001All right, we're going to move back into open session. Can everyone 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. >> Does anybody have anything to add to the agenda? >> Can I please have a motion to approve the agenda? >> Motion. >> Second. Joe and Tiffany. All in favor? >> I. >> Any oppose? Eyes have it. We're going to skip to item number seven, board member code of conduct review. Joe, >> I will strive to keep my board focused on its primary work of clarifying the district purpose, direction, and goals, and monitoring district performance. >> All right. Does anybody have any questions on the consent
002agenda? >> Can I please have a motion to approve the consent agenda? >> Motion. Second, Doug and Joe. >> Yes. >> Um >> I have a few things I can do. Kevin. >> All right, Mr. Gold. >> All right. Uh we have a few items. At 6:30 we'll start the awards because we did tell parents at 6:30 we'd start that. So, uh but a few items here on the superintendent report. Item A, district leadership team meeting board. This is just for your information on 16th we have a our first meeting and this is uh this group is building leadership teams from each building and then all the administrators uh we get on a zoom call three times a year and we cover different uh we take our strategic plan goals and we cover each one
003goal each night we kind of give them update we get feedback from that team and so we have about an hourlong discussion and that's our district leadership team and so Um on the exhibit you'll see a list of our objectives that we talk about and our first meeting is this week. The uh health life safety annual audit or annual inspection happened this last month. Uh exhibit 7 shows the uh inspection report and then our response to it. Um, I will tell you that the ROE has told us uh last year and then even more this year that they're been really happy with the progress we've made on campus uh with our facilities as far as um the health life safety issues. So, uh Derek has done a good job with that and Matt as well
004this year kind of working through that. Um like I said, I'm going to skip around here and then I think we can uh uh do the awards opportunity here. Uh item E is a special ed performance report. Each year we get this from the from ISBY and uh this year it was a perfect score for our special ed department in their reporting. So thank you Dr. Fitman and her leadership over that. And uh that's going to be it for my report right now. I'd say we probably go ahead and uh >> All right, move back into item six, accomplishment recognition. >> Okay. Um, for the month of September, we're doing something a little different this year. First, uh, each month we're going to honor students of the month. And, uh, last year we did by
005building. Uh, what we're going to do is each grade level is selecting a student. And we're going to we're going to honor nine students each month, prek through 8th grade. So, uh, we will call all the students up here. Each student has been nominated by their teachers at their grade level and, uh, have been selected. It's a very uh they should be honored to be selected and uh we're going to get them all up here and we're going to take a picture with everybody on the stage here and we'll let parents take a picture as well. So um if I could have the three principles come up, I'll have you uh name name them and then I will hand out certificates. Okay. >> All right. For primary school, for our student of the month for
006prek, we have Grayson Gonzalez. You can come on up, Grayson. You're here. All right. And for kindergarten, we have Brave Sheriff. Brave, come on up. And for first grade we have Blakelin Wintermo. [Applause] Okay. And for elementary we have second grade Lucia Shero. We can have Lucia. And then for third grade it is Noah. [Applause] For sixth grade, we have Gabriel Batapara. [Applause] For seventh grade, we have Amelia Pudgorski. [Applause] SA, come on up. SA Veris, for fifth grade, she knows how to make an entrance. And for eighth grade, we have Veronica Camelnik. Rachel. Rachel is praising you. [Applause] Thank you guys. [Applause] So the next one is a little unique. Uh each year the students take the the Illinois assessment of readiness test. And um this year what we're doing is uh recognizing the
007top two students in each grade level for math and reading scores. So that's what you're going to we're going to call them up one at a time. So each grade level is third through 8th grade. We'll have we're now we're recognizing two students in each grade level for reading and two students for math. So it's quite an accomplishment when you're considering we have 170 to 200 students per grade. So um I'm going to let the principles come on up and uh start calling off names. Okay, I got it. Okay. All right. So, um these are students from last from last year as fourth graders that are now in fifth grade. So, Lacy Power for E her scores in ELA and Jackson Sherman in ELA. There he is. Okay. And these are now current fourth graders.
