001[Music] Oh. [Music] [Applause] [Music] Oh. Heat. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] Oh, [Music] oh, [Applause] [Music] oh. Heat. [Music] Heat. [Music] Heat. Heat. [Applause] [Music] for the cells. I got my calling to order the regular board meeting regular school board meeting for CSD 2011 for June 17th, 2025. Can I get a roll call? Leah Conover here. Carlos Aia here. Jessica Rodono here. Medina Hoover here. Kevin Marin here. Angela Steady. Lauren Sakiri here. Okay. Stand for the pledge. I aliance 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 all, right? Like sorry, I was watching a video. Okie dokie. So, first up, um an is not healthy enough to be here tonight. So, um, again, we're going
002to pass this on to the next, uh, board meeting. We'll keep the oath of office on until Andrew's healthy enough to come in because we can't add it, but we can always take it off. So, we are tableabling. Um, okay. Motion to enter close session to discuss uh, personnel issues, student discipline, superintendent evaluation, and collective bargaining. So, move. Second. All in roll call. Roll. Roll call. Dr. Hoover. Yes. Mr. Ciri. Yes. Miss Rodono. Yes. Mr. Aia. Yes. Mr. Marin. Yes. Miss Conover. Yes. Okay. Motion passes. We will be back out. Call in roll call. You even put on their roll call. [Music] Heat. [Applause] [Music] Heat. Heat. [Music] Oh, [Music] oh, [Applause] [Music] oh. [Music] session. We will move on to the approval of minutes. The chair will entertain a motion to approve the minutes
003of the May 13th, 2025 regular meeting of the board of education. The minutes of the closed session of the May 13th, 2025 regular meeting of the board of education as presented. So moved. Second. Does that want a roll call? All those in favor? All those in favor? I I uh opposed. Okay, motion passes. Moving on to public comment. Do we have any public comments tonight? Nope. Okay. And into the consent agenda. So, uh, the board will enter the board entertaining a motion to approve the consent agenda as presented. Number one, um, personnel recommendations, employment of, uh, licensed staff. Marina Ali, fourth, fifth grade math teacher. Nicole Santoro, K2, self-contained teacher. Daniel Zenin Jezenori, math teacher, Westmont Junior High School. Ethan Hunt, math teacher, Westmont Junior High School. Kathy Fischer, long-term sub, early childhood teacher. Non-certified
004staff. Sarah Good Pastor, teaching assistant, long-term sub. Leslie Navar, principal secretary, Westmont High School, and stipens for Dave Weisbrock, uh, Westmont Junior High School, wrestling coach, and John Clark, assistant football coach. Number two, resignations and retirements. Oh, sorry. You just My bad. Yeah, just resations and resignations and retirements. Okay. Uh oh. to approve the expenditure report for the month of June 2025 in the amount of just passed by sorry1 $1,800,154.14 as presented number three approving the expenditure report for update the month of June of May regular sorry my computer is going real Hello. I'll just go May May 2025 regular payroll. Number four, the approval of school treasurer treasurer and renewal of the treasurer's bond. Number five, approval of resolution for the Sassid governing board and alternate appointment resolution. And number six, for a student
005tour. So moved. Second. Roll call. Miss Sakiri, yes. Mr. Dono, yes. Mr. Abia, yes. Mr. Marin, yes. Miss Conover, yes. Dr. Hoover, yes. Motion passes. Okay, moving along into our discussion and information portion of the evening. Our parent liaison update. She's so nervous. Be nice. It's been a while. So, I am here to introduce Eddie Leon. Edit Leon has done so many things behind the scenes. And it is such an honor for me to be here um introducing her. She has a second grader, soon to be third grader at Manning in the dual language program. And when I first came here two years ago, I really saw a need for for, you know, there to be an advocate for our family, someone that they can really lean on and trust. Um, I started getting all
006the calls and all the texts, started giving all my personal cell and quickly realized this is going to be tough, you know, to to do all this. And so, in talking to Adid and, you know, building that relationship, she already knew so many of our families and was already connected. And so, she has done so much. She has she translates for families. She provides them support with even personal she just found a job for a family um because they were they were struggling. Um our secretaries call upon her regularly to support with registration um with parent teacher conferences with with so so many things. So you're going to learn a little bit more about and what she's been doing. Um, and we're hoping to keep her keep her on board for another year as we've
007just seen the powerful impact she's had on our family. So, thank you. Good evening. Thank you for giving me the opportunity to talk today about what we have been doing to support our families. My role and impact as a parent liaison here at um CUSD 2011. As a parent leaison, my primary role is to serve as a bridge between families and schools, ensuring open communication, trust, and collaboration. I work to support parents in navigating the educational system, helping them stay engaged and informed so they can be active partners in their children's academic and social development. I provide assistance mainly in Spanish but to um other non English languages as well to help families feel comfortable and included regardless of the language barriers. Whether I'm guiding a parent through registration, explaining school policies, helping connect them
008with community resources, or simply listening to their concerns. My goal is to empower families to advocate for their children and build stronger relationships with our schools. The difference I've made in my time at CUSD 2011. I've seen the power of connection transform lives. I've helped newly arrived families feel welcome and supported, ensuring their children have a smooth transition into the school system. I've supported teacher family communication and worked one- on-one with families to overcome challenges ranging from academic concerns to housing and food insecurity. One of my proudest accomplishments is contributing to an increase in parent participation at school events and conferences. By building trust and showing families that their voice matters, I've helped create a more inclusive and responsive school culture. I believe every family deserves to feel heard, valued, and part of the school
009community. Through empathy, consistency, and advocacy, I've made a meaningful impact in helping CUSD 2011 become a place where all families can thrive. Thank you. Thank you. Thank you. I just I I want to say thank you so much because this definitely it's a um role that is so needed and um you know just something that you know parents have that they you know can find trust in. So I thank you for your time and all the efforts you put through. And then one thing I want to ask or ask make available is that you have an out too and and I want it to be us. If there um you find that um is lacking that you're trying to answer for a family or you feel like we don't have a great um response or
