001can 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 [Music] all right does anybody have anything to add to the agenda besides the addition additions to the employment report no no no okay please have a motion to approve the agenda motion second uh board member code of conduct review vivian why don't you go i will prepare for attend and actively participate in school board meetings all right thank you anybody any questions on the consent agenda no okay please have a motion to prove the consent agenda motion second joe nash yes bennett yes peter yes lions yes yes do we have any public comments no no super nintendo's
002report mr gold all right we're going to start uh with dr hedgevitz he's going to give us an update on curriculum instruction and she's worked very hard to prepare this we want to give you some time to ask questions we've sent the presentation ahead of time but let's i'll let michelle take it over all right thank you so much for providing time for me to share this important information with you there's a lot of links in the presentation itself so mr mccauley is going to help me open those up as we go um and if you have any questions we'll you can stop me at any time obviously and at the end we'll have some q a as well but um a lot has been going on i think over the course of last school
003year i've sort of described the process that we were using but i really wanted to make sure that i gave you some concrete examples of the work that's actually being done so you can see the steps involved but our agenda well and just include sort of an overview quickly of what a gvc is guaranteed in viable curriculum professional learning communities just quickly to kind of frame the work that we've been doing and then we'll talk about what's been done what we're doing right now even during the summer who has been involved what would be happening next year give you sort of a little timeline for standards-based reporting and standards-based grading and then we have some other tidbits at the very end okay so quick review guaranteed and viable curriculum also known as gbc you might
004hear our teachers say that is basically the most important work that we can do as a school district to raise our students achievement so i'll kind of describe throughout the evening what that looks like and the steps involved but basically when you think about standards assessments proficiency scales all of that has a place in a gbc so when you think about horizontal alignment vertical alignment so across a grade level making sure there's consistencies between grade levels making sure there's flow and there's no gaps or inconsistencies vertically that all is part of a gvc and it takes a lot of time um districts that do this usually it's a three three year process at least three to four years um and that could just be for two two subject areas so as a district we've been
005focusing on all of our subject areas at once um a lot of districts just start with ela and they go all the way pre-k up through eighth grade for example and they make sure that work is done before moving on we've jumped in with both feet and we're looking at all content areas science social studies ela and math so we want to make sure that our our curriculum is viable meaning that we're not rushing or missing any content or critical information that students need to know within the time frame of one academic year in the past just to give you a little update um we teachers were doing a wonderful job sort of creating their own scopes and sequences but the problem is is certain content was being focused on a little bit more than
006it needed to be while other content was being left off the other thing i'll talk about is our scope and sequences and that's all part of a guaranteed and viable curriculum as well but we want to make sure that our students are learning the material to mastery that's the point by the end of the instructional year every single year and so the structure that we're using to do this work is called a plc or professional learning community and there's four major questions and so when you think about what we want students to know and be able to do so knowledge content skills we have to figure that out together as teams and come to consensus we have to talk about how we'll know if students have learned what we've we've wanted them to learn during
007a year so in terms of short term or common formative assessments and summative assessments that's where that kind of fits in how we respond when students do not learn so some of the responsive teaching practices that we've talked a little bit about guided math or workshop math and then ela guided reading or workshop ela you might hear it called that as well those are small group opportunities for teachers to respond to student needs so that's all sort of happening in the background too so not only do we have our content our curriculum you know the what of what we're teaching um really being analyzed right now we're also analyzing our teaching practices and teachers are they've already received training this past year on both guided math and guided reading to make sure that we do
008have that small group structure in place because we know that small group instruction is one of the more effective teaching methods and then the last question of a plc is how will we extend learning for students who are already proficient and i think we've learned throughout the the process last year that when we talk about a level four or a um exceeding a standard we really need to be able to have consensus around that and what that means for students what the expectations are so that's where that enrichment really fits in there too so plcs are really an opportunity for teachers to sit together and analyze their teaching practice together looking at data a lot of what you hear in districts is that there's they're data rich but information poor we've got all these assessments
009we have no idea what to do with the results the purpose of a plc is to really dig deep with that data to determine what we can do as instructors and educators to make sure our students are learning so where have we been and where are we going um you all know with the pandemic we we took a little bit of a break but we actually didn't take a break we kind of pushed the pedal down even harder i would say during the pandemic um we had started working with a consultant to talk about gbc and starting to define exactly what that is but in the process some of the reporting practices had already changed so we're kind of going back and making sure that background work is is done and done well so that
010we can move forward and that the reporting practices that we're using are going to make sense to families and students so this past year we've worked on a lot of different things um but if i was to summarize it um the 2021 school year we ensured that all of our priority standards were selected there's a process for that and i'll show you in a moment we worked a little bit on that during the 1920s school year but it was only for about three months so i think i had a chance to meet with every team once or twice it depended on what team it was but um we started that in 1920 we finished it um in 2021 and got consensus from teams which is a huge accomplishment and then during the um last year's