008Isa Adams Scarlet Ship, [Applause] Adele Fap. [Applause] >> Okay, those were all for ELA. Now for math, um, this is current fifth grader Lucas Steel. [Applause] Maverick Maze [Applause] and current fourth grade for math is Ryland Morris. [Applause] And then William Walker [Applause] want everybody. >> Okay. Thank you guys. All right. And then for the middle school, uh, current sixth graders, but last year fifth graders for ELA, our top two performers were, uh, Joselyn McDonald and Caitlyn Lanningham. for sixth grade ELA. Now, seventh graders, we have Ariana Latendric and Isabella Gonzalez. And then for seventh graders last year, current eighth graders for ELA, we had a couple of ties, so we have more than two. We have Parvaretti and Denise Talin, Danielle Hernandez, and Bernardeta Leusa. And then for math for this year sixth graders,
009last year fifth grade, um our two students are Owen Brookke and Emma Hayes. for sixth graders. Now, seventh graders, we have Mason Martin and Ruby Pope. And for eighth graders as seventh graders last year, we have Colton Calmerton and Becket Bundy. [Applause] Let me get some microphone. Thank you so much. And I do have one last award here. >> PreK student of the month. We started a little early, so we we didn't grab him, but Grayson Gonzalez, prek student of the month. A >> a [Applause] recognition. >> All right. You guys are all more than welcome to stay for the rest of our board meeting, but if you'd like to leave now, feel free to do so. like and we're out. >> Very interesting. >> You must have heard me. >> I'm there. I'm there.
010>> Okay. >> Oh, you saw JV. sitting behind. >> Okay. >> I saw him for about 10 minutes. Went over and I saw >> Did you see vote first. >> Yeah, I think it's going to be easier this year. >> No, >> I get that. I don't >> resolution. >> No, I didn't get either. >> Sure. Well, you're the one that needs >> Yes, I do. I read through. I read through. It's not It's nothing major. This is very simple. It's changing. >> It's just nothing. >> I'm surprised. I can't remember the last time we only had one. >> I know. >> All right, we're good. Uh, school improvement planning, item C. >> All right, item C in the in my report is our school improvement planning. I'll call the three principles up at this
011time. Um, we go through this process every fall and, uh, in your exhibit 8, you're going to see a very detailed school improvement plan. There's a lot of information there. We know it's actually probably a little overload. Um, but that that plan drives their work they're doing with their building leadership teams. And uh um what they're going to do for you is just give you kind of a very brief overview of their plan. So I'll let them take it away. >> The hardest part is working the clicker. [Laughter] All right, we're just doing a brief overview. So, if there's any questions that you have, just feel free to ask. We just we know it's in front of you. So, for primary school, for academic goals for ELA, we are looking to have 82% or more
012of our students meet or exceed the expected growth with the ACRA report. And that's very similar to the goal that we had last year. Last year, we had 79% of our students in first grade meeting or exceeding their growth targets. And we just feel like with the new ELA curriculum, we're likely making our way there, but we don't want to make it too rigorous of a goal. We want it to still be achievable and attainable. And then for math, we have um by the end of the 2526 school year, at least 85% of first grade students will meet or exceed their expected or higher than expected growth targets. And the reason we we chose that is last year we had 83% meet or exceed their expected growth. But thinking of the first graders coming in,
013last year 99% of our kindergarten students had met or exceeded their growth targets. So we really felt like with the new math curriculum and the implementation that we were doing and the work with the coaches and work with PLC's that we could have like a little bit higher achievement like goals for next year. So that's where our um academic goals came from and that's the rationale behind those goals. Then for the climate and culture goals we have um oh did you do the slide? Oh that's right. Never mind. I I have the Okay, here we are. So, elementary uh so our focus is uh not really on math. Obviously, we focus on math throughout the year. Um but our goals uh uh revolves around our IAR uh um proficiency levels. So, um, for this current
014school year, we are striving to have 36% or more of our third grade students to demonstrate proficiency in ELA, um, this year. And then our fourth graders, 48% demonstrating proficiency in ELA. Um, and then for math, 47% or more of our third grade students demonstrating proficiency in math and 37% or more um, fourth grade students demonstrating proficiency in math. Um these numbers we pull from IR map um uh through ECRA. They um have made recommendations based upon uh their calculations. Uh just looking in past history for how big hollow students perform as well as um this particular group especially the third to fourth grade. on the current third grade. We really only have map to rely upon uh for that but also um past patterns of performance of our students. Um some key implementation uh
015focus areas that that we have uh at elementary and you see it across all of the grades though is obviously launching a new curriculum this year, new resources to support our curriculum uh for um ELA. And then for math, uh, we implemented a new program last year that, uh, really, um, as we sat and did goal setting with each individual teacher this year, looked at our growth in math, uh, from last year, uh, and every single, you know, classroom, there was a considerable amount of growth from fall to spring um, in math. So, I think that those new resources have really made a great impact for us. And I'm having high hopes for our our new ELA program as well. Um we have bi-weekly progress monitoring uh that we'll be uh utilizing um and uh
016you using information from I A MAP and FastBridge our assessments that we uh give to students throughout the year. Um we're implementing student goal setting uh each trimester which we've done for the past couple of years uh and communicating that information with our parents at uh parent teacher conferences. Um we also this year um I'm starting we did a new whole overhaul of our schedule uh to provide a structured win time which stands for what I need. Um and so all students whether they're students who are struggling or students who need extensions or enrichment. Um we have teachers partnering up with one another to help uh group students into smaller groups and stay kind of laser focused on areas where they need development. um and then progress monitoring that as we go through the year.
