001foreign call to order this regular meeting of the board of education for Wilmette Public Schools District 39 this Monday November 14 2022 will the clerk please call the roll Amy paling here John C's ready here and heart here Bonnie Kim here in kenzica here Lisa Schneider fabes yeah Aaron Stone here well principal Cindy Anderson is here to introduce some Ramona students for the Pledge of Allegiance good evening everyone so tonight I have some Ramona Mustangs here and we're really excited to share with you some of what we've been learning at Ramona this year I asked some teachers and social workers for some students to help us tonight some students that have been using some coping strategies we learn a lot about social emotional learning at Ramona and these students have been using coping strategies to
002help with big feelings that pop up sometimes so tonight they're going to tell you a little bit about what they've learned hi my name is Anna and when I have big feelings I meditate meditation is basically sitting down and breathing in and out slowly and calmly again and again my name is Carter Fisher and my strategy is to take deep breaths why don't we all do some [Music] um foreign and when I feel big feelings I don't go all frustrated I think of something that makes me feel happy it can be anything as long as it makes me happy and when I think about that one thing I replace it with the bad thing that happened to me so that I'm all happy again and no bad thoughts come near me hi everybody my name
003is Henry Siegel and I have been learning about butterfly breathing to help me calm down when I have big feelings I'm going to teach you how to do it so when you have big feelings you can feel better like me hi my name is Margo and I'm in fourth grade at Ramona school when I'm feeling nervous during a test something that helps me calm down is taking a short walk to the end of the fourth grade hallway and back this helps me take a break and a breath and when I come back I'm all ready to finish my test hi my name is Josie and what helps me during a test is taking balloon breaths huh hi my name is Molly I'm in fourth grade whenever I'm stressed I like to take a deep breath
004and squeeze my hands now please join us for the Pledge of Allegiance I pledge allegiance of America to the Republic for which I stand one nation under God indivisible with liberty and just this for all I want to thank you so much for being here and teaching us some of the things that are probably the most important thing we could learn all year so you've taught us all strategies that we can use and we're so proud of everything you're doing and really grateful for you to take your time to come and share those with us tonight so when you leave I'm going to meet you over at the door here to give you a little something to thank you for all of your hard work and for being here thanks again [Applause] thank you parents
005unbelievable [Music] I mean it's just the best part of these meetings that's incredible so inspiring so true uh speaking of inspiring I'll direct our attention to the artwork behind me and on display this month we have artwork from McKenzie elementary students in Carol nimrod's first through fourth grade classes first graders embraced the season by creating patterned pumpkins inspired by the Japanese pop artist yayoi kusama while second graders explored architecture and the art element space with their colorful cityscape collages third graders recently learned about radial balance and Vasily Kandinsky creating eye-catching circular weavings and fourth graders studied various Artistic Styles throughout history and Drew McKenzie garden flowers in three styles of their choice beautiful artwork I seek a motion to approve the minutes of the October 24th 2022 Board of Education regular and executive session meetings
006I moved to approve the minutes of the October 24 2022 Board of Education regular and executive session meetings may have a second second board members any comments errors or omissions to the minutes okay all those in favor of approving as submitted please indicate by saying yay motion carries it's time for public comments are there any community members present who wish to speak so we'll move along to board reports starting with facility development from Mr pantika thank you um during the committee of the whole meeting this week we had an update from Mr Papa Nicholas of Nicholas Associates on construction designs for 2023 um the designs now are 100 complete and the bids were sent out last week so far the Baseline budget that was established earlier in the year is on track um and obviously
007we're looking forward to seeing how the uh the bids come in and they'll be presented to the board next month thank you uh Mr cesaretti of school Finance all right so we had a quite an extensive uh session last um Committee of the hall uh first we talked about the 2022 tax levy and Mr bultemeier stated that the Cook County Clerk's Office released the final tax extension numbers by area Community in time for bills to be sent out in November with a due date of December I understand they're going out this week at least they'll be available online the final tax levy will be presented at the levy hearing held prior to the December 12th Board of Ed meeting local property taxes are 83 percent of the district's total revenue Mr boldemeyer provided a history
008of these consumer price index over the past 20 years which is a key driver of the district's annual tax level and discuss new construction projects that would provide additional tax revenue for the future he reported the estimated amount of new property growth is approximately 14 million dollars and the equalized assessed value dropped 7.8 percent based on these considerations and the limiting rate estimate calculation which is 2.7173 percent the levery request is estimated at five percent for CPI plus an estimated 2.2 percent for new property growth total 2022 tax levy request is 62 million one hundred twelve thousand eight hundred and seventy one dollar members discussed Senate Bill 508 adjustment rates new property growth and we also discussed the 2022 financial statement audit we had Nick Cavallari of Baker Tilly provide the auto presentation for District
00939 and the Wilmette Community special education agreement is District 39 and the wcsea would see financial statements rendered clean opinions on both audits Mr boltzmeyer presented the budget to actual differences for each line item the fiscal year 2022 budget deficit amount was 5.7 million and the actual fiscal year 2022 deficit was 2.4 million the June 2021 operating fund balance was 35.7 million and the June 2022 operating funds balance is 33.3 million fiscal year expenditures of the operating funds was 62 million 796 90800 and the fiscal year 2022 expenditures were 64 million 355 642 dollars we also discussed long-term debt planning Mr Mr boltzmeyer noted that the board had indicated a desire to talk about Debt Service and bond issuance Elizabeth Hennessey of Raymond James will attend the committee meeting in December to provide an updated
010numbers and obtain firm bid amounts regarding Debt Service and bond issuance in the meantime she provided a summary of outstanding debt service tax rates and long-range debt strategy for members to review uh Mrs Schneider thieves [Music] Mr chiamante presented and discussed got the report on long-term enrollment uh projections at the November 7th Committee of the whole week the reports posted again as part of the agenda materials tonight for reference um and those who are interested in a more detailed review are encouraged to recording of the um maybe the whole presentation and discussion nothing thank you very much I'll move on to Liaison reports starting with Community Review Committee from Mr cesaretti yeah I was um very fortunate to attend the CRC meeting on November 1st that's really nice meeting I understand that the main topic
011is neurodiversity so they kicked that off and um and they also adopted an audit topic which I believe is to come up with a procedure manual and guide for future crcs so thanks for being here uh Mrs Kim Educational Foundation hi uh yes I went to the meeting last Wednesday with Heather and um it was really great meeting um I think the main topic was um the committee voting on group grants which I think were awarded on Friday so three of them so yeah that was really great it was great to watch the process and um yeah really impressive group of people so all right thanks for representing us there uh and Mrs Hart Wilmette Community special education agreement sure thank you The wixie Advisory Board met earlier today the board accepted the fiscal year
0122022 annual financial report and approved fiscal year to date activity through October 29th The Advisory Board also discussed initial plans for summer 2023 esy and review and reinforcement classes these programs could take Mackenzie and Wilmette Junior High this summer and program information will be shared out with families in late June or early February thank you and Mrs Kim or Mr cesaretti the intergovernmental yeah so yep I uh and I went to the intergovernmental meeting which was good meeting on November 2nd and we did a bunch of stuff we more or less finalized the agreement to um you know related from our perspective of contributing a relatively modest amount to community coordinator the village is picking up both to the tab at work we also discussed other topics that are on the agenda the eni strategy
