SD308 Board of Education Meeting (03/23/2026)

001Board of Education meeting. Can I have a roll call, please? >> Mr. Cerrone >> here. >> Dr. Martin >> here. >> Dr. Mario >> here. >> Dr. Pak >> here. >> Miss Robinson >> present. >> Miss C >> here. >> Miss Wenma >> here. Everybody stand for the pledge of >> allegiance to the United States of America and to the republic stands one nation under God indivisible and justice for all. Item 4.1, pride recognition. >> Yep. John's got it. >> All right. >> Thank you, Dominic. Tonight, the board of education acknowledges pride winners from Fox Chase, the Wheatlands, Gold, and Bed Narcich for the month of March. Pride stands for proudly recognizing individuals demonstrating excellence. The board of education began this program 10 years ago to recognize, promote, and celebrate the many contributions made by

002teachers and employees across our great district. We thank our generous district partners who support this program which is presented by Serve Bank and supported by donations from Chick-fil-A, Culver's, Imagination Print and Design, Huntington Learning Center, The Scoop, KCT Credit Union, Texas Roadhouse, and 113 Maine. Your contributions make this program successful. We would also like to thank all of those who nominated individuals for consideration. Each nominee has been recognized with a certificate. Awardees, after your name is called and we share your nomination, please come forward to be congratulated by the board and Dr. Kilgotti and then stay up front until the rest of the individuals from your school have been called up. Our first school tonight is Foxchase Elementary School. In her role as a special education teacher, Jennifer Gordon is known for her ability to

003connect with students. She meets students where they are to help them grow, both academically and personally. She's also generous in sharing her time and experiences with co-workers. One parent shared, quote, "My son feels loved and cared for when he is with her. I feel safer with him there because of her." Congratulations, Jennifer. As one of her building's custodians, Yolanda Qual consistently ensures everyone's needs are met. She tackles demanding tasks diligently and tends to classrooms with an eye for detail. Outside of her work, her warm smile is a welcoming presence for students and staff alike. A fellow staff member shared, "Having worked the lines alongside her at Foxchase Elementary, I have consistently witnessed a level of professional excellence that not only supports our operations, but defines the very heart of our school culture. Congratulations, Yolanda." And

004the last recognition from Fox Chase is Britney Luwendowski. Britney Luwendowski's positivity and encouragement has left an impression on her kindergarten students, their families, and all of those around her. She cultivates a fun family atmosphere in her classroom, offering creative and physical ways of learning. She also recognizes the worth of all staff members and strives to instill that same level of respect within each of her students. parents shared, "When we see the things she's doing with our students in her class, we wish we could be her students ourselves." >> Congratulations, Britney. >> All right. And one final round of applause for Fox Chase. At this time, any building administrators, please come on up for some pictures. Congratulations, Fox. Next up, we have the Wheatlands Elementary School. Charles Bar, a social worker at the Wheatlands, is incredibly

005intentional in the ways he supports students. He sees each students strengths and works to build them up. His collaboration with staff helps things run smoothly and function on a high level. As shared by a fellow employee, he is intentional about the ways he works with his students to meet their goals and makes school a positive experience for them. Congratulations, Charles. Next up, first grade teacher Melissa Shannon. Melissa Melissa leads with professionalism and a true commitment to student success, laying a strong foundation for many learners through the years. She fosters a strong sense of belonging and teamwork within her classroom. Her compassion and consistency allow her to develop meaningful relationships that help students thrive. Another staff member stated, quote, "Miss Shannon is an exceptional educator whose passion, leadership, and commitment reflect pride and hope for both

006present and future generations in our community." Congratulations, Melissa. Nicole Goodyear. Nicole celebrates the efforts of her third grade students, cultivating an environment where everyone feels safe and confident. She supports her students as individuals, meeting them where they're at as learners and understanding their unique needs. Her students succeed and feel proud of their growth. A nominator shared, "It is clear that you don't just teach. You see your students, you hear them, and you meet them exactly where they are. That is a rare and powerful gift. Congratulations, Nicole. And we need administrators from the Wheatlands. Come on up. Congratulations, Wheel. And now we are here to celebrate the goal program known for her student centered attitude. Amanda Lamort. and Amanda Lamort's efforts as a social worker are greatly appreciated by students and staff alike. Her desire to

007see students succeed is evident in all she does. Her kindness and thoughtfulness toward all she encounters exemplify her character. As stated by a nominator, her ability can to connect with students and make them feel seen, heard, and valued speaks to the depth of her care and professionalism. Congratulations, Amanda. James Smith's dedication to the students he teaches shines through his work. He cares deeply about the students of goal. Always looking out for their best interest. He comes in early, stays late, and looks for ways to help others. His kind and hardworking attitude speak volumes. A nominator shared, "Mr. Smith is the most dedicated teacher I know. Congratulations, James. And finally, Michael Kelly. Michael believes in his students, helping them learn in ways they truly understand. The lessons he teaches are fun, engaging, and meaningful. Students love

008taking his class. He's also a helpful and collaborative co-orker, sharing his positiv positivity with those around him. One parent said, "He's truly a gift to our school and district." Congratulations, Michael. Anyone here from gold? All right. Pictures. Our final building of the evening that we are celebrating is Benik Junior High School. Our first winner is Amy Trumper. Her deep commitment to students as both a science teacher and club sponsor sets Amy apart. Students admire her unique and engaging teaching style. She's always there to help her students and has played a large role in supporting STEM initiatives at Bedars and through school district 308. A parent shared, quote, I could only hope that all of my children have such a passionate and empowering educator in their life as they work towards pursuing their passions and reaching

009their full potential. Congratulations, Amy. Social worker Ann Bulpenta. An advocates for her students, handling challenging situations with patience and confidence. She plays a crucial role in supporting the emotional needs of both students and staff at Benich. She acts as an important bridge between the school and community, connecting students to the services they need. As stated by a nominator, an is always putting the needs of others ahead of herself, and she deserves to be celebrated for all she does and for the amazing character she shares with each of us. Congratulations, Ann. Next up, Josh Brooks. Josh has made an impact on countless coral and music students, inspiring them to grow in their skills. He sets an example for others, serving as both a teacher and mentor to students. His dedication goes far beyond the classroom as

010he dedicates countless hours of leading plays, musicals, and the holiday choir. A former student shared, quote, "He was the best, most impactful teacher I've ever had." Congratulations, Josh. Next up, we have Laura Dappa. Laura plays a most crucial role as a building nurse. She handles student needs with patience and compassion. She's also quick to share her breath of knowledge with fellow staff members, offering support whenever needed. As stated by a co-orker, I believe her commitment to students physical and emotional well-being makes a lasting difference in their lives and she truly deserves recognition for the positive impact she has on the school and with fellow co-workers. Congratulations, Laura. And now we need Amanda Fil. Amanda's kind heart and warm sense of humor help her cultivate a welcoming class environment. She finds creative ways to make language