017So, we're excited to see the impact that that will have on our students. Um and then regular grade level team collaboration focusing on datadriven instruction. Uh so, this plan combines new curriculum resources, systematic data monitoring, and targeted student support to drive the academic growth that we're hoping to see this year at elementary. Um, at the middle school, our goal is to have uh 75% of our students above the 40th percentile on MAP. Uh, we've done goals around AR for the last couple of years, but with some changes that were made to MAP where it is more aligned to the standards. We wanted to set a goal with MAP because it's something that we give a couple of times. Whoop. I can't hear. it was a joke and now it's like it's a real problem. Um,
018and then for math, we want to increase the percentage of our students above the 40th percentile to 80%. Um, so for ELA, as was mentioned, we have two new resources actually because our fifth grade teachers adopted HMH just as the elementary did. And then for sixth through 8th grade, we have SAVIS. And for math, we have big ideas. And we are revisiting that because when it was rolled out, there wasn't a lot of training provided to teachers. And when we look at trends in our data from AR, there are certain parts of big ideas that we're not utilizing as much. And so we're revisiting that with teachers and they are working with instructional coaches and we're also meeting with them to go over some of those practices. We just did a meeting with them at
019the institute day and we'll continue to have more. >> All right. For the climate and culture goal for primary school, we have that by the end of the 2526 school year, Big Hollow Primary School will improve school climate by fostering safe, inclusive, and supportive environment for students, staff, and families. And then our progress will be measured through student, staff, and parent perception data using the PBIS student climate climate survey and the Illinois 5e survey. And one of the things that we are looking at this year is for our PBIS student survey. Our goal um is to increase student perception and the reality of student behavior in primary school because one of our questions we ask the students is do students behave so the teachers can teach in your class? And that's always been the question
020that we've struggled with in our building. But last year we kind of hit like a lower percentage than we had with our baseline data with 79.7% of students saying that like yeah the students behave so the teacher can teach when historically it's been around 82% 83%. So this year we are launching um our new PBIS character for primary school because the warrior is a little scary for our friends. We have Captain Star who has his entourage of friends who follow like safety, responsibility, and respect and the students are eating it up right now and we have like trading cards that we're doing with check in and check out and it seems like the students are really buying into it. So, we're hoping that this will help kind of motivate our students to follow expectations and
021like, you know, Captain Star will come and visit and catch them doing, you know, like what they're supposed to do unannounced, just visiting classrooms. So that's really like how we're kind of like focusing like our time and attention for that area. And then the five essentials parent survey, we just haven't had enough participation to get a report. So our goal is really to try to get the parent participation and um just working with our parent newsletters, our teachers, and maybe some incentives to get that particip participation up. And then the five essentials teacher survey. Our goal is to um maintain or improve results within the strong or very strong range to reflect sustained mutual trust and respect between teachers and school leadership. So we're looking to just give a lot of positive feedback using our
022theme this year some more. So we have like do that some more shoutouts that we'll send to teachers and just feedback through the bullseye platform as well. Just really being intentional about our interactions. Do you have any questions? So over at the elementary building, uh we've really shown some steady progress in building a positive and inclusive uh learning environment. Our student behavior metrics show consistent improvement with the percentage of students reporting that a little bit like what Rachel was talking about that PBIS student survey that we do uh students behave so teachers can teach on that um survey increasing from 46.4% 4% of students who are indicating always and often um in 2022 23 to 55% of students um indicating that in the fall of last year. So that survey is coming up now in
023the next week and um so we'll have some new information of where we're starting at. I can share with you that we have cut our support calls and referrals in half in the first 30 days of school. Um we implemented uh some debrief meetings that we were having last year. We'll continue with those this year. Um and really working through our MTSS process with Fidelity. Um and then um contributing uh quite a bit of uh training in the area of classroom management and behavior management, doing some book studies, um having uh PD uh in in that area. Um which has really we think uh made a a pretty impact on what we're seeing currently. Um our five essentials uh in their underlying measures indicated that we were either at a strong or neutral level. Um
024there are some supplemental measures in this um survey uh that were additionally strong or neutral in eight out of 10 measures. Uh two areas that indicated growth opportunities were in teacher safety in their perception of teacher safety and classroom disruptions. Um so we have some specific action plans in place to address these through the PBIS framework and enhanced staff training. Um some ways uh that we are implementing and helping uh to contribute to this progress this year is that we've added the no place for hate campaign um that has already uh been launched now with our grade levels over at elementary. Um uh we have enhanced professional development focus on focusing on classroom management. uh structured behavior support systems with four to one positive to corrective feedback. Uh regular data review cycles to monitor our
