Our third grade teacher, Mrs. Nachek, is truly caring, helpful, and respectful. She fills every day with kind, thoughtful, and loving moments. She has she's as beautiful on the inside as she is awesome and cool in the classroom. Her patient, graceful way of teaching makes learning exciting, while her cheerful, friendly spirit creates a peaceful, pleasant place to grow. She is hardworking, passionate, and always
030considerate. A truly delightful, stylish, gracious, sweet, and absolutely wonderful teacher. Simply put, she is superior in every way. So, please welcome or please join us in recognizing Mrs. Nachek. I love >> parents, if you'd like to come up and take some pictures, you're welcome to do that. Go ahead. Move to the middle. And I'll just take this moment to thank the board of education. Happy board of education month, Dr. Havis, and our directors for welcoming us to Spotlight Piper School. >> Thank you. And I want to congratulate every student present and not present. In addition to congratulate all the staff, the families for supporting our students in our community, Miss Nvache, congratulations. Thank you. Uh 36, that's more than onethird of the history of Piper. Uh so thank you all for all your support. I
031know my children were were your students. So thank you many many years ago. All right, I think I'm I know. Congratulations again to our very determined is the word of the night uh students and staff from Piper. Um we are very proud to hear your story tonight. Thank you. All right. Um we are going to move on to um another recognition tonight which is to our board of education. Um so school board members day was this past Saturday November 15th 2025 to recognize the hard work of our board of education. Um so there is a resolution that I will read regarding our board. So whereas school board members are elected to sit in trust for their diverse communities and in that capacity are charged with meeting the community's expectations and aspirations for the public education
032of their children. And whereas schoolboard members are entrusted with the guardianship and prudent expenditure of tax dollars and they are responsible for maintaining and preserving the buildings, grounds, and other areas of the school district that the community has put in their trust. And whereas schoolboard members are responsible for providing leadership that ensures a clear shared vision of public education for their schools that sets highest standards for the education of all students requires the effective and efficient operation of their districts and employs district staff to carry out the day-to-day duties of educating students. And whereas school board members adopt public policy to give voice to that leadership and employ a superintendent to administer board policy and are responsible for the regular monitoring of the district's performance and compliance with state policy. And school board members selflessly
033volunteer countless hours to public service with no compensation. And school districts face constant challenges. and the strong dedicated leadership provided by the Berwin South Board of Education has allowed students to succeed and flourish. And employers are supportive of their employees who serve as schoolboard members, generously lending support and time. Employers give their employees the opportunity to better serve the needs of school districts and communities they represent through sometimes tremendous sacrifice to the employer. And whereas decision made by school board members directly impact the quality of life and safety in their communities, placing them at the front line of local democracy and governments. Therefore, be it resolved by Berwin South School District 100 that we proclaim November 15th as schoolboard members day as a way to honor those who devote their time and energy for the
034successful education of all children and future leaders. So, we want to thank and recognize all of our board members. We have a small token of our appreciation and a gift for all of you. Um, and we appreciate all you do for our school district. Thank you. I want to equally thank you, Mary. Thank you for the kind words. Um, thank you, uh, board members. Thank you for being here. I know that um it's it's a volunteer job and I know that uh it's in addition to all your regular job. So I really appreciate I think I in my last over 127 Wednesdays that I've been here. Um this is a a very good board that I very proud to work with. So thank you. I appreciate every single one of you. All right, in a
035minute we're going to move on to our Illinois report card presentation. Everyone is welcome to stay for the meeting, but we also understand if little ones need to get home to bed. Um, so it's up to you. I wanted to give you the opportunity if you do need to go and we will um start in about a minute on our next presentation. Yeah, I didn't want All right. Uh we are going to go over our Illinois school report card presentation. As you all know, there is so much information on the Illinois school report card. You could probably spend hours sorting through all of the information about schools. So, this is a highlight. Um, but it is available for anyone um to access. And as you know, Corin asked a great question earlier because for the
036next for this year as well as next year, we're going to be in for kind of a lot of change coming to us from the state level. Um we this year we had the the adjustment and cut scores which as Eileen talked about um when the state re-calibrated all of the scores. What was noted at the state level is many of the scores in ELA and math were raised. Um but science the cut scores were actually set too low and so those actually came down a bit. So, we're kind of on this new even playing field with our scores. And so, you know, it's going to be something that resets this year and then we'll be able to monitor that growth based on the new scores after this year. Um, we will also have changes
037coming next year to the way that the school designations are calculated. Um, those should be finalized likely by January or February at the state level. So, that is also going to change. So, I'll touch on that a little bit. that one didn't impact this report card. Um, so essentially there's quite a bit within the Illinois report card that get just gives that general overview of the district. So you can see that we continue to um, you know, be on a downward trend in general. Um we had a you know we we increased by four students last year um from the previous year but you know we are kind of starting to stabilize there where we were seeing that general decrease um for the past several years. Um our student demographics have ma have stayed very
038similar um from last year with 84% of our our students um Hispanic and we have oh I can't read that very well 8% white 5% black um a very small Asian population and um two or more races. And then you can also see kind of the characteristics of our our our students. We have at 75.2% 2% low lowincome, 31% English learners, 15.4% students with IEPs, 1.7% homeless, 5.7% student mobility, which is actually down a bit. Um, and then 92.1 is our average daily attendance. We'll come back to the attendance piece. Um, you could probably remember at a time if you've been in the district a long time that our goal for attendance was 97%. Um and it's become a very big challenge across the state um mostly after COVID with the chronic absenteeism really increasing
