2023-07-17 CSD99 School Board Meeting - LIVE EVENT

001all right we have a quorum and it is 6 30 so if you would join me in standing for the Pledge of Allegiance oh I'm sorry roll call First here Christopher Espinoza here Joe Fuller here Jenny hagstrom here Terry pavasich here and Don Renner uh sort of here yes are you ready for a German all right now we will stand I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all oh okay um first agenda item is approval of minutes for the June 12 20 23 business meeting and the June 12 2023 closed meeting can I get a motion to approve those so moved secretary Terry moves Chris seconds thank you very much aye Christopher

002Espinoza aye Denny hagstrom aye Penn Dawson hi I'm Don Runner aye motion carries item number four this is our first reception of visitors public comments okay all right uh good evening everyone uh few items for you this evening just really some updates on what we do over the summer uh Ryan has been really busy leading several committees on the work that came out of the hybrid block survey at the end of the school year he shared with you that he'd be forming these committees and he's going to walk you through some of the work that he's been doing and I'll update you on some of the administrative work that we've been doing hi I promise it's shorter um I only have five slides and you're looking at one already seen before so so after doing

003the um initial survey stuff um that uh it became clear that there was like four committees that had to be formed um and so um access schedule um resource interventions uh resource programming structures and then also procedure review and Alignment so um all of them had staff student building admin and District admin and so far the Committees three of the Committees have met twice one has met once and so I'll just kind of talk through what we've done so far um and kind of what our next steps are and you know just as a footnote um that at in some of our opening days during um uh the opening you know teacher days uh the staff will be reporting out to the staff about the committee work so um I won't be recording out on

004that I'll do that here um but there'll be teachers from North one the different committees reporting out and then teachers uh from north to North teachers so I'll be good um so um our access committee we've met twice um the student representatives were at the first meeting but not the second they've been traveling the world it's been interesting to hear you know like I'm going to Italy can I zoom in I'm like no um enjoy your trip uh you can but you should really ask your parents first um so um before going through the access committee we met with C Triple S we put their dates into the calendar um and then some of the work that we did was um reviewing it we started off by looking at the feedback from teachers throughout the

005year and then the teachers and students on the committee talked about things they would like to see in the schedule and that would most importantly what they would like changed and what they would like increased so we did spend time making sure that we're increasing time for two teacher and student interventions also talking through the flexible scheduling software that we've just recently signed the the data agreement on so that we can build in the student Choice days we also looked at the the formats for the lessons after we talked through them I sort of mocked I redid a lesson that I did in the spring that was particularly like the the staff and the students said it was valuable but the way it was delivered they felt like it was not as valuable as it

006could be um and so I redid it and um we looked at it for the second committee meeting and they all agreed that like yes that is if we're gonna do that this is the way it should go um and then we also talked about increasing communication with access for students and families I'm talking about getting into the principles communication at the end of the week how can we get them on TVs how can we build it into announcements now that announcements are during access so this committee will then continue during the year but we don't have any additional meetings scheduled for this summer students and how they were yeah sure um on the access committee there were two students um both uh no one was from South one wasn't from north um and principals

007both reached out to students at their schools so um also we when we went to the government classes in the spring oh I think it was Lauren Berg's classes that there were a couple of students from there who said that if we're doing committee work over the summer they'd be interested actually one of the students for on the access committee was in that class and so um yeah okay yeah thanks thanks um intervention committee we've met twice we're actually have a third meeting on that has been scheduled for August interventions it's a little bit tougher right um that we're looking at how do we make sure the kids who haven't been as successful um over the past year how do we make sure that they are and so we um first went through so you'll

008see a little bit of overlap between some of the Committees right so we looked at the access schedule in the intervention um committee meeting to make sure that the intervention committee felt like there was enough time for teachers and students to be able to access each other we also talked about communication specifically around syllabi and office hours right we do post them in Tac and uh but it's whether or not they're looking in Google classroom for this or whether or not they're looking here we were talking about is there a way that we can have like a link on the website that would take them to something that has all the teachers office hours with their syllabi and so we've sort of mocked something up I'm going to work through it with exec Council a

009little bit and the reason that we are having the third committee meeting is to look at some of the documents that we are creating to make sure that yes this is everything that the staff the students and the administrators felt like would be valuable to staff for example we've been working on a reference document for staff and families talking about the different interventions and so initially it was a non-linkable document but after talking with the staff in the second committee meeting there was a lot of talk about well if we click on the link maybe it will tell us a little bit more about what that intervention is and who's the targeted student and so um Aaron and Sarah and I have kind of stepped back looking at how to make a linkable document and

010so that's something thing that will also be at the third meeting and then also streamlining communication between C trip lesson teaching staff right um that there are things that the counselors do with students there's things that teachers are trying to do with students and how do we know um that if a counselor is working on something do the staff know about it does the staff know how to get to a counselor quickly and easily and then if something is happening how is that communication back and so that's something that also is going to be a big focus of the third meeting after we review the documents um resource committee um again we've met twice we are meeting a third time we decided that uh with the students we're actually very vocal about the use of

011their resource time and I the um the students were talking about how when we're marketing different things that we really have to think is that something that a student is going to want to use during their time and that sort of you know I know Courtney said that hearing the students say that like kind of like oh it's your time um that that was something that as we're thinking through all the different resource programming how do we make sure that we're doing that so first thing Jen Fisher a teacher at South brought forward an idea about how do we help students create study groups there was a lot of articles that we used from Indiana University from Northwestern um about the value of teachers helping guide students to create study groups and then how can

012we reinforce that but again it's a student-led study group so how do we create an environment for students that not only do they know how to do it but they want to use their time to do it and so we started creating a how-to guide for teachers on how to encourage their students to get started because again they're the teachers are not leading it this is something that would be student-led but in anytime you get started with something there's a little bit of like sort of prompting on how do we get that started students in this committee specifically talked about the communication that we are using around resource wasn't effective because we were using adult communication tools not student communication tools and so there were some pretty uh Savvy students on this one so they're

013going to help us divide develop like an insta style advertisement and I said I would love to I don't even know I've never been on Instagram before so I guess that sort of shows my age um and then also how do we make sure that parents are aware of and how they can encourage their student to do it so we're thinking about in the principles weekly message dropping like different different facts from different colleges about like how it can be valuable or how students use them in college so that as they're thinking about how they're doing in classes like this is maybe is the first step if you're if you can't make your teachers office hours have you joined a study group and maybe that's a first step before needing to know if you have

014to go to office hours and then the last one is about peer tutors we've been talking a lot about student leadership specifically in Access and resource having more access lessons led by students and facilitated by teachers and then also if we can find a way for peer tutors to be available for study groups is this sort of like a check a tutor out sort of model so if the three of us were doing a study group and we're all kind of stuck that there would be a list that we could look at where we say like ah that student says that they're available during fourth period resource and that they feel like they can help us with this topic and then how does that how do we connect them how do we make that easy

015to do and so that's something that we're also working on it's as we dug into it it's it's a little bit more layered than we initially thought a lot and so we did set a third meeting for the middle of August before school starts so we can lock down some of these things um and then our fourth committee um was about procedures um we met once it was a great meeting um and uh our next meeting is going to scheduled after um we talk at DLT so our um it wasn't product based it was talking about like what are some things that were a concern um from staff over the last year specifically about procedures and also for students it was interesting to hear kids talk about different procedures about like either late work or

016reassessment or grading policies and their impact and how it either motivated or demotivated them and so a lot of the topics that we were generating are specifically for DLT to talk about um and then after that DLT speaks then we're going to set our second meeting so that will likely be right after the beginning of the school year starting um but a lot of the focus was about either motivating or demotivating how do we make sure that we're motivating them also to attend um with our policies specifically about making sure that it's about student learning not about saving points at the end of the semester and then also making sure that if we believe that a grade should represent what a student knows and can do are the intersection of this policy and this policy

017and this policy are they our procedure pardon me um are they doing that um or are we um have they moved apart enough that we need to make sure that we look back at it and so there's several topics that they ask to bring to DLT and so we're going to do that at our next DLT meeting in August um and then a great idea started with Kelly and then we kind of Kelly I'm sorry Dr zerner and we started kicking around the committee about a way of recognizing students who have no unexcused absences or high Achievers in the classroom and that don't have any missing work so is there a way that we can tie that together and there be some kind of level of recognition for those students because that is what we

018value we want students to be here I think there was a a question that Josh was asking in the committee a couple of times that if are we okay if a student has a lot of absences but they're still doing well I'm not saying it's right or wrong but are we okay with that and so that was something that we talked a lot about and so this idea of recognizing students that you know we don't we just want to make sure that when students are thinking about their education that it's not just in isolation that there is value for that classroom community and being there for it and talking with your peers and making sure that you're completing work in time that's tied to your learning not just oh my gosh I have a c

019plus how can I get to a B minus what late work can I you know scrambled to put together so we'll be talking about that in DLT in August so each committee had between like five and seven teachers on it and between two and three students on it and so um I would send out an agenda at the beginning and at the end I would just sort of do a recap and Hank and Josh were copied on all of those emails so that we can continue the work moving forward um and that if anyone had anything to add um that they would see sort of the recap of our work so that we were all on the same page moving forward so as it looks as we look forward to the fall all of the

020Committees will continue they make a may look a little bit different um like a committee may be run within each building rather than both at the same time others will be can you know continue with me and so we'll just as the work evolves we'll look at that structure but none of them will just stop sort of at the end of the summer yeah any questions for Ryan question as far as the teachers were some of the teachers on multiple committees or um was anyone on multiple committees I don't think so we had uh I want to say 30 to 35 teachers volunteer um I and on that volunteer form they marked um like first preference second preference third so I gave everyone their first preference um and so I didn't have just because you