025progress and as I mentioned before in the academic end um the implementation of the what I need or when time for targeted student support >> I what was the did the teacher safety that that was a concern? Did they have anything specific that's an awfully general? >> Yeah know we we talked about it at our um building leadership team and um you know because it's anonymous. It's and then it doesn't get really, you know, super specific. We we are able to isolate some of the questions. Um but nothing nothing hugely specific. It's you know I think uh some of the teachers commented saying that um you know the worry is when students are um not behaving safely. Uh the concern is more for student student safety and not knowing you know what how to what
026degree is a student going to be behaving in a certain way? >> So, it's mostly related around student behavior, not like building security. Like I know we just put door locks on everywhere, >> right? Yes. No, that's that's a great question. And um some of it I think too because of, you know, we we do the drills, we talk about it, it's constantly there. So, I think there's sometimes an underlying feeling with with some staff members. Um, but I I think it's um I think it was more related to student behavior and not sure, you know, how is a student going to react in a certain a certain way. Um, and so we felt really hitting heavy and hard on the behavior aspect of it. Certainly, I I know teachers are hugely appreciative of all
027of the efforts that we put in to to make our buildings more safe with the window coverings and the key fobs and all of that. I think that will help contribute to their responses in the future on this particular section on the survey. Um but it seemed like the conversation was more around um student behavior. >> Okay. >> Um and then for the middle school, um as was mentioned, we all give a PBIS climate survey. There's a number of other ways that we get feedback uh from students on how they're feeling. Um for this year, we are going to focus on the question from the climate survey. Students at this school are treated fairly by other students regardless of race, ethnicity, or culture. Um 72.1% of our students agreed or strongly agreed with that. So,
028we're going to set a goal for 75%, which doesn't sound like a huge increase, but when we give the the survey in the spring, there's usually a little bit of a dip, I think, because of the time of the year. So, we're accounting for that. Um, and the main ways that we're going to address that are through um implementation of a new tier one resource wayfinder for our um SEAL curriculum. During advisory, we've taken some steps to align the topic that is introduced each week in advisory by wayfinder with our daily class meetings that rotate through the different classes so that there's continuity and alignment. Um, and then obviously the no place for hate campaign. Last year we kind of dipped our toes in the water. This year we're going to have more student involvement.
029The equity team is taking on that initiative rather than it just falling on me. Um, so we're going to make that more of a focus this year. >> All right, that it believe. Yeah. Any questions? >> Thank you very much. Appreciate it. It's a lot of work that goes into that. >> Uh, next on my list is the ISB resolution information. You'll see in bold prints um there the u recommendation for approval that I'm going to we're going to ask for. But Vivian is our IASB delegate once again this year. Um on November 22nd in your packet exhibit 9. Actually, the uh information your the delegates are covering this year is fairly limited other than they made some uh constitutional uh amendment changes. In your exhibit 9, you'll see a lot of red ink and
030that's all the constitutional amendment changes. So, that's one thing Vivian's going to be voting on. And the other is the only other resolution that will is a consent agenda resolution around school bus safety funding. It centers around the new requirement uh for us to have um seat belts in school buses and that does not take effect for a few years. Um it'll be buses purchased I don't remember the exact date I can find it >> 231. >> Yeah. 2031. >> So buses purchase after 2031 have to have the seat belt. So it's given them given us time to get that uh in there. So, but anyway, they're asking for more because the buses will become more expensive at that time and uh they're asking for funding there. So, that would be the I think in
031the resolution on the last one of the last pages of your packet, there's a document that we uh basically give Vivian um >> guidance on how to vote for the school bus safety funding and then all of the uh constitutional amendments. Obviously the uh ISB is recommending yes on all that but the board gets gets to give Vivian guidance on this. >> Any guidance? >> Anybody have guidance for Vivian? They'll look pretty >> pretty uh pretty mundane this year. >> Yeah. Crazy. >> 10 of them are on the consent agenda. So they're hoping we just pass all those pass one vote because we had a meeting at u at the Lake County dinner and so they went over all the 10 um >> amendments. So it's just yeah like box it's just changes in the