013think that the villages going through some pretty intensive study and I mean clearly we've done quite a lot of work as well we also discussed the next topic which is mental health so um I think it was committing into a lot of meetings this month thank you for all your for sharing all of that important work and uh Illinois Association of school boards this is Kim not much to report except um I'm looking forward to um next week's meeting with our conference with uh Stone so um yeah nothing else to report right thanks for going and eager to hear what you all see and learn and any legislative update no okay then we will turn to information items I'll turn it over to Dr kremis Goldie uh we have just a few um updates for
014the board first of all in terms of written communication the board received written communication from Sarah Squires Doyle asking about District 39 efforts to support family Action Network we were able to respond to those questions and also from Sarah O'Hare and Deborah Manoff thielig shared messages on safety and advocating against gun violence in terms of administrative announcements we want to recognize our school board members today tomorrow November 15th is designated as School Board member day here in Illinois and this is our district and community's opportunity to thank our School Board of Education members for their commitment to providing local governance in our school district for their vision and for their leadership I personally want to acknowledge and appreciate the countless hours of service provided to our community by members of this board sincerely appreciate your
015feedback your input your leadership and your vision and we think we think so there's a small token of appreciation at your desk but really we just want to take a moment to say thank you and applaud all of all of the work that you do to help us to pursue pursue excellence in our district so thank you [Applause] we do have parent-teacher conferences coming up at the end of this week most of our parents have signed up if you haven't yet please reach out to your school office I know our teachers are eagerly preparing for those conferences most will be online or virtual via Zoom a handful have been requested to be in person and we're happy to organize those for our parents as well so we're really excited to have this opportunity to connect
016parents and teachers again at this important time of the year as we get ready for fall break so thank you to everyone for making the time to get together we have a Freedom of Information Act the district received a request from Danette Powell of insatec Incorporated requesting a copy of the winning proposal for the RFP special education in response to intervention evaluation that was done in January of 2020. and with that we can move to a strategic Plan update that's okay great thanks um as the board is aware there's a number of goals we're working on through our strategic plan and this month we bring forward some assessments on social emotional competencies our administrative team and under the leadership of Kelly Jackson have been working on advancing our social emotional competencies and supporting our teachers
017and our staff through this work and there's been some developments in our assessments and we want to talk a little bit about those and show you some of the data that have been collected in support of our work in this area so Kelly on behalf of the the team that's been working behind the scenes on this we're glad to have you today thanks um so this school year we began the year supporting our teachers with the full implementation of the District 39 framework for social emotional learning the framework is made up of five competencies as we've gone over several times um of social emotional skills developed by Castle they include relationship skills self-awareness self-management social awareness responsible decision making as well as the area of diversity equity and inclusion as a part of that work
018we shared at the committee of the whole meeting the programming of three to five learning objectives and Company encompassing the various competencies that have been identified at each grade level and shared some resources that include responsive classroom and everyday speech SEL an essential component of the District 39 social emotional learning framework is the use of Assessments to gather evidence of Competency Development Across grade levels and to also evaluate the effectiveness of our instruction and our resources we also use this information to identify areas of focus for instruction across grade levels and individual classrooms over the summer of 2022 the SEL assessment subcommittee recommended an adjustment to our previous assessment structure to improve the information that we're Gathering at the K4 levels while we had helpful information from the teacher perspective through the Dessa we wanted
019to gather more information about the actual student learning that was going on and at the 5 8 level we worked to improve the areas targeted to gather student information and assess social emotional learning by adjusting the questions that we included on the mesh survey at 5 8 we also added the step of relationship mapping back into our practice so we have some helpful data from the teacher perspective um I didn't mention but at the K4 level SEL web or cell web was what we added to gain that um student perspective all of our assessments took place in the month of October over a two-week period and schools are now using the data to take a look at um school-wide data and to plan for instruction problem solve for individuals and groups of students and really
020notice Trends on to where we can focus our efforts first let's look at the Desa Devereaux student strengths assessment it is comprised of a short eight question questionnaire that teachers fill out and then based on that questionnaire if a student is identified as needing support the teacher then fills out a longer form and that gathers more specific information so you can see here just the overall look at Dessa they indicate that 30 38 of students fall in the strength category which is the green bar on the screen 59 fall in the typical range while three percent were identified as having social emotional needs or 46 students out of all of our elementary school students when the students are identified in that red category again the teachers are given automatically given a longer survey that they
021fill out and then that gives more detail as to the areas of need and then that coordinates directly with resources and lesson plans that teachers can pull from in order to help intervene for those students this overall information will be used as a baseline to set targets for growth throughout the year next we'll take a look at cell web it's it's a narrated assessment given online students are given situations and are asked to choose the way that the character might feel or choose the reaction that best illustrates the problem this is all student completed some task challenge students self-control and others ask them to identify emotions or respond to the emotions being expressed I know the ee version or early Elementary has like pictures of people's faces and the students have to identify whether they're
022happy or sad or angry what have you um there are two versions of the cell web one is Early Elementary or the ee version this is fully narrated with Graphics So reading is not required it was given to our kindergarten through third grade students and the Le is late Elementary this was given to our fourth graders um the ee assessment measures social emotional competency development in four areas emotion regulation or recognition excuse me social perspective taking social problem solving and self-control the Le assessment measures development and understanding others social problem solving self-control and self-awareness results are divided into four performance levels above average average below average and well below average so this is our early Elementary results for the far left column is overall and you can see there that 89 of percent of students
023in the kindergarten through third grade range were in the average or above average categories and 10 percent were in the below or well below average with one percent being in that dark green which is the well below average we will take a look at the students that are actually in those categories and see how that compares to the information that we have from the teacher perspective in the Dessa and then we'll make plans as far as interventions go from there as you can see the four categories are there and there's different percentages in those four categories and again that helps us to pinpoint what areas might a student be struggling with um certainly the the darker category it's four percent one and it's one percent in another so it varies among the students as to
024where they might be stronger or need some more support oops all right let's take a look at fourth grade this is the Le for fourth grade you can see again that there's a high number of students in the average or above average category so that again is 89 percent um and 11 in the below or well below average with one percent of students in fourth grade in the well below average category that's the overall um on the left hand side there again for individuals or groups that are falling in the below or well below average category we'll be looking at all of that data and compare that with the Dasa information as well as anecdotal information that we have from classroom interactions and and social emotional learning and we'll plan accordingly next we'll take a