021know you're setting a date and it's like oh I'll come to the next one but I can't come to this one so I would say each committee had like seven five to seven teachers in attendance while Moore may had volunteered but I didn't turn anyone away um some teachers after hearing about the first couple of committees and that and how they went they asked to volunt to get in on another one um so that's I felt like a good sign because they felt like I was being productive um and so I think um I make I'm looking forward to them reporting out to the rest of the staff would you measure a successful year this upcoming year from the perspective lens of the hybrid block schedule um I would say that more students would be

022using resource time to collaborate with each other um that they'll take advantage of the SAT prep that happens during resource um that student leaders will be running lessons for topics that are appropriate conversations for the grade level so it may be a similar lesson but the seniors running it with seniors are going to run it differently than seniors running it with freshmen I think the student Choice model that we continue to expand that so that teachers are having students sign up for them and everyone in their room has signed up for them for help and that they don't have to send passes out and then have 25 kids in their room plus the six that they've invited and see what else think that students and teachers would continue to volunteer their ideas like Jill urzig

023bringing forward the staff versus Student Competition at the end of the year that was really well received at South and so that's expanding to four different opportunities between staff and seniors I'm hoping that that catches fire a little bit at North having Jen Fisher bring forward the idea of helping students try to set up the study groups so I think a marker for me for it being successful it'd also be that more staff will volunteer ideas more regularly that I can continue to say yes to um so yeah I think those and how are you going to measure that Success Through surveys I mean a lot of it is not necessarily quantitative so how do you go about measuring the success of the year um I mean I do do a lot of like survey

024um work in the fall in the spring but I think also just walking the halls and talking with kids I mean that's part of it um you know speaking with staff like pretty regularly walking the building and just asking like are you having a better experience with it this year um is there is there something else that you would like to see I mean a lot of the ideas I sort of get or concerns that I get are just conversations that I'm having with staff as I'm walking around the building um I think you know some staff are more comfortable or familiar with me than others you know I spent a lot of time at South last year because the north staff knew me um going into this role whereas South staff didn't um but

025I feel like I know a lot more of the South staff this year so that next year I'll be able to split my time probably a little bit more evenly between the buildings we still plan on doing the twice a year survey you know we learned a lot between the first one and the second one and uh that'll give us more like longitudinal look at you know changes in in what's happening you know the first one was very different than the second one and I think the second one was gave us a lot more actionable data which led to these yeah I mean I think the the this fall survey will give us more information like after the first one it was hard because we were only in it for 10 weeks um and if

026if I think back to some of the comments that didn't bubble up as strongly as they did in the spring like you know I think I will stay on Pace but I don't know right now I'm only in week nine or I'm only in week 10. um and then some of the staff members later saying like no I am not on Pace whereas where I was last year so um coming into the fall this year they're gonna they're gonna have a reference point where um there there will be more actionable comments that I get probably from this fall versus last fall because everyone was kind of going through it for the first time do you have any um tools that allow you to measure how students are utilizing the resource period say you want to

027increase the utilization by students the resource Group do we have any tools that track how students are actually utilizing resource period whether they're going to a counselor going to a teacher or involving themselves in these small group studies it would be nice if we had a way of measuring that to see a steady growth of utilization of the resource period by our students in those examples yeah I mean I think that they do track when someone goes into the counseling office there is some kind of kind of like a scanning kind of thing the SAT program is by sign up and so that one that will be easy to track um the res that the student sort of generated study groups that we plan on doing a survey for fresh and sophomores asking like if

028you were to join a study group like what what subject would you be most interested in who's your teacher for that subject you know give us a scale of one to ten about how confident you are with that subject would you be interested in being a leader of that and so I think teachers will be able to see who's in a study group um and as as that kind of gathers steam I think we'll know also from staff whether or not their students are so I would I would think that that would roll into the survey about you know how like how much of your students used study groups and also for students um but also I think that's also going to be anecdotally the difference of like walking around like our Juniors and seniors

029choosing [Music] study groups rather than late arrival or early dismissal during that resource time that that will also be a pretty good indicator of yes they're seeing value in that and value enough that instead of going home that they are staying here yeah I would just point out that um a lot of the way we're going to measure success is anecdotally and through surveys but if there's anything that can be done to provide data to suggest that this schedule is is improving the overall academic experience of our students I would strongly suggest that you do whatever you can to track that data and bring it back to the board so that we can see that and be assured that there is some actual data Beyond just survey and anecdotal but qualitative data is data I

030you're right here is it is but it's like that's legitimate educational research data it's what we use in our profession a great deal of programming I'm just saying um any hard data that's truly measurable what would you is it like what would you want to see measure your self-choice and get it like get a pass for to go here or pass to go there yeah that's what I'm that's what I'm suggesting I mean we'll have 17 students chose to go to you know Mr X's office hours or you know is does that program capture um so the flexible scheduling software right now we're just going to start off by using for student Choice which is you know runs during access um and partially it's because I don't want to overwhelm the staff within a another

031program to start the year um and so um I did choose to do sort of a slow roll into it I would say the intervention committee that we did have a longer conversation about do you we just pull the Band-Aid off and like we're going to use this for office hours we're going to use this for student choice we're going to use this for Student Success a support with the past all of that um and um based on sort of where the staff was when we left in the spring I don't think that's a good idea um to start the year although um I if if the staff feels like yeah no this is it's super easy to take attendance in which it is um and students are getting used to it um and it

032is it does show like I invited the student to office hour and I can mark the attendance about whether or not they showed up um and I can they showed I sent a pass to the student and yes they attended but they were attended and inactive that you can get that minute with the with the data on it so I do think that as students get used to it that will increase it and then we'll be able to look at those numbers that way because also um you know our plan is to open that on Sunday evening so that you know families are at home and they're like planning their week that they can that's something that they can do together or like choosing things also the staff have the opportunity to choose students before

033so like if they need to see them that they can choose them rather than students choosing for themselves which I think will also be a good data point of how many students were chosen by their teachers versus the students made a choice in that software so we do have passes that are in triplicate form and we do you know track that um and uh but I think sometimes the data is only good as good as it being inputted by the staff member and so we're one of the reasons that we talked about streamlining it into all of those other things is the staff would only have one spot for it and then all of the data could be collected from there so I think I foresee it being used in more facets in the spring

034but I don't want to start off with it in the fall until I can like Train everybody on it I know all the kids have the app all that kind of stuff fair enough I think we the qualitative data though the fact that we're going to have a very similar survey in the fall and the spring that we had this last spring based on what we learned in the fall we'll provide some quantitative look at qualitative experiences like are we seeing are we seeing the overall experience in these measures that we're using trending in the direction that we want to see them Trend yeah and well the well the the plan be that the the access teachers remain like stay with the same kids that's as much as possible I mean we might be able

035to get a little bit more from the teachers that have now you know gone over a year with the same group yeah they're not starting from scratch um so this the the teachers who had seniors now we'll start with freshmen um and so we did have a good perspective of a freshman access teacher at South who was going to his second year and he talked about how can we make sure that I can continue to build a relationships with these students or talked about at the end of the year like I wish there was a closure day because I tried to build relationships with the kids all year and then there were also teachers there that were leaving their senior access and starting over a freshman and so they were very invested in the schedule

036and the lesson formats and everything making sure that their freshmen were going to get off to a good start knowing that they were going to be with them for four years and so it was valuable to have the two perspectives on the same room for sure is there a flexibility in the program so mid-year from the first survey we see things that we could adjust or fine-tune to improve it do we have the flexibility to be able to do that yeah I mean like I so the program allows me to like run like three or four different alternate schedules so um the first time we ran student Choice it was um a mixture of academic and like you know open gym or like Puzzles and Games in the library um and so we do have

037the possibility of like uh having a schedule that specifically like teachers as we're wine as we're getting towards final exams what would you like listed on the student Choice schedule as we near that and that could be schedule one um this is I can have one that's only academics I can have one that has more student Choice like fun options or or a mixture of both um and so I think that you know as we do things during the year we we may be pulling from different schedules um last year I made uh sort of I sort of laid everything out for staff and I had Department chairs looked at it this year staff members are going to put you know for each different schedule what they would like listed and so I think that

038the staff will appreciate that as well I know that I know the students like the student Choice day and now that we'll get over the tech component I think it will take off and I sort of foresee this being more of the model for Access um than that cool I applaud you for forming the Committees and addressing the issues and I really like the idea of those committees staying on during the school year so that as you are walking the buildings and getting the feedback you can take those back to the Committees and continue to evolve and work on the schedule and find tuna thanks yeah and I think the part uh you know the in the the access or in the um the survey for staff they'll probably be an open-end question is there

039something that you would like any of the Committees to talk about you know as we're going into the year so that they have an opportunity if I mean they know who the committee members are because they'll be presenting to them in the fall and they know who I am but um sometimes they just need a spot to write that down in case they haven't attacked any of us so that's likely going to be a question in the survey for the fall cool and as the board will see in the OR is seen in the goals that are out there through our HR department with Rob we're doing a whole other staff feedback loop as well so between those two working independent of one another I imagine that they'll be crossover that comes up in those

040two opportunities for staff feedback we talked about the kids a lot but when you mentioned that in the fall last year some of the teachers felt like they were behind is there going to be like a way to for them to reach out or to say I don't I still don't feel like I'm oh yeah oh yeah no for sure yes I mean I think that that the you know the questions in the survey I I'll there I made adjustments to the spring survey based on hearing how things were going and what people were concerned about um and uh giving them the staff like sort of the checkbox list of like is this still a concern for you or is this not helped some staff members who didn't want to write a narrative um but