011school year as well we started talking about proficiency scales defining what proficiency looks like and so we'll be continuing that work this year and i'll go over a little timeline in a little bit but who has been involved not every educator unfortunately has been involved we have large teams especially at the elementary level eight and nine teachers per team it's very hard to get release time for all of those teachers to meet and do this work but we've got really great representatives on each um grade level team and they have been going back to their teams and sharing the work that they've been doing with the regional office of education and myself so we're hoping to really expand the um the knowledge and understanding of every teacher on every team and make sure that there's
012that consensus and then when we think about the question of how again assessment that is something that we really started digging into this year so i'll kind of go through a little bit more clearly now when we talk about the what of teaching again it's what we want students to know and be able to do the process that we use to identify our priority standards it sounds simple it sounds like teachers should be able to sit around and go oh yeah that's all important and we all agree um it's not that easy we actually have a systematic process that we use you could open that thanks mr mccully um so the process i linked an example here for you this was um an example that the pe department used at the elementary level and so
013when you think about choosing standards you know for ela for example there's 46 different standards in second grade you can't possibly teach all 46 standards in the course of a year to mastery so we sit with teams and we go through the process of looking at each each standard really with this lens endurance leverage readiness and then teacher judgment so teachers went through discuss they had to unpack what that standard was even saying they had to talk about each of those four domains and then they gave each individual standard a score to determine which ones would be priorities so if you scroll down all the way to the bottom of this document um it's rather long as you can see but all the way down um they came to consensus at the very end here
014so they're able to describe what do we all agree as a priority and what are supporting standards so the first column um here is the priorities the second column is non-prioritized standards and then they had some that they had a question about so we were able to work through that so every content area and every grade level has done this work for middle school has done it for reading or ela math science social studies specials or electives pe elementary has done this for ela and math so far and we're starting now with science so um well black the 1920s school year all everyone heard the same conversation we were in a much different place um with with substitutes at that point but this past year it was two representatives for reading ela and then two
015for math at the elementary and primary level and then because we only have um two teachers here at the middle school for ela and math and each grade level per grade per grade yeah so for example first grade there were two math reps two ela reps and they were able to go through the process and then share this with their team and so once this is established this does not change until we get information back about our assessment results and then we start looking okay if if we didn't perform well in a specific area on iar for example we can find that information and then go back and say well isn't that one of our priority standards maybe it's not and so if that's the conversation we could add it into that prioritized standard column
016but otherwise teachers do not make choices on their own it's always with their plc with the team that they're working with so this is just an example of the process of choosing thanks matt um and then there we go um so what are we doing now so that work is all done now we've moved on to scope and sequence so when are we teaching all of these priority standards um and so again we've done that with every content area but these are just some examples so middle school math if you could open that mr mccully this one's really i chose this one because it's a great example of the complexity um when you look this is seventh and eighth grade algebra and when you look here you can see um not only do they have
017their priority standards they've got the prerequisite skills and standards that was a whole another discussion so if they're choosing you know a c e d one as a priority standard what needs to happen for students before they even get there and that way if the teacher's seeing a child's not performing well with that priority standard they can go back and use those supporting or prerequisite standards to help support that student and so over time now we've been able to create some assessments that you see there that are linked and again these were created by teachers with support of me and the roe and their principals and it's a it's an agreement now these are the assessments that we're going to use and we're not going to change them until we're able to use them and
018get some data from them sometimes looking at an assessment um it might tell you that there's a problem with the assessment items or the assessment questions um and so if a group of students is all getting number six wrong that's where the professional learning community the team will come together and go gosh you know 60 of my kids didn't get number four correct maybe it's something i did in the classroom or didn't do or maybe it's just a problem with that test item and then that discussion prompts changes to the assessment so this is a great math example if you want to have some fun on a friday night you can print all of these wonderful things off and look at them but a lot a lot of work and then you can see also
019they're putting time frames in and then what trimester it's going to fall in and we we did all of that in light of iar so when we look at the iar assessment um we know what needs to be covered based on you know field test items and our former performance on iar we know what we need to focus on earlier in the year and we know what we can kind of wait to put off until the end um and so that also has been a discussion of you know fitting some of these things in making sure that we're giving them the the time that they they need for students again to learn to mastery um thank you matt and so there's a fourth grade ela example it's pretty similar um obviously ela is different but
020same process so um we've really been looking because of our iar results we've been really looking at the time that we're spending on specific things we've noticed on our iar assessment results that writing is an area that we could use some improvement with so we've made some changes to building schedules to ensure that that time is is dedicated at every grade level but um you'll see here i chose fourth grade they are the most they're the furthest along with everything with ela and math um and so it was interesting for me when i was talking to mr gold the results on iar and map were showing that fourth grade was performing actually really well and i would say it's because a lot of this work they're so much further advanced than some of the other