025look at the mesh mesh was what was given to five eight the mesh has two components student social emotional competencies and student environment and supports this helps to give us both information about student perspective on the school environment as well as their social emotional competency development area is targeted in the student competency questionnaire includes supportive relationships self-management social awareness positive feelings challenging feelings emotion regulation and in grades six through eight there's an additional category called social perspective taking this year the categories of positive feelings challenging feelings and emotion regulation were added so it better aligned with what we wanted to gather information on and the competencies that we were um teaching toward in the classrooms areas targeted in the student supports and environment questionnaire includes school safety sense of belonging School climate and new this
026year we added valuing of school also included in the environment questionnaire are two questions about bullying at school it's important to note that as we look at these scores students indicated a favorable response so the percentage is the percentage of students who indicated a favorable response and then we compare that to the National um average in those areas so those numbers might be different it's based on the national norms go through that in a second um so here we have the mesh for fifth grade and this is the social emotional learning student competency measures for fifth grade so we'll do the student competency measures first you can see that fifth graders demonstrate strengths in in um pretty much every single area the one area of note that doesn't fall between the 80th and 99th percentile
027in on this questionnaire is that of supportive relationships um our 89 percent favorable responses to these questions just fell under the 80th percentile so it was like actually at the 79th percentile so it was really close to that line uh a key question though in this area that we'll dig into is uh do you have a teacher or other adult from school who you can count on to help you no matter what that's one of the few questions that are answered in that category and one that was answered a little bit lower than the others in a favorable way so we want to dig into that and also cross-reference our relationship mapping which the purpose of relationship mapping is that adult to student connection and so um our as we dig into it we're hoping
028to see where those might overlap and which students really need to have that strong connection in sixth through eighth grade you can see that all of the categories fell between the 80th and 99th percentile which is pretty it pretty great um we this hasn't this has not been the same way um over the past couple of years that we've been doing that so um we hope that that continues as we go throughout the year um the areas of supportive relationships social awareness and social perspective taking and positive feelings we're at the 90th percentile nationally and then self-management challenging feelings and emotional regulation fell at the 99th so those were even higher we will though take a look at that supportive relationships there's more questions in that category on the sixth through eighth grade questionnaire and
029one of them is the same question that I just read for fifth grade and we want to continue to take a look at that it was a little bit lower than some of the other ones as mentioned but the reason that we might be higher in the percentile is the comparison group of kids different ages so now this um next group of questions is related to the student supports and environment portion of the survey and this is where we dig more deeply into the sense of belonging areas that we've talked about for a few years and results for fifth grade show strengths in school safety and sense of belonging we're both favorable response ratings fell between the 80th and 99th percentile more specifically school safety at the 99th percentile and sense of belonging at the
03090th percentile it was really interesting as I dug in school safety was really high on the six through eight that you'll see in a minute but um dug into some of the questions on there and it was really evident that our kids feel safe at school they're not fearing they're answering at least that they don't fear violence happening happening at school so I think a lot of the measures that we put into place and a lot of the practicing that we do is really effective um so that's good for me to know as we go through all of those things um and then as we look at fifth grade a couple of areas that we want to take a deeper dive into is school climate which fell at the 60th percentile nationally um and the
031valuing of school which again is that newer category um which fell at the 70th percentile uh nationally and we've really felt like as a committee and we talked about this actually last week that that valuing of school really speaks more there was a different category that we looked at last year called effort but really the valuing of school is a big thing that plays into that intrinsic motivation for kids and so the effort comes as a result of that based on what we believe is is going on with kids so we wanted to really Target that area is how do we how do we help them value School in different ways um and then as we look at sixth through eighth grade again there is a strength in school safety again it was at the
03299th percentile here so that's great for us and um then sense of belonging was at the 50th percentile in school climate was at the 40th percentile valuing of school fell at the 30th percentile um because school climate and valuing of school were not as strong from fifth through eighth grade and the sense of belonging was also not as strong at sixth through eighth grade at the mtss SEL subcommittee team will be digging in more deeply into these areas and looking at the actual questions and um kind of how our kids answered them uh the team has already looked at just kind of taken a cursory look at these and has begun to dig into best practices in these areas we'll couple that information with information gleaned from the individual questions and the responses as we
033develop plans for the future um I just wanted to take a quick minute to review the answers from The Bullying questions so on the previous slides you saw a category that says additional questions that's these two questions and Kristen gives a report uh later in the spring about our annual bullying report and considers this information in that but just as a quick look these are fifth grade answers so have you been bullied at school and how often are are students at your school bullied and you can see that in both of those from the spring surveys those went up quite significantly so you see the little green arrow on the right hand side there and a seven and a nine so that's how many uh percentage points it went up from the spring and you
034can see even by the graph how much that went up and overall it's from 77 to 85 percent so um that's encouraging and again we hope to maintain that as we go through the year um I and then at sixth through eighth grade you can see it it stayed relatively the same um it's kind of in the mid 70s there for the last few years but or the Lesser administrations um have you been bullied at school um it's down one point from the spring surveys um but the how often are students at your school bullied um that's up two points from Spring surveys so more favorable than spring so again that's a positive that we want to maintain and grow on and hopefully we'll improve that 84 number as well so as mentioned the mtss
035SEL subcommittee has already begun taking an initial look at the data gathered from these assessments and we'll be using these data as a baseline to set growth targets um as a part of our kpi work Additionally the team will be gathering data from teams administering the assessments about the um about the new assessments like cell web or the changes that we put into place on mesh to gauge the effectiveness of these changes at really getting to what we need as a as a school community information will also be gathered from mtss building teams about the use of these data in problem solving and interventions the SEL committee has some the SEL subcommittees has a couple of sub subcommittees one is really looking at planning for interventions at the tier two and tier 3 level and
036one of their action steps for the year is to determine criteria begin to build a Resource Bank for teachers so these assessments will play directly into how do we set that criteria and then also as I mentioned before each of these three assessment tools has resources that connect directly to the competencies assessed so if for example we're seeing a trend that's going lower in an area then we can go into in in mesh for example it's called The Playbook you can go in there and then they suggest different things to do for that um sense of belonging has relationship mapping as one of the tools to use so great for us to know that that's directly connected to them finally our SEL subcommittee we have one that has a focus on just sense of belonging
037um and a result as a result of this we're going to add in that valuing of school information into that and as part of their action steps they're really researching best practices with what other schools are doing with senses sense of belonging um and how to gather that intrinsic motivation for kids so that they can be successful in all areas we'll be looking at other schools schedules their advisory programs and planning how we can support our students at the 5A campus and improved ways um as I continue we're going to change from students to teachers quickly and a district-wide survey was administered to all staff to gather feedback around areas related to goals 2 which is supportive Community three professional community and four family Partnerships for the purposes of tonight I'm just going to review