041also that they could do those of these are still strengths for me these are still weaknesses and um you know I think it was what one third of the staff who did the check boxes also did open response I think there were 90 um so adjustment for yes for everybody for sure yes I agree all right any other questions on those all right obviously there's a lot going on across the district a lot of facilities work a lot of getting buildings and stuff ready everybody in their individual uh aspects that are working all summer working on their branches of the organization but then across the whole administrative team I've shared this with the board but just to go through all we're all at the table together really we've spent June in the beginning of July

042drafting goals and tasks those are being presented to the board next tonight determining out of those goals and tasks what work do we have to do over the summer to be ready for everybody to come back tonight we'll together review those draft goals and tasks and see if there's if we've captured everything that the board thinks that we should be working on next year then tomorrow we come together is an administrative team to look at those based on your feedback tonight and continue our working for those first day back first days back the welcome back and and the three days that staff have to work before students show up um Wednesday the assistant superintendents principals and I uh will start mapping out the entire year of Team meetings uh what's going to happen and what

043our activities are with leadership and when we plan on bringing updates to the board on those goals and tasks throughout the rest of the year then August what is that second I keep messing up those August dates August 2nd the leadership team is coming together for half a day to just work on those three days back making sure that we have our schedules our presentations everything ready to go the 11th and 14th it's the Ryan mentioned DLT that's our district leadership team that's all the administrators and Department chairs will be working together on a variety of planning to come back preview of opening days we review some of the like staff discipline things for that the union leadership is coming in from both bargaining units to spend an afternoon with us to look at like

044just staff procedures and discipline and how all of that works so that we're all on the same page and then uh we we kick off the school year with opening days and then shortly after that students are back so yeah you know we're we're really progressing well we have this document that's our summer work document that we'll be revisiting with the team tomorrow which has been really nice to just so everybody can have an eye on what everybody is doing um uh there's been a lot of work over the the first kind of six weeks of the summer so we have I don't know about six weeks left we're about the Midway Point uh right now so I after we have our next conversation we'll have a better idea of where we're at uh we'll

045uh come back and get all of those goals and tasks approved by you in August but um we had a lot of work to do before everybody gets back so uh questions on on anything that was presented uh so far I just can't believe it's going so fast it always does it just seems like yesterday it was graduation all right um so the next piece as I mentioned is the Strategic road map which is the goals and tasks inside of this uh just as a reminder last year the board approved a new strategic plan with our mission and vision I bolded a few of the key Concepts in each of those for you but really you know the idea of preparing students for the future of their choosing and their ability to realize their potential

046and positively impact those around them is really the heart of what we're doing in District 99 inside of that we support this with the values that were established as part of the Strategic plan our opening day opening days for our staff are really going to be structured around those five values so everything that we present on those first couple of days we are tying that work back into that and then inside of all of that we have our strategic directions and strategic expectations so what I've done for the board here obviously you've all been provided this in advance I'm not planning on reading this all to you as I know you all know how to read what I've tried to do for you and for those that are reviewing this you know that might be

047tuning in or watching this later to get the overall gist of what's Happening inside of here is to list under on on each page here kind of grouped some key themes that are happening under those strategic Direction which is an equitable and supportive environment the Strategic expectation is that bolded first uh first row and to ensure a safe and sustainable opportunities for all students families including access to District resources the lines under that are all of the pieces that we've shared with the board that we're going to do and we've started to draft out what that actually means for each of those things the work we're doing inside of that as well so uh that's kind of the format that I've used to present it to you so in this first one really this is

048a lot of what Ryan talked about today with the access and resource pieces um this is the idea of our support student accountability you know the state accountability around Student Success making sure that we have safe environments inclusive environments that our Communications support that and that we're looking for feedback to determine if we're doing those well so I that's kind of what I'm going to give you on each slide if there's anything that a board member wants to pull out anything you want to Wordsmith in this this is your an opportunity here with everybody at the table obviously we'll continue to listen to feedback from now until when we come back at the workshop in August so you know you see something today and it's kind of gnawing at you and then you want to

049reach out and talk to me or Don or both of us about something we'll continue to listen uh for the next month and there will next what three weeks whatever it is and then we'll come back uh at the August workshop and ask you to approve these as our goals for the next year so questions and process or how this works is there anything on this under insure a safe and sustainable opportunities for all students families including access to District resources that any board member would like to has a question on or would like changed or for us to consider and I know I've just you know for those in the audience are watching at home board members have offered stuff you know asynchronously up until this point but this is our first opportunity for

050everybody at the table if there was something are we still going to sort of do that where we kind of want everyone to get involved into extracurricular activities of some sort absolutely yeah yeah the goal is that everybody's involved in two at some point during their High School career yeah all right uh the next couple uh really the themes on these in this uh slide in these two groups are attendance and discipline that we know have have not returned to pre-pandemic levels uh just making sure we have clear expectations the work around access and resource periods that Ryan was referencing earlier really connected to this is the idea of reaching out to families and sharing expectations with them and then the idea of those values of care trust and belonging and once again how our

051facilities can help support all of those things is there anything in here that anybody would like to pull out and discuss I think it's a great idea to try to recognize students who are having perfect attendance and making the choice to be at those when they could choose to leave I think recognizing the attendance you know as being an issue is a step in the right direction and I'm sure your administrative team will formalize ideas how to address that yep yeah attendance has been a interesting thing for a lot of years for a lot of things but uh that in particular you think you noticed an improvement as last year went on or not as much as you would have liked it's hard to say you know for some students yes for other students know

052as a whole we know that chronic absenteeism is up in District 99 it's up in other areas where better than some places worse than others I mean it's uh you know it's just it's a hard thing to wrap your arms around I think just year over year students getting back into the habit of we go to school every day will help us but we know that the whole like how people attend work and how they think about the workplace how families think about what how they value their time and what their children are doing has changed uh post pandemic and you know we do a lot to support students when they aren't here and some students as Ryan mentioned because of that can be successful and not be here but helping students understand their not

053and their families understand they're not getting the full Rich experience we offer when they aren't here like they might be able to get a grade that they're satisfied with but they're not getting the full experience of District 99 offers if they're not here with us are you finding that there's a lot of students that still want to remote learn not so much but I think the idea of missing a day or two or twelve is not as big of a risk families don't see that as big of a priority uh of being here every day is what we saw in the past hmm it's a shame it's a real shame we'll see if the if they changed forever or if this is a short-term well I think as you said though um I think the

054workforce is finding that same uh happy medium because some are requiring everyone to come to work again and they're not liking that so that's that's a very uh interesting call yep so I mean we're we are part of society so you know whatever's happening in society is happening within our walls so well if students see their parents having that same struggle they may have it too just because of the environment that they're in well I mean before I mean schools also have always served an aspect of child care and you know you send kids off to school so you can go to work but if you're working from home I mean it just all these Dynamics factor into what's going on you know so yeah we know that the best experience we can offer students

055is that when they're they're here with our teachers really important takeaway too as having like a soon to be college student like that's that's the message I want yeah showing up is important yeah yes best experience that you're gonna get is if you are physically but then a lot of a lot of the universities are offering um remote learning so it's I know it's difficult that's a fine line that you want we have to tread right yeah we're all gonna have to navigate this if you sit there in person yeah yeah this is all the the kind of new world we're in with different expectations and things are shifting and we got to keep a close eye on it but especially for a student where it is we can demonstrate that it's impacting them negatively

056those are going to be like our our top priority but we want to encourage kids to be here with us yeah not only that it's important for their socialization skills absolutely they're not going to get bad uh any other way than human interaction you mean they're not going to get it on this unfortunately not [Laughter] yeah all right anything else on this one um in the building Community section talk about reviewing and evaluating student and parent Outreach opportunities and I think we've talked about this um is potentially involving the board and ways of outreaching to the community as well and I'm just wondering if we should potentially maybe edit that first statement to include the board in participation with different Community opportunities I have that it's sitting down in one of the other ones but

057it it is it is in our activities yeah okay um I can't remember which one I have to go into the details but definitely increasing opportunities for the board to interact uh it's in our work okay thank you uh and I I shared a document with the board this last week if you have any yeah I had a chance to go at it of some of the things that the communications team and I are looking at to provide additional Outreach opportunities for board members and that was much appreciated uh let's see uh the next one uh really is the the keys around social emotional learning this is the work that comes in every setting but is supported greatly from our counseling department but social emotional learning should be present in every classroom every interaction that

058we have with students and staff some of this is just helping to continue to grow our own skills as Educators in those areas some of it's around our practices and processes and making sure that we are putting in practices that support students and families and making sure that we all have the skills as the adults to do that um the idea of you know when we look at discipline what is the appropriate level of discipline are we uh are we assigning that equitably fairly appropriately are we looking at discipline as a lens that it's a teaching opportunity that's what we are here to do is to teach if a student is deficient in math we help them get better at math if they are deficient in how they are behaving we should be working at

059getting their behavior better um you know it shouldn't just be about punishing students it needs to be about teaching students and making sure that they understand how their discipline impacts their outcomes those around them and how to make better decisions moving forward that's why we've invested greatly in the idea of our path program and those kinds of things moving forward so but that you know that's every interaction that we have with kids when they aren't you know very small behaviors not doing what we would hope that they would do all the way to the you know the largest levels of misbehavior how do we work through that to make that the most positive learning experience it can be while still maintaining a safe learning environment so that others can learn that how do we balance