021teams they're further along in the process they've really been taking the advice of the roe um and i i do think that it's had a positive effect on the the testing their assessment results so that's there for you as well but the pacing calendar i thought was a huge win mr mccoy if you could click on the pacing calendar you'll see fourth grade has identified now exactly what they're teaching and when during the year so it's not we're granularly going down and saying okay this week this is the focus whereas some of the other grade levels are almost here but they still are using sort of a range fourth grade was able to um designate actual dates for this coming year and so you'll see actually another thing talking point i wanted to make sure
022i hit was um mr mccoy if you could scroll down all the way to like may april you'll see poetry pops up at the end of the year and that was intentional um it's there somewhere thank you um that's intentional because although poetry is important and we want our students to have experience with poetry um it might have been oh you're in december so if you could thank you um the the standards are important but they're not critical um indicators i don't know why that's not showing you okay it might have not i don't know because it was just working in my office but either way the poetry standards are um there are some that are critical um but they're not it's not something that we need to spend 10 weeks on like we would
023with fiction so instead of putting poetry in the middle of the year and pushing off fiction or um non-fiction units where we've sort of taken poetry out and dedicated the time that fiction and non-fiction need and then we're integrating poetry into some of the other units and lessons it's much more it's much easier to integrate poetry than it is um into a fiction unit than it is vice versa so um that's just an example of some adjustments we've made can you do that for other subjects outside of ela what would it be difficult to do for math yes okay yes yes we did we we made some adjustments for math um as well actually you know on the scope and sequence document for algebra you can see that the critical content is introduced early and
024then we hit it again as the year goes on so it's it's you know sort of a cyclical process and that wasn't necessarily happening before part of the the issue with just following a publisher's teaching manual is that they don't number one they don't know what's important to our community and what's important standard wise to in our state some of these curricula are written for the entire nation and every district or every school um every state has a different focus um depending so it's a state the standards are similar but there are differences in the way that they're written for each um for each uh state in the u.s but we're trying to really look at what we're doing in light of the standards we've chosen for our community here in big hollow that aligns
025with illinois um and making sure that everything is aligned but this is just a great example i can i can link the updated one i don't know why the last half of the year is missing but mr mcclay if you could navigate back to the presentation thank you so so this is what is being used now yes so any work that i've linked here is the work that teachers will be following and the only changes that will be made would be a team discussion but i mean was this done i would say fourth grade did but the math we just finished what date is today is the 11th uh the seventh of july so when you say now correct yes so the math work that you see here has not been reflective of what we
026did last year well our goal it's currently just for the teachers the students um i'm glad you asked this because i forgot to mention the proficiency scales that teachers have written before they write the assessment the proficiency skills are being shared with students so the student knows exactly what they need to do to show proficiency or exceed that standard at the very beginning of the unit and then what our goal is is to get all of that into otis so on the parent side it's much easier to view all of that so when they're grading the assignments are they using that rubric and returning it with the assignment that they that's our goal yes okay so you're currently showing them the standards but they're not they don't know if they hit those standards right and
027so our goal would be to pass back an assessment and then remind them of the language on that that rubric or proficiency scale so they know exactly what they need to do so then those retake processes become really important because the teacher is able to give that direct feedback and then go okay now try again then the retake they will perform better because maybe they have a better understanding and they just needed an extra exposure to that yeah so all right okay so we have all of that work that's been going on and it will continue until we're finished like i said fourth grade is probably the further still long but i would say the other content areas in grade levels are trailing them um so this year i'm really hoping to see a lot
028of the documents be used um more consistently this i linked here the standards-based grading or guaranteed and viable curriculum checklist so you can see exactly some examples of where everyone is at so if we click mr mccoy on the primary and elementary ela this gives you a rundown of where we're at with the whole process so first grade second grade third fourth we have dates in there of things that were being worked on all of the things that have been completed um i thought this was probably helpful for you to see so you can get a better idea of what's coming next and what was just finished so you can see we were working right up to the end of the school year may 5th and even a little bit past that if you could
029scroll thank you is that the end of it okay so just this process um is being documented on on documents like this for every content area in grade level so this is just an example of ela thank you and then there's a science one that that one's pretty cool if you want to click on that i get excited about this stuff um but the science department so not only did we just adopt amplify but it was awesome this year because they were able to take their resource and take those priority standards that they've already chosen and start meshing all of that together and so if you scroll down a little bit you'll see everyone who is involved and if you go back up a little bit mr mccully just you can see they're the amazing
030skills that have been written um those are just really great examples of proficiency skills that were just created and so again those will be shared with students and we're hoping to get all of that loaded into otis so the parent side is you know it's more helpful thank you we could go back oh yeah okay and then these are just more examples of proficiency skills for you the the middle school math standards-based grading folders great place to kind of poke around if you're looking for some more examples and more of the nitty-gritty of what's been going on but we're really trying to um push the pedal down but this i have to say this summer we've had so many dedicated teachers working on this that math for middle school has caught up probably they did
031months worth of work um and so we were unable to do a lot of that this school year because we couldn't get substitutes um but they've been able to get get caught up this summer okay so who's been involved we already mentioned we had grade level representatives we had content area representatives we had assistant principals who could pop in and be part of the conversation principals tried to make themselves present um but really it comes down to just getting getting their hands dirty the teachers just really kind of jumped in anytime we had substitutes they were willing to work so so what will we do next we'll continue the discussion of how will we know students have learned so again we need to make sure our assessments are in line with the proficiency skills and