010answer to you know finding solutions that we be that place. And that my question to you is basically to come with us is any like to let us know what you need from us as a school board to help facilitate all that you're doing and so that you have you know that I don't want you to take all of that in that we should be fulfilling that. So um as you're doing more in this role and you're keeping a list just slide that list to us some time to time that we need this from you board and that kind of thing. We get it all the time. So thank you so much. you'll be hearing from if I need it. Thank you. Thank you. I just want to add that I I don't know. I've
011been on the board four four years or something like that now and this is the first time that I've got an update from from this role and I want to thank Edith and you both for elevating the role to something more powerful than it was before and and um and present. So, um, and I I agree with you, um, Adena, that whatever you need, you'll probably speak through others, but but speak through others to us and let us know what we can do to help you. Thank you. Thank you for your support. Thank you. I just have to say briefly it a beautiful presentation by the way but it really there's so many lives that you have helped to make better with your presence and it's it's hard to capture that and even though you
012did a beautiful job with your presentation but the people who sometimes are facing the greatest challenges I can't even coming to a new country a new school having to make those adjustments ments and and having someone who is there with their heart and who it will be their advocate. I know a couple of the families where you've really changed their lives. It's hard to quantify that but in capture that but it is exactly a powerful thing that you've done for our community and for the families. And I think a couple a couple more things though. So she also helps to alleviate the stress from the school secretaries. You have a you know you have a new family who doesn't speak the language. You have to use a Google translate. You have to take the time
013and you don't want to rush the process. And so I think it's it's helped in that sense too. Like you okay let's come off to the side and let me explain everything to you. Let's use the device so that we can do that. I think it's you know I think that's important. She also does a lot of things like behind the scenes like they're texting her at night in the morning. Oh my god, our conferences today. She's like figuring out conferences day of. We have a WhatsApp, we're part of a WhatsApp group with a lot of our families who don't, you know, speak the language. Um, we're constantly posting on that. Like whatever we post on Facebook, we post there. She's like saying, you know, leaving messages, finding things for them to do over the
014summer. So, so just so much. Her impact is so powerful and I'm so grateful that you gave her the opportunity to showcase that tonight. So, registered some kids today. for registration. Oh, yes. Reminder. Thank you. Thank you. Moving along. Carla, are you doing a quality review? Yes. Pull this up. And while I pull this up, um, Adite really has been incredible. So, she was even being very humble in her in what she said. She has been a gamecher for us and our families. So really is awesome. Um so I'm just reporting on our end of the year uh review on our data. Just keep in mind that everything is preliminary right now just the same as we reported this time last year. So none of it's official. Um so it's preliminary. Chronic absenteeism has been
015decreasing um substantially over the last couple of years. So, it's been really an amazing celebration. Our teams, um, so Sam Cinovich led the team at Miller. It's it's a whole team effort. Every single person in the in the district is involved in this. But the leaders of the attendance team at Miller are Sam. Um, at Manning was Jada, the junior high was Mike Leinsky, and the high school Adam Cordalooi. Um, for the past two years. So, not all outplayed students are reflected in the 2425 data just yet. Um, the junior high and high school, I know that that's actually pretty close. I think they did calculate um outplace data or outplace students in there. Um, but we're sitting right around five six% of students chronically absent. And um just two years ago at Miller there
016were 25% um 19% at Manning, 20% at the junior high, 16% at the high school. So we feel very proud of that. Um actually before we leave that I just want to say in DuPage the average is depending on the school 15 18 20%. The state average is 26. This is incredible data. It really is. Yeah. And we don't know what the 24 25 data are, but I would imagine it would be around the same. Um, um, access is a huge celebration. This is really small, but Edith did Edith is incredible, too. So, Adid is incredible. Edith's incredible, too. So, she really led she led this um initiative this year to really make sure that all of our, you know, all students are our students. So that was the big goal this year is that
017we know that every student in our district, they're all of our students. Um and she did an amazing job of um building the capacity of all of the teachers and staff members in our district on what access testing is, what does EL language acquisition look like. Um it was absolutely incredible. So you can see um they give we get a percentage of students who exit EL. Typically, it takes about five years to exit the EL program because that's just the um length of time for language development. And you can see in 2023, for instance, the high school in the last two years have had 0% of students exit um access and then this year they hopped up to 22%. Um the junior high similar about 7% 9% at 7% in 23 9% in 24 and
018then 22% this past year. Um Miller is very typical that it's fewer students that exit because they're only in kindergarten first grade. So usually you see your highest exit rate numbers at like Manning. Um and they had great numbers too at 21%. But the junior high in high school, that's really amazing that they had that that percentage of students. Just to put it into context for you, this is a difference maker. This means kids are acquiring the language, exiting a program. Yes. And it's not typical. And obviously, we've shown tremendous improvement here. So, as Carla said, Edith, the entire team really did amazing work on this. Yeah. And this is really only looking at the exit rate. If you dig into like student growth for every student, that's, you know, that's a much lengthier report,
019but um our students are growing, which is what we want to see. Can you just super high level, very layman's terms, explain to someone who has no idea what access is what it means to exit? Yeah. And it's right behind me, so she can jump in at any point. Yeah. But um very layman's terms, please. Yes. So, it's really a test for language acquisition. So kids usually typically it takes five years to um be proficient. So they have levels that you take an assessment in January. Um and every year they take this assessment in January. Um and they're tested on listening, speaking, reading, and writing. Um so they take four different parts of the assessment. Yep. And who's entered into this program? anyone who registers that they so when they register for school and they
020see that they speak um another language is that correct right you want to say that Edith yeah so anyone um so students coming in as kindergarteners are screened and they're asked two questions you know is there another language spoken at home and if they answer yes to one of those questions then they're screened and if they qualify for services they remain in those services until they exit so they need to get a 4.8 8 overall composite um in order to exit. Yeah. And quite frankly, if they don't exit when they're in Manning, it's Yeah. the the grade level band increases like the rigor increases at every grade level and so it becomes more challenging. You're like a long-term e at that point. Yes. And the fact that we exited at the junior high school is