060that so that's a lot of the work in that space and uh you know you can see a lot here around communication collaboration that's you know how do we continue to step that up those feedback loops that we've mentioned multiple times tonight how do we communicate to people our expectations how we're improving what we're doing to get better how will how those in our community students staff parents community members all can can help contribute to making this the most positive environment questions comments on any of these on the social and emotional learning aspect this may kind of dovetail into your staff section but um assessing whether or not we have adequate Staffing levels to provide the requisite amount of support for our students I remember being at a board meeting before the election hearing about

061how taxed some of those who are handling these issues are and I think it would be meaningful to have your administrative team assess whether or not we have adequate Staffing levels to meet our student needs absolutely you know and we do that on every year which is why we expanded two of our positions this year the path coordinator and the Student Success coordinators to make sure that you know at least that kind of tier two that second tier of support was there you know every year that I've been here we've increased resources in our C Triple S our counseling student Support Services area that's uh an area of the district that's grown because the needs have grown uh every year but yes I mean it's it's just that's a yearly task for it maybe something

062that's unsaid but no no it's maybe adding it would just be a point of emphasis I guess I guess uh okay yeah let's let's see if it shows up in the Staffing piece but I can't remember if it's there or not all right uh moving into the next uh strategic uh direction is growth of student ownership and agency on this one we have three different uh we got a lot more granular when the Strategic plan was built in this section so you'll see like back here in these just the way that the Strategic plan was written these are very you know more 30 000 foot uh kind of statements that we're working inside of when we move into this uh strategic Direction the expectations got a lot more granular so we moved from like in

063that first strategic Direction the expectations very large overarching this one we moved from like 30 000 foot view to more like 5 000 foot view so you're going to see less kind of actual goals and tasks under there because a single goal or task gets us that more granular outcome so the in this one really focused on academic progress and tracking that and making sure we're communicating it that we're focusing on how students use their time once again you heard some of that summer work that's being done around that leading into next school year really making sure that we're doing a good job of gathering the student perspective and their voice obviously as you heard today the more students that we have as leaders the easier it is to then gather their voice so creating

064more leadership opportunities for students as part of that obviously student engagement is inside of that and then you'll start to see this idea it's all through the Strategic plan of what comes next for our students so the idea of post-secondary planning and the connections to what students do after they leave us is threaded throughout the Strategic plan and you can see that in some of the goals and tasks that are in here as well questions on on any of these or clarifications all right and then I this one just has a couple more really this comes back to that activities Athletics data one of our key uh key things we're focusing on that we realized last year's we started to try to track this was uh the way that we are tracking student involvement in

065these and attendance enact act not Athletics so much but activities is an area where the data isn't great for us so we really need to Define what it means for a student to be involved in a club you know is it signing up and you know being on the mailing list so you see what's going on is it you have to attend once does it you have to attend regularly what is regularly because some clubs meet twice a week while other ones meet once a month like so you know when you get into the activities world it's very different as you move from one activity to another one club to another so as we look at it and say is a kid actively engaging in these extracurricular well Sports is kind of easy right but

066activities is as much muddier and then also it's you know we need to start looking at how do we offer Credence to students that are active outside of school but maybe it's not in one of the things that we are offering you know we have students that are very active in scouting or their church group or we have you know students that are going to be Olympians and like that's they're active they're involved they're managing things outside of school as well as school but it's not one of our things it's a very important thing to them but it's not ours but that doesn't mean that they're not doing something outside of school so there's all of these things that we need to like learn how to better measure and evaluate if a student truly is

067involved Beyond this the academic school day thing give any self-reporting like can a kid right that's what we have to figure out is how do we do that right how do we and then record that accurately so that that we know it's there so this is kind of a new data set that we like we we've thought for years like being active at school being active outside of school was important to student health and and students being successful but there's been a wealth of data over the last couple of decades about it's a real predictor of post-secondary success there's just not been a lot of work on like what should that data look like as it goes in to track it which is last year we started to look at that um and we hope

068well not hope we will make progress on on that this next school year but it's it's a messy data problem out there but one with a ton of potential to really improve upon the overall experience of our students absolutely well I'm excited to see what you guys are able to do with that and that student Outreach piece like if a student isn't involved in something why is that is it their home life doesn't allow them to or we have nothing that interests them or you know or or what are those things that are stopping a student from being involved is Administration working on anything to measure post-graduation success as as like a with all of these things in place and so you see you have a student the past couple years you've been in these

069extracurriculars and has been a very academically successful student are we taking any measures to follow up with them after they've been in college or afterwards to measure how actually successful all these things are yeah that data is really the answer is yes but so yes we are actively working and trying to get better data of what happens post High School one of the things we started doing last year was gathering student contact information like their personal email addresses so that we could start reaching out to students one year five year five years after they leave us of course that's self-reporting and that they they have to join in and do that we also worked this year legislatively um to try to get better data from our community college Partners in Illinois so in real time

070and then after uh they continue at a community college we know the largest number of our students post-secondary for college where they go is College of DuPage so that's another data set we're looking at bringing in if students are being successful once they leave us there and then we we're left to tools that aren't really accurate out there that we can Garner some information from like the [Music] just like went in and went out uh there's a college Clearinghouse data that we can get from our from colleges out there but it's hit or miss and it's not it's not uh accurate data just kind of gives us a glimpse but post-secondary data is really hard to come by hmm do we have the um alumni page or anything for the graduates college graduates of District

07199 what would describe what would be on that alumni page because I mean get back to us they can put feedback on you know like a web page and it says your graduating class is uh 2002 and we're actually that's why we started Gathering last year not this year's graduates the year before graduates uh all of their email addresses so that we could reach out years afterwards to request that kind of feedback year we recognize certain graduates oh the the distinction yeah yeah and how are you oh people there's a whole process for that people are nominated yeah yeah but what we're looking at is I mean just the general experience yeah absolutely like we do an exit survey as students leave us but now we're developing like one year out how did it go

072five years out how did it go knowing that that like you're not going to hear from every student right is just and the students that tend to respond to those surveys are students that either had a really good experience or a terrible one right yeah um and as the years go by the pool that's responding will get smaller and smaller well it could be like most at the universities and stuff you just go onto their website and you can type in you know hey I graduated this year and this is what I'm doing I'm you know president of XYZ and you know I am you know involved in this and just like an open-ended thing that you don't have to send out to anyone you just can respond I think that may be what that's

073right database that we we just did one last year uh 2022 where we use that third party company to gather that that information in but yeah it's you know once again it's whoever volunteers to to send it in yeah but yes Chris that is an area where we would like to learn more but you know it's more National surveys and those kinds of things that give you the data where you can lean on best practices okay when they're looking at just large data sets across the country our small data set is much harder together well we're trying trying to get a better better set of Dad all right uh the next uh strategic direction is increased student engagement post-secondary planning so we have a whole section on post-secondary planning around here uh real you can

074see some of the things that tie into this is the idea of executive functioning knowing how to manage your time we know that that is a as we started our strategic planning process was a lot of feedback we got from former students that they were leaving us and were not being successful in managing their time um so that's part of the keys of one inside of our new schedule right is that it offers students that opportunity to practice managing their time one day a week with us and then we're helping them do that with some of the sports that Ryan offered up today but also in the lessons that we're teaching them and strategies we're giving them to be more successful during that time you know uh I didn't want to interrupt Ryan as he

075was rolling over there but we do know and it was brought up the research definitively shows that forming groups of people to help you be successful as adults like study groups at college is huge hugely essential to to being successful finding a group to be with in the workplace finding a group to be with in college finding a group to be within your personal life finding those groups and fostering them and learning to be successful inside of them is hugely helpful when you become when you move into college or you become an adult so the idea of how can we Foster that here within our walls is a huge piece moving forward um so you can see how those fit inside of here and then once again like I said before leadership opportunities so we

076can have students lead other students in those settings anything in here the next two sections really continuing under post-secondary success knowing that families are important in developing this as well providing equal access for all students to a post-secondary planning and to what we're offering here within schools especially traditionally marginalized students and families that might not have had a legacy of a family to help share with them how to navigate some of these complex post-secondary systems that we're reaching out to that I mean like Abbott is something that's built in our curriculum that helps with that but how do we just make sure that that's available to all students in some shape or fashion and obviously the focus on Career Pathways post-secondary planning things like internships tcd all of those those opportunities that we offer in

077our schools one of the things that is in here that will continue to work for work towards is helping students understand the courses that they're taking now what careers those are preparing them for down the line so that they can see a connection between what they're doing now and what they might want to do in the future anything in here that I you'd like for me to pull out post-secondary planning just mean college or that's okay you know whole secondary planning is anything that comes yeah yeah it's the however many years follow the four years with us so I I always I always kind of boil it down to the bucket of they're going to continue to learn they're going to work they're going to need to fill their time like and they're going to

078have relationships with people in all of those settings to me those are kind of the big buckets of whatever happens after us entails so what are you going to do at some point you're going to have to learn more things whether it's formally or informally you're probably going to have to work uh to sustain yourself you're hopefully going to have some free time that you're going to fill with something that you enjoy and you're going to have relationships in a variety of these settings that you're going to have to support So to me it's how are we helping students prepare themselves to fill those buckets then we move into uh the last strategic Direction that's really focused on our staff uh the first section really looks at uh student relationships uh connections how do we