032the um the standards that we've chosen that sounds like an easy process but again the problem is sometimes the publishers create an assessment and to be completely frank they're not quality assessments and that's true of pretty much any published um you know boxed curriculum that you can purchase some of it's good and we use it and some of it we just need to rewrite um and so that's what we've been doing um so and then if we if we are able to create an assessment once we give it then we're consider we're talking with each other and saying well did that give us the information we needed is the assessment you know a good assessment were the items that we chose good items the other thing that we're doing with assessments um which i've sort
033of described here in this next slide when we look about when we think about iar there's four different um assessment types that appear on that on iar so students are presented with evidence-based selected response multiple choice problems and then for ela it's prose uh constructed response and that's that writing opportunity and then there's a technology enhanced constructed response so when we look at the performance on iar not only did we notice some students just weren't performing well with certain test types or question types but they maybe had never even seen that kind of question before um on our on our classroom based assessments so they had very little practice with those types of assessments so what we've been doing is building in these types of assessment items into our cfas our our common assessments um
034and that takes time the other thing that we've done with assessments for example in second grade we noticed some of the reading materials students were being presented with in the past was not actually second grade reading material and you can't possibly expect a child to perform on a second grade ela assessment um if it's a first grade passage it's they're not being provided with the amount of rigor that they need so that when they get to a third grade ela assessment they're ready for that that difficulty so we've made adjustments all around it's just taken some time to find you know appropriate text and so sometimes the meetings are spent searching for appropriate texts to put into an assessment um so that's why i wanted to mention this because it's there's all these different facets
035that we're trying to to tweak and fix um one thing that mr gold and i talked about doing this upcoming year is really ensuring and i know we've done a little bit of this already but ensuring that students have time to practice um old iar items to prep for the test so it's nice because they give you this site with with field test questions that maybe weren't used but would have been subbed in um but now they've released them to us so we can we can have students practice using those that'll be helpful because it'll give them that opportunity to get a feel for the actual assessment what that's going to to feel like once they sit down to take it and then i've got some examples of rewritten math assessments here for you we
036don't have to spend time going through that i just wanted you to have an opportunity to look at it so ongoing questions again moving forward how will we respond when some students do not learn we'll be using those common formative assessments to determine how students are doing in the classroom before they take a quiz or a summative test and we'll be able to intervene and so that's when our tier two and tier three assessments really come into play this past year we didn't have any tier two or tier three um assessments so when i when i say that i mean the teachers at a tier one level are teaching the the grade level content of course they're assessing it but um now that we've got the common assessments we're gonna be able to sit as
037a team and again go through that process of looking at the results and if we notice a child struggling continuously then we can give them what we would call a tier 2 assessment to kind of dig deeper into their area of need and so teachers this coming year will be doing a lot more at the elementary level the majority of it will be happening primary primary and elementary so more phonemic awareness probes letter sound assessments if those are needed um so we're adding those in but those won't be for everyone that'll just be for students that we need a little bit more information on to determine their um you know how to intervene for them and you know and use a actual boxed like intervention so that'll be going coming up middle school as well
038we'll be i'm considering if you saw in the assessment calendar we we've been looking at a math as a math department here at um some universal number sense screeners that might be helpful in identifying students but the math department and i are and mr cornwell will be we'll be looking at that together we're not quite ready to jump in with that yet but it's something we need to talk about um and then again how will we extend learning for students who are already proficient so we'll continue to work on those exceeds columns on the scales and then provide those assessment opportunities for students to show what they know and uh for teachers to provide enrichment again otis we'll just we're going to be working as much as we possibly can at entering information into otis
039teachers have already been trained on how to create a proficiency scale and so mr gold um and thank you to you you've agreed to pay teachers over the summer if they would like to take the proficiency skills we've already created and just copy paste them right into otis so the background work is being done and then we just need to get it into the system so that teachers students and families can see it and eventually we'll put actual assessments in there as well but again that's going to take some time so i provided this little timeline for you it's a tentative timeline but this is kind of how i see things happening for the next three years the proficiency scales the assessments all of that is still ongoing um and then we'll have a little
040bit more training with otis august first so anyone who wasn't able to be trained june 13th they'll have another opportunity we're recording those training so then anyone who misses it august 1st can watch it after that um one of the things we foresee happening specifically at the primary elementary level is moving into science so math is pretty much finished um we have some tweaking to do for some of the grade levels but those representatives um can either join the science um the group that's working on the gbc for that or they can we can choose new representatives um we'll you'll hear a little bit more about science but it's going to be the same process it's looking at the standards and taking a look at some of the you know resources that we already have