032language and they're aligning like our lake ourby president they were we were voting on him that person every year they're aligning that to like the uh terms for school board president and vice president for two years. So they're just trying to align everything so it's more consistent. >> Anybody have anything else? >> Um Yeah, it's pretty simple. >> Okay. >> I I don't know what we need a motion for. >> So, just I I think we're supposed to read off what I typed in there. That's what I is IB recommended approval where it starts with approval. >> All right. Can I please have a motion uh for the IASB resolutions um for the delegate to be granted authority to vote at the 2025 delegate assembly with their independent discretion based on consensus of the big
033house school district 38 board of education on October 14, 2025 and any discussions had on proposed IASB constitutional amendments and recommended resolutions at the 2025 IASB delegate assembly. >> Motion >> second. Joe and Ash. All in favor? >> I. >> Any oppose? I say. >> Awesome. Thank you. Uh, next I have um Cindy Haron's going to come up and talk to us a little bit about some community development outreach uh update items. Um, we have the big event this week and uh for those that weren't at the uh back to school bash, it was it was a pretty incredible event as well. So uh Cindy, I'll let you take it away. >> Good evening everybody. Um, >> board members meaning PTO board members. >> Yeah. to the point where it because they've heard so much
034about it. So, it's really grown. I mean, we have off-site parking. We have and it's really thousands of people come. The only struggles we've had is getting volunteers, which the the more fun we have at our events, the less people want to be volunteer because they want to have fun. So, it's kind of like a double-edged sword. So this year I um put a lot of thought into what can we do because our biggest issue is these inflatables that kids love but no one wants to wrangle in kids on bouncies. So this year I found a company that did um carnival rides. Nothing I will never bring a ferris wheel here I swear. Um but carnival rides so that they bring the workers. We don't need volunteers. More people go at a time. So instead
035of two kids on a bouncy you've got 14 kids on a um carnival ride with a staff. So that I think people were really happy about. Um we had 24 sponsors sponsoring $14,000 worth whether that was a donation or an inkind donation like giving the DJ he only charged us 200 and the rest of it was a donation in kind. So things like that which was our biggest amount of sponsorship so far. The cost to the district this year was 10,000 approximately $10,000 out of the $20,000 that's allotted for the community events over the years over the year. Um, we had over $14,000 in sponsorships. So, a a bulk of that went to the cost above the 10,000 and then anything not used at the bash is used for other events like this week's trunk
036or treat. Um, so if you didn't notice, our scarecrows are starting to show up. We do scarecrows on parade where school groups and families can build scarecrows and we have a contest and they decorate um, you know, the the campus during the fall. And then on Friday, we have trunk or treat which is our fall fest. We'll have hay rides on the soccer field. Um this year we have bumper cars, uh which is going to be fun. Bumper cars and we'll have one inflatable slide. We'll have um Grant Community Baseball and softball will be doing conc selling concessions and we've got about 25 cars 25 cars lined up um signed up to hand out candy that we give them to hand out. So it's no cost to them. We also have this I love. We
037have um a couple of former Big Hollow students now at Grant reached out and asked if they could play. They're forming a band and they wanted to know if they could play a couple sets in between the DJ. So, it's things and we also have K9 Connections from Grant coming. It's their group um for pet awareness. We have the Grant uh National Art Honor Society coming and doing face painting. So, the biggest thing I love, and I think this is where we were going originally with all of this community building, is all of these groups reach out to us now and say, "How can we help? Can we be involved? What can we do?" And um even like the Grant High School dance team reached out to us and asked if they could come perform
038at the bash. So, it's fun. It's growing. I love seeing all the happy families and faces. Um I hope you'll stop by on Friday if you can at the bash. A couple things we have lined up for the rest of this year. um trivia night on November 7th. So, please take a look at our website or Facebook. Join us for trivia night. Get you guys could be a team. You could come up with a great costume and you guys could be team. You guys could be a team. If any of you make the world's greatest chili, enter the chili cookoff that's going on during trivia night, too. Um we've got the cultural fair in April. We've got we've been doing a STEM expo. This year, I'm going to do a steam expo. Um I try
039to balance it with an outside company coming in and putting de stations together and then some internal teachers and staff will sometimes volunteer, but I found a new company that I think is going to make it a little bigger this year. Um, then our reading festival or reading night is uh pending for the beginning of March. A couple ideas I'm working on, but I'm not sure. I've heard for the last couple years that people we have all these events all fall and then we're really dormant over the winter. I don't like winter at all. Yeah. But there's a really um there's a group of people here who really like winter and they keep asking for an outdoor event. So I'm toying with a winter wonderland kind of event. I don't know if I can do
040it. I'm not sure, but it might happen. So we'll see. Um and then just maybe a spaghetti dinner maybe this year. Something people are looking at um and tossing around. We used to do a resale, a community resale where people could resell their kids clothes. I've been tossing around the idea of more like a swapama kind of thing where people can pay a small fee to rent a space and then they can sell their things. So, kind of, you know, saving things for the environment, keeping it low cost for our families and community. Um, I appreciate all of your support and all of your support. I know days events are crazy and I take up parking and all of that, but I really do believe and I can see it in our students faces and