011arts engaging, offering a variety of activities and different ways to learn. She is there to support her students and offer help whenever needed. One student said, "Mrs. Stilk is one of the best teachers I've ever had, and her class made school as a whole feel exciting to participate in." Congratulations, Amanda. And now we need the nurseric administrators to come up front. All right, one more final round of applause as we recognize and celebrate these amazing staff members for all they do. Honores, please proceed out into the hall, gathering at the landing of the stairs for a group photo. Thank you to those families and colleagues who were here tonight to support our winners. Our final round of Pride Awards for the 2025 2026 school year will be open for nominations starting April 9th. >> Again,

012we want to thank you Mr. Francis and Teresa and the communications team for your leadership in really preparing such a wonderful opportunity to celebrate our students um and more importantly uh our staff who really lead and support our students in that. It's really always such a joy to be able to recognize the hard work and really remind us why we are all here which is the success of our students and these dedicated educators, staff and really the diversity of staff members who represent always reminds us that it really does take a village. um to make this work. So, thank you for that. >> Section five, 5.1, our strategic plan updates board. This is part of our quarterly uh commitment we are bringing to you this month really just a a little bit of a preamble

013of what's to come in April. we'll be bringing more thorough full analysis as we start to move towards our planning for next year. It's hard to think that we're already there, but we are. And so, I want to thank the team um all of our staff who participate in the preparation of this uh report this evening. I'll turn it over now to the team working. There we go. >> Okay. So we're going to start off by just kind of reentering ourselves around what the strategic vision components are. So again, we this is really centered around our portrait of a learner attribute and then it's four areas of work. We call those our pillars and then for each of our five priorities, all four pillars have objectives for each of the three years. So the visual

014that you're seeing up there on the bottom right side is really kind of the visual component for help helping us understand what it is that um our plan is covering in each of those four pillars of work. This is another way of viewing it. So within this wheel, each of the topics that you see, the yellow ones and two are really the work that we do and the gray areas are really how we accomplish those. So the four pillars being the academic and student success, educational access and supportive environment, partnerships and collaboration, and then the resource allocation to help bring all of that to fruition. So that's another visual that helps you center that. And this is just a reminder. So we've come before you initially um a year and a couple days ago to

015um approve that initial uh strategic plan, but um we did an update in December. Um we're sharing one with you now. We have uh as mentioned a more comprehensive review planned for you in April and then over the summer we will be doing that full year and review look back. So priority one this is our future ready um components. >> Go ahead. >> All right. So some successes that we would like to share with you. Um first of all we have launched school links that was our replacement for our college and career readiness platform. Um we were actually recognized by school links um as exceeding uh benchmarks for our implementation. So that was extremely exciting uh for the team. Um another success uh during second semester at the high schools we have launched edu 200.

016This is introduction to education. This is one of the early college credit. So our students earn dual credit as part of that college and career pathway endorsement. Um and then very exciting also two things to uh celebrate. We have a college and career fair on April 16th. It starts at 5:00 here at OE. We have about 125 colleges slated to be here as well as a target of 60 careers. >> So, um it will be kind of throughout our lower level. Uh so, we would be very excited to have as many attendees as possible. Um, also new this year, we are launching on April 28th at 3:30 in uh this room here, OE's community room, the first SD308 skilled trade and military signing day. So, we wanted to expand our recognition of our students. So

017we will be um recognizing our skilled trade and military uh students that we're uh signing for the following year. So in terms of key next steps related to those things um we are currently working on to then launch in the fall the complement so edu 202 which is the next dual credit um course in the uh college and career pathway for education. So, EDU202 and then by the end of the year, uh, our teams are looking to launch a career pathway handbook which really integrates career information with the courses that we offer here at school. Um, so that there will be more direction and guidance of courses that they can take to really dive into some uh potential career. Um, also in the future ready component, uh, our high schools team with the communications team

018has really been partnering around engagement in our community. So, we're super excited to have our new community engagement coordinator, um, Miss Don Cino on board with um, communications team and she's coordinating directly with Mr. Ben Owen and determining uh, what what we have to offer businesses and what businesses can offer back to the district. And so as we're out and meeting people at chamber events and open houses and various things where we're we're introducing um ind industry partners and potential um new partners for the school district, we want to be able to bring to them the ways that they can be engaged and help benefit students as well as the ways that our school and our student experiences can benefit their organization as well. So we've started some initial targeted outreach. We have been featuring

019alumni. Uh we have our second one underway right now. Uh we're really focusing on alumni that chose to come back to the district to work here um as their career and really highlighting that there's quite a few of them which is really very exciting and and speaks to the um educational journey here that they want to give back in that way. So we'll continue to work together to uh highlight those and then continue to outreach and build up that list of partnerships um in a number of ways. So lots of exciting stuff going on. All right, our second priority is for our systems of support and we have made a lot of um segue this year as we have added our assistant principles into the uh principal coaching cycle. Um our executive directors have done

020a phenomenal job this year even coaching the directors along the way with their principles. Um so it's been um nice to see the authentic and the the depth of conversations with our building leaders um within their committee. They're also in the process of working on their portrait of a leader. Um so additionally there has been um some intentional alignment with our culture responsive teaching and leading standards as well as our culture responsive practices and how we provide professional learning um within the curriculum. ultimately really within K8 um ELA and science. Um and we do continue to expand that and collaborate with high schools as well. I'm speaking from this lane. Um additionally um through the district leadership team, there has been a lot of support for our um implementation and alignment of school leadership teams

021for next school year. Um as well as we are going through our next process of how we are going to collaborate in the development of our MTSS strategic work plan as well. >> Next few bullet points focus on recruiting. >> We can't the volume's not >> the next there we go. >> Okay. >> The next few bullet points focus on staffing, recruiting and hiring. Um and as we enter hiring season, um it is essential that we do implement and utilize cross departmental collaboration um in review of job descriptions, making sure that they are current and accurate to the role and um ensuring accurate timelines so that we can um cure uh high quality candidates before they are we don't want to lose high quality candidates essentially. I'll just say that. Um and also with that

022just the int intentional integration of um planning timelines and all of that in a proactive approach again so that we have the opportunity to secure um high quality candidates. All right, as we shift into our academics, the um K8 has been busy, y'all, with uh all of the committees, all of the learning, all of the opportunities. Um it's been um inspiring to watch how each of them leads in those different spaces. um the math committee is has been beginning and for them it's really been about you know what are our beliefs what are our norms what do we like what is the rigor what is the data looking like so that we can be clear about our strengths and our gaps and areas of opportunity so that they can begin to have this alignment for