039across the state as well as in our district. So it's something that we are working on every day to um get out there information about the importance of school attendance. Our teachers um this information has stayed relatively consistent. um the number of certified teachers, 55% with master's degree or higher. We do have three national board certified teachers, three gifted endorsed teachers, 3% on a short-term or provisional license. Um and ratio 15 to1. That does not necessarily mean that all of our classrooms are only 15. Um it just means the number of students and teachers um you know teachers can be also considered e teachers which wouldn't necessarily impact the the class size our average teacher salary we've continued to with the you know support of the board of education over the years really tried to
040continue to in invest in our teachers. So we have you know gone up over the years. You can see that bigger jump in 22 23 when we kind we made some adjustments to our salary schedule. Um you know we still have a little bit of a gap between us and the state but that kind of goes over the average salaries. Our teacher retention which has been a strong focus um of the board of education and all of us for the past several years. We continue to see that nice growth um in teacher retention getting pretty close to the state retention level. I believe the state's at 89%. Um but we have continue to retain teachers which we know has such a positive impact on students when our when our teachers are consistent in our schools.
041So this is what I talked about earlier is that chronic absenteeism piece. Um chronic absenteeism is the percentage of students who miss 10% or more of school days. So essentially about 17 days of school. Um so we have 27.3% of our kids who missed more than 17 days of school last year. Um so we we were making some headway and then we kind of fell off again. Um the state is at 25.4%. So you'll note that this is a statewide issue. uh you you may often see communication from the Illinois State Board of Education about really trying to focus on this um across the state. And so we are continuing to focus on that in our schools. I'm sure that you see in the newsletters and um a lot of information going home and and
042really highlighting when we are having attendance. Obviously, if children are sick, we want them to make sure they're feeling well to come back to school. Um but we really want to place that emphasis on how important it is to be in school consistently. Um we have seen really great data around our school our student discipline. Um you know obviously we've done a lot of work on restorative practices and really working with students around with our PBIS supports. So this data has only been available for the last couple of years, but you can see the growth from 2023, which is on the bottom, um to 2025. So in 2023, we had 293 incidents that required suspension. Last year was 111. Um and the number of students has also decreased by almost 50% of um students who
043were suspended in school or out of school um between over that two-year period. So, as the board knows, we continue to monitor this data very closely um and really focus on that when students makes make mistakes at the age of elementary and middle school that it is a time for us to help them learn about that mistake and and talk through and and reflect on how that can change. So, um that is something that we continue to focus on in our schools. This is our student with IEPs. Um, obviously our goal is to have inclusive learning environments. You can see on the left that we have 65% of our students who are in the general education classroom. 80% or more of the day as compared to the state average of 54. Um, and you can
044see each of those areas is the amount of time that students would spend in a general education class or um in a separate facility. And so that those go downward there. And you can see district 100 on the left and the state comparison on the right. Um this is our English learner exit rate which is measured by access. So we were at 8.2% last year. The state was at 7.1. Um you know we're getting ready for access again coming up here pretty soon. Um, so continuing to make sure that we really create environments where kids can be successful um and and really grow in their language uh throughout their years in our district. This is our early learning kindergarten readiness um the district as compared to the state. Um so you can see that overall
045kindergarten readiness is measured um once they start kindergarten. Um, and you can see particularly, and this is an area you'll notice districtwide, math is our lowest area here starting in that kindergarten readiness, and it's our area of greatest need in our district. So, we're really continuing to invest in that math. Um, as you may have heard, the state is also coming out with a a numeracy plan, which is very similar to a couple years ago they did the literacy plan. So, the math in general is a statewide push as well because statewide we're not seeing the the amount of growth in math that we're seeing in ELA. Um, and we're seeing that same trend here as well. So, this is our overall district proficiency as compared to the state. Um, so in ELA, um, this
046year we're at 46.4% proficient or meeting or exceeding. Um, math is 34.4. 4 and science is 37.1. So, um you know, we're just under the state in all of those areas. So, you as you heard Piper talk about tonight, really taking this data and setting new goals for us for this year um to make sure that at at each school and then districtwide that we're setting goals to continue to see growth in these areas. um our growth percentile what we want to see is it to be above 50 um and even more above 50. Um so this we were we were just slightly over ELA in and slightly under in math. So we really want to see that growth percentile getting better because that's going to help with our proficiency. Um financial wise um you
047can see our evidence-based funding um continues. We started off as a tier one district meaning that we were getting more funding um in EBF each year that started to slow down as you can see. Um so you can see those numbers there as compared to the adequacy target meaning to have the the amount of money that we should be receiving to to successfully serve our our students. Um that puts us at 80% adequacy which is really an exciting number. Now we want to be at 100% adequate but we started if you remember at 46% adequacy in 2017 and so to that we have gotten to 80% is amazing. And um we are a tier 2 district now, meaning that the additional evidence-based funding on top of the base funding minimum gets to be a little