041families faces that you guys allowing us to do this has really made a difference in the community and here at Big Hollow. So, thank you. If you have any questions, feel free. You could always email me, ask now. I'm always at the events, so please say hi when you come and I hope to see you there. >> The bash is fantastic. I was make it this year. But we live in Valley Lakes and the flow of families in the afternoon pulling wagons and kids. We've lived there over 20 years kind of flip too, right? And it's just like this constant flow of families just >> it's really hard to put a value on this stuff for our community, but it's it's it's it's big. I mean, I really feel like it brings especially Big Hollow
042doesn't we don't have a town. We are pulling from all these. So these community events um really are the one thing that kind of bring the our community together. So it really is significant. I had a superintendent the other day. I didn't tell you this. I had a superintendent the other day told me it was a Lake County superintendent said, "You know, I did a back to school bash. We did a back school bash and somebody came up and said, "You guys need to go see Big Hollows." So she said, "I'm told I need to visit your bash." >> I said, "Well, good luck." Because Cindy does a wonderful job. >> That's all wonderful. Thanks, Cindy. >> Yeah, thanks Cindy. >> All right, thanks for having me and I hope to see you guys at
043some events. Trivia night. >> Great idea. >> Oh, boy. [Laughter] >> They They know how bad I am at that. >> We've done been there. >> Thank you. >> All right, last on my report, uh Nicole Stra is going to come up and share an update on our instructional coaching program. Nicole, the floor is yours. Hi, good evening everyone. I wanted to take a few moments to share a little bit about not just coaches doing coaching cycles. Josh, how do you move this? >> Oh, just kidding. Okay. um you've gotten to hear from them for the past couple of years and they've focused narrowly in on what they do in the classrooms with individual teachers or small groups of teachers and that really doesn't do justice and the work that they do every day. So
044I wanted to share a little bit about the initiatives and how they really are educational ecosystem. You have a lot of clicking to do. So I want to start off with this visual. Instructional coaching is not just a wheel. It really is the whole engine that ensures the critical initiatives that are running smoothly and seamlessly integrating and helping us move our students forward. And our goal here is really student achievement. So you can see all the things that our coaches really help support and do. Jimmy >> Oh, is that the deal? Gotcha. >> All right. So, a cohesive system. Our coaches really help facilitate instructional focuses through our professional learning communities and our multi-tered system of support. They ensure fidelity and deep implementation of our curriculum adoption, which we know has been costly over the
045last few years. They help customize, deliver, and sustain professional learning. And they also sustain and implement a refinement of instructional strategies. So for our professional learning communities, this is our first gear. We allow the or we know that professional learning communities really help support our students engagement and our achievement. Our coaches attend building leadership teams and they also are part of the learning on how to support professional learning communities and they help that driving force for our students. They help this by doing some curriculum analysis with our teachers and really diving into unpacking those standards. They help support datadriven dialogue which helps teachers interpret different student data and just their instructional planning and really dive into the four critical questions of professional learning. And they also build those partnerships between the coach and the teacher
046that helps build that collective efficacy. For our second one, we have our curriculum adoption. I would say this is probably my favorite picture of the night. You can see that that's just like a quarter of the boxes that we received for our new HMH program this year for our K5 group. But this is really sustainable for our coaches. They help that investment, which we know again has been really costly for the past couple of years for our math and ELA. They help support um these resources. And it's not just the resources that really help support student achievement. It's really the quality of the implementation that matters. And our coaches help ensure and implement this successfully with our teachers by working alongside them to foster that deep curriculum inter internalization and helping them with that new
047content and instructional shifts. A few shifts that they had to endure kind of through the math adoption was diving into the mathematical practices and really understanding that inquiry process for students and having students have that dialogue that math wasn't just memorization. It was really an inquiry approach for our ELA. Our teachers are starting to work through different instructional strategies related to foundational skills and phonics. They're also supporting writing and vocabulary have been our three big heavy hitters that we've been working on and our coaches have really helped provide professional learning around these areas and um sustain this with coaching cycles. They also work with the grade level teams and help answer any questions and work with our product consultants to get questions answered for teachers instructional strategies. This gear is really the heart of teaching.