023next school year so a lot of analysis happening in that stage one um for K8 ELA um they have shifted into a full alignment with standard space as well as the literacy framework so not just in um materials but actually in how we um standardize learning for students. So that's very exciting as well. Um additionally our science committee has been extremely intentional as well about how they are looking at culturally responsive teaching and leading standards as well as the NGSS standards for that alignment. Um and so it's just it's been powerful to see that cross collaboration among the different stakeholders with OEA and administrators. with early childhood. We've conducted some data review that involved identifying needs in pre-iteracy and crosscat classrooms. As far as Spanish language arts and our ability to recognize resources for our

024multilingual special education students, we've led to advanced scope and sequencing within a curriculum, pacing assessments and aligned across multiple standards to include culturally responsive teaching and learning standards as well as Spanish language arts and Spanish language development standards. for our K5 special education ELA curriculum committees. We continue to work with teams to develop um a rubric that where we are um entertaining uh requests for um uh requests for proposals to review some curricular resources and we've gathered some staff input on curricular resources and then you'll hear later tonight about where we are in phase four really phase five in the comprehensive preview. So in terms of the high school, uh, science is currently in stage two. So focusing on their curriculum and scope and sequence, math is in stage one, as Dr. Waller mentioned, really

025working on that needs assessment, uh, preparing to then revise curriculum and scope and sequence next year where ELA at the high school level is in stage three. So they're establishing their teams to review to see if there's any need for revisions or edits. Um key things about next steps especially in science as they finalize their scope and sequence they'll be then moving into assessments. So common assessments to be used as a high school. So looking not only at building those common assessments but then also the rubrics to establish As far as next steps for early childhood, we will then be working to develop the scope and sequence, create a rubric, and review vendors to prepare for an RFP for a pilot. As far as Spanish language arts and resources for special education multilingual learners, we

026plan to pilot as mentioned for um K through5 special education ELA and develop a tracking system so that we can progress monitor. We continue to develop a scope and sequence development align standards and curriculum development work for SP Spanish language arts. And then tonight again we will share stakeholder feedback and themes with the board on the comprehensive review. Um I am providing some additional resources on behalf of Jeremy who could not be here today. We continue to make steady fast forwarding progress in advancing our strategic safety efforts. Since November, we have completed the safety efforts audits. where third party workers and shared the initial findings with a safety and security work group to review results and engaged the group in intentional planning around initial action. An executive summary audit findings was completed and shared with

027the board and district leadership will continue to next as it relates to wellness. The um human resources department is collaborating with DT and union lead union leadership to um have an understanding of where we've been with wellness and where we are trying to go and put together some plans and surveys to gather more information from the 308 um staff about their needs as it relates to wellness. Additionally, we are um continuing to ultimately with the professional learning plan, we have been in lock step as far as our alignment and understanding what's happening within district leader team leadership team, excuse me. um the focus initially on that school leadership team piece and now with MTSS we'll be able to um begin to have more lockstep conversations regarding professional learning for next year as it pertains to

028lifting those pieces of work. Additionally, we have also committed to continuing to lift uh culturally responsive strategies and the culturally responsive teaching leading standards um as well as rightful presence in those tenants to just continue to educate the system as well as create opportunities for growth. >> The RFP process for window film installation and the district has scheduled installation. The has also full scale emergency exercise and reun reunification to refine time. These efforts are intended to strengthen district-wide preparedness and ensure clarity of expectations across systems and stakeholders. systems management. Uh there are three key focuses that I'm going to talk about. One has to do with uh technology. So as part of our process to put uh order into how we deploy technology and uh how we manage as well as spend money on technology,

029we decided to develop a technology plan. Part of the process is to do an RP. ERP process was uh executed except when we reviewed the submission the uh the pricing that was provided by the firms who were prohibitive they just didn't make any sense to go that route. So we're going to go a different route and try to do some of the work most of the work internally and just maybe get uh a consultant to provide us with some support. we will not be doing the uh the big uh outsourcing that we had planned to do. The next thing has to do with uh development of um development of the uh the budget and sorry I'm sorry uh will be uh the budget we have done some uh some Q1's and Q2 budget reviews. What

030we're trying to do, we're trying to monitor how expenses are going compared to the amount that we budgeted. Now, at the end of the spring break, we will actually start on Q3. And as it stands right now, most of the expenditures actually align with what we budgeted. There's nothing that stands out. And I will speak more about that later on this evening. And as part of the process too, we've been working with the long range facility planning, working closely with uh white and company to make sure that the longrange facility planning is completed and we are gathering datas that we're going to use to then develop an RFP with uh doing some of the work that are included long range facility planning down the road. The last thing that we would like to highlight as

031part of the um current progress of the strategic plan was our student assignment. Um we had a student assignment recommendation for phase 2 approved. Um as a result um we have launched family communication and um student transitions were updated in P school. Returning student registration uh is now available uh through powers school for next year. In terms of next steps um we will be entering the planning process for phase three. So overall our report for essentially our quarter three for our strategic plan similar to quarter 1. We just wanted to bring holistically from our team updates in all five priorities. As Teresa mentioned earlier, for our next update, um our impact monitoring number four, not only will we bring um updates, we will bring metrics that will really guide um the development in terms of

032if there's any recommended changes for year two. So right now the teams are reviewing their current progress, their anticipated endofear progress for each of our objectives from year one, their relationship to the corresponding objectives for year two and then any recommended changes. So our next impact monitoring report will not only bring updates but then also uh progress measurement and then any recommendations for changes to year two. Thank you team. With that I want to just open it up. I want to invite the board. As you know the strategic plan is rooted in the findings and the work that was accomplished last year. One of the key priorities I want to underscore in the strategic plan is that it's really based on the feedback from our audit findings from the year before that which really named

033the importance of centering our plans in reality and not in what what we are hoping to get to but really where do we stand as a district. And one of those biggest challenges was that there was a real dir and absence of really coordinated planning across the system. And so a lot of folks uh come to me, you know, you have up here in your plan, you know, something like school links. These were structures or places that were there for a long time or expectations in districts. We were at the starting line. There was some groundwork that had been done, but we were at a starting point. And so I just want to name that the work being developed uh requires a lot of coordination and is is really I'll be honest with you very