079recruit staff how do we keep them here how do we develop staff that are with us how do we make sure that we all as professionals are using best practices in the settings that we're in and how do we provide time and opportunity for all of that to happen any questions on these two and the inside of this would be Don you asked earlier like staffing needs and development around social emotional learning this would happen kind of in that first one we're increasing a caring trusting belonging environmental Stone you know through an equity lens do uh do staff and teachers are they able to utilize the counselors no uh counselors here for students so we have a employee assistance program for outside counseling for adults that would would see you know seek it out that

080way yeah really like uh counselors psychologists social workers nurses all of that piece of C Triple S that's all student facing our staff utilizing the resources that are available to them it's not something we because of confidentiality we don't gather data on it we just provide those opportunities for staff we educate them on what's available but then it's up to the staff member to engage in that okay um so anything else on this one then I think called out specifically in this next one is social emotional learning in our intervention programs and monitoring the data around that so that's another spot where it shows up with our staff here and then your question earlier sharing staff roles and responsibilities match the current needs of our students is that second one okay so really this is

081how we use the data that we're Gathering about where students are interrogating what we talked about what kind of data are we Gathering see if students are getting interventions if they're appropriate and then making sure we have the appropriate staff that when we bring in staff we onboard them appropriately so they're up and ready to go that we're working constantly on our culture within our staff and staff morale and feedback that's going to be a big piece you're going to hear a lot about this year as we enter into a whole project around staff morale and a feedback loop and a team of staff that are helping us shape the decisions we're making to make sure that we're meeting their needs as an organization moving forward so Rob will be leading that project and Reporting

082out with that team of Staff as it forms and everything else throughout the year any questions on these obviously the board has been provided a wealth of like internal granular details to how we'll be doing some of these I invite the board to peruse through that information as well reach out with any questions you have around these big overarching ideas or the more granular detail inside of it this information has been shared with the district leadership team so administrators and chairs it's been shared with both uh bargaining groups the union leadership in both of those groups so that and I've followed up with any questions that have come in and offered to meet with them if they have further questions and then all of this uh will be what we're parsing out and determining what

083we need to share with staff in those opening days how do we plan to nurture a culture of support and collaboration among our staff so that is this whole project that Rob will be coming later to share all of that with you yeah we're partnering with a third party called EAB that's the name of the company that has a pretty well defined process that's been used in many other school districts some locally and across the country that's really designed around a it's a predefined survey that goes out to your staff that it's around if I remember correctly seven different domains of a a workplace experience that information comes back and then it is a team of Staff members led by that'll be led by Rob but a cross-section of our staff that look at that

084feedback kind of isolate what are the top priorities of things that need to be addressed and then start determining how we should appropriately address those concerns cool so and then I'd say you know it's it's a constant it just keeps going yeah in this Loop so that you can determine like is this thing that was a top thing has it been addressed and now it's kind of fallen down on the list because we owe we know that like no matter where we work there's always things that we would like to see different or improve or those kinds of things that it's it's never like oh we fixed it right so uh this will create an opportunity for that constant dialogue feedback and then evaluating if like this team is going to look at it prioritize

085something make some kind of change in the workplace environment what we should see is that concern fall down in the list and something fall up in its place and then now it's move on to the next thing but we also know like you can't do everything all at once right so it really it's like what is most critical let's focus our resources on what's most critical hopefully resolve that and then open up resources to take on them the next most important concern cool cool so it's a pretty well defined process from an external group has good real real solid research behind it great and then are we being asked to approve this either is it the August 21st or August 7th August 7th which is will be a workshop with action these will be on

086there because I'd like for the board to approve them before we present them to the staff the staff will be back before we meet at our normal August meeting okay so I'd like to be able to get up in front of the staff with the administrative team and say the these are the board approved goals for the year okay as I said uh please you know take another walk through them all of the background information has been provided as well if there's something that is nagging at you or you know I didn't give you the opportunity to comment on it today please reach out just copy Don and I on that so that we can discuss it and then bring it back to the we'll bring it back on the 7th thank you foreign Jeff

087up for our new board members this is Jeff Burgos is our HR Director um one of the things that uh came out of a recent memo to the board was a question about how we our hiring process and then ultimately how we announce our hirings and approve our hirings at board meetings since we have three new board members and some questions came up we thought it'd just be a good opportunity to review just give you like the 30 000 foot view of our hiring practices we have I'll share with the board at some point we have an internal document that outlines I might have already I can't remember but we have an internal document that that Jeff works on that documents all of our practices for hiring internally that I'll share with the board at

088a different point you can take a look at it all right all right over to you Jeff thank you Hank um so yeah so hiring practices here in District 99 the I've got a handful of slides we're kind of walking through the main kind of themes and steps within that and then you know I've got some bullet points obviously and as Hank mentioned there's a much more detailed document that's an internal document that he can share with you that is also shared with our district leadership team and anybody who's in a hiring capacity um so initial coordination so that comes from you know finding out there's a need and there are several ways that happens uh particular to our teaching staff that's usually with our staffing meetings that happen in late winter early spring as

089we're preparing for the next year and so it typically happens there is a principal then we'll coordinate with their staff in the building around the building perspective so what does that include that includes things like all right what position do we need to fill in particular to let's say it's a science position are we looking for somebody who's more physics more chemistry more biology we're talking associated with somebody who's more you know us history more geography so there's lots of considerations that need to be put into that as well as checking with the principal from across town and saying okay have the DC's talk and and see what kind of overlap and coordination we need to do to make sure that we're meeting the needs of our students uh you know as well as possible

090because one of the things they keep in mind is that when we hire people a lot of people think oh I got hired downers North I got hired down or South but they're actually being hired by District 99 and so there's you know we have to keep that perspective all the time that we might have pieces that move from year to year we got to be ready for that um so the next step is then the principals figure out what is what we need and as I said for Staffing it's a bigger group conversation as well and then that's when positions get posted on our website which leads to experience for candidates which is they're able ability to get on there and see those and and type in or I should say click on and

091then type in a lot of things for the written application then that also to be submitted also requires a video interview so we have a video interview that besides uploading their resume and other documents like reference letters and all the demographic stuff you normally would do experience they also do uh a brief video interview so it's usually about four questions they have about uh you know two minutes to respond to those and then those are used as sort of our first screening tool for our hiring so that um even before they look at the written applications we always encourage our uh hire managers our department chairs in particular and the assistant principles who work with them to look at those video interviews to make sure that we are you know not just looking at people

092on paper and that we are looking at people in person as well it's nice because it kind of counts then we can say everybody who applies to District 99 at least gets an interview of some kind so we have that to look at I got you thank you thank you um so then next we have uh the interviewing itself so I talked a little bit about this uh primarily when you know most of the hiring we're talking about is certified staff or teaching staff and so uh the first people involved at our department chairs and then the designated administrator so designated administrator as I mentioned is another admin as administrator one of our assistant principals could be our principal um uh one of our building level directors who work with the department chair and partner

093with them in this hiring process so as I mentioned candidates will submit their application with the video interview all their materials and then the designated administration department chair review those applicants so they're looking at those videos and they're saying wow here are some candidates that really stood on those videos now let's look at their applications make sure things like do they have the background that is ideal for what we're looking at after that sort of coordination piece I first mentioned and trying to find out who are the Slate of candidates that are going to be our best group of people to bring in for an in-person interview and then that can vary in terms of numbers depending on how many qualify candidates we have then what happens is the department chair and designated administrator they

094also put together an interview advisory team and so that is the folks I've already mentioned then that will also include teachers from the building as well from the Department that is the positions posted in to allow them to have a voice in the process to meet the candidates to give perspective because obviously we've heard about a lot about our goals today and collaboration how it's important and teamwork and things like that so we also want to get a sense and feedback from our current staff on any new staff that are coming in so we want them to be part of that process um the inner advisory team also has some things that go along with that there's again a kind of a a link to the larger document as a separate document just for this

095team where they are coached up and reminded about good hiring practices in particular things like uh being aware of biases and interviews and so there's like kind of you know definitions what types of biases are what they are how to avoid them we have a few videos that people are on these advisory teams view to remind them about being cognizant when you're sitting in an interview about saying you know oh the first person was great and then letting them be the standard you judge earn else by but you know trying to put those things out of your mind as much as you can and being fair and taking each candidate at their worth as they come in and being specific about the you know things that are pauses for them one of the things that

096we might need to do to support them if we were to add them to our team and as an ongoing goal in our district is to try and increase the diversity of our staff to more better uh reflect the growing diversity of our students and so if there our qualified candidates so they have their certification they have you know particular sometimes specific certifications in the areas we're looking at like I said we're looking for somebody who's a physics-based teacher we need somebody who has a physics background we want to make sure that we bring those candidates in and give them the opportunity to come in and interview with us so that we are again purposely trying to avoid some of those biases that might exist so after that process then we get to our finalists

097um you know not the finalists but sort of the final group narrow it down usually gets narrowed down to two or three candidates um and that will involve a couple of things that's going to involve a performance assessment and so the department chair and the designated administrator will work together to determine what that's going to be and it can be a plethora of things that there's an opportunity to go observe that teacher teach in their classroom or review some materials that they have in terms of lesson planning they've done maybe there's some other uh you know a question and scenario types of things so again that is varies in a lot of ways the document that is more detailed has some samples and examples of the things that can be used for those performance assessments

098but again the idea there is to try and tease out as much you can in a practical sense what this person can bring to the table as a candidate for us and again as I said those are varied and customizable because depending on the need in the department and the position we might want somebody to pursue a different type of performance assessment to try and fill where we feel like we have a need based on that opening or somewhere we want to get stronger and get better um at that time then also the department chair will start their reference check so they're making those phone calls sending out those forms to make sure that we are getting some check on the references that always includes a phone call to a direct supervisor um which is