048bit less as you get into those higher tiers. But we are very proud and with the support of the board of education that we have really made great strides in fulfilling the evidence-based element recommendations for how many social workers are we should have, how many interventionists we should have, how many coaches we should have. Those were put out back in 2017 to say the most successful schools should have staffing in these areas. and we have continued to invest in those areas to make sure that we have the staffing levels that we need. Obviously, we're not at 100% funding, so we're not perfect, but we've really gained in all of the areas that the state recommends um as far as ensuring that we're meeting the needs of our kids. So, in a couple months, you'll get
049more information from me about how we can keep advocating. um our district they every year we hear from um state agencies that we always know Burwin South is going to come through with all of the letters and the witness statements about you've got to keep investing in um EBF and I think without that push right these kinds of things can go away and so we want to keep um advocating for our kids because they deserve to have 100% funding so I mentioned earlier the state accountability system this is what it looks like now um so you have the academic indicators and the school quality indicators um which this has been consistent for the past several years um so they measure it by ELA growth and math growth is 25% each proficiency in ELA and math
050is 7.5% of your score um science proficiency is five EL progress to proficiency is five um school quality indicators that is the one that chronic absenteeism one is hurting us um in every area. Um and then the climate survey is that the students are taking that survey. So the fact that chronic absenteeism counts for 20% of the school quality indicators has been a significant challenge for school districts. Um they are starting to begin to talk about the proposed changes to this for next year and that will not be as significant in that way which is a really good news. Um, but it could help us get better. It can be an elevator, meaning that if you have a score and then your chronic absenteeism improves, it could raise your score. So, it can't hurt us
051in the future. Um, but it could help us get better. So, that's something we're going to keep paying very close attention to because while it's not going to count necessarily as 20% of your score, it's still going to be really important to us in the future. But this is what it's currently based on for this year's Illinois report card. As is the same as last year, these are the potential summitive designations. The current designations to be an exemplary school, you can only you have to be in the top 10% of the whole state. And it's capped, meaning only a certain number can be in that. That's also going to change in the future because there's been frustration around that because really the only way you can get in there is if somebody else drops out.
052Um and so um there's going to be some changes around that but these are the current summitive designations and for this year um we have um six com sorry seven commendable schools and purging is a targeted school for this year and similar to what we learned about um Piper last year is this is looking at specific subgroups. So in the summit of designations, if you have a a subgroup that had did not meet the expectations, then you're a targeted school. So when we particularly look at Persing, what I wanted to showcase is on the left is those overall index scores. So those are the subgroups that Persian has. Last year they did not have a subgroup with students with disabilities because you have to have 20 students to count in that subgroup. Um, and so
053you can see that those index scores in all of their other areas are quite quite good. 66.8, 66.7, um, 67.35. So those are all of their subgroups. But you can see with the students with disability that overall score was 34.39, which puts that into the targeted area. Um so I highlighted in orange there kind of the three areas that um Persing will focus on with this particular subgroup and frankly schoolwide right as we learned with Piper. Um the things that you're putting in place to support a a subgroup is going to support all students. Um so those are the ELA proficiency, the ELA growth and then the chronic absenteeism in that particular subgroup um was also an area and all of those things count for each subgroup. Um and so if you so each of
054those points lead up to that final one. So of all those areas, those are the three that need to be targeted. um which the the process will be very similar to what we saw Piper work through um and really focus on those sub subgroups and then or that subgroup um and then it will be rememeasured again next year and we are very confident that we will see a similar uh result to that popping right back up as we saw with Piper and I'm going to turn it over to be who's going to kind of relate this a bit to our overall all district improvement. >> All right. Thank you very much. We um follow in our district what is known as a smart school improvement process. It is researchbased. Uh it comes from researchers O'Neal
055and um Concos and they look at um goals that are spart so specific, measurable, achievable, relevant and time bound. And so you can see in our goal we have in terms of specificity uh we're focusing on fluency and automaticity districtwide in grades K to two and focusing onformational text and comprehension in grades 2 to eight. So that's our specific. We measure it by uh looking at um resources like teaching strategies gold or assessments like teaching strategies gold fastbridge early reading in Spanish and in English. Uh literacy skills and lecttoura units in our assessments our NWA in Spanish and in English and our common summitive assessments. in terms of the um primary measure that we are using is the IR literacy performance right like that's where we're targeting our goal is achievable in the sense that
056based on the current reality of 46.4 before our district identified concrete instructional indicators that were aligned to those assessments to target the skill growth that is needed to make that goal attainable. In terms of relevant uh literacy is a foundational district priority. Uh we selected the indicators that are going to directly support students reading development across grade levels. And you've seen this image as you've um seen some of our presentations, our literacy tree diagram that shows the logical pathway from a broad goal to a results goal to the indicators and the measures and that ensures the alignment across the board. It is time bound in the sense that we are saying that we are going to meet this goal by 2026 and the district aims for 51% of students to meet or exceed literacy expectations