034difficult in that it's it's cross departmental and it's requiring a lot of uh focused kind of slow work versus quick uh unmethodical actions which is really what we had before and what the audit yielded which is that if you want to go far you have to go slow as a team and work across across the system. So with that, I'll open it up for questions. Um you can see tonight uh there was a lot of information, but we really want to make sure that you are able to lean into did it make sense? What was missing? What are the things that you you would hope to understand more? And um we we welcome your feedback. Thank you. >> Um I have a Thank you everyone. Lots of updates and I know lots of work is

035happening. Um, and Dr. Kavat, you're referencing the curriculum audit. Is that right? >> Yes. >> Okay. I'm just making sure I'm talking about the same thing. Um, there's a from that audit we learned there was a lot of work to do. Uh, and so a lot of work is being done and as we think about this through a systemic like a systems view. Is there a way that we're memorializing or publishing our curriculum? Can we find our curriculums online when they're done? Because I've seen are they online already and I haven't seen them. There is elements from the curriculum online. Yeah. Um >> I'm thinking like a like a like a overview like a curricular overview. I shouldn't say the curriculum because that's just super vague, right? Or it could be a lot of stuff

036or like a >> curriculum overview or like a scope and sequence. I'm thinking about the uh by the through the lens of a community member. If I'm a parent and I'm wondering, okay, third grade, what are we going to be talking about in third grade? What is the expectations? That would be a nice um thing to include in part of our systems. So, it's available. Is that part of our strategic plan already? The like the memorialization or publication of it at all? >> You want to talk about the curriculum renewal cycle and what is undergoing? >> Yeah. So there is um I would say that the work that's been done especially in phase one and two have really been from the teacher view and perspective. So that's something that we can partner with phase two

037just to do um like a a one-page overview per grade per content. So that's something we can definitely work in and then make that available online. >> Yeah, I don't know if other board members would find think that's a useful suggestion. And I don't want to be the one saying I think we should do this but >> yeah. No, I think it's useful and also like because so much of the curriculum audit focused like all of the so many of the areas for growth in the curriculum audit focused on like that need for centralized supports and centralized curricula, centralized resources. I think that also kind of um you know not only addresses the issue by providing that support but also highlights the work that's been done by by showing that centralized message. >> Yeah. And

038it's real easy if a community man community member reaches out to say this and this oh we have our an overview of the curriculum and then once they review it if you have questions it kind of saves them. There is there is one page just I know we absolutely can add to it but there is a page called classroom resources on our page right now as it stands and it does break down each level as well as specialized programs and within those um the the depth of knowledge is a little bit different by grade level but as you look in there there is like you can keep digging from um you know curriculum down through like AVID and specifically kindergarten programming and then the high school course catalog and its description. So there's there is

039quite a bit of information there. We certainly can work towards making it a little bit easier to digest or or specifically around the curriculum resources that are available, but there is quite a bit there. So, I do encourage everyone to >> yeah, >> take a look at that classroom resources page. >> Yeah. >> And may want to add one last thing regarding this without overlaying. I want to open up is that the audit scored us really low in terms of actually having those curricular resources >> internally even. And so I would say that the work the team has done in what the strategic plan committed to is that we would build that with our educators versus just coming in and doing a wide sweep um and saying here's what we're doing and let's go because

040that also yields a lot of tension because then who's actually then implementing the curriculum or the expectations when you have not built that sustainable plan. This year we're in our second year for example with our literacy curriculum. So for those resources that we are using currently I think that's a great addition and we'll look to evaluate that how we can bring on this. So thank you for that. >> Yeah other questions. Yeah Brandy >> I have excuse me I have two questions. So the first question is um which students are benefiting the most and the least from your current strategic initiatives and how are we ensuring that every subgroup whether multilingual sped learners are seeing the measurable improvements and this is truly going back to the equity and then also measurable outcomes. So I think

041at the heart of the strategic plan um we really focused our pillars um on not only looking at academics and student success but then also looking at um the access and availability. So if we take a look at our different objectives you'll see certain objectives that approach kind of the student population as a whole. But then there are also certain objectives which we're going to hear about next that really focus on some of our diverse learners both um our multilingual learners and our special education students. So in terms of measuring progress a lot of year 1 is in that planning and preparation that Dr. Kgatti talked about that was really highlighted in the um curriculum audit. Um as we get further along in the year, one of our objectives was really to implement educ uh

042we launched the first um training to our uh building and district admin on 317 which really then Brandy gets at the heart of how are we monitoring and tracking progress and student success. So that also kind of coupled from the planning to then um diversifying across the system to try to address needs to then tracking the progress is all part of year one. Um so not that we can what we're really looking at right now is how are we accomplishing and implementing the objectives for this year. So more to come um in terms of data and measuring that progress. One of the things that comes up and became really one of the p pivotal is that the idea of rightful presence and one of in the audit and then correspondingly in our strategic plan we

043identified there was a lot we recognized there was disproportionality um for example for low-income students overly represented in discipline referrals in special education we have an over representation um more than not um African-American Hispanic students um and so these were data sets that were part of that initial reflection that we need to uh engage in. uh for example early uh the the correlation between lack of investments around programs like our dual language program while we often are see ourselves as a satellite program for dual language program the investments um even from a assessment period approach we had not invested enough in those programs and so that is something that I think is a great question and that became very important to us which is why we took time this year to really engage and you're

044here we've got members of our our team to share a little share a lot about the audit this year and what we learned through the the focus on comprehensive review. >> Just one last bit that I would add a part of a thousand% what both Dr. K's have said I think the additional part to make sure that we lean into is that throughout the strategic plan is a lot of intentional conversation around professional learning. we can put these different things in place and we can have the tools and we can have all the resources, but we still need to be able to provide the professional learning that's necessary for our teachers to do it in the classrooms for our building leaders to lead their teachers in doing that. Um, and so that is why that's

045also a a heavy part of the conversation as well. Am I correct in assuming that as you get data on this implementation and as you're evaluating it, you are disagregating that data so that you are getting effectiveness of different groups and then sharing that accordingly. >> Absolutely. That is part of the uh purpose of using a system as in our case educate by subgroup by school by grade um at really just a click of a button. So um some of the challenges is truly compiling and disagregating the data. So um this the use of this tool takes the time out of the just data collection and then can put the time into the data analysis and then responsiveness from that data. So um training additional training sessions are coming and then kind of our next

046phase is then as we launch uh or relaunch school improvement teams for next year uh extending the training into our building um at the school level just quick. So basically more information on demand >> instead of downloading spreadsheets and those kind >> No, I think um my comment is similar to um some of the questions of my fellow board members is just about how are we measuring outcomes? Um and I think some it's probably complicated because when I think about scope and sequence um are we saying at the end of the school year uh across the board all of our core content we'll have um scope and sequence for standards and then we will have um maybe a midunit assessment which aligns to um you know our scope and sequence and so I would like