099sometimes some people list that person then the references sometimes they don't but that's something we always seek to do because we want to have that perspective of the employee potential employee then there's a second admin interview which is usually involves the building principle obviously and also then Gina comes into play at this point as well as our leader in curriculum side of things to make sure that person meets the muster in terms of what we're doing curricularly for our students so she'll meet usually two candidates out of that group and then kind of be part of that process as well so again once that happens and Gina's had a chance then to meet with those candidates all the data is reviewed so we're reviewing the video interview reviewing the notes from the first in-person interview

100we're reviewing um the application the references all these things and taking the notes you know feedback from those people who involve were involved on that interview advisory committee and then the designated administrator department chair are reviewing all of that and then they talk to the principal and say Here's the finalist here's who we would like to recommend to hire principal then double checks with Gina to verify hey any red flags about hiring jury that she seemed like she's good and Gina says thumbs up or go with your e and then the department chair has the clearance to then reach out to our candidate and make uh sort of that initial offer saying you are a finalist you're who we would like to go with pending board approval and you're you know discussion with HR about

101everything else so once they do that they send over information to me so I know the candidate is and then my role in that process at that point then is to review all the information I double check on their certifications their endorsements do they have what they need to legally teach you know I do my due diligence to make sure there isn't any other things we need to worry about I review the information that comes back from the background check they also do which is the fingerprinting criminal background check to make sure that they are also fine there and then I will contact the candidate and I discuss you know what they're say whether we're looking to place them on our salary schedule based on their experience as well as their educational background which is

102how our salary schedule works and then if they are amenable that then we send out our contract to them which then is what will come to the board then for approval and that's what shows up in the Personnel report like what you'll see this evening so one of the things that came up in the last week or last month not last week last month was that we had an administrator come on board prior to being approved by the board and over the last several years working with a variety of boards we've approached this in different ways but many times we need to announce internally sometimes externally that somebody is starting with us prior to the board approving that person being employed with us and this is where the board superintendent relationship gets a little weird

103as we discussed in our starting right workshop and the fact that the board hires one employee technically me and then the superintendent's responsible for hiring all of the other employees however there is an oversight of the superintendent hiring all of the other employees by coming to the board for board approval so there's always almost always this window of time in between where administratively we've worked through this whole process that Jeff has outlined we've made an offer to somebody they've accepted that offer administratively we've signed off on that process yet the board has not yet approved that person sometimes it's while the school year is running right like a teacher has to leave for some reason we hire somebody to come in it's we need that a teacher in front of our kids right away we're

104administratively approving this person but it might be weeks before it comes to the board for approval so we're still communicating to that teacher's students and their families that you know Mrs Smith has come in to replace you know Mr Jones and uh you know pending board approval they will be the full-time teacher in this position boards in the past have uh and board presidents in the past have encouraged us to lead with that statement that this person is coming on board pending board approval to make it clear that the board has a role in the approval process however the board's role in the approval process is very restricted by law right there would have to be something a glaring problem in that recommendation to the board for the board to not approve that and have

105it move forward right so uh we don't want to give the impression that it's a rubber stamp by the board right that the board has no involvement but the board has limited involvement in a hiring of anything other than a superintendent right um so I I guess at this point I kind of like this board's take there's kind of two we talked with the board's attorneys on kind of how different districts do this some districts take the tack that we do we kind of open with it you know Travis McGuire will be hired by District 99 pending board approval that's kind of the opening line of our announcements right other districts talk about hiring Travis bringing them in everything else and then at the end of the announcement you know and Dr McGuire's contract will

106be on the next board agenda for approval all right and indicate a softer uh direction that the board has authority over it either way it shows up it's just how would this board like for us to indicate that when we make those announcements and it's not for every hiring we do but like a head coach or you know a very public teacher like a band director or an administrator or principal those are the types of positions where there's usually some kind of an announcement that goes along with that that could be going out in that in between time um I can summarize the concern that was raised by Cara who is not here tonight um so her her point of bringing this up was as a board uh as Hank suggested we have limited roles

107in approving the hiring of personnel right as Hank suggested unless there's some exigent circumstance that would present itself were pretty much approving those hires so to say that we're hiring somebody subject to board approval sort of gives off an impression that we're sort of going to be evaluating the hiring and determining whether or not that person should be hired as a board and I think that's probably not that true and accurate representation of the process but Hank explained to me that the former board under Dr cupka's leadership wanted that language in there because they wanted the public to understand that it's not simply a rubber stamp um it's ironic because Kara was arguing that it is a it is kind of a rubber stamp um so I think Hank is just looking for direction from

108us as to what language to utilize as we go forward do we want that language that it's subject to board approval or the alternative is to like yeah the other thing would like we have led with it in the past to indicate that the board has a process as a part of the hiring process which you do you are asked to approve everything and nobody's when Jeff makes the offer it's always pending board approval right like if if it wasn't approved at a board meaning that person would be terminated immediately right um the other option is being kind of just less leading and front forward with that and just including that the process ends with border like the recommendation for you put a kind of lower in the announcement towards the end where you say

109you know Mr Espinoza will come to the board for contractual approval you know at whatever date um uh she was just questioning whether or not that language was necessary because we're not really um you know integrally involved in making individual decisions on hiring processes yes it does it does transaction yeah correct my my perspective after hearing all of this is as long as it's not interfering or interrupting your process Jeff by making that representation that's subject to the approval of the board and I think we should just continue on that path um because what if there is a circumstance that there is something that was missed and the board has an opportunity not here it doesn't have to happen not here if you remiss if we if we change the policy tonight and then something

110did happen and we'd have to sort of then take action potentially to terminate that employee even though we never really want to prove that in the first place so I'm of the mindset that we just maintained the process that was uh directed from the prior board yeah I agree I would agree I agree okay that makes it easy we have a template that we generally use that indicates that the final process is board approval you mentioned that the video is that video for everyone who wants a role here at okay yeah we do we video we use the video interviewing for every position we post how is that going for us because that's an extensive process for those who probably aren't Educators so who may be looking for a role that may be in a

111um floor salary band I mean because that's a extensive process based on where and I don't know well yeah there's still people are still looking for employees so how do we compete if we need an employee who is not going to be an educator but we need someone in the facilities or something like that that's a lot of steps for the role and we have to compete with other or they don't have to do as much so I I know I question question that in the past about that's a that's a lot to ask in a competitive um employee environment I think there should be based on the role we look at the steps that the person would have to take basically rule because having someone you know on a video that may be looking

112for a role in our facilities or a lunchroom or something like that that may not even have access to um video and all that stuff I yeah I I think I have said before I think it's a lot based on the what the level of the position may be well I know I don't think so the first question is impacting us something that effect and I don't think that it is we do occasionally get people who have questions about the process and uh we're able to answer those I know for some of our uh hiring managers who do hiring facilities or some of the other areas beyond our certified staff they actually appreciate the video interviews because it allows them sometimes the opportunity to streamline their hiring process a little bit because they sort of

113get that first interview screening is done on the computer um I would say when we look at I don't have a hard uh percentage number but when I look at the number of applicants we have just in any position versus the number of people who reach out with problems it's pretty minimal um and half the time it's you know they need to update their phone because a lot of people are doing these on their phone or on an iPad or something and and they're and it seems to be working out well I know a lot and there's a decent number of other districts who also do use the hiring videos as well there's two different Services out there but they're all pretty similar in terms of candidate experience oh okay I'm just curious of what

114the other board members think I actually think it's a stressful process um and it depends on what role you're looking for I've talked to some community members and kind of talked about oh yeah they're like you have any roles check it out and then I hear oh my God I just you know just the idea of going through all that are the you know they may not have completed it for those reasons I think it's a great idea but I just think in a competitive employee Market is that a competitive approach depending on the role that's all yeah well I mean the area that uh we maybe have the biggest need right now is with substitute teachers and paraprofessionals in the district those are the positions we have most difficulty filling and in order to

115address just the need in general and also maybe taking consideration what you mentioned that maybe some people may not be comfortable um that's why we did the hiring career fair in June and we're going to be looking to do another one in August where we are here at we did it South last time probably we'll be doing it again I think it was about four hours of time where myself and the rest of my staff were there Scott was there to help out a little bit our last one and we had Chromebooks we brought in some of our current staff members who are paraprofessionals and substitute teachers um and all those people were there were to meet these people and answer questions we had Chromebooks available so we told them hey here's what this application

116process involves if you'd like to do that here here's Chromebooks so if you have any questions people are here to help and assist you so um yeah we're always like we understand that there might be some people from time to time who that's a bit you know maybe intimidating or they have a technology glitch or something and so we do we I think we really do do our best to go on our way to try to help support people to get those applications in yeah technology in itself could be the hinder is like I am not technically savvy so I could be the best candidate but now I can't even go for the role to the NFL for depending on what the role is so I I just think about all that stuff especially [Music]

117in the code just being conscious of that today in the climate of people age was right that that may not be from that perspective the other question I wanted to ask about the diversity piece so we talk about there is a video so we're already exposing I know you know the diversity if there is a video I remember Pete talked about at one point we had it where you did not we were doing maybe extracting the knee we're doing something to kind of ensure that there is no unconscious bias in the process in the in the interview process but the video actually you know that kind of well and that's part of the reason for the video interview again as well is that you know you're not looking at names on a paper you're looking