057on IR uh by the 2526 school year. In terms of math, something very very similar. You'll see spec the specificity here where we focus on number sense in terms of foundational skills in kindergarten and first automaticity in that foundational numerousy and operations and um numbers and operation in base 10 in second grade and and also across those early grades. Math constructed responses for second through 8th grade. um we are focusing on those and we break that down even further by looking at second through fourth grade uh focusing on operations and algebraic thinking and numbers and operations and fractions. In fifth grade, looking at number and operations and fractions and numbers and operations and base 10. And in sixth through 8th grade, ratios and proportional relationships and expressions and equations. And so those are very specific
058areas that we are targeting again measurable in the sense of we look at fastbridge early math uh in the younger grades and NWA in Spanish and English in our um second and above. We also look at common summitive assessments to uh address these goals. And this year we are looking at I AR released items and administering those to our students and analyzing the work that comes out of that. So our primary AR math performance again achievable our current reality being at 34.4% and the district again we've identified some concrete instructional indicators that are aligned to the assessments to target that skill and that growth. Again, it's relevant. Uh it is our district's uh second foundational priority and again we go back to we have the broad goal, the results goal, the indicators and the measurable
059to demonstrate that alignment. Uh it is time bound as well because we are saying that by 2026 uh we're going to reach that target of 38% of students who meet or exceed the goal on IR um on the IR assessment. And so some of the actions that we've looked at in terms of how are we addressing these goals um we identified we're administering and we're analyzing those common district improvement assessments. So implementing that cohesive set of assessments districtwide monitoring the progress towards our goal um and that includes selecting certain align measures uh that are ensuring that consistency across the board and across schools. So, we're looking at it. We're looking at dashboards um you know whenever they are administered and using that results data to guide instructional planning and intervention and they're doing that specifically
060in the classrooms. Uh we are integrating the claim, evidence and reasoning of writing tasks in um grades three through five and math. Uh again to strengthen students mathematical thinking and communication. uh grades three through five will incorporate um these writing tasks and that practice builds students ability to think reason like to reason with math to justify some of their problem solving and they're using evidence to support their mathematical claims. our PLC's or professional learning communicate communities at at each grade level. They're analyzing and they're identifying uh targeted instructional areas to address some of the learning gaps that they're seeing when they're looking at some of those results. Um they're routinely doing this. They're analyzing data. They're deter determining what instruction needs to happen so that we can address some of these needs. Um and then
061in PLC's they're selecting formative assessments so that they're not just waiting until the end of the unit assessment or the district common assessment. They're saying how can we start looking and taking like that little pulse you know of how students are doing across the board. And then we have been integrating uh our dual language collaboration with uh our dual language teachers. they come together, you know, quarterly. Our kindergarten teachers and our EL teachers are coming together quarterly to look at instructional strategies. Same with our coaches. They're coming together and seeing how can we collaborate across the district to support the students that we are serving. And that is uh our report. >> Any questions from anyone? >> I do. Sorry. Thanks. Um can you talk a little bit about the PLC structure at the district
062level and then also what is the PLC structure at the individual school level? >> Certainly. So all of us have gotten trained um administrators and teachers alike have gotten trained on uh professional learning communities through an organization um that looks at really structuring uh an agenda right where we start with setting norms, setting purpose, setting non-purpose, uh establishing those those um kind of like those data rules so that we say you know what we're talking about data but we're not talking about you we're talking about this data that's coming out that the students are producing. So really having that be non-judgmental. Um during the PLC's they uh you know obviously they set their agenda. They're looking at student work. They're saying okay here is the work that we're looking at that we've all administered. They're
063analyzing it. They're talking about it. They're identifying uh you know the the four PLC questions. You know um what are the students learning? How do you know that they learned it? How are you going to you know address the needs that have not been met? um looking at that and then identifying next steps for instruction so that they can take action on what they've just looked at in their classroom. Uh and then they close it. You know, they always evaluate how their meetings went, meeting norms. Um and and so that structure is prevalent across the district, across the schools. >> How often are um are those occurring at individual schools? What's the cadence like? So weekly uh weekly during their common plan times that they have in some cases uh they'll look at literacy they'll
064look at math. So that is that is a weekly occurrence and across all the buildings. >> Um at the individual school level are coaches or other discipline specific leadership present? >> Yes, if they're available. So yeah, so some most of the time I mean we only have three math coaches for the entire district. So that hinders their availability. We have two biiteracy coaches across the district. Um the literacy coach is there. So for a literacy meeting for example, they would be there. They would be present and guiding especially in the PLC conversations. Uh but then they are also in the classroom providing that support to classroom teachers. So um in terms of PLC's a lot of them are available especially if they're the literacy coach >> and would you say that administrators make themselves available
065to attend PLC's regularly or >> they do so they uh one of the things in some case when we first started this um it was administratorled just because everyone was learning a process and now it has become a little bit more of shared ownership by the teachers but it is where the administrator is sitting there is um looking at student work. Mary and I attend you know as much as we can and um sometimes we invite ourselves sometimes like oh you're having PLC like that brings joy to our hearts to see teachers in action talking about student work. Um the administrators are there and they're supporting guiding maybe asking a question. it is teacher-led but they are there asking some of those questions that might you know kind of push them a little bit because