047to see the next time we meet I know that this is just an overview just how we are measuring our outcomes. You all often hear me ask, do we have data to support certain initiatives? And so I would just like to see to the extent possible. I know some of this is really tough um for you to quantify. My next question, what's exactly student support time? I think it fell under priority two. >> Yes. My apologies. Yes. So student support time happens at the junior high level. Um and it is every morning. And uh Mr. Francis along with a a group of individuals work together to really outline what that would look like as well as collaboration with future ready. Um so you'll see some future focus pieces in there. You'll also see uh character

048strong happen in that space. Um we have a couple buildings that um they utilize their um student council to provide different announcements. It's really it's an advisory space but it is organized um throughout each day so that they are meeting a particular need. So all students get student support time. It's tier one essentially. So universal >> those individuals who start off at the high school. >> So student >> because they're in Yeah. >> student support time is at the junior high. >> Um so as Dr. Waller mentioned, we do have a handful of students at each building uh that take geometry at the high school. So they are not present for the start of the day. >> Okay. I don't have any questions um specifically, but I just want to acknowledge uh this is a

049huge undertaking that everyone has um started on uh by design and it goes off in several different directions and I just want to acknowledge uh not obviously not just the presentation which was well done but I really want to acknowledge everybody's hard work. Uh this is a major undertaking and uh we have some good people that are that are undertaking it. So thank you. >> We're going to hear from Dr. Berky later on. He's going to have a little presentation on our video presentation. Um but he's uh executive director at Luda and he said that this is a very ambitious strategic plan. So I may maybe we're taking each one you know like uh getting the proper feedback and all those things but it's very ambitious. um Luda large unit well later on. I was

050large unit district association. So basically he's he he's a trains us you know um as board members and he's a former superintendent um as well for a large unit. Um then I wanted to ask uh if our >> student board members had any input or any questions or >> No. Okay, go back to >> my last question is what um given all the external factors um what are the biggest risks uh to students if key initiatives like MTSS alignment curriculum updates or safety enhancements are delayed or underresourced and again this goes back directly to impacting our students. >> So she >> so in terms of the work that is being done kind of to blend your question Brandy to Dr. Pola. Um so we have um a curriculum cycle. So we are not undertaking every

051uh subject area at one time. Um so we are on um really a fourstage process. Um we have done some prioritization um from some of our areas that had uh seen the largest span. Um so we do fully acknowledge that there is some need for revision in both curriculum and in assessments um to be able to get some better data. Um so that's the work that the team has taken on right now to ensure that we are looking at um current standards, current instructional practices. Um the team had prioritized uh literacy and English language arts has then followed um with Spanish language arts and then uh because of the uh K5 our teaching staff having all four core content areas. Um wanted to make sure that there was uh time in between launches. So have

052started uh stage one for math. So we wanted to make sure that we focus on those key priorities in terms of our curriculum. Um with resource allocation we work very closely with Mr. Oafme and his his team um the curricular groups and teams that are working on this um are trying to look at resources um ensuring equitable access. Um so I know uh Dr. Dr. Dubiel has done a lot of work to look at um languages available um accessibility features. So trying to consider all possible um just students as we onboard new resources also. So we definitely are aware of some gaps. Um but we have tried to stagger the plan to make sure that we have authentic engagement to create um new scope and sequence new assessments as Dr. Kilgotti's mentioned really working side

053by side with our staff to develop and then implement um through additional professional learning in that stage three. So um lots of work to undertake um as evident in the curriculum audit but really needed to have a thoughtful and thorough kind of phase in process uh to make sure that the work is is effective and implemented for um for our students. >> Thank you. And just last question I apologize as I noticed the curriculum audit continues to be um context that we continue to be gone. Does the public have access to this? >> Yes. >> Okay. And this is on our district website, so I can just hit a link. >> Yes. >> Verify exactly where it's at, please. >> We can follow. >> It's it's under the our story section. >> It's in our

054>> right where the be great to have uh public knowledge because I would >> ponder if people know that it's truly out there for access and visibility because again, we have talked about it, but I think it's where it the location is. >> Yep. information. >> Thank you. >> And when that was um um Brandy, when that was published for the the board, we spoke about it, I think, extensively at board meetings as well. So, a public is interested in hearing some of the previous board's kind of interaction with that, they can maybe we could access those dates as well when we >> September 2024. >> Oh, there you go. There's presentations available um through board docs also. >> Yeah. I have one last question. Um, in the one of the first slides, Teresa, it

055said we're going to are we going to get another update in April? And if is that what that said? I was surprised. >> Yeah. >> It seems so like what? So, what are we going to see in April? >> So, we're running a little behind. >> Okay. So, these are just updates and then this will be a more like are we hitting our target sort of thing in April. >> So, so it will either be in the second board meeting in April or the board meeting in May. Okay. Um so it will be an update. It will be a um measurement of the um uh objectives from year one and then proposals for edits for year two. So um our goal is the second board meeting in April. >> It could potentially, as Teresa just

056alluded to, uh shift to May. Um but >> okay, >> that is the goal for the next impact monitoring up. >> Thank you. I I think it's important to note that part of that comes out of two things. One is last year as our team prepared for this year and we were hit some with some preliminary budgetary constraints we went from having let's say four key priorities on each of our teams list and had to cut those down to one and so the teams had to shift how they implemented and so that was in I want to say was that June where we made some significant revisions to our plans for the first year that was prior to the August September announcement from the state that moved us to tier two which had a significant

057impact in terms of financial limitations. So now the team has to think about what we had ambitiously committed to this year to the board and say okay as we finish this year one what's working well what do we need to adjust and what do we need to come back to the board to this board and say okay here's where we are here's where we are realistically able to leverage as we go into next year. website. I want to note that it was important to the team um to to have an opportunity to re-engage sooner than later and come to the board and say here's what we're seeing. >> Thank you team for your efforts and your presentation. >> Thank you. Thank you. >> Okay. And part of our strategic plan next step. So, one of

058our priorities in strategic plan is to go deeper into really what I would say is really an extremely important facet of our work. Um, and we have uh our team tonight. I'm going to invite Dr. Dubiel to introduce our our guests and uh or our our folks who are here as part of that leadership work. So, um presentation 5.2 diverse learners comprehensive review. >> Sorry. You got to get the time stamp. There's a whole session over there too. Um, good evening board. We are really excited to present a overview of the comprehensive review. Um, first I'd like to ask the team to please introduce themselves. >> Hi, I'm Sarah Fischer, director of special education for high school and non-traditional programming. Katie Wren, uh, director of special education, K8 on the orange team, as well as