118at the video which you don't know what somebody's background is based just on their name necessarily so we want to encourage our staff to look at those videos so they are bringing in diverse candidates make sure they're getting every Fair advantage to be reviewed and considered for our positions the the video interview serves as the first face to face interview for every candidate right so everybody who takes the time to fill to to complete which is I mean each video is 30 seconds yeah there's average time to complete is maybe 10 minutes yeah so every single person that goes through the effort to apply and to complete the video interview is going to be few they're going to get a first round interview um okay okay you know where in other places where people are

119screening using paper there could be implicit bias based on where they went to school or where they worked before this or what they look like or any of those things that could be there that we work with our implicit bias training to make sure that those aren't there but more so we get to hear their words not what we interpret of their words on on a page right so it'd be the same as if anybody wanted a job here came in sat down in front of us asked answered four screening questions face to face and we had the opportunity to to review that with everybody who wanted a job here so yes it can be a barrier maybe for some people but we believe it opens more doors for candidates than it closes and we

120we haven't had issues with custodian staff or support staff or I mean it very few individuals that have a tech issue and most the time it's um they want to re-record some like they made a mistake as they were recording yeah something happened yeah or a lot you know they're at home and the dog knocked over their computer so they want to reset we can we can do that yeah I I guess we can imagine measure who how many people don't do it because they don't have technology we can only you know what I mean I've only had one person reach out to me in the eight years that we've been doing it uh that was concerned that they needed to complete a video interview but um because we can't ask uh in the application

121process you know what race or ethnicity someone is the video interview allows us to fulfill our policy which is to bring in a diverse candidate then provide them with an interview that would be the only way unless we're going to interview every single candidate well I said and that's kind of the proactive advantage to it so somebody's name is Bob Smith I mean they could be biracial they could be any one of uh different backgrounds um and so this gives a chance to look at that person say okay here's somebody I wouldn't expect there was a diverse candidate just looking at them on paper but they are and I'm going to be bringing them in or you know hopefully we don't have this because we we're cognizant about this but there's also you know there's

122research out there that'll say that if you have a more ethnic sounding name from a less anglo-sounding name you might be less likely to have your application looked at where we purposely are saying no you must look at these videos you must make sure you're giving these candidates Fair appraisal and fair review just like you would with anybody else if you're looking just on paper it's I think that helps hopefully is leveling uh the playing field in that regard just to make it where we are you know instead of meeting our goal to try and you know have our staff more more accurately reflect our students which is always going to be an ongoing goal so if we got rid of the video interviews we might miss out on some potential diverse candidates that we

123don't otherwise bring in foreign I think I'm Google is concerned about this video two for certain roles that's all but okay all right um then once they're uh somewhere in here there's an onboarding process depending on the timeline and everything else they could be before the announcement before board approval or it could be after but generally Jeff what do we do with onboarding to get somebody started up with absolutely so onboarding I think that you know I view it as starting with and I make that call to the candidate to make an offer to them and then for all of our candidates regardless of what type of position they're interviewing for then the next step is pretty similar um I review with them here's you know what you're going to need to consider Insurance options

124you know uh some of the disclosures things we need you know being a school district of DCFS Etc and then they are reached out to by my office and uh usually it's it's Chris Blum who's our ad assistant in the office you'll meet with them when they have their paperwork ready sits down with them make sure that they have all their ducks in a row and T's crossed eyes dotted all that paperwork's done it's no chance for him to reinforce some of the things I've discussed with them on the phone another chance for those candidates to ask questions while they're coming on board um so that's that paperwork side of things and then again specific to our certified staff obviously the bulk of those come in at the start of the school year and so

125then they have the new teacher orientation program which is in August which is an annual thing run by the associate principles for instruction at each building so I always make sure they know about that but then that gets them started with on the right foot with everything they need to know about d99 to be successful right off the bat get some chance to get you know meet their Mentor teacher hopefully so they have that piece going on with our mentorship program moving on so that onboarding process starts with my phone call and continues on uh into the future of their employment with us at least a couple years formally but then informally you know hopefully they're building relationships that allow them to be successful in the long term as well so any questions overall Jeff

126do you do you see District 99 still being competitive in the marketplace and attracting the highest and best candidates I I do um and it's you know it's a great question because I'm reminded about when we uh we had a job for several job fairs I went to in the spring and uh you know one of them was with other a group of high school districts that I you know collaborate with the other people in my similar positions at those districts and we kind of as a group put on a job fair and you know it was for you know let's say it was 10 to 2 o'clock and I was there for another half hour because there were still people lined up who just wanted to say hello get their resumes in to District

12799 because of our reputation and when I go to like ISU or which is a you know one of I think the fifth largest producer of teachers in the country um there's always lines of people who want to come in and and and introduce themselves to me because they are familiar with District 99 and our reputation so um you know as you hear about the teacher shortages and while that you know is real for us in the sense that some pools for those higher harder to find positions I should say get a little shallower because there's fewer candidates we still have been very fortunate because of our reputation and the great things that we're doing now um to still attract a good pool candidates to have be a place where people you know I refer

128to as a destination District and how would you characterize our compensation packages I mean is it competitive I would say our compensation package is competitive um we do get candidates sometimes with several years experience coming from other districts uh because a they want to come to District 99 because of the great reputation and the things that we're able to do for students here and be oftentimes they're going to get see a little bump in their paycheck versus where what they would get where they stay so we are very that's one of the reasons why I think that you know the teacher shortage hasn't hit us as hard is because we are not only competing or attracting I should say the new teachers coming out of college but we're also able to recruit from existing uh

129staff and other other districts how often have you found that where we've identified a candidate we've selected that candidate and then you have a conversation with them about salary and benefits and then they reject the position has that happened in your experience that has happened yeah it's it's happened this I'm going my fourth year in this role so it's happened a handful of times I would say once or twice a year that really is a sticking point um but and what happens in that regard I mean is there Talk Amongst the administrative team about potentially countering and increasing the offer or is it this is our package this is our pay grade and that's it and if you don't like it yeah and unfortunately it's more the latter uh because what I will do as

130it comes up I'll you know go back and probably usually it's Gene I talk to and say hey am I missing anything here you know that we should give just to or throb as well just to make sure that you know when I've reviewed all the information I have you know do I have everything I need to have given them the correct offer because that offer is going to be based on the year's experience and then it's also going to be based on their education that is applicable to our district so where we do have have run into the problem a couple times is where you know districts will do their own PD in-house and then they'll sometimes get teachers credit for that but that the way our contract is written that doesn't transfer over

131here necessarily because we have with a few uh specific exceptions you have to be taking coursework and advanced degree program that is par sorry coursework that's part of an advanced degree program so you have to be taking courses that are part of a master's or doctoral program and not in-house sort of like uh PD stuff that other districts who let you pile up uh those credits I mean we have some options like that here in District 99 but not as many as other districts do so that will kind of inflate and you know some places will do that I think as a way to help keep their people because then they're going to price them out of moving somewhere like District 99. hmm how successful was the job fair you had earlier um that yeah

132so that was for Paris and substitute teachers or guest teachers as we like to call them and I I was very happy with the results um if you had asked me before it started I said boy if we get 20 people through the door that's going to be a good day we had over 40 people show up so that was amazing yeah so we've already I've started I've processed reviewing video interviews and looking at applications for I usually do that for our subs and then I hand those off to Chris and he reaches out to them to get their paperwork going so we're probably somewhere close to a dozen new Subs added specifically from that fair and in terms of Perez like right before right after we had two or three pairs that we hired

133um right around that time but then since then there are I think eight or nine people currently going through the interview process in our district where they're just waiting for their second interviews and those may have happened so I'm hoping before the end of the week I've got some paperwork to add to our parents so if those all work out pretty well we'll be close to half of the the needs that we had filled in terms of the paraprofessionals job coaches was another one where we've had difficulty there's much there's only a handful of those positions but I think again there's a couple people on the on the docket that were very close to filling those positions so that's very exciting and then as I mentioned given the success of the fair in June that's

134why I'm plant gonna plan to do another one here in August and uh hopefully if we have even I'm thinking you know now we're getting close to the start of the school year people are back they're done with vacations maybe they're thinking hey I do want to do this or you may have some teachers who haven't yet landed somewhere and they're looking for some way to get their foot in the door it's a great opportunity again to promote it in August here and get them in the door so um yeah it was very successful so that's why yeah we're looking to do it again and if we have similar success we'll be very close to having our needs met great great all right I hope that this you know provides you the overview I I

135didn't think it was fair to have the conversation about how we announced things without the board having the background on how we actually do things um so and I will provide you that more detailed document as well thank you Jeff thank you broken all right a couple of uh quick ones that have already come to the board changes the student parent handbook this has been sent to the board multiple times in advance of today really uh Scott has worked with uh the folks that had up discipline in the buildings the administrators that are responsible for that really the only change that we're bringing to the board in the student handbook for this year is related to personal electronic devices really changing the default that the devices are not are silenced and are not being used

136in instructional settings unless the teacher gives or the staff member in that space gives explicit permission to do so along with that then is the changes in the discipline section of the student handbook for students that don't follow those expectations so any questions around this for me or Scott one thing in there you say cell phones what about iPads yeah it's uh any kind of personal electronic device but do you think iPads needs to be an electronic device you think it needs to be spelled out I I don't but I'm happy to add it if the board feels like we we tend not to name brands like like yeah that's true you know it's a tablet like I could include tablets but tablet yeah um but really the the device that's causing us the most

137angst right now are mobile phones okay but really anything that they're bringing in that's an electronic device whether it's a phone a Game Boy like they're going to the way back machine [Music] you know I I reaching way back there in an old box in their basement uh any of that anything that is a personal electronic device would qualify under this under this clause in the handbook um how is this go assuming that the board takes action and approves this tonight how will this be communicated to students so it will the first step is updating the actual handbook uh and then it will be communicated as students return at the start of the Year within both buildings by the administration in our student expectation so it'll be presented as a whole but then uh we're

