001and in person for tonight's board meeting. At this time, we would like to reconvene the meeting of Community Unit School District 300 Board of Education for Tuesday, January 20th, 2026. Madam Secretary, please take the roll. >> Burkett? >> Present. >> Fiorentino? LaMarca? >> Present. >> Linmark? >> Present. >> McKindley? Present. Melia? >> Present. >> Settler? >> Present. >> You have six board members present. >> Thank you. Um up next is item four, pledge of allegiance. Uh Golfview Elementary, Dr. Smith. >> At this time, I'd like to invite Principal Pam Hill. Hi, Pam, from Golfview Elementary School and her students to lead us in the Pledge of Allegiance. Parents, you're more than welcome to come forward, take pictures, take a video. Um Yep, come on up. >> All right, good evening, District 300 Board of Education,
002Superintendent Smith, and community members. Tonight, it is my honor to introduce a group of students who exemplify student leadership at Golfview. These students were selected as they consistently demonstrate leadership actions, often times without realizing they are leading others. Cesar Mata and Gabriel Gutierrez lead our other fifth graders in being inclusive and kind to students from other classes that require extra needs. Adeline Pacheco leads other students in her class to collaboratively work together. Caden Salazar, Natalia Medellin, and Angie Cruz each serve as models for other students in classrooms, as well as initiate ideas in order to support students and teachers further. Giovanni Casadas Lara leads student discussions during collaborative inquiry in math. And Jimena Morales Monfiel demonstrates leadership as she is always looking out for other students and helping to support them. These students quietly and
003consistently make Golf View stronger, more inclusive, and more connected. Their actions both in and outside of the classroom reflect the values we strive to instill in all students. These students lead not only because of a given title, but because of their character, commitment, and willingness to support others. I am incredibly proud to present the following students before you tonight as representatives of Golf View. I am confident they will continue to grow their leadership skills and serve the District 300 community well into the future. At this time, I ask all members to please stand and ask all students to turn and face the flag to lead us in tonight's Pledge of Allegiance. >> I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under
004God, indivisible, with liberty and justice for all. >> Thank you, parents, for being here and bringing your students. Uh you do not have to stay for the meeting if you don't want to. Have a nice evening. Next up is the approval of the agenda. There have been no changes to the agenda. Is there a motion to approve the agenda? Is there a second? >> Second. >> Madam Secretary, please take the roll. >> Adler? >> Aye. >> Lomacker? >> Aye. >> Lienmark? >> Aye. >> McKinney? Aye. Melia? >> Aye. >> Burkett? >> Aye. >> Motion passes 6-0. >> Um item six, moment of silence, Dr. Smith. >> Members of the Board of Education, community members, staff, and students, we would like to solemnly recognize the passing of a District 300 staff member. Tonight, we would like
005to honor Ed Wisocki, an HVAC technician with our Buildings and Grounds Department, who passed away on January 6th. Ed will be forever missed, and District 300 would like to offer deep condolences to his family, friends, and the District 300 community. At this time, I ask all in attendance to observe a moment of silence in honor of Ed. Thank you. Items Item seven is recognition, Dr. Smith. >> Um at this time, I invite Dr. Frank Williams, our chief financial officer, to the podium. He will be introducing our new director of federal grants and programs. Dr. Mike, if you could come on forward and stand right here in the front, please. >> Oh, wow. Nice picture. Okay. Dr. Trevillion is a seasoned educational leader and federal programs administrator with more than 28 years of service in the
006field of education. A recent transplant from Phoenix, he has served in a wide range of roles including elementary and middle school teacher, high school baseball coach, assistant principal, principal, and a university director of academic programs, university professor, and grants lead leader. He now proudly serves as our director of federal programs and grants. Throughout his distinguished career, Dr. Mike has been widely recognized for his unwavering commitment to collaborative, student, and fam- family-centered leadership. During his years of service in Illinois, Mike's leadership, or Dr. Mike's leadership, has helped to secure more than 165 million in federal, state, and private grants for the districts he has supported, which include DeKalb, School District U-46, and now, luckily for us, D300. His ability to champion change, foster strong interdepartmental and governmental partnerships, and manage grants with innovation and efficiency has
007resulted in millions of local dollars saved and reinvested directly into student achievement. Dr. Mike holds a PhD in educational administration with a specialization in school business administration, a master's degree in elementary education, and a bachelor's degree in education, and a program certificate in learner-centered leadership. Outside of work, Dr. Mike enjoys spending as much time as possible with his family, friends, and his church community. And of a special note, Dr. Mike is a musician who has performed throughout Arizona, California, and Illinois. So, joining us tonight is Dr. Mike's wife, Elizabeth, as well. So, I welcome Dr. Mike to D300. >> So, um Dear District 300 community members, all Unit School District 300 board meetings follow rules of decorum that promote civil productive discussions by requiring all in attendance to remain in their seats, be respectful, listen
008attentively, stay focused on the agenda, and avoid personal attacks or interruptions. These rules are These rules ensure a fair and orderly environment for decision-making and public participation. Board members will respect others by treating all members, staff, and the public with courtesy and listen to their points of view with an open mind. Stay on topic by focusing discussions on the issues at hand and avoid personalizing debates or making disparaging remarks about others. Follow procedures for speaking and debating during the meeting. The board will listen and will be respectful and will consider public comments, but will not engage with dialogue or engage with speakers in this forum. The public will Scientists speak Sign up to speak in advance if they wish to comment according to the established process. Respect time limits by making their comments within the
009allotted time. Stay on topic to ensure their comments are relevant to the board's business. Speak respectfully when expressing their opinions and do so in a professional manner. Persons displaying disruptive behavior will be asked to stop their disruptive behavior. Additionally, our district safety officer or his agent may warn them that continued disruptive behavior will result in additional consequences. If the disruptive behavior continues, the individual or individuals will be removed from the meeting. We look forward to a productive meeting. Thank you for your cooperation. Public participation credibility statement Please note that the open meetings act provides any person the opportunity to address the board under the adopted public participation policy. That being said, the board would like to advise the public that we will not consider statements read during public participation that are not authored by the
010reader to be credible unless the board has previously received the statement in writing from the author. Additionally, the author should indicate that he or she has granted the public participant the authority to read the statement on his or her behalf. We've had one person sign up for public participation. I will call you up each individually to the podium. Please state your name and relationship to the district and limit your comments to 3 minutes. Please note the following. Each speaker has been provided with the guidelines for public participation. Minors need to be accompanied by their parents or guardians. The board will consider your comments but will not dialogue or engage with speakers in this forum. Questions raised may be assigned to the superintendent for an answer. As appropriate, a member of the administration may reach out