041and how that fits with the integrity of the standard and then we're hoping we're thinking math and ela district-wide will be ready before all of the other subjects middle school we might be in a position where all the content areas are ready um by 23 24 but we just kind of have to see how this how this happens but i think for sure math and ela will be ready um i would i would say science would be ready next and then social studies we've had some turnover in the social studies department so that's why i say that and then um the following year 24 25 we'll have full roll out with everything in otis and then we'll continue looking at resources and always tweaking things as needed the assessment calendar is there for you did
042anyone have questions about that i i just want to know what you meant by standards basically standards-based grading so um when you think about like how we all were graded a b c d f um our goal and i've had some conversations with mr gold and josh as well is that maybe we we use sort of a hybrid model here at big hollow where proficiency can be reported out as a one two three four four being exceeds um and then we can take the point averages associated with those and convert those into a grade of an a b c or d i that's what i foresee happenings i know there's a lot of um i think some wonderings about how we just remove letter grades from students because grant isn't fully uh standards-based reporting so
043they're going to be going from middle school to high school and getting an abcd so do we want them to be prepared for that and i think the answer is yes i think you know i'll be honest the whole point of standards base is to take the pressure and the stress off of that letter grade and have it focus more on the learning that's happening um but i also think that it's important for students to be ready once they get to grant to see a letter grade and know what that means have you have i know you work closely with grant have and i haven't asked you this question so let me put you on the spot have they talked at all about going to purely standard space i have not been a part of
044a conversation i don't think so either yeah it was more um well now they've got the new they have a new curriculum director but um no i'm not hearing i haven't heard that either i'm just curious they they use the standards to discuss with students and to talk about proficiency but um i haven't heard anything where they want to go full standard space where it would be just proficiency based so if you do anything like that bring it to the board absolutely not like so it didn't blow up on her face like it did yeah last time actually um august 11th there's a board curriculum committee meeting and we have some teachers that want to talk with the board about how they are feeling and how they see things moving forward with the math department
045here at middle um and i think it's going to be a great discussion i think they have a lot of knowledge and a lot of skill and they've been working very hard this summer and they're passionate about moving forward and i told them we need to be cognizant of the community's wants and needs so they want to come directly to the board and have a discussion about how we could move forward so that we're not um causing you know the community to be concerned about their students and how how this is all going to flush out with grant uh my only it was kind of off topic that's why i didn't respond but i just i know that it's probably been what four or five years since we bought eureka and scholastic they don't seem
046like they're working based on our scores and everything else i get that these i was looking through the standards and clicking on the links it doesn't really come up to anything that i could relate to eureka or yeah are we even using them we are so the discussion that we have with teachers and with when the roe is doing this work with them they always go to our core resource first so when we look at an assessment we're always going to that school-wide or eureka we've been piloting big ideas math for the algebra and geometry um the discussion always is what does schoolwide offer for this and then does it align if not then we grab something else and we use a supplemental resource but the majority of our lessons and our assessment items are
047from eureka or squad it's just that sometimes we've got to tweak it and i would say as much as that sounds like it's not working most districts do this i know of a lot of other districts in lake county that have wonders for ela as their resource or um you know they're using cpm for math and i had a discussion with one of our our math consultants and so like if we were to switch to cpm for math then we'd have a reverse problem that we've had with eureka they're more conceptual and um and eureka is not so we've had to make a lot of adjustments to make sure that we're integrating that conceptual um knowledge into our assessments and into our lessons whereas cpm has too much of a focus on that so districts
048that have cpm want eureka and then people who want eureka want cpm but the truth is it's just this is the work that needs to be done no matter what resource we choose um i'll say you know school-wide um we've had to make tweaks with them too with the materials and the resources that they provide but um i think with this coming year we're going to do a little bit of a reboot because in 1920 that was the first year we actually were supposed to be using school-wide and then we went into the pandemic and teachers bless their hearts i would have done the same thing we're just scrambling searching for anything they could use in a virtual you know instructional model so after we came back in person now we're trying to get back
049on track with again using the resource um as it relates to the standards that we've chosen so trying to kind of fit all the puzzle pieces together is still happening so i wouldn't say it's not that the resource is not working it's this gbc work is not done and fourth grade like i said is the grade level that has the majority of the work done and they're using a school wide and they're using eureka and their scores um they were strong they did well yeah so if if every content area and every grade level can get there which i know they will we'll hopefully see that kind of growth across the board okay but um i put in a little slide here about advanced math percentages and advanced ela dropped in at the bottom i
050wasn't sure if you wanted to see that but we're in like a 20 25 range um across the board and i know the departments were heavily involved so the teachers were heavily involved in taking a look at the student performance and and selecting students who should be admitted into those courses was um quite a process used that's all i have for you i know i spoke for a long time how many questions so so like with what he was saying um just the performance even as of this year we were down compared to previous years when we were full back and swing where is the disconnect right now that that is happening and i know you focused on you guys are choosing the standards based off of what you guys see best for the students
051how are those standards related to our standard or the metrics we're being graded off of very heavily related so when we looked at our results um and then i'll tell you the roe coordinators are um heavily involved with iar development test development and um they help write questions for iar so they were really great resources in terms of ensuring that we're aligning what we're teaching with what's going to be expected on iar would you say that we found out some of that this year though that would not necessarily have an impact on this year's scores like some of the tweaks that we needed to make for math we just made on july 7th yeah like i know it was just very disappointing when we were hoping you know we were finally out of cover yeah