038the questions around goal 2 which was supportive Community teachers shared their perspectives on their confidence and ability to deliver instruction in social emotional learning using the framework and tools implemented as well as professional development that was related to that so I'm just going to go through quickly the the graphs with the data from that survey um the first question is how valuable are the SEL professional development opportunities um considering the purple and the green colors which are the top two areas as favorable we would say about 50 of the respondents find a high level of value in the PD opportunities while another third consider them somewhat valuable so in our work we'll hope to decrease the numbers in the red and the blue which don't find it valuable or only somewhat valuable and then we'll
039put an increasing level on value hopefully grow that value that people feel for the sclpd uh the next question was how often do your social emotional learning professional development opportunities help you explore new ideas again in the purple and green we have about 41 of respondents saying they use these opportunities to explore new ideas and just over a third said they sometimes use them as we plan for future professional development we'd hope to differentiate and increase those who are learning new things to use in their classroom more frequently so that'll be more of targeting different content areas which you'll see in the next question and and really helping to um Target the areas that people identify as needs for themselves how relevant have your social emotional professional development opportunities been to the content that you
040teach and so there we have about 40 of respondents find the sclpd opportunities relevant um just over a third finds the content somewhat relevant it is interesting to note that we did send this survey out prior to our professional development day in the fall so some of these uh might have changed if we gave it after that we did try to Target specific groups of people with some of those opportunities but it does signal to us that in future professional development planning we need to make sure that we're drawing those connections between the PD opportunities that we're offering um and the content areas are taught that are taught so for art teachers what are we doing to help highlight how SEL is taught in art for um our non-homeroom teachers homeroom is a specific time
041of the day where we do have a lot of that SEL content or in morning meeting during our classroom teachers how are our PE teachers teaching SEL so having more um content area specific uh professional development will help with that um the real Crux of our kpi is preparation and confidence with respect to instructing students in social emotional learning and here under preparation we feel that we have we have about 47 percent of respondents who feel quite or extremely prepared and just over 50 percent that are somewhat to not at all prepared we'd hope to decrease that number while increasing feelings of preparedness to teach SEL through future professional development efforts here again it'll be important to really connect the SEO that is already being taught and embedded in a lot of our content areas
042to the framework that's in place we know that a lot of teachers do this naturally in addition to the explicit lessons that are taught on a regular basis the next question is about confidence so uh this is about our level of confidence seems a little bit higher than our feelings our preparedness so that's good we have about 56 percent of respondents that say that they feel confident in instructing social emotional learning but that still leaves about 45 that are feeling somewhat to not at all confident and so we want to continue to grow that or decrease that number while growing the other finally the last question tackles the question of frequency so uh this question it's important to we had a discussion about this at our SEL committee meeting um it asks about the primary
043focus or as embedded in instruction but we um when reflecting on these numbers we thought a lot of teachers are properly reading it as the primary area of focus for a lesson so is it a homeroom lesson what have you so we have quite a few people that are teaching it one to two times a week at that 28.3 percent and I haven't cross-referenced the the grade levels of people but at the junior high for example they have an extended homeroom one day a week so that would stand to reason that they're teaching explicit lessons one day a week and um where we have people teaching it daily there are a lot of people that do recognize that it's embedded but I think drawing that line for people that it is really actually something that
044a lot of people naturally do is going to be important in our future work so our next steps with teachers include uh reviewing the the open-ended responses on this survey so that they were asked to share suggestions for future professional development and also to look at this data more in depth and brainstorm some needs based on the data and other accounts um just from our committee is made up of a lot of representatives from all of the schools so what do they hear their colleagues talking about what are we saying that people are sharing that they need and then start to develop some more professional development plans that are differentiated and really Target some of these areas as we help to grow confidence and preparation for teaching SEO what questions can I answer for you
045I really have a question that or a thought I think the questions that you mentioned about um sense of belonging it often does trace back to a teacher but I wonder down the road as you explore other schools and maybe you already do this but if there's relationship mapping student to student um you know I think about that a lot in terms of wanting to make sure our students feel connected certainly adults are critical but to peers and so who are the kids who are feeling isolated socially and does that play into end right right and how do we help them help us understand if that's going on and then create a plan for that right and I think that's a really important item and I think a couple of the things that we've done
046this year at the 5 8 level just with our are even just clubs I think it has been really important we've heard a lot of positive feedback from our kids about just finding new opportunities and meeting new people through the different opportunities that we have been able to develop in our club system so yeah I think there's a lot of different ways we can tackle that hopefully so um thank you this was a lot and like and I I don't remember ever seeing something broken down like this this is new this is party yes I just want to say I appreciate the transparency kind of showing where it is we have to grow um and I'll be interested in hearing kind of an update on kind of what we're thinking is going on in those
047areas where we clearly have room to improve so thank you you think back to how we started this morning you know it's a great work is happening clearly and so yeah can we all meditate for just it's I think no secret how important and invaluable I think this work is so thank you um I'll Echo what Lisa said um so I just wanted to be sure I understood sort of how all the kids are being um targeted here so with the SEL web data it talked or you showed the kids in the darker green categories are going to get targeted interventions so then is the thinking like so there was most of the kids were in the average category if we're trying to get them to have SEL competencies be a strength um you talked
048about explicit lessons and embedded instruction and you mentioned homeroom so it was they're like whole group stuff happening to everybody yes yeah you're thinking is going to raise the tide of everyone and then the targeted is going to the kids who are in the darker green yeah and that should be the hope and really the targeted would be it would be a process through our mtss process where we take a kind of a team look at okay so this kid is showing up in the green on this or the dark green on this and this kid also for their Dessa I had to do a long form and we're noticing that as we break down that data this is really an area of need so maybe we pull that student into a small group or
049maybe we do something a little more targeted for that student while they're still receiving a lot of the SEL instruction happens during morning meeting um or again there's other times during the day that it happens but um really the the goal is to have those objectives taught in a in a way throughout learning meeting or doing advice Missouri times so that they're getting them a few times a week at least it's great and I just wanted to kind of Lisa said she mentioned the you know understanding our development areas and what we need to grow and I just wanted to emphasize I think it's also important to understand and expand upon what's working yes because clearly there's a lot working here and how to get those kids from average to above average just having a
050clear understanding of what we're really doing right and how to continue to build upon that yes I agree um thank you again everybody's mentioned but there's a lot of information here and a lot of work that went into this um I had a question on the bullying part it took me a little while to get past the little double negative there um so it's like you know first time have you been bullied at school 86 sounded really bad but then I realized that's really more like 14 everything yeah um so that I understood that in reading it but it did take a minute to to get through that um so it looks like around 15 of the the kids um self-reported that they're bullied and in seventh and eighth grade how did how do you