011to the speaker to give them relevant information or to ask for additional information. This is done to make sure the board has all the information needed to properly address the speaker's concerns. Charges, complaints, or challenges against staff members of the district will not be heard in open meetings and should be made in writing to the board and superintendent. We also ask that speakers refrain from personally attacking district staff members or members of the board. Pursuant to board policy, this evening's participants must limit their comments to 3 minutes. We ask each participant to be respectful to all individuals who have signed up to speak and adhere to the allotted time. We also ask that speakers conduct themselves in a civil and courteous manner and refrain from trying to engage members of the board in dialogue during
012public participation. Failure to abide by the board's time rules or those found out of order by the board may lead to exclusion from the meeting to be fair to all participants. Thank you for your understanding and cooperation. Uh our speaker tonight is Luke LaGoyea. Look out. What is it? LaGoyea? LaGoyea. Sorry about that. >> Good evening, members of the Board of Education. My name is Luke LaGoyea and I'm a freshman at Jacobs in District 300. Thank you for taking the time to let us speak tonight. Additionally, my friend Nelson Jimenez at Hampshire couldn't be here tonight, so I have a statement from him to read as well. I'm here to talk to you about considering adding boys volleyball and girls badminton as spring sports at all three District 300 high schools. On Friday nights in
013our town, a lot of students go to Topflight open gyms just to be able to play volleyball. About 60% of the players out there are boys and most of them don't have a high school team to play on. It's not because they aren't interested, it's because the opportunity doesn't exist here at D300. Um Nelson has watched girls volleyball games at Hampshire and while sitting in the stands with others, they talk about how they wish they could get up and play volleyball uh for school, too. But they have nowhere to play inside of the school and he feels that it is unfair that all of the athleticism and high ranking in sports Sorry. He says he feels it is unfair that with all of our athleticism and high rankings in sports that we do not have
014a volleyball team yet. For me personally, volleyball is my favorite sport. I'm tall, I love the sport, and it is something I can really see myself committing to. I believe everybody deserves to have the sport that they would like to play and volleyball is mine. It gives kids like me a chance to compete, improve, and represent our school. And I've learned in my short time here as a freshman that if you aren't in athletics, you're really missing out. I was told there might be a volleyball club this year, but it hasn't met yet this year. And honestly, it is surprising to learn that there wasn't already a team or even a consistent club available. I know I'm not alone. With your permission, I'm willing to collect signatures at my high school and work with Principal
015Testum Testoni and our athletic director to get the ball rolling, but I know there are students across the district who want this, too. That is why we're asking you to think bigger than just one school. What makes this even more confusing is that almost every school around us already has boys volleyball and girls badminton. So, our question is why not District 300? Our schools are competitive, our facilities are strong, and the students are clearly interested. Because of Title IX, we understand that adding a boys program means also adding a girls program, and that's where girls badminton comes in. Badminton is a spring IHSA sport, just like boys volleyball, and it gives other girls another opportunity to compete, especially students who may not be interested in traditional spring sports. We also want to point out that
016these sports are low-cost compared to many >> Thank you. Right, next up oh, is uh board announcements, uh good news. >> District 300 to host Together for Tomorrow Community Workshop Series. Parents, guardians, and community members are invited to participate in the District 300 Together for Tomorrow Community Workshop Series focused on shaping the future of our schools. Four workshops will take place. Community members are welcome to attend any or all four of the workshops, beginning with the first session on Thursday, January 29th, from 6:00 p.m. to 8:00 p.m. at Jacobs High School. To register, please visit www.d300.org/communityworkshops. At each community workshop, attendees will learn more about district challenges, participate in interactive activities with fellow community members, and have a voice in how the district moves forward on different aspects of its master facility plan. Additional workshops
017will take place in February, May, and I mean February, March, and May, and while the sessions are connected, each meeting will cover different topics, making each community workshop a valuable opportunity to participate. Child care will be available for those ages 3 and older. For more information, please visit www.d300.org/togetherfortomorrow. >> Current 8th graders and their families, excuse me, invited to freshman transition night. Dundee-Crown, Hampshire, and Jacobs High Schools will each host a freshman transition night for current 8th grade students and their families on Mon- Monday, January 26th, from 6:00 p.m. to 8:00 p.m. Students are encouraged to attend the freshman transition night at the high school where they will be a freshman at this fall. These events are intended to help prepare 8th graders for the transition to high school. Details about core courses, electives, extracurriculars,
018and more will be shared during the event. >> Reminder regarding winter weather information. As a reminder, District 300 sent a detailed message to families outlining essential winter weather protocols and procedures on November 4th. This message includes information about school closures, weather-related late starts, early dismissals, and e-learning days, as well as details about related communications, attendance policy, and more. To view the entire message, please visit the stay informed section of the district website at www.d300.org. Complete winter weather information for the district can be viewed at www.d300.org/winterweather. >> All three district District 300 high schools earn Scholar Honor Roll Awards. District 300 congratulates Dundee Crown, Hampshire, and Jacob high schools, which have each been named recipients of a 2025 AP School Honor Roll Award. A distinction historically earned by less than 1/3 of high schools nationwide. Hampshire
019High School earned a silver award, while Dundee Crown and Jacobs each won a bronze award. Earning an award reflects a high school's commitment to enhancing its college readiness culture by providing opportunities for students to earn college credit and maximizing college readiness. >> Gilberts Elementary School helps others and has some fun with cereal collection. Prior to the start of winter break, students at Gilberts Elementary School stacked up the kindness by collecting more than 600 boxes of cereal for the D300 food pantry. To celebrate the amazing effort, an impressive cereal domino run was created at Gilberts before the boxes were donated. District 300 congratulates Gilberts Elementary on its successful collection effort. >> Uh item 10, Superintendent report, Dr. Smith. >> Yes, if um Mr. Adrian Harris and our Superintendent Student Advisory Council could please come up to
020the podium. You can go through the crowd as well. Um Dr. Harris kind of move about to the beat of his own drum and >> I kind of do my own thing. >> We all just follow. >> Good evening, Superintendent Smith, members of the board. Um So, tonight we actually have five members from our Superintendent Student Advisory Council. And I told you at the beginning of the year that we would provide you with updates on the things that we're doing and how we're doing. Um and so, tonight we actually have brought up two speak. Uh we're going to start out with Bree Able and and Rylan Salisbury from Jacobs and we're going to move to Rithmavati from Hampshire and we're going to close out with Emma Stoltz and Sasha Boltovic from Dundee-Crown. Next slide, please.