048We really want to make sure that when we're introducing new strategies to teachers that our coaching helps make this stick. They're in there in their classrooms in the trenches with them working through how to build these instructional strategies and change their pedagog ped pedagogical approach. They can do this through coaching cycles. They can do this through feedback and practice and just being that thought partner back and forth and really being able to individualize and differentiate the support for each classroom teacher. For professional learning, our coaches do a ton of this. They are also the receivers of professional learning. So, they're able to enhance their practices and bring these this back to the classroom. They support staff meetings in our institute. They each presented on Friday this past institute and created their own individual presentations that
049really aligned to school and district initiatives. And this allows us to be able to provide that essential followth through that when teachers typically go get professional learning outside of the district or even sometimes within they need that thought partner and coach to continue to keep that going and ensure that that is a sustained support instead of forgetting about it over a three-day weekend and then not coming back and doing anything with it. They also transform professional learning and personalize that instruction again through those coaching cycles for mastery within the classroom. And then lastly, we have our student achievement and growth. So our coaches help support this. Ultimately, our district initiatives are driven by this goal alone. And it really is the power of coaching that helps this come to light and really shine. Research demonstrates
050that coaching has a significant positive effect size on both teacher practice and student outcomes. And here you can see our math data. So this is our map data from 2425 and then the fall of 2526. So we're comparing equal time frames of the year. If you look at the um the left side where they you had like the yellow and orange bubbles, you'll see that our data has actually significantly increased from last fall to this fall. This fall now we have for math um students averaging in the yellow and green section which is above the 60th percentile in some cases. Yes, >> that was my question because when I was I looked at the RIT scores, the RIT scores are like the same. >> Yeah. >> So, the bubbles may look different, but >> what
051what do we actually count? >> Yeah, we're actually seeing an increase in data, which is great. So, if you can look at these charts and just like as a quick overview, the red and the red lines are students who are achieving the 20th percentile and lower. So you can see that from the fall 2425 to the fall 2526, those red lines are starting to decrease a little bit. We also are taking a look at those green and blue lines. So that would be students who are achieving above the 60th percentile would be in the green and above the 80th percentile would be in the blue. And you're starting to see those bands get wider and wider as you go down in our map. >> Then why aren't the root scores changing? Well, this year MAP
052changed its norms. >> Norms. >> So, norm shifted a little bit from the 2020 norms now to the 2025 norm. So, they were research done in 22 and on. Um, so it's a couple years of of research, but we're starting to see a shift and it really more aligned to what the post-pandemic learning has looked like. So, that would be this fall's learning. >> So, they lowered the standards. >> Yes. And like Josh had shared do the test is also changing slightly where they're providing more opportunities at grade level for different writ scores to find grade level questions for that particular grade level band. >> I guess I guess that's where my general concern is is it's like the data the data doesn't tell me anything really. The RIT scores are all the same. The
053bubbles look nicer but at the end of the day we don't know because they changed the standards. They didn't change the standards, they just changed the norm. So now our fall 2526 is actually looking more like our post-pandemic learning, whereas the 2425 are norms prior to the pandemic learning. And with this, I'm showing you the achievement here by grade level. And so you're actually starting to see, like I said, a shift of the red bands decreasing a bit and the green and blue bands increasing, which is a line to Josh had pointed out the 80th percentile and above of the 40th above the 40th percentile. We want 80% kids above that. So we're looking to have students above that orange line. So our goals are really to start decreasing the orange and the red >>
054grouping of students. Does that make sense? And this change is this change in graphics is due to change in scoring necessarily >> anything we've done. >> Yes and no. >> I mean we really have done a lot. I mean we did see an increase from fall to spring last year which was the same norms that we saw from the 2020 norms. So we weren't looking at the 2025 norms yet. we really are actually seeing a good growth with our students and where they're coming in at the fall and their readiness for learning. So that's what this graph is trying to kind of show you here. I would say next month though I will have a a more detailed student assessment update for you. They'll have more graphs. Uh and I'm working on an ECA report.
055I haven't received it yet. That'll be the percentile report that shows how it compared to all the districts in the state. So no matter what, like you're saying, Kevin, how you keep changing the bar, they keep changing, you know, still the percentile port's going to tell us, >> you know, your school's >> I'm just like it just makes it impossible for it's like a board. This could be the greatest program in the world, but we're not able to evaluate it because >> I mean, for me, I I am by no means the educational genius. But I I I >> these numbers are just numbers to me. They don't show anything good or bad. They look different, but I mean I know I know what from what I remember when my kids took the map is
056that your biggest thing was the Ritz score. How much are you improving? What are you looking to get better at? And these are all the same. So that's why I mean yes, the blue and the red all look different and there seems to be more kids in the middle now um and less kids on the lower end, which is great. >> Uh but like Ash said, is that because they changed the levels of the >> Yeah. how they evaluate the test or are we actually doing better? >> I don't think it's necessarily attributing to how the norms changed. I think it really is showing that our students are performing because of the initiatives that we have been in place, which includes your curriculum adoptions, getting a more sustainable and consistent curriculum across grade levels. um