052we're gonna get their first test results back and they were lower than they've been to date so i mean there's got to be a disconnect somewhere i know i mean this is all effort that's taking back place in the background is anything being done in the classroom now to try to you know i know it's like we're seeing the results in math but what are we doing you know how are teachers working with students differently how are they right so that's that's where that instructional model of the small group instruction um that was never a requirement before here at big hollow but when you look at the research that's how students make the most gains john hattie marzano all of them have done research on that so um this year we provided a lot of
053training and so part of the training included taking a look at the priority standards that we are teaching but how do you as a teacher respond to those small group small groups of students that you've clustered together maybe six students are struggling with x priority standard you notice that and then respond in a small group and then you pull a different group for different reasons and so that's never been required before and we'll be continuing to provide support and assistance to teachers to make sure they're feeling comfortable with it but we saw huge changes in our math classrooms this year when we did walk-throughs and we've created a math walk-through specifically a math walk-through document that administrators will be using so that we go and we know what we're looking for and if you know
054majority of teachers aren't demonstrating something on that um walk through form then we know we need to provide more professional development for that area but same thing with ela the guided reading um more writing instruction making sure those blocks of time so it's it's hard to describe it all um briefly because there is so much involved but um the proficiency skills again that you've seen um and then the tweaked assessments some of those haven't even been used with students yet yeah just in fourth grade mostly one of the things we and i won't go too deep into this either but one of the things we've talked about that need to be addressed is just the culture around testing especially at the middle school i think that it's intended to get into where the test isn't
055that important you know so there's a culture there around testing that we have to fix and address because we're we want to make sure we're getting an accurate reading where our kids are at right and it's like i mean i would hope that we would still i mean we could see some improvement before you know 2025 when this is fully enacted otherwise if we have to wait till that point yeah and then go back to the planning board and say well we've used five years to build this curriculum that's not yeah improving i mean there has to be we have to start seeing some sort of improvement for the stakeholders because it's yeah i agree no doubt no doubt at all is there um any resources that you could use to expedite some of this
056gdc well i would say like i said the summer work has been crucial um i'm working with both middle school a little bit more because it's been more difficult for our teachers here to get release time we're trying to find other pockets um that we can ensure the work gets done one of the things that mr cornwell and i discussed is making sure because ela here at middle really missed out on a lot of times just for everything from like sub shortages there's a lot of different hurdles and so one of the things we're looking at doing is making sure because we know we can get subs on fridays of early release for whatever reason the subs like doing fridays early release fridays so i'm like we're gonna prioritize ela on every early release friday
057so they're gonna get a sub from the morning and then we'll hopefully get them some time all the way through to the afternoon to get the work done it's just a matter of finding the time a lot of teachers aren't able to stay after school um and so that's it's been a hurdle um they have small kids so they've got to get home but um just trying to be creative and prioritizing the teams that need it the most first i mean i would have said i would have told you in may that i was worried most about middle school math but that's not my i'm not worried about them anymore because they've done so much work in the last three weeks um so it's just finding that time that dedicated time um the other idea
058that we've tossed around is um you know just creatively how can we release teachers out of their rooms if we don't even have subs so um this year i'm excited just you know if i need to go substitute for an eighth grade teacher so that at least one person um in ela can meet with the roe then i'll do that you know so just trying to think outside the box my last thing was what about iar testing i i don't know what it was like at primary elementary but middle school seemed to be a hot mess is um that kind of because i think they were taking four hours in one day so it was the iar schedule was like more condensed and they just kind of knocked it out but that was because they
059were able to um like science teachers were able to test students for ela and so josh and i were talking about how we could try to make a schedule where um that's it's not that that designed that way so we'd like our ela teachers to test you know students um on the iar ela so that they're in that environment i think discussion just needs to be had about um you know growth mindset and you're gonna please try your best on this test it's really important we need to make sure we do our best because this this this and this are all you know riding on it trying to put a little um healthy pressure so that students do try their best and show what they know and then those ir test questions the link that
060i put in the presentation i think will be crucial for teachers to be practicing beforehand now when they're done with the tests what do they do like in the classroom yeah well generally it takes as long as so like as long as a period because um ela is math is like 60 minutes and ela's 75 i want to say so i don't think many students have a lot of down time and from what from what i've seen um is that if there is down time they read a book um quietly while the other students are finishing okay so just to preserve that quiet test environment but it is i mean if students are done early it is a loss of instructional time but i know teachers are really great at proctoring and making sure students
061are slowly going through and not just clicking to get to the end of the test too the quick wins are addressing the testing environment and the other work is harder work taking a little more time but like very you know actually right we get we've got to start seeing some results of this for sure is i mean is this really you guys have to develop the whole thing it's not you're not trying to reinvent the wheel you're using what's in place and you have to i mean it takes that much work on your end to format it for our district yes um like i said some of the publishers most of the publishers i would say like they just create these curriculum based on general standards for the nation it's not illinois state standards although