021And I'm going to turn over the floor. >> The clicker up there? >> Oh. >> A clicker? Got it. >> That's That's okay. That's That's okay. The kids got it. >> My name is Bree Able and as mentioned this is Rylan. We're both from Jacobs High School and we're part of the Superintendent Student Advisory Board. So as of right now with our current uh collection of students we have 21, seven from each school. Um what we do is kind of go about different projects and activities to try and collect data and a student's perspective on how we feel about our district, what needs to be done, what changes could be made, kind of anything that students personally can help with and put kind of a perspective on. And we provide that to our superintendent and
022to our leaders to kind of just let them in a little bit more on the kids' lives and how we feel the district could better fit our circumstances. And so throughout this year we've had a few activities already um which will later be discussed by other members of our board. >> Thank you, Bree. Um so I'm going to go over the selection process. So there was high interest across all three schools. I'm pretty sure, correct Mr. Harris, uh with 106 applicants uh that had letters of recommendation as well for the inaugural year. Um and pretty much there were a few separate rounds that everybody had to go through. The first round was an uh initial interview. Um so if you made it past the uh Google form where you would submit your letter and everything,
023um there was an initial interview with a couple questions. It was only about 10 minutes if I remember correctly. And really they were just looking for communication skills and were you applying for this council for the right reasons and like were those like motives like at the forefront of your the way that you presented yourself. And then for the second round we had 24 people that made it past the initial interviews participate in groups of four for a Socratic seminar and then they were evaluated by 12 person committee of the of principals and just D300 staff. To pretty much select the most ideal or best members but I think all of those people actually made it into the council. Cuz uh Yeah. Um so for next year if you're interested in um doing something that's
024a little bit more involved with the school district and you want to uh get some student voice heard then I suggest applying if you're good with communication. >> Thank you. One last piece about if you're kind of interested in this or how to get into it. So as mentioned he just went over a selection process and that's how you would start it but then one of the reasons why we are now a group of 21 and not 24 is simply time commitment. This is not a council that you can join and then forget about. There are activities outside of school. You do have to meet with the group in the large portion You will also meet individually. I know my group from Jacobs meets at minimum once a month to kind of discuss our next
025moves and what we're planning on doing. So that is something that students do have to understand that this will be a time commitment. It's a fun one but you do have to make sure that you're setting aside times that we can kind of adequately be representing our student voices. >> Speaking of the time commitment they put us to work pretty quickly. So, as soon as we got as soon as we got we we immediately started beginning our work on the cell phone policy. So, what the district wanted us to do is this was our trial run. This was the cell phone policy. So, they empowered our voices and gave us the data and research and tools necessary to make our own policy on the on the district cell phone policy and see what we could
026come up with. So, they conducted research from the Hanover Park Research Service and we used that data along with several other districts. For example, in our Hampshire presentation, shout out to my team. Um, Evanston, Illinois. And we also used research from the National Education Association and in turn we made a kind of policy out of that. So, out of the information we had gathered, we made three separate strategic proposals for elementary, middle school, and high school students alike because we understood that all of these students have different needs for their education. So, our impact through all of this is that we collected all of this data and we contextualized it into what the district needed. So, we especially emphasized student voice because that's what we are here to do. That's what the district wanted out
027of us. So, balancing the student voice, the teacher voice, and all the other district members, and it was a very hard thing to do to find that compromise. But alas, um, SSAC was able to dialogue with teachers, classmates alike, and they and the final result was a policy that reflected the district after what felt like months of deliberation, deep research, and most of all compromise. >> Good evening, everyone. I'm and I are here and we're very excited to talk about our first group outing, which was trip uh Illinois's Triple I Conference, where we got to go to Chicago and kind of be introduced to the real professional settings of group boards or um district boards across the state, where we got to meet a variety of different educational leaders and supporting members. Um and this
028kind of day was set up into three different sessions, the first one being board governance, the second one being leadership dialogue, and the third being a keynote speaker speech. And the first session, we were introduced to members of these different boards across Illinois, and we were able to kind of come together in our small groups with other students from across the state and learn about the roles and responsibilities of a school board and how um different members come together to come up with um the best ways to execute um board decisions. >> Then within section two, we focused on leadership dialogue, where we had a round table discussion with students, where we discussed our own D200 experiences and our first-hand accounts of board services. As students, we were also able to network with other board
029members and student leaders of the state and hear their input. Then within section session three, we were able to listen to Vernice Flygirl Armor give her speech Take Your Shot, which inspires us students to take risks and pursue goals in the face of failure. >> Um and this is something that we really do want to advocate for um for the upcoming years of the student board, just because as we had said, like we got a real first-hand experience in a professional setting with a bunch of different board members and educational leaders, and it really showed us what it would be like to work in a setting like that. So, I think it's extremely valuable and something that we definitely want to keep doing with the student board. >> This is why we brought the experts
030cuz I couldn't have done any better. Um but I will close out with the next big project that we're tackling. Um and so basically we'll be looking at the we changed the name, portrait of success. Um or vision of success. And >> I I corrected um the slide. >> There we go. >> Thank you. >> And so basically in a in a in a in a nutshell, it's it's really looking at what are the the uh characteristics or character traits that we want our students to have as they exit uh what's hopefully 12 years uh of being in D300 schools so that we know that when they leave us, they're ready to be successful in in whatever sphere of the world they want to be in. And so the students just got that that project.
031One of the things that we're actually also looking to use it for is and we were just talking about this prior to coming into the the the board meeting is we haven't really found a good mechanism to really collect data from our students. And so it's one of the number one things we're going to be using this process for is really to kind of create a template for how do we in the future collect more student voice. We talk about it all the time, but it is if we don't have quality processes to collect student voice, then our worry is is that it's we we've got all of these people talking to us, but no way to to put it all together and make meaning of it. So we'll really be using this process really
032to figure out how we better just collect data from our from our kids. So, that's all we have. Are there any questions? >> Um you have my other members of the council here, right? >> Yes, if you want >> can we can we quickly just meet them when they come by and then we could just congratulate them? >> Absolutely. I'm sure Yes. >> Thank you. >> Yes. Why don't you all come stand up, come over this way, and go and shake a hand. We're missing one or two that just weren't able to join us just cuz they had other commitments. >> very full schedules. >> And you all don't have to You all can actually be lined up that way. And you would think that I'd never presented before. I'll hang around just in case
033there are any other >> want to take any questions or follow-up from the board, and I just want to say I was not able to spend the whole day with the group at the conference, but I was able to check in. I was running all over. And um we have been invited back next year. Our students have been invited back to lead sessions, and we have been asked to bring middle schoolers as well to um you know, District 300 likes to go into places and set the stage. And this group of kids went to Chicago and set the stage. And so now um they'll probably be bursting at the seams with student registrants next year because we'll be back and we'll be helping support presentations and ki- helping them kick off strengthening the middle school
034portion. >> know that we set a new standard when we went. And so now, in order to make sure that we continue to set a new standard, we've got to We've got to move the bar ourselves. And so hence the middle school um but we're looking forward to it. Anytime we can tap into finding out what our kids want in our schools is a good thing. So. >> So we're going to extend this to middle schoolers next year. >> That is That is the charge I've >> We we do not have the logistics around that yet. >> is the charge I've been given. >> Um I just gave my slow yes, but you have the yeses on camera now. Um but we got to get some logistics around what that looks like. Um it will
035not be 20 for middle school children. We'll work with our >> was redoing process for next year so we've got a very airtight process uh that has just been finalized and now we will begin to work on figuring out logistics for middle school. >> But what's great is we have staff in middle school that have clubs and activities that fit this mission already and tapping into their work and how we can work with them to extend this will be great. >> This is This is This is taking so long to finally get to where we you know we had hoped for for a long time and it's exciting to see it and you guys did a great job and it looks like it's starting out really strong. Thank you so much. >> Not a problem.