021a really big deal. Mhm. And you can students enter at like 9th grade? Um if they're So I mean if they're new to the country, yes. Um if they if they transfer in from another state, there are times that we do have to resscreen. If they're if they're new to our district, yes, that's possible. Yeah. And another thing to note, too, is that even if people opt their kids out of EL services, they still have to take access. Yes. So if I if that survey they filled out one of those two questions, yes, they're still taking this test. It's required. Yes. And the the access test is is so different than any other test that they've ever taken. Like the speaking portion, you literally have to speak into a computer, which is very odd. And
022there is really no practice for it. So, we we actually had kids start to practice using a program that we adopted. And then talking to Gen teachers about what access means and how they can support the kids throughout the year, not just when it's time for access. So like we noticed that Manny our speaking scores skyrocketed because we're doing Kagan strategies and so it's general education teachers helping us to help our students. We're seeing more of that. Thanks Edith. This is going to show up on the Illinois school report card too. It will. Yeah. Was an area where we weren't like killing it and we believe we will when that next metric they do a progress to proficiency score PP um on the report card. Um, student behavior is a big celebration, too. I know
023that isn't necessarily part of our our goal structure, but it's worth reporting out on because year after year, we've seen a decrease in in major behaviors, which is amazing. So, Miller um they have Sam has done a wonderful job of really um building wide expectations and um she's done a really wonderful job. So they've and she has these committees who work on um student behavior and school culture and this has been a big initiative for them. So they had um they give Mustang tickets for kids who do um who follow the rules and expectations and they gave out over 6,000 Mustang tickets this year for kids who are safe, respectful, and responsible. And then they had celebrations that were aligned to that. So they had some glow parties, dance parties, they had to they got
024to silly string Sam um water balloons, bubbles. So really fun stuff and that really just sets the stage for them moving forward. So um at Manning, uh Jada gave us some information the last couple months of school compared to previous school years that um the uh number of in discipline incidents has dropped a little bit or stays the same and at March and April five and 7% is really good. So in February um it dropped and then the junior high they in the high school they reported out on their out of school suspensions. So if you see in 22 23 at the junior high they had 24 out of school suspensions to this past year 10. Um and then the high school went from 37 in 22 23 to 16 this past year. So that's
025something that's continuing to to decrease. But but you have to put it in context from about this is old data but 2001 to 2011 it would average 120 suspensions a year. Mhm. Now there was slightly higher enrollment to be fair but not proportionally speaking. Um South School I believe we reported out on this but we don't want to forget about South because they're doing cool things there too. they received the uh gold status designation. You can see the little circle there. That gold's the highest you can get. Um and that's our that's our prek program. And then Miller does not have state data to report out on, but we have our I Ready test to report out on. That's where we set our big goals. Um and you can see the green is this school
026year. So in kindergarten, that top the top thing is growth. So those are the percentage of kids who met their growth goals. um 50% is average. So when you're looking at I Ready data, 50% of students meeting their growth goals as average. We have 78% and 75% in ELA. And then in math, we have 84% and 80%. So if you think that 50 is average, that's what our Miller students are doing. Um and that's a testament to the amazing work that's that's been done there this year as well. Um and then you can just compare it to last year. Um and last year was better than the year before that. So every year we're we're getting better. And then if we just look at proficiency um we're looking really great in proficiency as well. This
027is the percentage of kids who are on grade level leaving um in ELA is on the left side and math is on the right side. Kindergarten and first grade. So to clarify like kindergarten, ELA 95% of the kindergarten class is at grade level. Yeah. So I Ready does a couple bands. So they have um mid above grade level and then early on. So that 74% is the kids who are mid above. They are like definitely on grade level. Early on um they're almost there. Okay. Yeah, that's a great question. So, Manning, when you look at the next um slides, so I'll do second grade first and then second grade, they don't have a state assessment either. So, this is what second grade looks like. That top is growth. So, this past year for ELA, 85%
028of our kids met their growth goal in ELA and 72% met their growth goal in math, which is a wonderful 50% is average. So, that's pretty awesome. Um, proficiency is at the bottom. So 63% in ELA, 62 in math, and then if you bring in that early on, um, we're in the 80s. Okay. So now we're going to get to the AR data. So a couple things to note when I talk about AR, we calculate. So the state is going to change the cut scores. So what they're going to do, what they notice when they look at um, our cut scores to be say that we're our kids are on level. Illinois is some of the highest cut scores in the country. Um, so our bar is a lot higher than other states. So what
029they've come to find out is that the whole purpose of the cut scores is to say you're on grade level to say you're college and career ready at a certain point. So what they've noticed is that a lot of our kids, we've told them they're not college and career ready yet they go to college and careers and it turns out they're very ready. So our cut scores have been too high. So they're trying to make them um on level with the rest of the country so that ours are not the highest cut scores and we're not telling kids that they're not ready for college and careers when really they are. So we calculated our data for 2025 in um from third through 8th grade using last year's cut scores because the new cut scores are
030not out yet. So what I'm reporting here will actually be higher when the new cut scores come out. Um, but I don't know what the cut scores are going to be, so I didn't want to put anything out there. So, I just calculated it based off last year, which is actually helpful to see in this chart. You can see um the growth because this is all based on the same cut scores, the whole chart. It's a more rigorous standard and I think there's going to be some inflation in proficiency because they're going to lower the bar. But yeah, so our scores, this is against a more rigorous standard. But um so you can see the color coding matches the cohort of students. So you can see like um this follows this follows the same students