066we know in in a school there are multiple PLC's taking place and within that school there are everybody's at different um you know levels of proficiency even in their PLC structure so there is some support that takes place um through the administrators >> um how new like how new is this well you see you've got a protocol you've had training how new is that like in what recent years or last year? >> I would say four to five years. >> Four to five years >> at least. Um we've been doing that and so now it's now it's a flow. So four solid right now it's a flow. Now it's like this is our structure. Here is the template for the PLC agenda. And so this is that's just the cadence. >> Okay. Thanks. >> Um
067I I guess follow up on one of her questions. You said that they meet weekly and a PLC is it only once a week to discuss all the subjects >> uh their literacy and math. So that's what they have in in terms of their common plan time. They have a 70 minute common plan and that's when they can meet. >> So but it's only once a week >> correct >> for the two. Okay. Thank you. >> Now in middle school they can meet more often because they do have a variety of those things. And so in middle school um you will see that a little bit more often because they do have a team plan and so um you know but sometimes that's content or sometimes that's uh you know MTSS related or so it
068varies. >> Thank you. >> I have a question. Um I hope it's not a loaded question. Uh the question is is can you give me or can you give us an example of how like MTSSP uh or SEAL is embedded intentionally embedded into um I let's say PLC's or if there if it shows up in another uh way that's on a weekly or regular basis in the curriculum planning as part of the curriculum planning. So, I'll have to get back to you on that with some more specificity because it's specifically talking about um are they talking about those things during their PLC? I can't speak to that in the planning meetings that I've been at. Uh we do have a process for MTSS and for progress monitoring and problem solving um through our obviously through
069our MTSS framework uh falling under our PBIS umbrella. So PBIS universal that team is talking about you know universally what's happening across the board on a monthly basis at a tier two or tier three looking at subgroups of kids you know who may be needing additional support. I don't know if those conversations happen during the uh like the work analysis or anything like that just because of the time. Um but we can definitely get back to you with more specificity on that. >> Thank you. That's more than fear. >> Thank you. >> Uh thank you, Cavayto. Uh I wanted to give feedback as far as this slide. I think it's great that you are um I feel like every month these presentations have gotten more um specific or with more clarity for me. Um so
070I really appreciate this slide that has you know like the action plan like what are you going to do? um rather than just identifying which assessments you're going to use to measure right now. So I really like this slide. That being said, I noticed you know the first bullet point, the second bullet point and then the fourth bullet point are all talking about selecting those assessments. Which tools are we using to um you know the task what what so the what right? And then uh bullet point number three and and the last one talks about instruction and instructional strategies. Um so I I feel like we're getting there or at least in terms of understanding for myself. um th those two um bullet points that talk about instruction and instructional strategies are getting to the
071how because um I guess the point I want to make is if you've had these PLC's for four years and you've been doing the four questions but nothing's changing then we need to change something right we need to change the how of how are we doing this um teaching how are we doing this instruction ction. Um, where can we change our approach in order to get those results? Um, it's it's I I have a good feeling that we're going to be able to make a lot of growth. Um, and as a board member, I appreciate you shedding light on this. I encourage you um to continue to think about the how and not just the what. So, that's all I want to say. Thank you. >> For sure. Thank you for that. Um, we have
072certainly like we started this four years ago with our PLC process. Within that time, we've adopted a new literacy resource. And so that's going to take a little bit of time for our teachers to gain their expertise in the way that that's taught. We transitioned from a very balanced literacy uh model to a more structured literacy model. And so that is going to take a little bit of time for the teachers to get that how. Um, but it is definitely something that we are constantly working on and continue to work on and will continue to um be embedding as our teachers gain more of that expertise with some of the resources that that we've integrated um into their toolbox. >> Thank you. >> Um, how long have we had our math curricula now? Bridges at
073the elementary level, right? Like >> Yeah, we started we adopted it I think 2019 2020. And so we adopted 2019 2020, but then we went on pandemic. >> And so it was very challenging to really um engage in that resource with fidelity probably for the first year or two just because it's not like a regular adoption like with literacy. I could tell you our teachers are there, they're getting it, they're reading it. You know, when we adopted the math, we I mean that very year in March, we went remote learning. And then for the next like two years we were really struggling with remote learning. And so um that was challenging. It is definitely something that is always on our radar to see uh what are they doing? How are they doing it? How are
074the students like math I mean I walk into math math classrooms constantly. They're like oh she's here again. >> So like hitting our stride a little bit more now maybe. Right. >> Yes. To see like some of that. Um but it is something that you know we we do have as just like we did with literacy we do have a process for adoption. So starting to look at okay well what's everybody else doing uh you know like in the surrounding areas and just across the state and then looking at okay well you know when can we bring maybe a team together to look at some of these things. So, it's always there. Um, it just we don't want to throw too much at our teachers at once. >> And the state numeracy plan will be
075coming out as well, which may provide more guidance, excuse me, around that. >> It makes me think about um >> like what are the structures for like data collection around the PLC's and like accountability pieces for teachers? Do they submit like what they've worked on or any kind of like outcomes they have to that all lives somewhere that someone else has oversight over? So at the district level, we collect a specific district uh common assessment across all the units. Um at the school level, they also collect things that go along with their school improvement plans. And so that lives in there like ours lives in in our dashboard. Everybody has access to it. We can see it. We look at it. We're like, "How are they doing? Okay, they just administered. Okay, they're not entered.