036All credits to >> And we're going to work with Shelly to make sure that we get somebody on there with an IEP next time or a 504 I hope. >> The interview process is open to any student in district 300. So we take all applications and interview everyone. >> Yes. >> So please apply. I just like to say thank you as well. I was um at a session or couple conferences ago where they first brought in students and the amount of people who are so excited to talk to students at the conference and really hear you know what we're doing and the impact on them is is tremendous. So I'm so proud that we got to bring our students there and share with other boards and administrators um the opportunity to talk with with them.
037>> A big conference. All right. Thank you. >> We have Mr. Mark Razer here joining us from Cambridge Lakes Charter School, and he will uh give us a brief academic update tonight. Welcome. Clicker still up there? >> Yes, it is. >> Perfect. >> Good evening, Madam President, board members, and Dr. Smith. Thank you for inviting Cambridge Lakes Charter School to present our annual academic report for the 24-25 school year. So So, in this presentation, I will define our presentation's purpose, define the limitations of the data, share our 25-20 our our school year 25 designation, review our accountability plan metrics, explain our uh 2025 school report card data as it relates to IAR, provide status of our student growth toward proficiency in IAR and access, and then finally provide information on what we are doing to
038continue areas of excellence and mitigate areas of need. So, the purpose of this report is uh to fulfill the requirement for the charter agreement um between CUSD 300 and NKAEC um that extends to 2029. Before beginning, I want to explain some limitations that occur when you pull one school um out of the aggregate to help provide clarity and transparency. As CLCS is a school that is authorized by District 300, the district has complete access to all of the data that is reported to the state, much like a district-run school. This means that the dis- the D300 academic data that is reported to the state includes our data from CLCS. Since there was concern last year regarding making a comparative analysis between schools, we are providing a comparative analysis between um um the state and CLCS
039because the comparative it would not be it would not be apples to apples. So, for the 24-25 school year, CLCS received a commendable designation with no underperforming subgroups. Please feel free to ask any questions throughout this and interrupt me. Um what I'd like to explain next is our accountability plan metrics. And so, inside our charter agreement, there is there are two exhibits. There's an exhibit A and an exhibit B. Inside exhibit B, required by by the state charter code, we have to have a accountability metric plan. So, here are the two objectives that are um academically focused. I'm proud to say that CLCS exceeded the accountability metrics one year early for both ELA and math. The goal for the end of the 26 school year, next year, was 31.5% meets or exceeds in ELA and
04032 meets 32% meets and exceeds for math. In 2025, CLCS proficiency levels were 45.7% for ELA and 34.8% for math. Based on our 2-year growth patterns, I'm confident that we will continue upon this trajectory throughout the um uh charter agreement um cycle. As we move now into a little bit more detail that will lay out some of our um our report card data, the graphics that I'll share with you next were created by our school improvement partner, the Equity Group. Each year, we continue to look at areas of success and growth. Um this group helps us to refine that and and dig into the assessment data even further. So, one of the things that I want to point out and I I imagine you've already heard from your administration and from the state is that
041the benchmarks, the cut scores this year changed, right? And so, as you can see here that they if you're a third grader and you start off and you have to earn you have to reach 50 percentile to of mastery in that grade level to be considered proficient. By the time you're in eighth grade it drops down to 48%. When you're in grade three math, you're at 55% mastery of the to earn proficiency. Now, you have to grow 19 percentage points by grade eight. So, there are some some issues inside this because you have the same kid running, right? Over the same hurdles. Um and so, you can see this as either being a good thing and some of the what what the state has put out or some of the obstacles that it has created.
042So, one of the things I'd like to point out is that when you look at a 69% proficiency or to earn mastery and proficiency in math in eighth grade that the elementary ages are the only ages that have this issue. When you go to high school, it is a flat cut score of 18. Well, an ACT score at 69% mastery in math would not be an 18, it would be well above that. And so, there's some discrepancy that still needs to work out on that. And the reason I'm telling you this is in the slides that will proceed you'll see that the eighth grade data goes down throughout the the the state in math and this is one of the one of the reasons why. Um although they brought down cut scores to be more
043relative to the nation, they are not equal to the nation at this point in time. So, I'll show you some more visualizations that'll bring that in closer look here. So, from this side you can see that the prior implementation of IAR in the Um, CLC prior to the implementation of IAR and uh pandemic. So, before after we left Park and then when the pandemic came in, CLCS was uh uh was just above uh trajectory above the cut scores of the average of the state. After those two things happened, we started to um flatline and mirror the state in our math proficiency. And you can see the same thing here in ELA. Um, al- although our gap in ELA was much wider, um it it took a a substantial dip under the state for about 2
044years. We had an implementation of our science of reasoning or science of reading put into place and so that's why you see such a large increase from 23 to 24 and then the consistent um statistically consistent uh flatlining there. As we look to make sure that we are building back up to the state level that you see that we're um under as of 25 at this point. So, this chart shows the gaps and hurdles. So, the other one showed how the longitudinal data explains where we've been, but now this is where you can start to see where there is a is a difference and um we know that there are areas in grades 3, 5, and 7 where students were below the state average and in grades 4, 6, and 8 students were either above
045or aligned to the to the state average. In ELA, it's somewhat similar, although there's a much more consistent cut score and so you can see that we're um statistically aligned in some of the grades and grade and again in grades 3, 5, and um 6 here, we are under and in grades 4, 7, and 8, we are in line with the state. So, when we look at the actual cohorts and we we take a a deeper dive into when a student starts off in third grade all the way through eighth grade, what we want to see is an upward trajectory. So, if you are if you would look at our math scores in grade eight, those first three, so when a kid was in fifth grade, they were a little above the So, what do
046we have? 15%, let's say. And um fourth grade, you see them climb to 20% and then above 30% in seventh grade and then they dip back down in eighth grade. What we'd like to see is that that trajectory is always upwards. So, in math, we knew that that was an area that we needed to um to work on, but this visualization shows us where exactly we need to work on it. Um and it's it's it's difficult in this last year because of those new cut scores to make the comparative analysis as um as we would in the past because we don't have that full data. ELA shows a better picture of where you can see that the the trajectory of the student as they stay with us continues to rise over time. And so, in
047our seventh grade cohort, it's over 50% and then our eighth grade cohort over 50% and so, we want to see that continue to climb as the cohorts from third grade move on all the way up. Now, when we start to look at um our actual growth percentiles in math, we did have a significant growth rate. Although that our proficiency rate is lower in some grade levels, we we had a higher growth rate. And so, you see that the state value, the average there was 50.2. We were at 53.5, which put us in the 64th percentile for student growth in mathematics for last year. In ELA, you can see that they there was the flattening after the implementation bump. And so, in the previous year, our growth value was at 60.5. And this um past year
048in 2025, we were at 43.2. Um under the state's growth rate, but if you look at the significant bump in the first year, it starts to flatline. And now we have to start to look at how we continue that growth at a reasonable pace that would um allow our students to to be more successful. So, in the past uh in last year and then in our most recent um meeting joint meeting of the boards, we had some questions that came through regarding um demographic data and more specific data. And so, I'm going to share that with you as far as our as our growth rates. So, what you'll see here is that um in the next few slides, whether a subgroup is higher than expected, it would be in blue. If it's a if they
049meet expected growth, it's in green. If it's um lower than expected, it's in yellow. And if it's unsatisfactory, it is in red. Oop. When we look at the overall school, um both mathematics and ELA met their expected growth based on um the uh triangulation of data. And now as we dig into our IAR mathematics, you can see that the the growth at each one of these um different grade levels. And so, in grades four, six, and seven, students exceeded their expected growth in math. In grades three, five, and eight, we see lower than expected um and then in fifth grade, an unsatisfactory growth rate. And so, that is an area that we know that we need to put more emphasis in and we have and we'll go through that in uh in the last slide.