051read the 62 and 60 that 40 they feel that 40 of the kids are bullied or yeah it is confusing and and honestly um I think part of it is the way that the questions are worded and then the other part of it is um again it's there is a the question about how often are students at your school bullied is it it's asking them to make a guess on maybe they've seen something or maybe not and also do they really understand what bullying is so there's a lot going on with some of that so um at the trying to find the so at fifth grade we had 88 and two okay I see what you're saying the 64 here first sixth through eighth grade um and so I would say that the you know
052they're not 64 are saying that they're not seeing kids bullied um also when you break it down the middle question the middle category out of five is counted as not favorable so I think a lot of the kids may have said occasionally or possibly kind of those kinds of answers because sometimes kids don't want to pick a category um and so that may be playing in there I'd have to break it down to know a little bit more but I can follow up on that Okay so yeah because that that one there's too many different ways of reading though yeah but and the the First Column with the how many been bullied at school yeah it looks like roughly 15 percent from across the grade do you have any follow-up like a Pareto of how
053they're bullied you know what you know somebody tipped over their tray or kicked him or said bad things to them I mean is there any Pareto breakout of I know there's a formal willing report yep but that also tends to like this year we had one incident that was I mean the formal numbers are fairly small and this is a survey so is there any more I think there's a yeah I think there's some work that we need to do to dig in and cross-reference that with some of the other information that we have and and kind of dig in at the student level on that so we can see if there if there are students saying that they are then who are they and what are those circumstances around it so we we can
054dig in at that level this is really more for kind of macro so if it's if it's 15 because someone felt that you know someone said something mean to them you know that's understandable at this grade but that yeah there's only so much you can do about that if it's 15 and a number of those are you know kids actually you know where hacked and social media or you know their lunch was taken you know there's some more serious things that don't rise to the you know the kid got a black eye and right we noticed it so um it'd be good to have some deeper understanding of what what they thought was bullying and some of it won't be but some of it right and I do think that there's an element of of
055Education that goes along with that too where we you know this is actually what bullying is and this is what teasing is and this is what you know social conflict is and and we do do a lot of work with them in that but how do we do a better job of helping them recognize kind of the difference and then also helping them to get the help that they need if that's truly happened yeah and most of it probably is in that category but there might be some that that's not going to be good to find the five percent that actually were fully yeah you know in more traditional definition for sure okay thank you we'll do that well thank you so much for all the work oh sorry this is Kim thank you okay
056um yeah I mean I guess I guess um to Frank's Point like maybe that 15 means at at the highest it would be 15 but probably that number's a little lower I mean um but I just want to make sure I understand um just because again um the way that the data is presented is a little confusing for me so like if I were to look at the like the sixth grade sense of belonging um 56 said if they help they pull on and and then um but if you look at if you rank that nationally that's like 50 percent like you know that that like 50 percent um more like of the schools in the United States um they have a much higher number yeah yeah so they would have a higher percentage okay
057so um so when I look at the 50 or the 40th percentile and the 30th percentile and again with the value of school I'm not quite sure I understand that so um or the importance of them in school but I kind of I think I understand the importance of a sense of belonging and how you feel about your school climate so so if if I look at those numbers and they're at 50 percent trial and 40th percentile Nationwide I mean at what point like what percentile would be like Crisis point you know what I mean yeah yeah those those numbers are kind of scary to me yeah is it because I I'm not reading them correctly no I think that that it's it's concerning for us too and that's why we're digging in and doing
058a real concerted effort especially with a sense of belonging numbers I think that that's been a concern for a while and I think um that's why we've highlighted it as a specific action step for us as a committee to take a deeper dive into and really look at where are the places that are doing better in this area and how do we kind of um built-in structures that we can do better with that what are the what are the kind of the how are kids answering even those questions and what is that saying to us as well so breaking down each of the questions because that's each category is like five to six questions that goes into coming up with that number so there's variation in on how they're also answering that is there an
059adult that you feel connected with do my teachers understand me do my peers understand me things like that are the questions that are asked so how do we see where the trends are and how do we kind of tackle that um and I think we want to do the same thing with those other two categories as well um and and I I need to do some work with Panorama I know they have a lot of literature on it but Panorama is the company the parent company that does a survey but um kind of find out a little bit more about where are the schools that are doing so well and how do we kind of learn from them so that's a goal yeah I mean I my concern is that that like I appreciate all
060you're doing and I know it's it's a it's a um it's a big thing to tackle I don't I don't know what the answer is but I'm concerned that um for example the kids right now who are in you know sixth grade or seventh grade or eighth grade who are who are responding this way that you know by the time you know you get some feedback from Panorama or wherever yeah that maybe these kids are going to get left behind we don't want that to happen so hopefully we can put some things into place sooner rather than later and and uh I think there's going to be short-term and long-term plans when I would just add because I I share your sentiments and I know that a lot of what's been implemented over the last
061year or two has been in this vein right addition to clubs and the transition uh events and things like that are all coming from this work continued future work I know but that's almost like saying that like the number would have been lower or without these clubs you know it perhaps but I think you know all we can ask for is research and efforts to try new things and I know that's what's happening and looking into places that are doing really well in this um and trying to model their best practices is what we can do I think another part of that may be too as we dig further into the questions and and how our individual students answered those questions I think um having some focus groups with some kids too and asking them
062you know you answered a lot of kids answer it this way can you tell me more about that help me understand why it might be that way and so we're really digging into because there may be a reason that they answered in a certain way that we're not aware of and it maybe a moot point and maybe maybe so it wouldn't be as concerning as what it looks like on the surface as well so um I think we can do kind of tackle it from a couple different ends yeah because I mean I have to say you know on the flip side that like you know I don't I don't see our kids as being in crisis right when you look at them or how they're performing I mean I don't know if that's just
063a like you know and completely uneducated like you know assessment so it's it's a it's a small handful right that we usually do a lot of targeted and I by and large I feel like our kids are in a pretty good place for the most part but I think there's also you know that Middle School mentality too where it's you know the world is ending today and tomorrow it's it's a great place to be so um some of that places as well so um we have some more work to do for sure so I just wanted on the fourth grade Webb late Elementary we have about you know 21 not doing so hot in the understanding others but what is what does that mean understanding others so that's like a social they so they put
064them into um it's social perspective taking or understanding what's going on in certain situations so instead of having like a questionnaire like we do at fifth through eighth grade at um uh the both the cell webs have more of a situational uh kind of thing so it's like you have a character who's going through a conflict and then you have to understand how they might react or you have to understand um kind of how the situation might be made better or or what might go into um kind of taking their perspective in that situation how they might answer something or a lot of it has to do with kind of school day kinds of conflicts that they might run into and then they have to either pick the picture at the younger level or they