031from year to year. This is just the grade level from year to year. So you can follow the color down. Um and in most grade levels, we're continuing to um grow our students. Mhm. We have a little We definitely know where we need to focus. We would look at um Manning math as going to be an area of focus. Um if we look at like our third graders to our fourth graders, that's definitely an area for us to focus. But everywhere else um we're seeing growth year from year to year. You got to put into context, right? So ELA killed it. Let's that's a summary. Absolutely. Those scores are so compared for about a few years ago and historical data. This is outstanding. The math dipped slightly this past year, which is an area of
032concern, but if you put it into context, they're still significantly higher than we were a few years ago. Mhm. And these are good scores in math. We got to focus and do even better there. But yeah, and when we talk about the AR assessment, I personally appreciate the assessment because it's just assessing grade level standards. So it's different than when we get to like the ACT is really just addressing grade level standards. So or assessing grade level standards. So in this the questions if you really dig in, they're high quality questions. So, it, you know, there's always flaws to a standardized assessment, but the test itself is um it's pretty solid and it matches with the standard. So, when you get to junior the junior high, same exact thing. I used last year's cut scores,
033which actually is amazing for us. If you look at ELA um and you look at where we were a couple of years ago from 2021 to where we are now. If you look at the cohort of students, I mean ELA is just knocking it out of the park. So that's something that we're extremely proud of. That's more than I thought we could ever achieve at this math. I mean Yeah, math looks good. What would you math is solid? What would you say for someone who Mhm. doesn't like live in the junior high world yet? Like what what would you junior high? What's the number one contributing factor to this? Yeah. Junior high. So Amy Quattron, Mike Leinsky, I mean it's a full team effort. Uh Kristen Richie instrumental. So when I think about ELA, they
034in the year 2024 is when they brought in a new resource that is incredibly high quality. And then from 2024 to 2025, they really started to take that resource and make it their own um and make it work to meet the needs of the students and fit what they needed. They put a really strong focus in writing because that is a lifelong skill that you need to have. Um so that's ELA their their ELA team is a very high functioning team. So when they meet every Wednesday they talk about um their local assessment data and student by student and they really look through and say um you know this this particular student needs this and then they create intervention plans for what what they need to do to address the needs of their students. So
035that would be ELA math from 2024 2025. So this past year, what happened this year is they did a couple things. They increased math minutes this year um but considerably and then they adopted a a curricular resource in 2025. They doubled the math minutes. They doubled the math. Yeah. Yes. When did they double? Was it for the 24 school year? Was it after the school year is the first year that they doubled it? I should know our math team is almost like a year behind our ELA team in terms of the new um implementation of resources. Part of the gap too is the state averages in math are lower than the ELA averages. So there's going to be a discrepancy between literacy and math. Yeah. When you look at Was it also the was the
036block scheduling new this year too? Trying to put trying to put the two periods back to back. They did. They they just elongated their period. So they doubled it and they're they're back to back. Yeah. If we didn't get results and increase in math, then we were doing something wrong cuz we doubled the minutes and added a curriculum. Yeah. And we still and we're still that's first year of implementation. But that's double where we were two years ago. Mhm. When you look at the difference too between ELA to kind of to address what Jack said, when you look at ELA standards versus math standards, ELA standards, if you look at them from say kindergarten through 8th grade, they're very similar and they just slightly build on each other from year to year. But when you
037look at math standards, every year it's different. Um, so they're assuming when you get to sixth grade, you know everything K through fifth grade, and then you're just moving on to new content immediately. This is something just came out. It's a statewide thing that they're focusing on. Another criteria is great schools. They rank every school in the country, public school on a scale 1 to 10. Uh the junior high moved from four to nine. Yes. And if you look at the subcategories and all the different uh ethnicities and low income, I pray that people would go to grade schools, Westmont Junior High, and dig into the data because it's 10 10 10 10 out of 10. Mhm. One C, every single category for improvement is a 10. And that's based on the 24 data. Mhm.
038Before we even got to the 25 data. Yeah. because it's a year behind for great schools. Um just something to celebrate, we're on our way, we're we're working to improve our um PLC work. Um so Manning in the junior high this past year became promising practices, which is the step before becoming model PLC. Um and Miller is will likely be promising practices hopefully by the beginning of next school year. Um so now when we look at the high school, it's different. So what I'm reporting out on for the high school is what we're anticipating the scores to be. So when you and it's a new assessment. So we went from SAT to ACT. So it's really hard to look at longitudinal data because it's comparing like apples to oranges. So it's really hard to look
039at that. We don't know what the rest of the state looks like. We're anticip So everything we're reporting is anticipating. So we're anticipating these cut scores to be for this school year. We're hoping that these scores likely won't change much come August. Um but we will we're using the higher bar scores. Yeah. You So you said something like uh I A addresses grade standards but ACT addresses what kind of standards? ACT. Do you want to speak to ACT? What is assessed in ACT? It's more of um it's not like the it's not saying okay you're junior year so we're going to assess you on 11th grade standards. It's kind of like a cumulative assessment. I don't know, Jack, if you want to add anything more about ACT in 60 seconds or less what the ACT
040assesses. Yeah, you may you may a little bit of everything. There's a difference there. And and when you look at ACT, it's graded on like a a curve and that's not so it's a very different assessment. You can't hold it the same. That's what you're saying. It's assess it's assessing a set of standards called college and career readiness standards. And basically um what it's assessing depending on what your score is, it's predicting how successful you'll be in your freshman level like um history class or rhetoric class or things like that. So it's that's so it is different. It's not grade level standards. It's more of a prediction of how Yeah. So I'm hearing that just in our mindset. Don't hold it as the same like oh this is of not an I of high school.