050As we look to ELA, we had um overall, we met expected growth, but we know that in again in grades 3, 5 and 8 those were areas that was lower than was expected. So those are areas that we need to continue to work on. Now when we look at and break it down by our demographic data looking at those subgroups you can see that all subgroups met their expected growth targets in math with low income students exceeding expected growth is the one in blue. In ELA most subgroups met their expected growth with Asian student students designated by other by as other by the state and males having lower than expected growth. So those are the three yellow. And then when we look and pull out our EL our English language learners you can see that
051overall for all the grade levels it was expected growth that data that was not reported was under five participants in those in that test and so that wasn't reported so that they those students wouldn't be identified but the rest of the grade levels are there. So next steps we have a strong return on investment in student growth and achievement with the implementation of science and reason or science of reading the I ready pathway our instructional coaching and professional development the expansion of our MTSS models um and then strategies that we're looking at implementing or are implementing to improve proficiency are purposeful and targeted small group instruction to increase student engagement a new new tier two math intervention phonics training for our EL team and as we look to next year CLCS is reviewing our literacy
052curriculum and models of instruction to increase literacy proficiency in all grade levels. Thank you again for the invitation tonight. If you have any questions, I'll go ahead and answer anything. I can take my glasses off cuz now I can I don't have to read. >> I have a question. >> Yes, ma'am. >> Did you see any improvement um in this when she when she when you introduce the science of reading, even though the numbers were down? >> Yes, because our initial bump was 2024, so it went up. So, we had a very large um I'll go back. You'll see that there was a um an ELA there. You see that we went from uh we were you know, at 60.5 in growth math percent. We were in the 87th percentile overall in state for growth
053rate. So, that first year in 24 when we implemented it, and this is pretty common when you'll see is an implementation bump when you put something in, and you see a a large um growth rate, and then what you hope to see is that you continue at a reasonable growth rate after that. Um it it becomes where the teachers become more and more comfortable with delivering the material in that way, and they they start to learn um how to navigate through there. But in that first initial um implementation, you should see a larger bump at the beginning. >> And so, the next step like those those things you mentioned the next step, are you looking into that to make sure the percentage kind of bumps up again? >> Correct. Yes. >> Would anyone have any
054questions? Good. >> Thank you very much. >> Thank you. That concludes the superintendent's report. Okay, up next is item 11, board discussion. Item 11.1, board committee reports. Um, I would like to announce that the next board operations committee meeting is Tuesday, February 10th at 4:30. Are there any other commi- uh board committee updates? Okay, item 11.1.1, appointment of committee chairs. Pursuant to board policy 2:150, the board president makes all committee appointments. At this time, I would like to appoint Leslie LaMarca chairman of the board operations committee and Alyssa Lidmark as the vice chairman of the board operations committee effective immediately. I look forward to their leadership while continuing to serve as a committee member. Uh item 4.2, joint annual conference update. Do any board members who attended the conference have any updates they'd like to
055share? Who wants to go first? Okay. So, this was the fir- this was only the second conference that I was I've been able to attend uh during my tenure as a board member. During my first tenure, I went once and it was it was pretty awesome. It was I remember it being very overwhelming, um but it was just it was great. And then, um so this was the second time I was able to go and I went to I was able to attend the uh the session on Thursday. It was an all-day session. I think most of us were there and including Dr. Smith and um it was on diversity. And um I can't risk power of us, I think was it was that what it was called? Okay. I wrote it down, but I
056can't read my own writing. So, sorry about that. Anyway, so that was really good. I I a lot out of that. I have several pages of notes, but that's actually not the one that I want to highlight because I I don't know if one of my fellow board members will want to highlight that one. The one that the session that I attended that I got the most out of was a session called Fierce Conversations. And I can tell like I that's a very busy time for me for a non-profit I run. So things are a little hazy, but when I was going back through things and I was like, what do I want to talk about with the conference? I thought Oh my gosh, I must have really liked Fierce Conversations because the first thing
057I do when I get home from a conference is I purge. I throw every like throw things away, go through everything and I still had the workbook and I'm like, oh yeah, that's because this was a really great this was a really great session. So there was a lot covered in it obviously as you can imagine, but one of the things I'll just talk briefly about what really stuck out to me were the seven principles of Fierce Conversations and really the whole gist of this seminar, talk, or whatever you want to call it is that it's okay to have conversations around conflict and around confrontation and not to shy away from that that we actually grow through that. Our relationships can grow through that. And it talked a lot about common sense, you know, approaches
058to have those conversations and to work through the things that sometimes divide us. And clearly that's really amenable to the times that we're living in. So I thought, you know, it has that application and then, you know, as a board member we often have to have difficult conversations too. So it was just all in all a good thing. Couple of things that came out of that I wrote in my notes so I thought were kind of interesting that the average person I don't think I'm an average person on this because I pretty much work alone, but the average person has 27 conversations a day. That's kind of crazy to me. And they're average about 10 minutes each. That's a lot of talking people. I don't So but that's what they said. They got that from
059somewhere. But the other thing that actually wasn't in the the little workbook they gave us, but that I took notes on, was the seven principles of seven of fierce conversations. So, I'll run through them really quick. First one is to master your cur- or to muster, I'm sorry, to muster the your courage to interrogate reality. So, I guess what that means is just to question what you think is know what you know is true, right? So, I thought that was good. Number two was come out from behind yourself and into the conversation to make it real. So, don't be don't hide behind any preconceived notions about what you already think or what you feel and just be real in the conversation. And I think this is one we The third one is I think we
060can all relate to is be here and prepared to be nowhere else. Because, you know, put the phones down, put, you know, other distractions and be a part of the conversation and whatever you're talking about. And tackle your toughest challenges today. And I thought this was interesting because the problem named is the problem solved. How many times have you said that to somebody to try to talk about something, a problem, and you end up talking about everything but what you want to talk about? So, they suggested like just flat out say, "Frank, I want to talk to you about this today." And And you just Sorry to bring you But, so I thought that was really good. Um and then obey Number five was obey your instincts. Don't just trust them, actually obey them. And