062illinois is very similar to common core but um sometimes the rigor is just not there they're not what they're providing both instructionally and an assessment that they the publisher has written it's not matching up all the time and that's pretty normal but it's just that's why you do see you know some districts who have this work done it doesn't matter what resource they choose a lot of districts don't even have a resource like schoolwide or eureka and they're they're literally going out and finding every single text for every single lesson that they're using but i think that's really kind of an unnecessary lift for us um so you'll see some districts just have their very own curriculum san francisco they've got um on their website they've created all of it on their own it's quality
063from everything what we're well the other problem with big box curriculums too is they they don't write it as if you've got 176 school days they write it like you've got 340. and so it's just if a teacher is not experienced with her his or her standards they could spend three weeks on something that could have been covered in a week and then you're missing out on that other content but i'm glad you mentioned that daisy because um one of the nice things about schoolwide is they've got some science um units that they've published and we have full access to so when we start looking at science we'll be able to pull that as a resource too not just mystery science that we've been using we can pull in some literacy components that can be
064so then you're really increasing the rigor so it's not just science content they're really getting ela instruction as well or math thank you any other questions it's all good totally fine maybe we should introduce daisy i didn't that's okay since she spoke up i'm going to introduce her daisy she's our brand new multilingual services facilitator and we've been working collaboratively with mrs janus to get dual language up and going and daisy just finished a presentation that went out to the community today and we linked in an opt-in form and we've already got 13 families who would like to have an opportunity to be in dual language and that was within three hours yes so my name is daisy orianna i started off working at round lake with a transitional bilingual license so that was a
065temporary teaching license until i got my masters in elementary education at round lake i was part of the language arts curriculum writing team so i helped develop the you know what michelle presented is very similar to the work that i was doing in round lake as well i also helped develop the science curriculum and the dual language curriculum there as well i was also the data coach and uh silk uh leader so for my plc so and i've only been teaching four years so um yeah i've also worked very closely with the museum of science and industry to help um you know bring science like high quality science education to uh the elementary school so i'm very excited to be working with uh you know the dual language program and helping you know develop the
066curriculum here at picalo so yeah thank you thank you good questions thank you nice one to michelle did a great job appreciate it thank you thanks for doing all that all right next uh school improvement planning i i put the executive summaries in your packet just to remember reminder the principals work on these in the fall and they get their school improvement plans written and then throughout the year they meet with their building leadership teams they review these they work on these goals at the end of the year they complete the final column of this that talks about their progress you have these documents in here but uh dr bianclana and miss janis are going to give you a short summary of just where we're at with the school improvement planning so it's the the
067document you have in here is is different than the one they're going to present it's just going to be a short slide there we go the board has a detailed school improvement plan for each building but tonight we will provide for you an overview of the school improvement plan goals and a review of the work that was completed in the 2122 school year the self-assessment of mtss implementation tool is designed to measure four things the school level implementation of mtss identify and prioritize system needs guide our action planning and assess the impact over time of the app action plan implementation across the system it is designed to prioritize and focus the resources on those areas in the need of most attention or support and in 2021 22 within that school year the building leadership team
068at each school separately created an action plan to address any of the 40 components within those six domains that was below the emerging developing category and we are proud of the work our teachers have done to build a guaranteed and viable curriculum which is designed to meet the needs of all students in the next school year we will continue to strengthen our implementation of mtss that was designed with guidance from the illinois mtss network okay so as you can see in the copies of each building's sip goals and action steps a variety of efforts have been and will continue to be made to have an impact on our community's perception of the diversity equity inclusion and sense of belonging within our district this will be a continual goal for ever task forces related to human
069resources curriculum resources policy and procedures community engagement discipline and assessment have all been created this year the main goal being to ensure our big hollow community continues to foster empathy and a sense of belonging for all of our stakeholders so as we all know if students staff and families don't feel a sense of belonging this can greatly impact learning it's really the foundation of it all so this year one of the measures we used was a diversity equity and belonging include includes inclusion i'm sorry inclusion and belonging survey we received so few of these surveys completed surveys that we determined the survey data to be unreliable however we still considered the feedback as we thought about and developed action steps for this year however even with the diversity equity inclusion and belonging survey data without
070that data we can report that there is a stronger sense of inclusion of diversely representative content resources and pedagogical approaches various cultural celebrations building equity subcommittee meetings and activities greatly contributed to movement in this goal area our main goal continues to be ensuring that our big hollow community continues to foster empathy and a sense of belonging for all of our stakeholders and we will continue our work within each building and as a district through the various committees curriculum discipline and human resources already established any questions this really ties into the presentation we just had so we uh yeah we it was a lot of work ties together and uh i look forward to sitting down with uh three principals this this fall and setting uh new plans in place any questions all right moving on
071uh item c [Music] the budget update discussion so that exhibit nine is in your packet um matt if we could get the exhibit nine would be great the uh this was this was probably one of the more challenging years for me for budgeting purposes because um we had a lot of esser money floating around we had uh we had income that i didn't expect and we had more expenses than typical year with the uh still kind of the some pandemic effect um i honestly as of middle of june i still wasn't sure where we're gonna end up i was a little nervous uh because our expenses were higher than typical year um the three funds that uh the three funds that i pay close attention to that i think you should as well are the