065have to um answer the the question there's some multiple choice that they choose from based on the situation they're given so it's it's kind of navigating through some of those social conflicts and understanding different perspectives tips throughout that um so Bonnie I understand you're a concern I do want to say that having sat on this board for years one of the things that we thought about when we hired Dr kramascoli was for her ability to use data even in an interview like in a way that we hadn't seen District 39 use data to inform what's happening in the classroom and so you know yes it shows us where we need to change but at least now we're looking at where we need to change right in a very transparent way and so I just feel
066like wow awesome it and I'll add I think that there there are clearly data here that need to be acted upon and and continue to guide the work that we're doing but I think it would be [Music] um uh not an accurate picture of the reality of today if we are expecting our students in Middle School to say that they never witness unkind Behavior at school I think really it we need our students to be agents of that change and to voice those needs to us so that we can act upon those and I think these are some ways in which we give them the opportunity to share with us so that we can create change where they identify that change might be needed so um I know it's uncomfortable for us not to see
067a hundred percent of some of these answers but I I think that it it highlights for us some of the work that needs to be done and and allows our students to have a voice and where where that work is needed most thing we're not doing anything Brave anger that is everywhere that has to trickle down to the skin absolutely and the last lost opportunities and lost experiences and the the the Lost practice that may have otherwise helped some of them to build connections and build relationships and and learn how to stand up for one another and those are some things that we're working to rebuild at this point because there were some lost opportunities there um interesting when you look at the fourth grade too those numbers because when you think about those children
068if they were in first grade um so they really haven't had the experience coming up through our schools either so I know when I first saw that understanding others and that 20 performance that makes sense you know the opportunity they lost that in first grade and years language I mean covet affected everybody though right not just our school so the question are the National numbers current yes so I looked back they were um the these numbers are based on a validation process that went on in 2020 so I think some of the numbers are prior to the pandemic that they're based on so um yeah I actually looked that up today because I was thinking about that and um yeah so possible other schools are looking yeah similar yeah so yeah I'm sorry I thought
069they were the same like yeah I'm sorry I should have mentioned no I mean that definitely does yeah you know um make a difference right like where that data is coming from that national day thanks thank you so much thank you all I appreciate this it's good work so I appreciate your support with it thank you foreign under annual business we have our long-term enrollment projections report provided here again as a reminder the board reviewed that report and was provided a presentation of that at the committee of the whole meeting recently Mr Demonte presented and discussed the annual report in law on long-term enrollment projections at the November 7th Committee of the home meeting and that recording is available for those who might be interested in additional data and the discussion that was had over
070the next five years our overall Elementary School enrollment is projected to increase slightly high Crest Middle School and Wilmette Junior High School enrollment is projected to remain relatively stable the net effect is an increase in enrollment primarily driven by birth rates Mr Damonte has compiled this report for the board and again provided that review at the committee of the whole so we have attached to the agenda this evening just to ensure that those who might be looking for that information know where to find it and are able to look and otherwise we'll move on to our review of the tax year 2022 estimate of Levy Mr voltmeyer so one of the annual steps that we take in our multi-month taxology process approval process is to estimate the tax levy all right so tonight is the
071second step in the process so last Monday we had an initial discussion about the the tax levy materials and some of the items that go into the calculation for the 2022 Levy tonight we at a board meeting we're going to estimate it and then we'll ask the board to adopt that estimated amount then ahead of our December 12th meeting we'll put notice in the paper at least 14 or no more than 14 days in at least seven days prior to that meeting and then on December 12th we would ask that the board approve the levy after it holds a public hearing on the 22 Levy and then we would file that shortly thereafter before December 27th a little bit of background so the local property taxes are the source of over 83 percent of total
072revenue for d39 total calculation is subject to p-tel which is the property tax extension limitation law limits are increase each year to CPI plus an additional factor for new property growth or construction within the community and then one thing is that we need to capture it or we risk losing it so that's why we will you'll see in a few slides ask for a higher amount there are three uh big considerations one is eav so that's our equalize assessed value it's the value of the property within the community it's typically set to one-third of market value then there's CPI which is the amount by which we can increase each year and then new property growth which is the amount of newly constructed uh property within the community this uh chart shows over four years how
073we start with a calendar year CPI amount and then it flows through the levy process it's ultimately impacting a budget a few years later I've also included the CPI amounts that are applicable to each of those years the top row is the one that we're talking about the 2022 tax year so it's a five percent CPI factor for for this year this chart shows the new growth going back 10 years as the AV change in eav and then the change in person change in existing eav by percentage uh based upon the draft report from Cook County we're looking at 9.28 million as our new growth a little bit lower than our 10-year average but still not a historical low it's within the ballpark I think it's worth noting that in our draft report the eav
074decreased by the existing AV decreased by 7.8 percent primarily due to an increase in the state's multiplier factor for Cook County since Cook County tends to assess this property at a different um rate than other counties throughout the state this slide shows a limiting rate estimate and how we calculate it so we start with last year's operating funds extension we have the five percent the 1.05 and we divide by the existing new property value gives us the 2.7173 I think one thing to highlight is that the average portion of the taxpayers bill despite what we might ultimately get would only increase by CPI so any new growth that is allows us to capture something above five percent is outside of the existing property within the community on this chart we show three different columns one
075is what is the value of CPI with no new growth and we go to the middle column we have CPI with our 10-year average which is what we have targeted as our estimate and the far right column is the levy request amount which is the amount that we're going to use to make sure ensure that we capture all that new growth when I look at this um chart a couple of things to keep in mind the 2.2 billion in eav that we see in the top top of the chart that represents a 25 percent increase in value from 20 2021 tax year to 2022 we know that the county um this is has reassessed Northern Cook County and we're looking at reassessment values in the 35 to 40 percent increase range I've used 25 just
076because people will appeal and some of those will get processed before the property taxes get a finalized next next summer so I want to be a little conservative so you see here that the value of CPI is worth about 2.89 million then we go to the middle column bottom couple of cells we see that our 10-year average of new growth of 14.2 million would bring in 387 000 or 0.67 percent and then the far right if we were to max out our new growth that would be 1.2 million or 2.2 percent increase in the in the tax extension so the 2.2 from a levy request standpoint that's a similar number to what we used last year as well on this slide we start with in the in the 2021 draft extension column those are the
077actual amounts by the levy area um where I subtoted it those are the 57.941 million that is that we consider our operating fund Levy that's the amount that's subject to p-tal then I have two line items down below I have the adjustment light item for Senate Bill 508 we know that's a that's a firm amount that last year was the first year of that and we have The Debt Service amount the middle column is estimated this is what we think is going to happen this represents the 14.2 million in New Growth you get the 61.22 for the operating fund Levy and then the far right column we're up to 62.1 million that's where we're requesting we're requesting kind of that ballooned amount to make sure we can capture everything like I said that we're looking