061number six was take responsibility for your emotional wake. So, I think what they mean by that is take just off the cuff just right away take a responsibility for any emotionality that you bring to the conversation. Because usually around conflict and confrontation, right, there's some type of emotionality. So, just take take accountability for it. And number seven was um let or let silence do the heavy lifting. It's okay to stop talking and to really listen. Or to just sit in silence with the person while you both process. So, anyway, that was my favorite session. The whole weekend was really phenomenal. The keynote speak speakers were out of this world, terrific. I'm like a fan girl now for Fly Girl Verniece. I mean, she just blew my mind. It was incredible. So, thank you to everyone
062who allowed us the opportunity to attend this year and I just felt like it was overall a great experience. So. >> All right, who wants to follow Leslie? >> All right. Um Let's see. What to say about that. I did not attend that one, but I think there was a theme in a lot of the um events. You know, it's just dealing with how do we best work through the situations that we find ourselves in that are difficult in this present time. Um and um there was a lot of advice on that. A lot of similar themes. Um one that I attended was leading schools in a highly polarized world. Um that was an interesting one. Um it talked a lot about having um like like engaging all community segments, learning and sharing stories, and
063putting faces on data so that we really understand, you know, what is it that we're actually talking about? What is the real issue and how is it impacting people? Forming guiding coalitions, searching for common ground that more often than that we probably do have common ground and it's just finding that and naming that. Um collaborative engagement versus empowering engagement. So, what's the best type of engagement when we're working on a certain problem in our district? Um and then describing change. I thought this was interesting. They really talked about how, you know, people struggle with change and that it's very important to describe that change as best as possible to really say like what is what's the change? What's not going to change? And then on top of that, connect that to really the broader goals
064so everyone understands why that change is necessary. Um I attended a second session. Um it was like a continuation of last year um called Dollars and Decisions, School Finance for Board Members. It was like level two. Um that's out That was a good session for me last year. It was a good session this year again, especially with everything going on. Um you know, there are a lot of district um a lot of districts and the great part about the conference is you get to sit with other districts, districts that are very different from ours, very similar, um and really hear, you know, what one district's problem and other districts like, "Wow, we we don't have anything like that going on in our district." Um the So, we talked a lot about current um issues that
065districts are facing with finance. I was well versed with the Cook County tax um situation. I think I had a lot of people in that room were not as privileged as we were to um you know, not have as big of percentage come from Cook County, and they were having to take out loans, and they were describing, you know, how burdensome that was and how what an unexpected financial burden that was for their district. Um and um it was also interesting to see, you know, a lot of districts are growing, like we are, and then many districts are facing the opposite problem, they're shrinking. And so, what are they doing to make good decisions with their finances? Um and we did a lot of um workshop um exercises on economic turn in return on investment,
066trying to figure out They gave us kind of case scenarios of different districts. And you got to figure out, okay, well, what what decisions would you make if you had to cut money or um you know, what programs would you keep, why? And we kind of talked through all that, and it was it was good to share um and and see again, some people could speak from experience about what they had to do and why and how it worked out. So, that networking is always something I really look forward to um at the conference. Um And I think in general, again, the keynote speakers were all great. Um I think the one that we that I really enjoyed, maybe because it was the last one, was actually I didn't think I would like it so
067much, but the um Clint Swindall, the author of Tell Me Something Good, A Simple Guide to Overcoming Negativity, really, I think, was like the perfect end cap um to the weekend. Um you know, his big thing is like, instead of starting off with something that's bad, start off with something that's good, and and move from there. Um and so, I'm trying to in 2026, um go in with that mindset. Um just another highlight, I think, was really, again, seeing our students there. Um the Dundee Crown Chamber Choir was there and did a beautiful performance um that gathered quite the crowd, and then we went back into a room for a session, and someone was talking about how great they were, and I got to say, like, "That's That's my district." Those are the kids of
068our district, and aren't they talented? And then, um also having lunch, I got to sit with some of the students on the Superintendent's Advisory Council, and just talk with them a bit more, and to see their excitement, and to hear, again, over lunch a little bit about their experience on the council, as well as just being um in our district was really great. I love hearing, you know, cuz at the end of the day, those are the people that we're most directly serving with this work. So, um and I'd like to thank everyone who was there with us um and everyone who helped um help us navigate that, and it's just a great opportunity also to get to know um the various members of Martinez's team. Um So, I appreciated all the all of that,
069as well as getting to know the board members as well um a bit more. So, I look forward to hopefully productive conference next year, as well. >> All right, I'll go next, I guess. Since you guys took all the good ones. Um Actually, no. Uh so, I really enjoyed my first conference, as well, and thank you, um Martina and team, for um getting us there and everything that that took. Um I had We sign up so early that uh I don't I think I'll be better prepared next time. So, I did take the polarizing one, although I don't think I got as much as you did. So, it was after lunch, where you took it in the morning, so maybe I was just tired, I don't know. Uh I did take the new board members,
070and that's the one that I probably would not have signed up for because I did go to the Super Saturday, so it was basically just a repeat of that, but I did get to see people who I had met at Super Saturday and and reconnect with them, so that was great. Uh I was the designee for the I forget what it's called. Um Delegate, thank you. I was the delegate, thank you. Uh that was exciting, but I hope next year they turn the heat up cuz it was extremely cold in that room. Uh I think they were trying to keep us awake or something. Um and then uh the last session um was that morning. We did the parent one. Pat and I did that one together. It was more like a conversation, and we
071had a really great conversation at our table, so we didn't really partake in the group conversation. Uh met a school board member just from Marengo, so you know, exchanged information, so we have some um some contacts there. I want to highlight my favorites. I I loved all the um keynotes too. Um I feel like I had recency bias though, like you know, you you saw Fly Girl and you're like, "Oh, she's amazing." And then you went to the next one and you're like, "Oh, he's amazing." And then you went to the last one and you're like, "Oh, he's amazing." Um but my the one that is sticking with me the most. Now, I have used um Clint's Tell Me Something Good. I taught my boss that. Um Tell Me Something Good. Um so, I have