076This school hasn't entered yet. Let's look at it." So we are looking at it. Um and then like this week we're engaging in data meetings with each of the schools. So our team of teaching and learning um team is going out to each school and meeting uh principal, assistant principal or and other team members if if they elect to to uh have them again during the day. It's hard to release people. Um but we are meeting with them and they're showing us and telling us here's the data that I'm tracking. Here's how I'm tracking it. Here's what we're doing. here's you know where our school improvement goal is and so we are you know monitoring that because we it it's we want our kids to learn. >> Yeah. So the >> the do you mind
077going to the microphone so we can hear you? >> Thank you. >> Sorry guys essentially the same document. >> Can you wait until you >> I understand. No. Uh, sure. I'm I understand that there's a protocol for PLC's >> in the PLC's, >> right? >> I I just understood it as you were asking about our PLC's and like is it are we tracking that information of what's happening in our PLC's or did I misunderstand? >> No, no, that's correct. And I know that Lindsay and others look at that data and all that. >> Yeah. And it what was really helpful is the planning that they did um or the training that they got us. We all took the the um essential plan for our PLC's and just tweaked it a little bit I think at
078each building and we essentially are looking at the same information in all of our PLC's. So, it's kind of nice because we are all talking and having the same conversations at our schools just around different things and everybody's those are all you're all able to see our PLC um conversations and documents. Sorry, I think I misunderstood the question. That's why I wanted to speak to it. >> And then as far as like data analysis, how much of that is lifted by teachers themselves? Like are teachers having to do a large amount of data analysis or is it mostly uh higher up like a level? >> They're doing it together. So sometimes and the the cadence varies by school and by you know depending upon what they're working on. Sometimes they might grade it independently and
079bring it to the PLC. Sometimes they might be grading in the PLC and then analyzing it right then and there. Okay. So it just it varies but they are doing it the analysis is together. >> And then kind of thinking about what um board member Cababaya was saying like what is there a system in place for feedback feedback loops like are teachers doing it? Are they liking it? Is it working for them? Are we collecting any kind of feedback from them about the experience itself with the PLC's? They I feel like they are in the building like in that moment in time. We have not asked for it yet. Okay. >> Uh but that doesn't mean that it's not you know something that might be coming. Uh but we haven't done that yet because we
080are implementing specifically the hey here's the common assessment that we are also collecting and tracking. So again we want to do it in steps. >> Okay. Thank you. >> Thank you. >> I do have another question I that I forgot to ask. Uh, in one of the slides there was um the NWA um Spanish and English. So I'm wondering if the dual language um students do they take the assessments in both languages or only one? >> In literacy they do uh take it in both languages just because that is the language of instruction. In math it varies by grade level. So in K to2 they'll take it in Spanish. In three and above they'll take it in English. And that has to do with the language allocation plan that we have. >> Okay. I'm just
081wondering if there is like a sim similarity in the in the in the reports how they what is it their strength? So thank you. >> Thank you. >> Yes. So in in regards to the reports and things and tools that we have available in NWA, they have the same reports in Spanish and in English. And so they can can compare those. And one of the things that our dual language teachers are very often looking at is where is the language that they need more support in and in which ways can we bridge what they have in one language to that other language. >> Thank you. That's exactly what I wanted to know. Thanks. >> All right. All right. Thank you. Thanks, Be. And I'm gonna turn it over to Jenny um for a a quick
082review of the levy. Thanks. I will be very very brief, very quick. Um just uh recap from last month. uh levy consists of two parts which is the operating levy which you're approving this evening and the other is the bond levy which is set by the bond schedule. Okay, I do like this new one. This is very cool. Um so these numbers have not changed from last month. Um we just received I know everybody just received their tax bills. I'm sorry. But I also know that um we also just received our final tax levy from 24. So the levy that was approved last year in November, we just got finalized uh this week. Um and these numbers have not changed. Uh what I would like to point out though is the bond levy between 2024
083was 3.7 million and the bond levy for 2025 is roughly 2.8 8 million. So, we're bringing that bond levy way down. Even though on the board agenda tonight, there are two resolutions to adopt to restructure and restructure the bonds and um take out new bonds for the Kmenky and Piper projects. Um what it does is this is what it this is what it essentially is doing and it would become a savings overall in the bond portion of the levy to the taxpayers. We're able to take one of our series and refund it and refinance it and save a half a million dollars which is fantastic. Um half a million dollars. The other part is the 2.5 that we're taking out to um do the like I said the Kmenky and the um Piper. This number