078at a 7.2 percent Levy increase over the prior year five percent for a CPI or inflation 2.2 percent for to capture that new growth um just as a reference the the bottom second to bottom row where I have SB 508 adjustment the 500 000 203 that's just an estimate we're probably a week or two away from finding out what that that amount is for Cook County um I would certainly think we would have that ahead of our December meetings once I have that I will show you with with the board then just one last slide before I open up to questions one of the new things that we're asked to do in the levy process is to disclose our cash balances um pretty vague in the law so they didn't pick a date the date
079we've chosen is September 30th 2022. um we're showing what our cash balance cash investment balances by by fund you have about 30 million dollars these amounts match our our kind of our treasurer's investment reports that we had in the October board meeting one packet for the board's review um with that said I will be happy to answer any questions related to the tax level where it had a pretty in-depth discussion earlier yes thank you Corey I think um the thing I just something the thing I always worry about is when you know the CPI gets ahead of income you know increases of median income and that's when that disconnect happens an uptick in people getting angry at their property so I think we're okay for the last couple years that you know as as we
080head into p-tel limiting inflation you know who knows what's going to happen but I think it's always worth um keeping an eye on absolutely I think one of the one of the challenges that is like always inherent in the way things are done at least in this state particularly in Cook County there's such a lag as I show that chart that at the you know you start with a calendar year and by the time it hits our fiscal year it's three it's three years later there's such a lag and so when you're going from one strip extreme to another whether it's you know near zero inflation or up to like a five you know we're behind in catching up on the revenue but then on the flip side like as we're in a higher inflation
081environment now as we work to hit like go down there's going to probably be years where the district is still collecting higher inflation and but what people are experiencing might you know be zero or half percent which goes back to your point about like they could be like well why is my you know why is the ask five percent when you know everybody in my firm got one percent raises you know so there is a little bit of a definitely a challenge there okay um the next item is the tax levy public hearing date so as I mentioned as part of this process this year we historically uh the board has always approved the public hearing they've gone through the truth and Taxation process as a matter of transparency even though they weren't required to
082well this would be the first year only for us but for nearly every other District to um exceed that five percent which forces the truth in taxation hearing um so we'll ask the board to adopt or approve and set that date which will be for Monday December 12th at the beginning of our regular scheduled board meeting we wouldn't be able to adopt or approve the 2022 Levy until the board has that hearing um the questions otherwise I can jump into the router all right so last Monday we had Nick Cavalry the partner at bickertility gave a pretty lengthy presentation on the audit results for both wixi and d39 and and also at that meeting we we kind of dug into the details of the uh budget actual differences and some of the positive some positive
083variances that we saw so the next step is really just for the board to um tonight to accept both of those those audits from Baker Tilly I just wanted to highlight um not going into to in-depth a few you know positive things that occurred so on the District 39 audit side um we have you know the positive variance that we had from being under a budget um which you know contributes to a healthier fund balance allowing us to you know work on the do things going forward um for you know nearly 20 years now we will have had the highest Financial profile score issued by isby which is which is called Financial recognition as Nick pointed out last Monday um in their management letter their communication to the board there was no management letter comments
084or findings um above the material nature uh you know with the audit which is always great to hear and then we also associated with each of those different deliverables receive the highest audit opinions possible for each of those reports that they that they provided to the board and then we ended fiscal year 2022 with a 51.75 fund balance so still well above our our Target of 40 or higher for the operating funds um it was a decrease of about five percent that was a plan decrease as we spend spend down some money on some construction projects that we think are really valuable so I think on the d39 those are some things I want to highlight then on wixie you know wixie is a is a you know very small joint agreement the revenues match
085expenditures um not a lot of activity going through there we received the highest opinion possible from Baker Tilly on that no findings as well so um it's a good audit in both instances this year um that's all I have and I'll be happy to answer any questions please have nice things to say okay so that's really great report but the auditor did a really nice job by the way thank you for that obviously you did a really nice job as well thank you for that yeah I also just wanted to say we pass over it I think a little bit because it's been like you said 15 16 17 years that we've had the highest ranking on the audit but that's not an easy thing to do um and we've also now had the second
086accounting audit firm that's looked at it we've had in that time period multiple uh Financial controllers so there's a consistency here that cuts across lots of different uh variables it's hard to do and I think we've done a very good job to maintain that level of accuracy and so good work to everybody that's been involved foreign thank you yeah board policy review up Corey you might still be sharing your screen it's my neck is showing that he's still sharing his stream it's not okay all right we'll proceed with board policy uh review in this month we have both first readings and second reading so I'll let Dr glowacki speak to both sets very briefly so the first reading represents two policies and we talked about these last couple meetings during committee as a whole um
087I took the language from the existing two colon 300 incorporated into the revised two colon 100 all talking about um so that's for first reading second reading is the host of policies that have been revised from the session last month as well as the typos but nothing exclusive so let's start with the first readings board members any thoughts about the new language thank you heather looks good appreciate it I agree I think it covered the topics that we're talking about um I just had a um a comment um respect to the um the employment of former members of the school um is it um is it necessary to have the effect of September 1 1998 like I mean if you strike that and just started with no former because it seems like it's so long
088ago that it just you know since we're we're adding it anyways be a good time to revise it also I think we may if there's a way to take out she he like her his sister right well nice work synthesizing all of those conversations that's fantastic this is a procedural matter when we when we moved to approve this later we need to improve it as it is it'll come back to the second read ings yes okay so second lead is the larger packet edits yes this is hard a general question and it's it's very minor and tactical but if you look at policy 2 colon two three zero um in the first line there they are taking out of education and just referring to the school board but then throughout all of these policies it's
089inconsistent so for example then if you go down to the second section now we're appear appearing before the Board of Education if you go down to number three kind of halfway down during any one Board of Education meeting when at the top we are referencing it as a school board meeting so that's you know in policy 4.140 and policy 6.240 they actually add education so it just is inconsistent it seems like something over time that is could clean up and use one piece of system then finer true I will tell you that press is a school board and previous boards have directed us to use Board of Education so there is absolutely happy to become more consistent she's like something when we're cleaning up these policies or making a changes we're going to be one
090or the other guidance on what support her first what what is Press using you said School Board generally I wonder if that might be I haven't looked into this but I'm just thinking our terminology here uh the regular business meeting which is this evening's meeting is often referred to as a Board of Education meeting as opposed to the committee of the whole meeting which is also a meeting a school board meeting it's just a different kind of a meeting so I don't I don't know if that is their attempt to clarify I feel like my microphone is really loud in here tonight as well um but that might be part of it we can certainly look to build consistency if we if this board wants to be referred to as school board we can just