072education o m and the transportation those are three working funds that we um uh we see a lot of expenses out of and then we have so what you're going to see is that all three funds ended the year in the black not by a lot but they ended in the black which is the goal and i will say though that we we received some income and i think i talked about it before we've seen income like in food service income that i really wasn't expecting or the amount and so i was hoping we'd be a little more in the black in some of those areas but we also didn't get i think we were probably i'm going to say actually got the number for the meeting around 700 800 thousand short on what i
073thought we'd get in tax money before june 30th so we're gonna get it it's just gonna it just it's not didn't come as soon as i thought it would be um so that messed up my budget a little bit but it was offset by some of the revenue that we received that i did so it all balanced in the end but that is revenue that will be will be coming but i will reflect in next year's budget so the uh what's not reflected on this sheet is the 2.5 or the two million dollar i'm sorry the 1.5 million dollar transfer we did out of the o m so it's not reflected here but the o m if you remember we took 1.5 million out we put um i gotta remember where we put it now
074that's what i was trying to we put we put um actually it was 2 million out of o m 500 000 went into fund 30 because next year we're going to offset the debt service for the community and then the other 1.5 million went into capital uh the capital projects fund 60. it's not reflected here because it would have messed up the numbers but i want you to know that at the audit that will be reflected but this lets you see what we spent this year in each account so uh capital projects fund uh if you notice i just want to point this out in case you're looking at it wondering if you go across on the capital projects fund balance beginning balance was 874 000 we budgeted a revenue of a hundred thousand received
075a revenue of 604 so that's way off uh we budgeted an expense of 251. we expended 952. that's way off the reason for that was we received the uh if you remember we received money to purchase through e-rate to purchase uh computers uh chromebooks for basically we were able to take that money and they gave us 400 per device and across the district we were able to upgrade all of our technology with significant help from e-rate so that we ran that money through capital projects so that's why we our expenses are higher than we thought our revenue is higher than we thought because when i got the revenue rate i put it back into capital projects to pay for it so we in in the end we got all the all the technology we didn't
076get it fully paid for but we it was i think we probably expended about a hundred thousand dollars or roughly i have to go back and look at the numbers for sure so we did expend money for that but it was we we got we bought all that equipment for pennies on the dollar uh from typical years so and we won't have any technology purchases and for students or staff computers for a few years so so that's the reason for that but otherwise that's the this is just a pre-audited summary for you now that we have the end of june numbers so that's all that is any questions does this include the extra money or the money we're receiving that we didn't receive from the state that was yes two hundred thousand dollars that was
077in the ed fund uh that was being show up in the ed fund revenue uh so i anticipated seventeen million three hundred fifty thousand in head fund revenue we got 18 million 597 that was part of that and part of that was food service part of that was also it we get money from corporate personal property replacement tax cpprt and for some reason those that amount went way up this year all right the next item i have is just energy report summary and i just i'll probably stop doing this unless you want me to keep doing it from here but i wanted you to see i did it one more year just you kind of see i think 2021 22 kind of gives us a base of the impact of the solar field last year
078we weren't really sure because it wasn't a normal school year but i think you're seeing that we're saving we're going to save probably between 800 000 on the with the solar field so looks like we've settled into a number there right now we're not being impacted by the natural gas rates because we're locked into a long-term deal so we're okay right now any questions on that all right item 11 is uh we and we don't need to read through this whole thing it's in your packet but we had talked about we did our board training last year to uh review our board agreements every year and i would encourage you to read through those if you haven't because it they're very good items in there that we've talked about in the past and we all
079agreed to those last last summer so item f is welcome back breakfast we're gonna do something a little different this year uh we usually do a luncheon with the staff we're gonna open up with a with a breakfast and uh we're i think it's gonna be a it'll be it'll definitely be a change and i'm looking forward to it so if you if you want to attend you're welcome to as board if you're available that morning of august 22nd 8 a.m so i'm gonna take the first couple hours that morning and i'm gonna incorporate um some time with uh with the staff with message that i want to share with them and uh also with their breakfast it's gonna be about a two hour deal so um so that's on the 22nd and the union
080does uh we we team up with the union on that uh they helped pay for that breakfast as well so item g is just uh we just put this out there so that you're aware of the timeline for my evaluation every year um i think that worked well this year uh with the with evaluation more towards the end of the year i am looking at i've gotta i'll be sharing with you um a new process that'll be easier for you all so um and it'd be easier for me to get submit some stuff to you as well that is it for me kevin anybody have any questions on superficial board any questions on the june employment report can i please have a motion to approve the june employment report with the additions motion second warning
081yes uh anybody have any questions on the insurance rates yeah please have a motion to approve the new health dental vision life insurance rates as recommended motion second order yes any question on closed meeting minutes remaining in close status companies have a motion to approve the review of closed meeting minutes second vivian all in favor hi hi any oppose i said resignations we accepted a resignation from lindsay brilliant middle school business information technology teacher musical choreographer and speech and acting assistant coach effective june 14th 2022 uh any questions on the foia requests about the monthly reports for the board next regularly scheduled board meeting will take place monday august 8th 2022 with closed session beginning at 6 p.m and open session beginning immediately after closed session ends can i please have a motion to adjourn
082motion second joe and vivian all in favor my