041It's a it's a different assessment, but it's still a good assessment. I mean, I would I we put a lot of value into it because it is super helpful for students um for students. It's a really great And I've heard you also say that um and using ACT because some people would criticize, oh, you're uh assessing my student for college and they're not going to college. And you've said a statement for that, too. It's not just kind of a college assessment. It's not just for college. It's good for all students. Um, yes. Assessing what they've learned over I think I mentioned this before, but honestly, if you sit down and look at those standards, they're skills that will make you successful. And that's why they're not just college, it's college and career readiness. So any
042field you go into, it's very fundamental reading, writing, math, comprehension, one grade level basically, but it's a we should say college and career readiness. College and career readiness assessment. Yes. Okay. Yes. It's the state exam also. Yeah. We don't get to pick that. We How responsible would it be if we said, "Well, we're not going to really take it seriously for a number of our students." Every student benefits from those Every student benefits. If you become in the trades, you have to be able to read. Yeah. And and I'll just read exactly right. There's a writing component. Think critically, problem solve all of it. And to your point of that kind of third point that we have all of those but because I I will criticize standardized tests. I'm one of those but we have
043like you said we have a standard from our state to assess what our students know and that's that's what it is and we also have an obligation to um promote that and and yeah you can't graduate unless you take the exam. Mhm. Yeah. Exactly. But what I was just saying, the difference between IR and ACT is more of how it's like I AR it's just the grade level standard for that school year and you meet or you don't meet. There's not like a bell curve to say that 50% of our kids are going to to fail. It's just saying like are they proficient or not current readiness versus future readiness. Exactly. And the other caveat is you don't a high schooler doesn't take this every year like I junior year they take a preac uh
044nth grade 10th grade but the actual ACT is so this data is just for juniors. Yes. Yep. And then this is what we're anticipating. So we're thinking the cut score will be 22 um in math, 23 in science, 20 in ELA. And that's what we're anticipating. So, this could change come um October, but we're not we don't know yet. So, there's a lot there's a lot of numbers up here, but I want this is the most important comparison number. When it says 25 US rank percentile, 73, what does that mean? 27% of kids nationally scored a 22 or higher. Mhm. 27%. At our school, it was 58%. That's 30 percentage points above the national average. In science, if you look at that at 75, that means 25% of the kids in nationally scored a 23
045or higher. We had from 25 to 51. 30, even though it's 69, it's 31%. It's the 69th percentile. So 31% of kids nationally scored at this level, at our school, it was 40% higher. Yes. And that what Jack's saying that won't change the actual number the 58 5171 we're anticipating but what Jack said that that won't I mean they just smoked it. I don't know how else to say it. And I do know some other high school principles and I know their preliminary data and we're not in competition with them but they would kill for these scores. Well the test is so that's going to be another say that again. It'll be a little while until it's like consistent data. It's I know. So I know you wanted to see longitudinal data, but the high
046school it's really hard to give at this point. So this the first year they did AC first year of ACT. Um in in a long time rather, but we had that with I also so that means longitudinal is almost it's hard. It's hard. It's hard to look at. Mhm. Do you know how just teachers felt overall? how the teachers help well as like dealing with this because I know it was a little like um angst with um helping students because they also were so well versed in SAT. Yeah, I would say our teachers just took it and ran with it. They were so prepared and just ran with it. So Jack can speak to that too, but yeah, they're amazing at this. They they SAT they had mastered the SAT. They were experts at the
047SAT. All the nooks and crannies of that exam, they had down cold the targets. They built their assessments around it and then they didn't hesitate. As soon as the state moved to ACT, they transitioned because it is a different expectations and they built all new assessments and that took a lot of work for them to do. But this is why we get results that are way above our pay grade, if you will. Would we ever potentially look at like the average ACT score as like a longitudinally like right so in theory if I'm looking at math do that and 58% of our kids are proficient which means that they score 22 or better then our average should be above 22 right probably 22 like seven or so like it probably need a point in there
048but could that yeah once the state um we could do something like that once the state puts out their new cut scores and everything. I can dig in and we can we can do something like that because I think I think the especially as it as it pertains to ACT as something that that many of us in the community experienced also as high schoolers, right? You're like I got 21, I got 25. Like you know that number is like so easier to connect with because it already lives in your brain. Whereas percentile versus proficient is very exactly it's really challenging to like kind of tweak those that could be something that yes could be an easy to understand to that point this is really really important the thing that the state has never tracked at
049the high school level that they're talking about starting to track is growth because they do more emphasis is placed on growth than proficiency from 3 through eight. Yes, the high school level of the state has never done that. They're talking about doing that. But for instance, if our teachers and the kids work hard and they move from a 16 to 21, that's tremendous growth in learning. They would still be considered not proficient. So there has to be a way to factor in because a kid who moves from 16 to 21 that's massive has done massive beautiful growth but they're marked just not proficient where they actually some kids come in rolling in with the 21 move to a 22 they're marked proficient but actually the growth that was shown was more impressive for a kid
050who was not proficient and the state has never tracked that they're starting to talk about it we track it it's still this is such fresh data we need to uh show the growth overall too. I agree. Yeah. Especially if you're making the case that it's not just for not just for everybody that that that is really important. Exactly. What do you attribute the um great schools rating dropping to one point? It's hard to say. I think there was a slight drop in math proficiency from the 23 to the 24. But I'll just I'm going to say it. Uh we benchmark not against schools that look like us, but schools that are the best schools in the state. Yeah. So in my mind, two of the best schools in the state are Hinsdale Central and Stevenson
051High School. Their grade scores are eight where we have a nine. Yeah, nine is still phenomenal. I was just curious because these are like these are really impressive. So that doesn't great schools is like at least a year in a rears. Got it. Okay. So they won't know about we won't see this data reflected in the score. So this time next year at least. Yeah. And was it though I mean was there you can probably go back to was it a small bump in that absenteeism? It's still low compared to the state. But is that ironic? I think last year our our growth was just a little bit less consistent. We had some like pops and some drop like we had a couple of more extreme numbers last year is much less consistent than the
052numbers. I don't know if that it was just a small if we go back to chronic absenteeism and we could put this chart together but we don't it's not really the top schools in the state uh their chronic absenteeism rate is like 15 to 25%. We could do that we have the data no just talking about that one point that if yeah I think we don't have I I would imagine if I were to put money on it would be the math scores there's a little a little drop for great schools. Yeah. Yeah. I don't know what else it could be. They don't look at chronic absentism for grade schools. Okay. Yeah. And then um the school for the school report card they do growth is a big component that Jack was saying for um
053Miller and Manning. Growth is not out yet. So I I can't report out on that. Otherwise, I would love to because to me that's like my favorite thing to look at. No doubt. Um the high school this year became an ambassador model PLC work. Um that's the highest level of a PLC. So that's incredible to celebrate. There's only six in the United States. Yeah. Wow. Um this is something that you've all heard, but it's worth celebrating every single time. We're um AP Platinum School. I I'll skip this from in my superintendent report, so I'll do it now. It's based on 30 years of research. It's based on the work that was done in answers in the toolbox, pig mailing in the classroom, Jay Matthews work that the more times you include kids and the more