091refer to it thank you as school board school board for consistency discuss that now or put it on the committee as a whole agenda I don't have any let's not I don't know okay thank you I don't think it matters whatever Lisa says I just think that we should eat pizza I agree so it sounds like people are okay with being referred to as a school board like press that might help us catch it more regularly and that's how they're referring to it okay so then just rolling forward we can make changes we will do our very best yeah perfect okay anything else so what are we approving um when we get to the action items we will right so we don't need to make those corrections to these policies we'll do it moving forward
092yes right I think that needs us to public comments which is the second opportunity for the audience to address the board see anyone here at this time so we'll move to the consent agenda whether yes are there any items that the board would like pulled from the consent agenda Stone please proceed with emotions I moved to approve the Personnel report dated November 14 2022. I moved to accept the fiscal year 2022 annual Financial audit and comprehensive annual financial report for Wilmette Public Schools as presented by Baker Tilly U.S LLP of Oak Brook Illinois I moved to accept the fiscal year 2022 annual Financial audit for the Wilmette Community special education agreement as presented by bakertilla U.S LLP of Oak Brook Illinois I moved to approve the tax year 2022 estimate of Levy as per exhibit
093a attached to the report I move to approve a public hearing on the proposed Levy scheduled to immediately proceed the regular December 12 2022 meeting of the Board of Education I moved to approve his first reading of Board of Education policies two colon 100 board member conflict of interest and two colon 300 employment of relatives of members of the Board of Education I moved to approve a second and the second reading of the Board of Education policies two colon 230 public participation at school board meetings and petitions to the board for colon 2-0 fund balances four colon 5-1 tuition fees four colon 140 waiver of student fees 6 colon 10 educational philosophy and objectives 6 colon 40 curriculum development 6 colon 65 student social and emotional development 6 colon 70 teaching about religions 6 colon
094100 using animals in the educational program six colon 140 education of homeless children 6 colon 170 Title One programs six colon 180 extended instructional programs summer school six colon 210 instructional materials six colon 240 field trips six colon 250 community resource persons and volunteers six colon 255 assemblies and ceremonies six colon 260 complaints about curriculum instructional materials and programs six colon 290 homework 6 and 340 student testing and Assessment program seven colon 15 student and family privacy rights 7 colon 30 student assignment and intra District transfer six uh seven colon 60 residents seven colon nine zero released during school hours seven colon 130 student rights and responsibilities 7 colon 150 agency and police interviews seven colon 160 student appearance 7 colon 170 vandalism 7 colon 230 misconduct by students with disabilities 7 colon 270 administering
095medicines to students 7 colon 280 communicable and chronic infectious disease seven colon 300 extracurricular Athletics seven colon 310 restrictions on Publications 7 colon 325 student fundraising activities eight colon 70 accommodating individuals with disabilities 8 colon 90 parent organizations and eight colon 100 relations with other organizations and agencies I move to approve the accounts payable for bills listed between October 25th 2022 through November 14th 2022 in the following amounts educational fund 073.89 o m fund one hundred and thirteen thousand dollars and eleven cents Transportation two hundred and thirteen thousand forty seven dollars and forty nine cents capital projects one thousand five hundred dollars for a total all funds of 788 621.49 I moved to approve the manual checks issued between October 25th 2022 and November 14th 2022 in the following amounts educational fund 322 000 to
09631.48 O M fund 21 788.62 transportation 31.66 for a total all funds of three hundred and forty three thousand eight hundred and fifty one dollars and seventy six cents second second the motion has been moved and seconded would the clerk please call the roll chances are ready yes Ann Hart yes Bonnie Kim yes Frank panzika yes this is Schneider fabes yes Karen Stone yes Amy Paley yes motions carried uh moves us to conference items any old business new business foreign I will acknowledge that there was a really fun fundraiser for the Educational Foundation on is that Saturday night Saturday it was Saturday night um and it was an outstanding group of parents and community members who came out to celebrate trivia night I understand we may be in the presence of someone who won trivia
097night or their table one trivia night no it was me single-handedly yes all right well good job Bonnie we are very big so so much fun it was such a great event it really was and I this is now my fourth year in the district and every year I've heard about this amazing event and this is the first year it has been able to proceed again a lost opportunity in Prior years due to covet and so it was just really fun to be able to be there for a few moments you know Aaron was there to help with registration as well so thank you um but it was it was just really neat to see parents and community members coming out having some fun with themes and dressing up and sharing food and and when
098I left it looked like there was going to be a really fun evening ahead and it seems it was so congratulations Bonnie thank you um I I do have a question um is this something that that you did yes thank you actually Tony De Monte put that together um those are signs that we have throughout our schools um and they just help students and families know how to reach out for help when it might be needed and so those signs are posted all of our schools there's some PDFs on our website as well but we started to think it might be a useful tool to have at homes um parents might put it on their refrigerator or their you know wherever they Place notices in their house and so I wanted to make sure that
099families had access to that as well we know our village was hosting a community safety event this evening so unfortunately their timing of that scheduling in our previously scheduled board meeting this evening prevented most of us from attending but I I know Tony snuck out to go over and attend briefly and brought some samples there Tony perhaps that graphic made it into one of the slides excellent yeah good it's really great yeah thank you any update on the event Tony that you'd like to share was it well attended was it it was well done I mean intended in the same the attendance was probably similar to one of our parent events here uh but the people that were there asked great questions and it was mainly about firearm safety my understanding is that they did
100record it with the intention of hosting it for later viewing so we'll see if and where that that occurs uh but yeah they talked to Chief Murphy did a great job and and uh Bill Andrew and it was a representative from be smart there as well so I'm sure there's more information to come and uh a really good discussion on firearm safety and Storage thank you we're so grateful for our partnership with the village of Wilmette in the Wilmette Police Department in those regards and so we appreciate being supported in most many recommendations I think I just wanted to say that I really appreciate the initiative of this I actually thought it was like a bumper thingy so I was just gonna go on my car but you could put it there as well are
101driving but maybe it passes by it could and that is uh Bonnie unique to us we our graphic artists put that together as Dr chromoscoli mentioned during the summer it was probably a good problem to have there were just so many Avenues of how ways to get help that we thought it could even be confusing for kids and families so this was done in some type of hierarchy so if you notice if you need immediate help that's on the top of that graphic and then on the bottom are the Hawks and wolves reporting forms which are great way to get help but also not monitor during breaks necessarily or weekends so and everything else like safe to help is somewhere in between so it gives some type of organization to the ways that we communicate
102for our kids and families to get help so um hopefully all of our families and kids are aware of it it is both our schools as well that is unique to our district yeah yeah too is that it wasn't just um you know information on what you can do with respect to our school but also you know recognizing that you know to the average you know citizen um the government is one one entity rather than all of these different you know bodies and so to give this information like this you didn't have to it's really great so thank you pretty clear wonderful well we certainly wish everyone a safe and Happy fall break as we prepare to move into that may I have a motion to uh adjourn this reading Board of Education I moved
103to adjourn this meeting of the Board of Education I have a second second the clerk please call the row chances are ready Dan Hart yeah Bonnie Kim yes Frank van zika yes Lisa Schneider fabes yeah Aaron Stone yes Amy Paley yes great meeting is adjourned and the time is 8 35