059I oversee the deaf and heart of hearing program. Teresa Anderson, special education coordinator. I support 504's curriculum and assist of technology for our district. Nicole Peronzi, I'm the director of special education for the silver team and I also support homebound. >> Maria Lopez, director of multilingual learners, all teams, >> every color. Kelly Waldrin. I'm the ML program coach, blue team. >> Hi, Erin Gleason. I am the multilingual learner curriculum coach. >> Dr. What what is the different color teams? Just if you're listening. Yes. >> Sure. So, um we have developed a system of orange, silver, and blue. These schools that are elementary that are orange and uh junior high feed into Asiggo High School. The silver schools that feed in the elementary and junior high feed into um as we go east and blue team

060represents high schools. >> Thank you. >> Okay. So we have two major objectives with the comprehensive to review tonight to provide some initial information and identify steps for the comprehensive review. I need to highlight this. I'm going to say it multiple times. This is an overview. This is an overview of the comprehensive review. There's a lot of information um that came out of the comprehensive review, but more importantly, we're not done. We are not done. There's a lot of work. This has been quite comprehensive, and we feel like we've only um chiseled a little away at um the work that is ahead of us. This is not a one-time effort. This is part of our strategic plan. And as a matter of fact, for year one, it is to begin the comprehensive review. Um, as

061you're all familiar with the strategic plan, year two and year three is to implement and to continue the work. This just allowed us to obtain some quantitative and qualitative data and then really roll up our sleeves for multi-year work that we know we can do towards um building our multilingual special education programs. So for the comprehensive review itself, it is part of a fivephase process. We developed a five-phase process to ensure we have structure in place. So for the phase one, we had a preparation. This occurred last summer. It involved identifying the structure that you see in front of us as well as developing the work plan which is aligned with every objective in the strategic plan. We consulted with our leadership both in our union's OEA and OESPA and then the team worked together

062to build our internal capacity. For phase two, we launched console groups. What do we want to ask the people that are participating in focus groups? So, we conducted with um consultation of our OEA and OESPA partners some uh semifocus groups in a sense of we wanted to know what should we ask the public. So, we had multiple sessions of special education and multilingual staff and community members. They were provided with a menu of questions, but they weren't limited to those questions. They gave us some feedback on those questions and they allowed us some structure to conduct a focus group. It's critical to understand that when it comes to focus group, we need to have the same questions to ensure alignment. So, the questions that were for staff were the same for multilingual or special education

063staff. The questions that were for students were identical for multilingual special education and the questions again that were for um our community members were identical. Phase three is where we conducted the collection of the work. So this involved conducting focus groups, distributing surveys, collecting data and checkpoints with union leadership so that we kept them apprised of where we were. You'll see the arrows there because I'm going to go back to that. Phase four, once we were done with collecting both the quantitative and qualitative data. Now what? Now we put some teams together. Again, I will revisit that in just a moment. Phase five is the presentation, but I need to emphasize again, we are not done. There's a lot of work ahead. So phase three, this was the quantitative data. We I we identified three

064years worth of data and we got student demographic data with the segregated that data by race, gender and subgroups. Our subgroups that we looked at were free reduced lunch, homeless in addition to multilingual special education as well as grades. We looked at looked at intersectionality of data as well. So that means particular identity groups for example students who are duly identified multilingual special education. We looked at not only general demographic data as mentioned we broke it up and we looked at that data within the grade level again multilingual specific special education specific grade level specific multi-year and intersectionality. As far as qualitative data we obtained focus groups and surveys. We conducted this of students, staff, parents, guardians and caretakers. 85 focus groups were conducted both in person and virtually. a total of 215 focus group

065participants and over 300 surveys that were available via email as well as on our website. Again, we're not done. We intend that this continues to be a communication loop. As far as phase 4, a huge shout out and thank you to the analysis teams. This was a collaborative effort between building leaders, district staff, and membership identified by both OEA and OESPA as they took all of the quantitative and qualitative raw data and they identified themes. What do we hear people saying over again? You interview, you talk to hundreds of people, you'll get hundreds of different ideas, but what do we notice is a common denominator. So, at this time, I'm going to turn it over to my team. And what they're going to share with you are some of those strengths that we heard commonality

066when it comes to multilingual as well as special education and what are some areas of need. Again, as promised, I'm going to say it again. These are not all the areas of strength. These are not all the areas of need that we need attention to. All right. So beginning with multilingual learners when we're looking at uh our stakeholders that were part of this uh work uh students staff and caregivers. So for students supported by the ML staff were their strengths. Students felt welcome uh teachers create a supportive environment. So those were the big themes that we sorry um sorry um have have uh that came out of the the the analysis for our students. Our staff, we have dedicated ML staff, uh student centered staff and uh nonML staff feel supported by our ML staff

067at each of the buildings. Uh caregivers um they feel that um the strengths of our our programs are that we have a welcoming environment focused on community and focused on the needs of the families. Okay, our are areas of strength for SPED. Our students share that they experience supportive, caring teachers, they have access to extra help when needed, that they enjoy the co-taught classrooms, and they appreciate the accommodations and flexibility of staff. Staff highlighted their dedication and passion, their strong collaboration and teamwork, their commitment to inclusive opportunities, and the availability of the wide range of continu continuum of services. Caregivers emphasized a positive collaboration relationship with staff, strong focused on student centered practices, confidence in staffing support, and the effectiveness of individualized support for their students. So, we're going to start with the summary of

068student themes. To ensure student voice, we held focus groups and surveys within our junior high and high school students. We then summarized the themes identified by our students. And as we go through, you'll notice similar themes that are consistent throughout all groups. For special education, our student themes really centered around rightful presence, differentiated instruction, and ensuring that programs and services were aligned to their individual needs as learners. Um, I just wanted to highlight that as a team, we were very impressed with the feedback that we received from students and the insightfulness that they were able to provide us as it was very instrumental in creating these themes that you will hear. So some of the themes were identified that we really need to align program with programs with student needs and really articulate entrance and

069exit criteria. Another area identified was the need for more access to afterchool clubs and activities that supported the needs of all students for meaningful participation. Students also spoke about the system being rigid and not taking into consideration student needs such as instances like our tardy system. And then lastly, student identified the needs for professional development around interventions to support needs of students. And then they also spoke of the need to recruit staff who understood how to support their needs. Very similarly, our ML students had shared that they felt for the implementation opportunities for language proficiency, they are looking to know what is the roadmap for gaining language proficiency so that they can start taking ownership to it. They also are looking to be active participants in our school and not be passive. They would like