084is not set yet because the bonds have not sold yet. Um but you can see roughly that green line that goes across is roughly at a 2.75 2.8 range um for the tax levy. That next bar down that goes straight across is our DEB, which is our bonding authority up to our DEB. And that little part that's above it, which is that kind of teal greenish color, is the life safety bonds that are layered on top of that. Are there any questions? Okay. Thank you. >> Thank you, Jenny. >> All right. Um we do have one foil this month that was submitted and sent to the board. Um the dashboard again you could note uh student attendance and enrollment numbers u as well as this month um our fall benchmark data is in there as
085well for the board's review. And I'll turn it back over to Jenny for a financial report. >> Sure. Our bank balance as of today is 54,944. That includes 33.4 million that is in PTMA which is the investment portion of it. Our revenue for the month of November is only 1.4 million which um uh will increase as soon as we start receiving taxes. If you look at the agenda on the cons consent agenda, you'll see um item B on the consent agenda says approve payment and bills of 5.5 million. That's just the bills for November of 5.5 million. So when you're looking at the bills of 5.5 million and our revenue for November is only 1.4, those bills don't include two payrolls. So our bills for November are very high. So we are very fortunate that
086we have a fund balance so that on rainy days like this, we are still able to make payroll and we are still able to keep our lights on and we are still able to make our bond payment which is why our bills payable is so high this month because there is a high bond payment. um our cash flow which is above for the month of October. You can see our revenue for the year to date is only 11 million and our expenses for year to date is at 20.9 million. That's as of the end of October for a fund balance of 54,700,000. Um and I believe that's the end of my report. Thanks. >> Thank you. That concludes the superintendent's report. >> Okay. Thank you, Mary. Um, finance >> uh today we reviewed the uh
087bond structuring presentation that Jenny just gave and uh that was all. >> Thank you. Policy. >> Um yes. Uh today we reviewed some policies for first reading. um they are listed in the policy committee agenda that was posted um all the different numbers and the name of the policy and it was a very quick meeting because there was not a lot of changes other than like legal citations or statute numbers um seems to be the only update there. So um that was first reading so we'll look at again next month. >> Thank you. Legislative report Yes. Um, I would like to summarize that while the federal shutdown disrupted services, delayed benefits, and prompted court intervention, our state leaders are still advancing education work, including new AI legislation, cell phone policy pilots, and efforts to offset
088recent cuts. And we'll leave it at that until next month. Hopefully, we'll have some new stuff. >> Uh, thank you. Correspondents, >> we had three emails and one physical correspondence. >> Thank you. um 2025 resolutions. As you all know, we will be attending the Illinois Association of School Boards conference this coming weekend. Um and we have a couple resolutions. Do we want to is is there any resolutions or anything that anybody wants to bring up so we can discuss? >> I'm sorry. Did we decide who the delegate is? >> Oh, yes. Our delegate is um Amanda Drent. Okay, I forgot. Sorry. Um I do. So I was looking at item number nine um that talks about I should pull it up that talks about suspending um having to follow the constitution of the Illinois Association
089of School Boards in in a state of emergency. Um, and the board of directors is recommending that uh our delegate vote to pass it. Um, and I just think that that's not a good idea and I would like our delegate to vote no. >> Do you know what page that is? >> I'm trying to pull it up. >> Page 11, >> 12 or 11. Item number nine is on 11, correct? Is that the one? >> 11 and 12 maybe. Let's see. Page 11, correct? Okay. >> Yes. Sorry. Page 11. Um, article 11, miscellaneous. Item number nine, new section 7, declared emergencies. So, this is new language that they want to put in. Okay. Um, that the board of directors may suspend or modify the provisions of the constitution during an emergency declared by the governor
090or the president. Um and the rationale given is that um they already did it during the pandemic. So if they already did it, I don't understand why we need this language in our constitution. So um the whole point of me bringing that up is I would like our delegate to vote no on that. I'm sure it will pass because all of these they're putting in a consent agenda to just pass the consent agenda, which is what you do when you don't want to talk about individual items. Um, so it'll probably pass anyway, but I I would like to vote no. >> Any thoughts? >> I am okay with uh whatever. I mean, I just think this is just codifying, like to your point, something that they were already doing. Um, I don't see the danger
091in in voting yes on it. I guess I would like to hear from other board members and what they think. >> Okay. Do any recommendations? Ju just to put it on the record, I don't I'm not against it. Um again based on the current practices that are already happening. >> Yeah. I mean isn't it discussing making things on Zoom during COVID and things like that? I mean we have to be seems like there could be many emergencies in our future that it's more helpful to be flexible than not to be able to continue the business of running schools. >> Yeah. Agreed. And and this is basically just allowing us to continue to do business in an emergency situation. Um and and to board member Drenth's uh point, it's it's just codifying it. It's just putting