138also going to work with our teaching staff we have kind of a template for uh the teacher syllabi that will make sure that there's a a prompt in that for teachers to include that in their syllabus and discuss that in their individual classroom settings as well and then I'm sure Courtney and Irwin will have it in all of their parent things that go out as well so that families can help us and reinforce this as well so how much teacher input was made in the final draft that we have it was sent out to the entire staff and anybody could have offered feedback I met specifically with the DGA leadership and they provided their feedback in a document much of it we accepted in this not all of it but we took a great deal

139of feedback between there was like three versions along the way that led into this final version so we're confident that if we put this out there that will have a hundred percent buy-in from our teachers in no uh I I don't believe in anything that we put out there we'll have 100 buy-in in anything but this is what was asked for in a way that it was asked for that the default B that the devices are not being used rather than every individual teacher needing to communicate their expectations for that space so that was really the key was uh you know and every teacher is going to have a a spectrum of what they're more comfortable with in their space there are some teachers that are using cell phones every day to pull their students

140and to gather feedback and those kinds of things and there are some teachers that would prefer that they didn't exist right and we're going to have that full range of use inside of a classroom ultimately a teacher needs to be able to communicate what their expectations are and then enforce that but it was clear in our meeting with the DGA and the feedback that we got through the hybrid block schedule that our staff would prefer that the default is that the devices not making noise and that a student is not interacting with it by default now how a teacher manages that in their space is going to be very different depending on the teacher the physical layout of the space the students that they have there and the instructional goals of that individual class or

141the the course as a whole okay if I take my Board of Education member hat off and I just where my parent hat I'm extremely elated with this policy and I think I think a lot of parents in the community have been looking for a policy like this and I know that this was brought to fruition by teacher concern and I'm I applaud Hank for addressing this in a creative manner through the handbook I think that's the proper way to address this and I think this is a positive step in the right direction to give teachers more control back in their classroom without having to be deemed the unpopular teacher who doesn't have a popular policy within their classroom so hopefully this will be well received by our teachers and I'm pretty darn sure that

142it's going to be well received by our parents and just a reminder the hand the reason we're putting it in the handbook is it allows us administratively to be more Nimble so if we find like we didn't go far enough with this and we're not seeing behaviors change or improve the the way with the approval of the student handbook allows the administration to make changes and then come back later to have the board approve them so if we need to make a change in real time we can or if this sat in board policy remember that process is very board driven right so it would have to go like three months true like yeah it'd be like a two-month period to make a change if come like October we feel like wow this is not

143enough or this didn't go far or we didn't consider this setting or whatever that we can make the adaptation in real time and then come back to the board to get it approved under further discussion but allows us to be a lot more responsive and proactive when it sits in the student handbook rather than in board policy standpoint can you just walk us through so I'm John Smith in Mrs bar Thomas's classroom and I look at my phone for the first time walk us through what the discipline process looks like so that's spelled out here uh right behind Scott's head [Laughter] so obviously we want to uh reinforce with the student the expectations explain to them what's their side assume and whenever we talk about discipline there's two terms we always talk about frequency and

144severity right so it it is very situational dependent right so you would expect that the teacher would follow up with that student that individual student either in the moment or you know pull them aside during class or after class and reinforce the expectations in their classroom now what the student does next determines on how you progress there like if the student is like Fu I can do whatever I want well we're not even talking about cell phones anymore like we're talking about insubordination and behavior like where cell phone is not the issue right now right so we would expect that a student would be like thanks for reminding me or I got it or you know whatever oops you know like something like that and that their behavior would change right now if it doesn't

145happen again for months and months at a time it kind of like resets if five minutes later the student has their device out okay like they have escalated that because of frequency not necessarily severity right once it reaches that point where the intervention that the teacher is providing in the classroom is not working or being effective our expectations the next step is involving the family allowing the parents the opportunity to know it's becoming a distraction that I've talked to your child things are not improving this is what we saw in the classroom can you please help us get this back you know so that your child is productive in the classroom we're hoping that that resolves it and then it all resets right if that doesn't work then it starts moving through the discipline process

146in the building where it gets a referral to the Dean's office the Dean's office somebody in the Dean's office a Dean is going to meet with that student try to figure out why it is that this isn't uh getting resolved take a look at what's happening is this happening in multiple classrooms or just in this classroom to see if there's a larger concern it's just being demonstrated through the misbehavior through a cell phone uh at that point maybe the counseling department needs to get involved there's all these different Pathways that could follow if the behaviors don't change then we're going to move into more of our Progressive discipline pieces which are laid out on this second page here right which is where you're going to move into things like detentions involvement in the path program

147if you know any of these things if they continue to go on on and on and on the outcomes escalate and that's what's kind of laid out here thanks for doing that yeah so any other questions on this one all right so that's the approval that's in there tonight when the board approves that that's the change athletic activities handbook there that's been provided to the board no changes from last year being recommended at this point we just asked the board to reapprove it because then it does both the student handbook and the activities athletic handbook have more Authority after the board has approved them Freedom of Information request we've received them and have responded to them they're available on our website if you search foia's and that's it for me thank you Dr thiely the

148battery is low oh moving to the consent agenda before we vote on approving the consent agenda is there any agenda item a board member would like to pull out of the consent agenda for further discussion hearing none then can I get a motion for the Board of Education to approve the consent agenda as presented which includes the Personnel report appointment certified appointment Administration transfer position classified appointment classified B Personnel report retirement Administration resignation certified retirement classified non-renewal classified C May treasure report in June and July expenditures D closed session minutes and verbatim recordings e-settlement agreement and general release in regards to ielrb case number ca0042c F athletic trainer contract G authorized signers for Wind Trust Master lease agreement H sassad board of directors alternate representative appointment resolution and I acceptance of donation EMD paint and

149Design so moved second Terry moved Chris seconds thank you thank you Terry Patterson aye Christian Espinoza aye aye Fuller extra aye Ken Dawson aye I'm done right now hi oh Don I'd just like to say thanks please please go ahead just say thanks to uh EMD paint and design for uh painting the scoreboard at North that was uh very kind of them to donate that to the to the district and uh we just want to say thank you and that's in cooperation with the athletic boosters at North that have been really working hard to get that done yes yes so every little bit counts and that counts a lot appreciate it all thank you thank you after the consent agenda item seven recommendations for Action um can I get a motion from the Board of

150Education to approve the proposed changes to the student parent handbook including discipline code and the reapproval of the athletic activities handbook Chris moved in Jenny second thank you Christopher Espinoza aye Jenny hagstrom aye Terry pavesich aye Penn Dawson aye Cheryl Fuller aye and Don Renner aye motion carries uh reception of visitors we have no slips is there anybody that wished to address the board all right uh item 11 Communications and announcements um Jenny anything to report from lend no no okay we're not yeah but we're we're starting to form our committees for work next year but it's kind of the summer Hiatus right yeah the executive Council was supposed to meet tomorrow morning but that was canceled and has not been rescheduled so uh Hank any reports from sassad uh we have two interim directors

151there to replace the pass director who took another job opportunity uh we're kind of transitioning to this new structure so starting in August I will start attending monthly meetings during the day and then shirelle has uh three meetings that she will attend is the governing board throughout the year she and I both be there together um but really just their trying to get the new Folks up and going to get the school year started just like we are we are hosting uh at North High their opening day with their staff so they're going to come over and use North High to get their team up and going this year so we're helping out in that way but I'm sure you'll hear a lot about sassad over the next year as we have to hire several

152key positions there for the long term Terry any report from the Education Foundation um yeah just a real quick um our meeting is Wednesday so this is just the last month our meeting uh has changed to South High in one of the meeting rooms so we will be meeting there I think from now on and unless something comes up and there's a conflict or whatever and um we joined the National Association of the education foundations and we're very excited about what they have to offer for us they've got webinars and different things that we can participate in and Kara has joined us as one of our members representing the board and so uh um like I said we're still looking for more members so if any but he knows anyone that would want to be

153on our board by all means send them to Julia Beckman and that would be on our website so uh ever met thanks Terry and then Ken from the Illinois Association of school boards uh nothing new just a reminder we have the um 90th annual uh conference coming up in November the 17th through the 19th there'll be a lot of great sessions Workshops the opportunity to network with board members from around the state and find out about best practices so really looking forward to that just to show a handsome is are we all planning on attending and I will bake cookies and I'll definitely be there [Laughter] all right upcoming board meetings we have an upcoming workshop on August 7th at 6 30 and then a regular business meeting on August 21st both of it which

154will be at 6 30 p.m here at the ASC and then finally we are going to be making a motion to go in a closed session for audience members we will not be coming back out into Open Session take any action thereafter accepted to adjourn except to adjourn so I need a motion from the Board of Education um for the uh to go into closed session for the purposes of the appointment employment compensation discipline performance or dismissal of specific employees specific individuals who serve as independent contractors in the park recreational or educational setting or specific volunteers of the district or legal counsel for the district including hearing testimony on a complaint lodged against an employee a specific individual who serves as an independent contractor in a park recreational or educational setting or a volunteer of

155the district or against legal counsel for the district to determines its validity in accordance with five ilcs 120 backslash 2c1 don't move shirelle moved and second second Ken second thank you Ken Dawson aye Mr Espinosa aye Jenny hagstrom aye Trey pavasich aye I'm John Ritter aye motion carries we're moving into closed session thank you very much