057working through instructional strategies. That has been a really big focus especially over here at the ele I'm sorry at the middle school with writing um getting our content teams on that. You'll see that in our reports that Bob will share again next month. We've really seen a lot of increase in some of those areas and it is showing it consistently amongst a variety of different data sets. >> Yeah. To caution you just to you know IR change the cut scores. I mean, it's the same thing with. >> So, that's why I'm not gonna I'm not going to really focus on the percent of kids meeting or exceeding their standards because they just keep changing the line. But, I want to keep the focus on the percentile that we are testing in compared to all the
058districts in Illinois. That's about the best number we can come up with because it tells us where we're at at least compared to everybody else taking the same tests. >> And that's not going to change no matter where the state says the cut scores are. >> Okay. The percentile is going to tell us where we how we compare >> compare >> and and that's the best I can give you because I I agree I hear your frustrations. I have it too all of these bars keep changing so it's really hard to compare and evaluate what we're doing but uh I agree with Nicole that we have seen some growth in some things but I think it will be better able to show you next month when we pull all this together. Yeah, and I would
059agree too, Kevin, like it is difficult to like pinpoint specific data on is it instructional coaching like they are affecting the systems. Um, >> of course, I think there's no doubt that there is. I just think it's hard to prove it, >> right? >> And >> there's a lot that goes into that data and that narrative. >> I mean, you could see the benefits and the harm of I mean, we went with that one ELA program and our scores tanked. Scholastic or whatever it was >> and and uh I I don't even know if I'm right. >> Schoolide >> schoolwide. Yeah. >> Yeah. Schoolide >> and uh our scores tanked and we all saw that it was in it was clear and then we go to this new one and we start testing it and
060these certain grade levels start >> either e whatever it is you guys were testing different curriculums but they were all doing better than what we currently have >> and we can all see that. >> I think this chart is just it's this chart shouldn't this chart isn't to show our improvement because obviously if you look at the rate it hasn't changed but the metrics have changed and that's what we're seeing here. So obvious and I mean we can see that the teaching the groups you guys are doing are obviously having a big effect on how the students >> performing more in line with each other. So I think this chart just it came probably the wrong explanation for the chart. >> Yeah, >> it was just I just saw and I thought I was confused.
061Yeah, because the other bits are exactly >> because I'm like they're like exactly the same but yet everything looks better in 25 26. So that's why I would that's where my confusion was. >> That's a good question. >> Yeah, >> there's reading too similar. >> Oh, there's two more charts. >> It looks pretty now. They're all like lined up. >> Figured out a brain level. >> Yeah. I mean, I'll be honest, like my lens is curriculum and instruction, right? So, like I'm always looking at what the resources are providing us and the instruction that's supporting those strategies. So, like I do think again that multiple data sets will show us that we are making improvements in the right direction and that there is a lot to celebrate here at Pallo. Um, which is really exciting
062because even with our kinder data >> and getting them math in their hands, our kinders did amazing with that program and came into first grade more ready than they were >> in previous years. And you can see we'll show you 99%. >> I mean, those are >> Yeah. lastly. So, um again, they're an amazing group of of individuals here and our coaching really provides that alignment necessarily necessary to prevent that fatigue from all the adoptions we've been doing. I think they're all ready for a break next year and to just like dive in. It ensures that our effort feels cohesive. It's purposeful. Our teachers are really starting to see the cohesion within the systems now, which is great. It doesn't feel like one more thing. It feels like alignment. And we're really empowering our instructional
063coaches to invest in that um professional learning, provide that professional learning, and have that vision of that vibrant, high-erforming educational ecosystem. Um, lastly, I'd like to just share that our coaching program was featured in the educational coaching network, which is part of the P20 network, which runs through Northern Illinois University. So, they had a nice little feature um this month, which was wonderful to see in such a short period of time that we were featured in. >> Very cool. >> Thank you very much. Appreciate it. >> Of course. Cool. >> Awesome. All right, that's it for my report. All right. Anybody have any questions on the September 25 employment report? Can I please have a motion to approve the September 2025 employment report? >> Motion. >> Second. >> Tiffany and Joe. >> Yes. >> Audit
064report in draft version. >> Yeah. because of the uh government shutdown, they can't finish it because there's some federal review that's got to happen, but uh everything else is done and pretty standard audit. Um no no major uh issues. They had some general entries we had to do. Um I was a little worried this year because uh we implemented the new fund 90 with the health life safety fund and took and there was a lot of questions there on how to do it. I think we got through it all. So uh everything was pretty solid. That's they told me. >> Okay. >> All right. Can I have a motion to approve the 2425 audit report in draft version? >> Motion. >> Joe and Asha. >> Yes. >> Uh we accepted a resignation from Lisa Dolan,
065transportation driver. We have any public comments? Nope. Anybody have any questions on the Foye Act? The monthly reports for the board. The next regularly scheduled board meeting will take place on Monday, November 10th, 2025 with close session beginning at 6 p.m. and open session beginning immediately following close session. Can I please have a motion to adjourn? >> Motion. >> Second.