092it in there that in the state of an emergency that we can still continue to the the uh the delegate assembly could still continue that that work still could could still continue. bill. Um I would I would vote to uh that we do adopt that. >> Okay. Well, in um yes, I we have to remember that a resolution is basically a belief of what we're going to be doing. At the end of the day, our delegate is going to be there's a lot of conversation going back and forth from different delegates and at the times there may be additional changes that may happen and at the end um so I will leave that to our delegate. Any other item? No. Okay. Then I think we are done with resolutions and I am happy to see
093you all there. Correct. Thank you. Um let's see any public comments. Individuals appearing before the board are expected to follow the guidelines outlining board policy 22 230. Seeing none, can we have um a motion to approve consent agenda? >> I'll motion. >> I'll second >> discussion. >> Yes. Can we uh can we have a discussion on um I item D um letter E? We need um Can we remove it? Thank you. I I I motioning to remove it. Anybody? >> I'll second. >> Thank you. Do we want to have any discussion on any other items? Okay. Then can we go ahead again with a motion to approve? Without item D, letter E. I'll motion >> second. >> I'll second. >> Thank you. >> I Drenth >> I >> Palace >> I >> Cabiro >> I
094>> Steinfeld I Butler >> I >> Jimenez >> I. >> Motion carried. >> Thank you. Um do we have another one? I don't Three more. I can't see. So we're in number three. Number four. Okay. So we are going to adopt the resolution providing for the issue of not to exceed 4,750,000 general obligation limit limited tax refunding school bonds for the purpose of refunding certain outstanding bonds of the district. providing for the levy of a direct annual tax to pay the principal and interest on said bonds authorizing the execution of an escrow agreement in connection there with and authorizing the proposed sale of said bonds to the purchaser there thereof. Can we please have a motion? >> A motion. >> Second. I'll second. >> Roll call. >> I a Steinfeld I. Drenth >> I >>
095Butler >> Hi. >> Cababiro. >> I Jimenez >> I. >> Palace. >> I. >> Motion carried. >> Thank you. Uh we are going to have a another one. Adopt the resolution providing for the issue of not to exceed 2,575,000 general obligation school bonds for the purpose of altering and reconstructing school buildings and purchasing and installing equipment here therein for fire prevention and safety. energy conver conservation and school security purposes providing for the levy of a direct annual tax sufficient to pay the principal and interest on set bonds and authorizing the proposed sale of said bonds to the purchaser thereof. Can we have a motion? >> Cavayo, I move said resolution adoption of said resolution. >> Thank you. Second. >> I'll second. >> Thank you. >> Your name Butler. >> Hi. Palace >> I >> Jimenez
096>> I >> Tabiro >> I Steinfeld I >> Drenth >> I >> thank you >> adopt the resolution to authorize final aggregate tax levy for the year 2025 can I have a motion >> I'll motion >> I'll second >> I or nay >> Drenth >> I >> Jimenez >> I >> palace >> I >> Steinfeld I Cabiro >> I >> Butler >> I >> motion carried Thank you. Can we have uh public comments? Individuals appearing before the board are expected to follow the guidelines outlined in board policy 2 to30. Seeing none, board member comments. I have a really quick comment um about since we're all going to the conference this weekend and we talked about evidence-based funding a lot tonight. Um last year I went to a session at Summer, were you at that one
097with me? Yeah. And it was a panel about evidence-based funding. And it was very interesting because it was urban and rural districts all in a panel. And it was very helpful to see that across the state how important evidence-based funding is and how important it is continue especially now that there's funding shortages from the federal government. So if anyone sees that one and you want to go to it, I highly recommend it. It was great last year and they usually do repeat some of them. >> They do. Thank you. >> Anybody else? Um, I just thought it was very touching to see the um, bench dedication at Piper School for Mrs. Spec. I'm I should have said this earlier, but when Piper was here, but um, I don't know. I just like I love that
098we, you know, commemorate lost staff in this way and uh, and as a way to just sort of have a remembrance, a permanent remembrance of her. So, I just wanted to say it got me here. I was out of town for work. I would have been there otherwise, but thank you for doing that. >> Yes, I agree. Thank you. Yes, I forgot to mention that uh that I saw that AOV is O A. Yeah. So I please thank him on our behalf. Any other comments? No. Okay. >> Wait, wait, wait. I forgot. I should have said it. I got my green on. I forgot. Congratulations to Congratulations to Piper um school for um receiving the commendable status. I know um it's always hard um to get those um type of designations um that we had
099last year. Um but definitely uh through your uh hard work, intentional work, collaboration and intense um brainstorming and problem solving, you guys made it through. So congratulations. >> Okay, anyone else? Okay, seeing none, can we please have a motion to adjourn? >> I'll motion. >> I'll second. Cabayro, >> I nay. Jimenez, >> I >> Steinfeld I. Butler >> Cababiro >> I. >> Drenth I. Palace >> I. >> Motion carried. >> Thank you everyone. Have a good rest of your week and have a wonderful Thanksgiving break.