070to see that more of our ML our nonML teachers take on the role of being an ML teacher within their classroom so that they can be seen um as both a general education student and ML. They would like that they're um they want to see themselves in our curriculum and in the materials that are in our classrooms that are being used. They are looking that we ensure that they can be included in high stakes things like honors courses and those types of programs rather than the smaller programs within our that are more ML related. And then finally, they would like to see themselves in the staff that we hire so that they can be represented. So next is a summary of our staff theme. So on the special education side of it, from our staff

071feedback, we had a few consistent themes that emerged. First, there was a strong need for greater consistency across buildings and programs, particularly for practices such as MTSS and how service delivery is implemented. Staff also emphasized the um importance of stronger collaboration not only within buildings but across buildings as well as vertical articulation to ensure alignment and a shared understanding. Professional learning continues to be a priority with staff seeking more targeted training connected uh directly to student needs as well as instructional practices. We also heard a need for clear structures around programming. So this includes a more defined entrance and exit criteria for our programs to support equitable access for our students. And finally, staff highlighted the importance of equitable resource allocation along with a clear role expectation and attention to staff wellness. So overall, this

072uh reflects a system of highly committed and ready for increased coherence and clarity to further engage student outcomes. Thank you. Uh so very similar to the sped for our staff themes uh consistency on MTSS and SEO um programs um or protocols sorry not the programs the protocols uh collaboration with each other for vertical and horiz horizontal alignment uh staff training and development that's that was a huge um theme that came out of that effective program entrance and exit criteria so truly understanding um what that exit and and entrance criteria is for multilingual ual learners in our programs and what it takes for them to exit the program and also what is the the system that we utilize or the process for students to enter our our ML programs. Um equitable allocation of resources. So ensuring

073that our students have our ML students have what they need and the teachers have what they need to teach in um our ML students and in in the dual language classes. um and priority and staff and staff wellness. And it's really not uh one of the things too that they they meant that they did they think they don't they're not looking for new initiatives. They're just looking for more support in these areas and more clarity. All right, our final group that we met with um during the focus groups with the surveys were our caregivers. You'll see that the multilingual learners and the special education groups are mirrored to each other and really highlight the need for consistency, expertise, and belonging. So, the first theme that emerged for ML is consistency and understanding on the MTSS

074pro process, the multi-tered system of support. Families really want to know what how students are identified, what those interventions look like, what are we doing to meet the needs of all of our students. They also um really called for staff training and development. They feel the need for specialized training in the area of language acquisition not just for a multilingual learner teachers but for all of the teachers that they come into contact with all across all content areas because a multilingual learner is a multilingual learner regardless of where they are. Um they also called for enhanced rightful presence for multilingual learners. They really um want that to see their children as valued members of the community where their language and their culture are assets and not a hindrance. Um they also related to rightful presence

075want to make sure that when they're receiving things like communication, it's accessible to them in a language that they that they are requesting. Um program accessibility and consistency. if a the the quality of education from one building to another should be equitable. And then finally, equitable distribution between schools and programs. And they're referring to staff materials, any resource that meets the needs of the students in that building. Okay. And then I get the easiest one. Um copy and paste for specialized. Um but overall truly we had very similar conversations. They want to see not just you know like uh Erin was indicating rightful presence of sped specific training to what students may need in uh regards to um behavior supports curricular supports interventions um as well as equitable distribution. if my kid gets resource services

076at one skill at one school, they should get very similar ones if we had to move within the district. And just kind of talking about how um you just want that consistency. So again, those were the major themes that we received from the stakeholders that participated, students, staff and community members. Those were not the all of the exhaustive themes. These were the top themes. So what is our next steps? So, as mentioned earlier, somebody said something about the strategic plan being ambitious. And one of the things that we're doing next is identifying the themes you heard about tonight, but those are not again all the themes. Where do they fit in the strategic plan? How can we ensure that we're doing it with intentionality? So, for example, one of the common themes you heard is

077professional development, PD, professional learning. That is critical in all we do. So we have to ensure that the professional development strategic plan objective absolutely envelopes multilingual special education training for all of our staff. So we're working with members of our team to ensure that occurs and we've started that process. The next thing that we're also working on working simultaneously is ensure that we're abiding to checklists that is provides regarding special education and multilingual. So for example, multilingual has checklist regarding NOEs or notice of enrollment or special education has checklist regarding prior written notice when it comes to IEPs. So we need to ensure that those checklists and those ex legal compliance pieces are also part of that. So we've u rolled up our sleeves and started that work. We're also working on some professional learning

078again getting uh rolled up with that. An example is we're working with the high school team to um provide some professional we've partnered with them to provide some professional development next month for students that are duly identified at the high school and what that can look like. Now, as far as long-term, one of the exciting things that I think will be happening is we're going to put more committees together. So in working with OEA and S OESPA, we'll have a multilingual special education task force and under those umbrellas, multiple task force. For example, we anticipate under special education, there'll be a STARS task force or a skills task force. Under multilingual, we anticipate a dual language task force and an ML resource task force because both programs are in each and every one of our

079schools. We also anticipate and need a continuous loop of communication. So we know we will have committees that make up of students and parents slashcaregivers. How that's going to look, we're still very much working on that, but we know that this is something that is non-negotiable to ensure that our programs and resources, we gather the feedback and we have a continuous loop with various stakeholders to ensure progress in all of our programs, resources and supports. Questions? I do. So, I know that we said we used um multiple data sources. What student data did we consider um when we identified themes or areas of need? >> Yep. So, the data that we looked at was general demographic data. So, the last three years we looked at all students in general demographic as well as students in

080ML and special education. For example, we looked at our entire student population disegregated by race, by gender, by grades, by subgroups. Then we took that general population and broke it down. Our ML students, what are their race? What is their gender? What is their subgroup? Our special education, what is their race? What is their gender? What is their subgroup? And then we looked at intersectionality of data. So for example, one of the ahas that the team came up with is they noticed and Dr. Kgatti alluded this to earlier, we have more black and brown students identified for special education. We have a growing number of free and reduced lunch both from multilingual special education. So the team looked at um uh an intersectionality of data. What I anticipate as we develop additional groups as mentioned

081earlier are stars and the skills we'll then look at program specific data based on those programs and the students that are in those programs. >> But that was yours was a different question right or >> yes I wanted to know if that was considered because I just you know I was taking a look at some of the data. Yes. as you're talking and I know that you've noticed a high percentage of Hispanic students are identified or have IEPs and so I think it's great that both departments are working together because you can essentially discuss like what the needs are is this relative to um needing to be be a bit more culturally responsive like >> is there really a need or are there other systems of supports that we should have in place so that's