054rigorous you make the curriculum more successful. AP is just a way of making that happen. Y um we are the most inclusive school in Illinois with the highest success rate on an international exam, not our own belief system. Oh jeez. Um and then this is the we set our goals at the beginning of the year. This is so small. We met some of our goals. We didn't meet some of our goals. When we set our goals, we set them very lofty. So these are our own personal goals that we set. So um it we met our ELA proficiency goal for third through 8th grade. um we did not meet our proficiency goal for kindergarten through 2 grade but we set a goal of 77% of our kids being mid or above grade level which is
055very lofty. So our kids grew from the previous year um but we didn't meet the goal per se and then same with our um typical growth goal 50 is average. We set a goal of 75 we got 72%. So and that's um kindergarten through 8th grade. Last year we were at 69% we got 72 this year. So we grew from last year but um we didn't meet our goal that we set um ELA ACT yes we met that um the goal was 60 um we had 71%. In math um we did not meet any of our goals but we grew in every area. So um our to put that in context I mean these are our goals. We yeah we internally shot for the stars and we ended up on the moon. Exactly. That's exactly
056what happened. That's what happened here because yeah, um these were set by our teams and they were really, you know, this is what we're going to do at the beginning of the year and they grew every single area, but you know, we just didn't meet the the lofty goal. So 50, our goal was 55 for math. We got 52 um for third through 8th grade. The growth goal was um or no, mid late above grade level was 70%. We got to 66% in kindergarten through 2 grade. The growth goal in math was 75%. We got to 73%. Last year we were at 65%. So that's huge. Um and then the math ACT goal was 60%. We got to 58%. You like basically made all of them. I mean that's what I think too. We got
057A's but not A+. Yes. So we set really lofty goals. Chronic absenteeism definitely met that. Our goal is 7.5 or less. Um, so yeah, the five essential scores are really strong. They are. And I I we do know. So we are our goal was very strong. We're strong. So we were strong in four categories and very strong. But the other thing the state does is you're either not organized or partially organized or organized or well organized is the highest category and our district is well organized. That's the highest category from five essentials. Yep. So, we had a really successful year to sum it up. Um, super proud. It was a whole team effort. Everyone just everyone from administrators to teachers to support staff to our cafeteria staff. I mean, just the incredible work that they
058did this entire school year. Ad huge. Everyone played as a team and um we're really proud of what our what our team and our students and our fam our families were included in all of that. So, we're really excited for the growth that was made. We're not resting on our laurels. We We are definitely striving to get even stronger and better. We're not in many ways it was a great year. In some ways, it was a good year, but but we're attacking it and going even higher levels. Um, and then Jack, I don't know, you said you wanted to mention some of these slides or briefly run through them. These are our non-negotiables for our team. I think this is the the belief systems that drive the growth. Yeah. The beliefs we have to hold
059that all kids can and will learn at high levels. That we're not making excuses. We're the difference makers. We don't blame families, backgrounds, neighborhoods, the feeder school. Every minute we spend complaining is a minute we could have used the problem solved. These are the beliefs that we live by. See the best in people. Focus on what you can do. Celebrate, problem solve, listen, achieve our goals, use data in the meetings. This is pig mail in the classroom. This is 60 years of research that says include kids, don't exclude them. Have high expectation for them. It's based on an amazing research project where they had two groups of kids who were uh both at the average range in uh their trend data. They told the and they replicated this many times. They told the teachers of
060the one group, "These are the average kids." They lied to the other teachers and told them, "These are the honors kids even though they had regular scores." Guess what happened? When you told the teachers that these were honors kids and you believed in them, there that was the variable, the teachers belief system. So our way of doing that is include kids in the most rigorous curriculum. Don't exclude them. Expect the highest from them. It impacts how they believe about themselves and then how they perform. That's one of our central focuses as a district. Compassion, teamwork, confidence, growth, thinking with the end in mind. Uh smart goals drive daily action. And every time we can celebrate genuine positive, specific feedback and we teach our kids to do that. We want to lead from every seat. It's
061not just us doing it. It's teaching the kids to love each other and appreciate each other and lift each other up. And that's that's all that that's all that we have for this this part of the board meeting. Um I tried to make it brief, but it wasn't brief. So I apologize. It's the accumulation of everything we're trying. We're really excited about it. So I just also want to like just as we sometimes we kind of separate things but we're doing so much great work that can be included in everything we do and one huge thing that when I started on a board that I spoke of I wanted to see what's and we had a retreat about it was our equity audit and what we're doing for equity but um to keep that in
062mind as we yes rate ourselves and what we're doing because we you know with access with um looking at our um disciplinary issues and things like that that we discussed and that that we remember to bring some of this data back that we asked for. Yes, that we're doing that great work. um even the work of teaching our kids and taking a kid individually and what they need and supplying them with their need and and how they see their scores and and I know like from the junior high the kids know like they talk about just I thought that was they were getting very mature when they talked about their stretch goals and I'm trying to reach my stretch so they are taking that in but that's part of that equity work that every kid
063like you said um Jack that every kid um gets that deserves that and to supply that that support. So yeah, I should have definitely been um mentioned that more explicitly for sure, but everything that we did this year was around equity. So like even Edith was talking about um the um engagement structures that was put into place for equity. So that was the purpose of that for it benefits all of our students, but that was the goal. The beginning of every administrator meeting, we looked at our subgroup data. Um so that was at least twice a month on our administrator team and then every building had their own action plans for um subgroup data and then everything we did in terms of curriculum and holding all of our students high expectations that was all with
064an equity lens. So absolutely. Yeah. Thank you. Thank you. Dr. Braun really is the person who brings this all together. She leads us in this process in the quality review and keeps us on track and it's something unlike some goal setting that we track on a daily basis really and follow through in so cool. Moving right along. Uh administrator job title change. You want to talk about this Jack? Yes. Uh we are the beautiful thing about this in the succinct way of saying it is there isn't any real cost to the district but it is a way to recognize responsibility and I think it always it also inspires people to higher levels of leadership. So when we look at our district and part of this was prompted when uh our new CSBO uh previously held
065the title of assistant superintendent in his previous district and then we also thought it would be important to recognize the work of uh Edith and Carla in that same vein. So to give them the recognition and the title and the responsibility of assistant superintendent, it also kind of straightens and shrinks our admin because our admin which has been a we had a slight reduction this year. We didn't Naen is staying on but in limited capacity less days. So we did not replace that administrative position. It was good time to kind of take a look at it and really see Any questions? No, it just Yeah, it seems welld deserved. Yeah, they're exceptional leaders. Not that our other leaders are not, but with the responsibilities they have, uh, that's what we thought was a fair recognition.