072I have used that, and I liked his his um his presentation, but I want to say the one that I that resonated and that I want our students to hear is the coffee bean. Um be a coffee bean, and I think it is so relevant right now uh in our times. And I I for me personally, like listening to his story, it was encouraging, and I think it can be encouraging for our students um that sometimes you screw up. We all make mistakes, right? And sometimes you screw up big, but that doesn't necessarily mean that it's going it has to be your life sentence. So, um for me, what stuck stood out most was how he described, and if you don't know the coffee bean, I'll butcher it, but I'll real quick. So, basically, the
073preface of a coffee bean is that um when you're in an environment, a coffee bean in hot water will will uh change the water, whereas like a carrot becomes soft in hot water, and uh the egg becomes hard. So, you want to be a coffee bean. You want to change your environment as opposed to letting your environment change you. I think that one for all of us um could be a really good lesson, and I encourage everyone I added the book to my audio. Um I'm an audio book person, so I've been listening to all three of the books that that the keynotes, but um I personally a couple years ago felt like the environment was turning me into an egg. And hard, and you know, everything's black and white, and you know, there's no
074room for gray, and it just makes you angry and hard, and I made the decision that I didn't want to be that anymore. So, that really resonated with me because I want to be a coffee bean. So, that's all I have to say. >> Um since everybody pretty much touched on everything that I did, um I did find the um parent networking or the What was it called? Uh yeah. >> Board parent head. >> Be a board member, parent head, something like that. It was a great opportunity to network with some other board members who are also parents. Um it's not always the easiest thing to juggle, um especially as a new board member. So, I really enjoyed the conversations we had at our table. And like Lisa said, we really didn't talk to anyone
075else in the room. We were kind of confined to our table. But it was pretty big room anyway, so it was kind of hard to get around. Um difficult um Board singers for new board members was interesting. Um we had some really good conversations at our table in that one, too. Um got a lot of good information out of that one. Um I did enjoy the presentation by Dr. Smith and her team. Um nobody's mentioned that one. I'm surprised. So, I'll be the one that mentions it. I'll I'll be the one that mentions it. >> Thank you. >> I did get a compliment from a very good friend of mine who's on the board of West Chicago. She was very impressed. Um known her forever, and she was very happy that she came to that
076one and got a chance to see our district present. And she's hoping that we do it again next year. So, just putting it out there. Um and overall, I mean, I just enjoyed the experience. It was my first time. Um definitely cleaned up at the bookstore, um which I'll be starting my reading this weekend since it's going to be very cold. Um and next year, I just hope to get as much as I can out of it. I also really enjoyed uh the opportunity that we had to sit with our students at lunch. It was very short, but it was a good talk while we were there. Um and I made the most of the little bit of time we had. So, um thank you again for helping us out and getting us there. >>
077Okay, I'm going to try not to go too long, all right? Um the number one was our PLC process um presenters. They were amazing. I mean, how could you not all talk about that? They were so good. Okay, and then our kids, they hit it out of the ballpark. The the kids from Don the Crown. That chorus I would I could not keep my eyes and myself away from there. The lunch was going on and I couldn't leave for lunch. I was just glued to them cuz I've never heard them before. That was my first time hearing them. They were amazing. Um and then the other kids from the um the council. We sat with them at um at lunch. And it was kind of nice because it's usually when you're at a board meeting,
078everything is kind of tense and they don't really want to mess anything up or whatever. So, they were like themselves when we sat with them at lunch. So, it was kind of nice interacting with them and hanging out with my Nigerian kids. That was pretty cool. I feel I feel like like at home with them. And then the one thing that I really liked too there was I'm going to go with likes first. Um was um they had all this artwork that kind of dawned to all the walls um at the event. And looking at the artwork and looking at the grade of the kids that did it, it was just amazing. It was phenomenal. Um also, the finance session was one of my favorites. I left here with all the stuff Frank taught us,
079the big words. And I got into that session with the U46 um CFO and I felt like a genius in the class in this in the session. I was so proud of myself. Like I actually understood what she was talking about. All the acronyms and whatnot. Um then I um listened to all the um the phenomenal speakers that Damon West, um the Coffee Bean guy, he was amazing. And it just it just kind of like resonated a lot with different things that's going on right now. And the thing the one thing that res- that kind of like was amazing to me was he went through all the um the prison sentence and whatnot. And now he's doing so well. He's doing so many great things, influencing so many people out there. And he can't even
080get a pardon for what he did. So, that's kind of something to think about like with everything going on right now. Um also, um I I was able to um interact with some of the Elgin folks um that are doing the new um that building the new middle middle school with the with the master facility plan that we're going to right now. Was able to ask them questions and whatnot regarding that. Um and also, um the fly girl was she was off the chain. She was good. Um and then also um being able to listen to um the trust guy, the author, the we got a book from uh Martina um the beginning of this um the last year about trust. And being everything and with every thing with every session, everybody was talking about
081is kind of reflects what we're going through at that time. And this guy had um talked about the trust having trust among your fellow board members. And he was just kind of like I mean, just necessary I mean, just kind of like was impactful at that time um that that um we had the um the conference. And then, um then I finally ended up ended ended it with the um the advocacy session. Um I've been wanting to do like an ambassador advocacy for um a district, but I I've never had a chance to kind of like find out like what is really all about. So, I decided to go and um listen to that. And I And it just talked about a lot of things that um it's going on in the country right now
082with funds, with different things, and how advocacy is becoming more and more important um to um to to to to um to have like a representative and like like have a contact person from the district that you be able to like be able to uh interact with your the the politicians in your area, bringing them in, being able to for them to listen to what's going on in your district so that they are able to help you a little bit more and be able to be able to advocate for you with and with them also be able to um the students more and I was kind of glad that uh we were able to bring uh Senator Is this she? Senator Ness, Susan Ness, into the for to to check out our our CTE program,