066Awesome. Uh, moving on to monthly financials. There is a memo in here with a financials reports. It's an admin. Do we normally put that in? We can. I didn't. No. Do we normally put it in public? We can. I didn't know if they're We can I not talked to Dr. Gibson yet about it, but once I do this, uh, I think the accounts have to be in public. Yes. Okay. Yeah, I can move it all to public. Okay. And starting um July 1, even though he's done a lot of transition work, uh Ronald Connor, our CSBO, will be obviously present and reporting out. Questions? Cool. Uh self workers compensation renewal. So again, there's a memo in here about our workers comp insurance, which we need to have and the renewal amounts. Any questions? So that
067um I guess the biggest thing to state is that there um is an increase from previous. Mhm. And they explained it. Um it's the district but it's mod. It's based on the historical claims. So, we had a we had a not last, not the 202425 school year, but the 20 23 2024 school year, we had um a number of workers comp claims. And that's very likely where most of this is coming from, but Ron is going to dig into it more when he's officially on. I think he saw the increase and he was a little bit taken back by it, but he hadn't seen the history because he wasn't here. Yeah. Right. And it is concerning last year it didn't it didn't go up or it didn't go up not to this extent but like
068you identified it there were a few more claims than in the years past. This is why it's looking at our rating and losses. So and that's generally what happens in with um with our liability insurance. Yeah. Insurance gets more expensive when you it's paid out more. So slip strips falls. You know, unfortunately, we not unfortunately, but the way the world works, we it's us later. Um, yep. Any other any other questions? Okay, moving right along. The architect contract with Legat, it's still being negotiated. Still being negotiated. Okay, we're still working on it. Um, okay. Number seven, the policy first reading. So um our committee met uh today just to discuss the revisions and you guys have um had them and I guess the what we've pretty much discussed and jump in Shannon I hope to
069have this that there are a number actually not a huge amount of revisions that were done but there are certain um topics and categories that um covered most of the revisions and the first um or one of the first uh well the first one are huge ones was title 9 and revisions that were done for that. And so the biggest thing is that um as a result of a ruling um um from a case um that's was eastern district uh sorry state of Tennessee versus Cardona basically says that the changes made for the 2024 um are uh was uh viewed as uh ineffective or um they've asked that that's been changed. So we are reverting back to the 2020 standards um for title 9 um and so that it was suggested that we make that
070those reision revisions known in um our um our standards so our protocols. So there are a number of those that are listed so it kind of affects a number of um policies um policy numbers. So they are all listed in our with our press um with our press um printout. So that was one category and the other um dealt with um artificial intelligence and how we um deal with that and I know uh Naen also looked at those things and make sure they're included. So after press issued this she also took a look but there are a number of things um that were issued um for our for us to look at and adopt. So you can take a look at that. It's a big um one of the big categories. Another um go ahead
071one 7255. So there was a new one and if there you're looking at your list it was seven um 7.255 255 and it dealt with um um students who are and parents or expected parents and how we um in include policy that assures education and graduation. I'm trying to sum it up pretty fast. there's another way students who are parents or expecting parents in school that we continue and then it's also included in the um homebound tutoring that we make sure they get the assistance they need to graduate. So just as they like as press issued they make it easier for us to read it and not go through the big thick packet that they for this one I'll read it because it's new. Um the policy is created in response um to 105 Illinois
072CS526A. Um skip over that part requiring districts to ensure that they have policies, procedures, and resources in place to ensure that article 26A. So those students Shannon just described students are provided with support services necessary to enable them to meet state educational standards and successfully obtain a school diploma. So, and one of the there is some other things that are in here. One of the things that we kind of said out loud is just like, oh, you you know, you think that's the case, like why wouldn't we, but should have it in policy and have it written. So, that's what they found. And so, it wasn't explicitly stated before it is now. So, you can read more about that um with those. Any other ones? And and of course there are other changes with there
073are certain ones that we have to that has to be reviewed every 5 years and those are also in here. There's no changes but it's required legally or set that is reviewed every 5 years. So there is a list of some was due and then they did the review of those but they're also listed in our list. I don't know if there's any questions. Those are the main two categories of things that you'll see if you go through it. And we approve these at the next meeting, correct? Yes. Yes. Second reading and approval. Yeah. Questions. Okay. Board portal software update. Shannon. Um Naen and I have gone through all this since she's the tech side and I think you know going through it if we stay with diligent it seems like a smoother process. Um
074we'd be responsible for taking care of all our old board meetings um how we post them to the public if we still want the public to see them. If we stay with diligent, it's a little bit more in price, about $1,000, but we would still have access to all our old board meetings, which is what I think the community would want. If not, then we have to figure out how we're going to make them available and all the documents. Um, there's a way to store them in board book, but we'd still be responsible for getting it over there. Mhm. So, um, in talking to her, we felt the difference in price and the work that would be done behind the scenes to make that happen. So, um, that contract's up and then they'd be migrating
075it in September and it's a couple months to do the migration over to what they're calling Diligent as their platform. So, so it's a change no matter what. It's a change no matter what. It's just a matter of if we pay more for it next year or switch to a whole new product and start over. Cool. So, discussion. No, there's still definitely something to be said for, you know, the time it would take to move. So, yeah, sounds like it's worthwhile just to stay with what we have. I really appreciate you looking into alternatives, though, and thinking it through. And then, I mean, even if you end up staying where you are, at least you looked. Yeah. Yeah. Naen's really good at, you know, the text side of everything and asking all those thorough questions
076where I'm looking at it more surface and she took the deep dive. So, that's it. Cool. Okay, moving into our action items for the night. The chair will entertain a motion to authorize and direct the treasurer to pay any additional bills received in June or July of 2025 that have been budgeted for in the current fiscal year. So moved. Second. Second. Roll call. Miss Rodono, yes. Mr. Aia, yes. Mr. Marin, yes. Miss Connover, yes. Dr. Hoover, yes. Miss Sakuri, yes. Passes. The chair will entertain a motion to approve the adoption of the routine 2025 2026 business office resolutions as presented. So moved. Second. Motion passes. Uh, roll call. Sorry. Roll call. Mr. Aia. Yes. Mr. Marin. Yes. Miss Conover. Yes. Dr. Hoover. Yes. Mr. Sakiri? Yes. Miss Rodono? Yes. Now motion passes. Uh the chair
077will entertain a motion to approve the bargaining agreement between the Westmont custodial and maintenance association and the board of education for community unit school district 2011 for July 1st, 2025 through June 30th, 2029 as presented. So move. Second. Roll call. Mr. Marin, yes. Miss Conover, yes. Dr. Hoover, yes. Missuri, yes. Miss Rodono, yes. Mr. AIA. Yes. If I could, it was a very The process to get to this contract was very positive and professional and done with respect and I think both sides walked away feeling respected and that isn't always the case. So, I really appreciate our custodians for the hard work they do every single day and for the way they approach the process with us. their union leadership was very professional and respectful at Scott Russo in the main um and uh just
078we're very grateful for the work they do every day. Awesome. Motion passes. Um the chair will entertain a motion to approve the selfworkers compensation renewal in the amount of $146,76 for the 2025 2022 school year as presented. So moved. Second. Roll call. Miss Conover? Yes. Dr. Hoover? Yes. Mr. Sakuri? Yes. Miss Rodono? Yes. Mr. Aia? Yes. Mr. Barrett? Yes. Motion passes. Uh, the chair will entertain a motion to approve the non-certified salary increases for the 2025 2026 school year as presented. So moved. Second. Roll call. Miss Conover. Yes. Dr. Hoover. Yes. Miss Sakuri. Yes. Mr. Rodono, yes. Mr. Aia, yes. Mr. Marin, yes. Motion passes. Superintendence report. You've heard a lot from me tonight, so we'll keep it. Board reports. I just um I went to the DuPage County ISB meeting two weeks ago. Two
079weeks ago for the board. Um and there is a call for more participation from the districts. There are other districts that send three, four, sometimes entire school boards go to these meetings. Um they're thinking of reducing the number of meetings from two a year. General, these are general meetings from two a year to one a year. um in an attempt to get maybe fewer meetings but more attendance at the meetings. Um so I'm just leaving it on the table there. The next one isn't until the fall. I will update this group again in when we all get our school brains back on um in in in August, September. But just a thought about maybe more representation from this district. What um maybe a refresher on like what goes on, why what goes on, why should
080Yeah. So, I went to the one in the spring. It was the first one I was able to attend. I didn't go to the one in in the fall. Um and there is it's like a a very mini version of the joint annual conference is the way I would describe it. So, you're going to see a speaker, you're going to meet some people that are on other boards, you're going to have the opportunity to exchange um ideas with people on other that work on other boards. Like we one of the things that I don't know about you all in the work you do, but one of the things that I don't like is whenever you're in an organization that looks for answers inside the organization all the time, all the time, all the time, all
081the time without going, how does another board do this? How does another group of people that do what we do do this instead of how have we always done it? and how can we adapt? So, it's an it's a really good opportunity to have conversations like that as well. So, um but the way I would call it is by and by mini joint annual I mean really mini like these take two and a half three hours. They're not you know now are they in the middle of the week? Yes, they are. You know, is this going to take away your evening? Yes, it is. You know, so that's also true. And I think they have um in which you are I I don't know if you are they have meetings outside of that because they
082for these many um meetings they I think the other role um that they ask from different boards is what topics do you want discussed at that once yes annual meeting. So um we don't you know you don't have to be a part of that but you also if you want to like indeed discuss with um that board you can start to get many things to get ideas of because I think that spring one was it AI that um was their topic that they No that was the fall one okay and they're thinking about doing it again because so much changes so fast with AI but that is a good point because but very much the one of the topics of the board meeting that I attended two two weeks ago I um was coming up
083with topics for the fall and the spring. Um do they have to know by a certain date? Uh do um it's for the fall it's coming up pretty soon because because the speakers have to be have to you have to get the pe the speakers scheduled right now. I mean for other additional participation do you have to Oh um are you asking whether there's more time to give ideas? Is that what you're saying? No, there's more time to say I will attend RSVP. Oh, you're saying they want more members participation. Is there a time um like a cut off of when you're going to say you'll attend? You'll attend. Is it in a fall? I think they'll take they'll take people up until the day after. Oh, okay. No, I I don't know that for
084sure because they do have headcounts for food or whatever, but I I I think it's pretty close to the date. I don't remember. Maybe Shannon, I do not know anything. I would I would take it gives us time. I was like, well, that's a good question. and I'll and I'll and I'll I'll answer the question next time I look at all the information, but I'm pretty sure you can you can you can register for that a month ahead maybe. You can register probably at least two months in advance and you can register up to a week before I think. I think so I would say I don't know that I don't know that the barrier for me is like twice a year or once a year. I think it's just uh just falls off. It
085just falls off, right? like if it were on maybe if it's on like our schoolboard calendar is like an optional so it's something that like hits my Google calendar when I'm planning you know a month out and two months out. I know that we get the emails about it and like No, I know. I know. But they just kind of like but they all blend into one. Yeah, I get it. I get it. You know, I'm not even sure sometimes and I'm on the board. I'm not even sure which is from the county, which is from the state. Like I can't I can't I I have a hard time keeping up with emails. So yeah, cuz like if it was on my like absolutely sounds interesting and if it was like on my calendar even
086as a optional event but it was like physically on my calendar much more likely. I will pick up the glove on this one. I'll try to make sure that that it's more present for all of us and I'll help you. Okay. Yeah. Just No, I just mean like I'll remind you again in August, September, like when when it really starts to get close, I'll I'll because I'll sign up for sure. And so I'll be like, "Hey, who's coming?" So, and I know we were asked because our district is being highlighted a lot. So, yeah, it's good. It really was. I was, you know, like I said, I went to the one in the spring and I got I got something from it. So, that's good. Cool. Any other board reports? Okay. Public comment. Do we
087have any public comment? Nope. Okay. Moving on to future meetings and events. Registration opened up today. Yeah. Woohoo. Online registration. Wonderful. Um, our next CUSD 2011 listening session is July 15th at 5:30 p.m. Is it the 15th? I'm sorry. It says July 15th. That's what I have. Yeah, you're right. You're right. That was before the board meeting at Manning. Mhm. And the board meets at South. That's what the current calendar has. Okay. Uh immediately followed by our CUSD 2011 board meeting at 6:30 at South. Um cool. Moving on to we will not have another closed session. We don't have any reason to go in any communications any current information. No. Uh the chair will entertain a motion to adjurnn. So move Second. All those in favor? I I opposed. Okay. adjourning the