083which was kind of like nice. Um So, that was kind of like my all around experience and I tried Nando for the first time. I really don't want to talk about it, really. I liked I liked it and I had to go back to it and they really screwed me over, so But what overall the overall the experience was really nice. I want to thank everyone. I want to thank the district for always sending us to this. I feel like every year I'm more um strategic and like looking forward to certain like um sessions that I would want to attend and like plan ahead of time and be able to be there like really be there for my full self to listen to all the different things they talked about. And I want to thank
084Diane for being amazing, setting us up with all the sessions and doing all the logistics behind us being able to attend and thank you so much. >> All right, is that summarize the conference? I think so. Everything you wanted to know, maybe a little bit more about our experience at the conference. Um item 11.3, board discussion. Do any board members have anything else they would like to share or talk about? Okay. Uh moving on then to item 12 consent agenda or sorry, consent items. The consent items are standard procedure items or items that have been previously reviewed and discussed at board the board operations committee meeting and need no further discussion. Is there a motion to approve the consent items? >> So moved. >> There is a second? >> Second. >> Madam Secretary, please take
085the roll. >> Linmark? >> Aye. >> Lamarca? >> Aye. >> Burkhead? >> Aye. >> Zettler? >> Aye. >> Melia? >> Aye. >> McKinney, aye. Motion passes 6-0. >> Okay, item 13 roll call action items 13.1 approval of revision to board policy 17:190. Is there a motion for the approval of the revision to board policy 17:190? >> So moved. >> Second. >> Any discussion? >> Zettler? >> Aye. >> Melia? >> Aye. >> McKinney, aye. Linmark? >> Aye. >> Lamarca? >> Aye. >> Burkhead? >> Aye. >> Motion passes 6-0. >> Item 13.2 approval of Yonder Education Program MOA. Is there a motion for the approval of the Yonder Education Program MOA? >> So moved. >> There is a second? >> Second. >> Madam Secretary, please take the roll. >> Oh, discussion? >> Oh, sorry, discussion. >> Because
086I would like to. All right. I'm on the struggle bus with this one. Uh is the is the quote expired? No. So, did they extend it? >> Yeah, no, the quote isn't expired. There's a memorandum um that goes with it that allows the extension to get the reduction in cost. >> Okay. Um this MOA includes a 50% grant from the company. And in the details it says that the cost per pouch is 30, so we're going to pay 15. But then if you look at replacement cost, the pouches are only 20 bucks. So >> It is a percentage of certain pieces of the package. It doesn't include everything in it. Um it's a great question. Um but given all the quote information, that that's what they gave us. >> Okay. I just want to make
087sure, you know, that we're actually getting a discount. My My struggle here is this. I know a neighboring district uh did a cell phone policy. Uh I think it was last year. And it's a big district. It's U-46. Um I believe they use bank bags, lockable bank bags in each classroom. That because they couldn't afford these pouches. Is my understanding. Okay, I spoke to a teacher, so um and So they're not using that? They're using Yondr pouches or what are they using? Okay. >> using Yondr pouches. >> What's the specific thing that we have now that we can answer about >> I want to make sure that we if we purchase these, because we're purchasing them and then we're going to create this task force about implementation. And I kind of feel like we're putting
088the cart before the horse. We should have this task force to implement implement the policy before we go out and purchase Yondr pouches. Because what I don't want to see is that we make this investment in Yondr pouches and then they sit somewhere unused. So I want a confirmation that if we if we are going to purchase these we are going to use them. >> I can confirm that the intent is to use the Yondr pouches if we purchase them. Yeah. >> The other option is the district becomes liable for collecting kids cell phones and we need to start replacing a $1,700 iPhone a pop. >> I feel like there's other ways around that. Like for me personally I say put it on the parents. You get a you know, put your phone away. They
089don't do it. Call the parent. Come get this kid's phone. He cannot have it here anymore. >> I think that I think that's part of the scenarios that the task force will be considering, but at the end of the day when students are in our care we can't control what their parents direct them to do. So we have to make the decision that's best for us to implement the policy that the board is asking us to enforce. To protect all members involved with helping us keep kids and their property safe. And so not being able to control because everyone has their own opinion, we can't make a decision based on if parents are going to enforce this while kids are in our care. We have to make that best decision with the stakeholders that are
090going to be monitoring the kids while they're within their school day. So that will be an option. I mean that's going to be a point of discussion, but we can't control that. Okay. >> Butler? >> Oh, I is that it for Mark though? Okay, I just want to make sure that all the questions are answered and if any more clarification we take the time to do that. >> I don't have any questions. >> I'm assuming we're going to be I mean like when the task force start putting the policies together we'll the it will be the the >> The policy is it they're about to vote on you voted on that. The task force is going to do the work of enforcement within the school building which will be the responsibility of staff and so
091we have a task force that force that will be combined with lead members as well as administration so we can put the best procedures in place to support students and staff. Yep. >> Zettler? >> I. >> Landmark? >> I don't know. >> Meleah? >> No. >> Um Lemarker? >> I. >> Burket? >> I. >> McKindley? >> I. >> Um motion passes four two zero. >> All right. Item 13.3 approval of Avid service agreement renewal. Is there a motion for the approval of the Avid service services agreement renewal? >> So moved. >> Second. >> Madam Secretary, please take the roll. >> Lemarker? >> I. >> McKindley? I. Meleah? >> I. >> Zettler? >> I. >> Landmark? >> I. >> Burket? >> I. >> Motion passes six zero. >> Item 13.4 approval of technology related services contract
092renewal. Is there a motion for the approval of the technology related services contract renewal? >> So moved. >> Second. >> Any discussion? Madam Secretary, please take the roll. >> Meleah? >> I. >> McKindley? I. Zettler? >> I. >> Landmark? >> I. >> Lemarker? >> I. >> Burkett. >> I. >> Motion passes 6-0. >> Item 13.5, approval of FY25 annual comprehensive financial report acceptance. Is there a motion for the approval of the FY25 annual comprehensive financial report acceptance? >> So moved. >> Second. >> Any discussion? Madam Secretary, please take the roll. >> Settler. >> I. >> Amelia. >> I. >> Denmark. >> I. >> McKinney, I. LaMarca. >> I. >> Burkett. >> I. >> Motion passes 6-0. >> Item 14, closed session. Is there a motion to go into closed session for the purpose of discussing
093one, the appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body (2 {paren C} 1) two, collective negotiating matters between the public body and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees (2 {paren C} 2) three, litigation (2 {paren C} 11) and four, security procedures, building safety and security, and the use of personnel to respond to an actual, a threatened, or a reasonably potential danger to the safety of employees, students, staff, the public, or public property (2 {paren C} 8). Is there a motion? >> So moved. >> Second. >> Madam Secretary, please take the roll. >> Denmark. >> I. >> Amelia. >> I. >> Settler. >> I. >> McKinney, I. LaMarca. >> I. >> Burkett. >> I. >> Motion passes 6-0. >>
094We'll be going into