082the reason I was asking exactly what data >> yeah are we taking a look at when we're making decisions >> those demographic data and I anticipate that we'll um look at even even microscopically more within the program but to what you said earlier about the need or the desire or the reality of collaborating yes as mentioned earlier one of the things that we recognize and there's a benefit to having both teams under diverse learners is we have some exciting PD coming up next month at the high school level for duly identified students and not quite sure that that could be as implemented with fidelity if we didn't have the critical stakeholders who are helping to lead and guide that PD under the same umbrella. >> That makes sense. >> Yeah. And I would add that

083again the the lack of a broad data system that helps the most important person which is a teacher on the front line to look at those trends really quickly. and the principal has been a opportunity that we are correcting where with the board approved in the summer the new dashboard and the process. We've now had our first training. We're having a second one that I'll be attending as well. The board will have some access to these metrics that has a direct correlation to what you're hearing tonight. We think of them as disperate, but they're actually directly correlated. Teachers need to have those tools and principles and instructional coaches and interventions need those tools to be able to really align that. If it's not there, it makes it very challenging. And the turnaround Indian Prairie, which

084is a much larger district than ours, significantly well resourced. It took them actually five years to roll that same kind of thing that we're rolling out. I think it's four years. One year I'm going to beat them. We're going to beat them. It's not there's any competition here. >> I have a couple questions. So I just want to make sure for a clarifying question to start. So you mentioned uh the black and brown as far as just IP IEPS and quantity wise it or is that the largest population right now in district 308 with IEPs? >> No. >> Okay. So you would believe at this point it would still be the Caucasian? >> Yeah. I I don't believe Yes. The data is there. Yes. Okay. >> As a percent. >> I'm sorry. >> It's disproportionately

085as a percentage. >> Yes. >> Again just clarifying. I wanted to make sure >> the general the the students in our um multilingual special education program there is um alignment between the general population. However, there's no question that the marginalized student black and brown specifically are a growing subgroup within special education and multiple. >> Fair. And then you mentioned uh the prior written notice checklist. Do parents have access or visibility to these checklists? >> So it's the Isby checklist. So, ISBY has um expectations requiring special education, expectations requiring multilingual education. So, yes, that's public information available on Isby. It's not that was just an example. The prior written notice, safeguards, um EE codes. So, there are a checklist that ISBY provides making sure the LEA, which is us, the local education agency, adheres to. So

086we just want to ensure as we do this work that at minimum the foundational pieces around ISBY expectations are looked at. >> That's fair. I think it's just again transparency. Um when we talk about these checklist, right? Um especially when it comes to the IEPs, typically some of those IEP documents are 100 pages and granted the 100 pages sometimes kind of forgets to your point where the standardized um requirements come from. So I think it's key to have that visibility and understanding from a parents. >> Yeah, appreciate that. Thank you. >> And then my next question again just kind of going back to student uh focus um how does this initiative directly impact student outcomes and how will this measure uh that impact so like the actual benefits for the students and I know this

087is an overview but if you could just highlight what would be the benefits >> I will highlight one and that's rightful presence rightful presence in everything our students have said over and over again as the team suggested in talking to kids is that they were not always felt like they were visible, as they were included, as they were valued, both multilingual and special education. How we're going to measure that, I don't know if we determined that, but that was a pretty loud common theme that came from students. >> Can I ask just what that percentage look like for special education? >> I mean, just a random number because >> I know that's kind of our weak target for special education when we talk about inclusion. So I'm just I mean as much as we want

088to put out a statement that there is inclusion, I also believe that there is an opposite to that. >> Yeah. >> So I think it's fair to speak that >> when I ask for quantity, are we saying like there's 100 students to say, "Yay, I feel like I'm have the opportunity to be in the general education population and not be in a self-contained." Like what does that look like? I guess >> I would say I can respond to that. I would say that I would just if you think about students I take it a step up which is that >> we had disperate understandings about programmatic placement across the district um when I landed here. We are now moving towards more. When the audit came through uh there were they had in the audit it

089describes multiple characteristics like that describe an effective program. We were we didn't have at that point when the audit was completed uh shared understanding about program characteristics which directly then impact students placement. If the adults who are working together don't have those it makes it very difficult and that was one of the first initiatives that the union brought to our table as a district team and that was one of the first challenges we took on which is to identify programmatic characteristics. So if the adults who are working to support the students, this is two and a half years ago don't or two years ago don't have alignment around those program characteristics, how much more does that impact the student who or the family or the teacher actually who has to figure out what kinds of

090supports that child needs, right? Is it a is it what is the how do we define least restrict environment in that case? Right? So the good news is that that is what this team then engaged in is to start to build those um benchmarks to what it means. For example um understanding when a a resource teacher when are we decided that a student goes to special ed resource versus and when does that look like for pushin versus pull out. These are programmatic definitions that are being developed and that are being well articulated and being developed to be able to understood well through this process which is the exact reason why this program is developed. You actually have the experts here. I should let you all answer. Sorry. >> There's anything you want to add to

091that please to her question. I think it was a great question. >> No, that was a great question. I just wanted to go back to um Mrs. Robinson's statement about um making sure that we're being transparent with the resources on ISBY and all of that. So, we did do a parent university this year for our special education population and we actually did do a presentation about all the resources that are on Isby including the parent guide. I know that's something that we want to do again in the future, but I did just want to say like we we are absolutely dedicated in that transparency because you're right, there are a ton of resources out there in regards to special ed. So I did just want to share with you that was one way that we've

092attempted to support that transparency. >> That's fair. Thank you. And my last question is um what safeguards are in place to ensure our most vulnerable students which again is special education multilingual um in regards to the SEAL support and are they negative negatively impacted? >> I would say that we're trying to ensure that it's integrated systemwide is that it's part of our curriculum. character strong. We have our curriculum >> and that's for all our special education students. >> All students, >> so even our stars, our skills. So if I were to go in a classroom, I'd be able to see exactly what you're speaking to. >> Yes. So um yes, that is what we are indicating. So resource to uh self-contained. oftent times those students that are in self-contained programs go to the gened setting

093and they integrate with their uh non-disabled peers for such things as the um lesson because it's sometimes it's like through playing games and kind of you know fun reads and poems and stuff like that. It's through character strong if our students can't access that then our special ed teachers will do that as well. So, let's clarify. Uh, Character Strong is available for all students K8. Um, and then Early Childhood uses a different resource but also has a curriculum. Thank you. I have a question on um the student voice that you guys uh asked for. How were you defining which students you were going to talk to? I mean, obviously, there's some students that aren't able to express some of these larger themes. >> So, we met with our junior high and high schools, and they

094really gave us a a well-rounded. We had students that were twice exceptional. We had students that were on the autism spectrum, students that were, you know, ADHD. We had a wide variety of of students that we got to speak with. And one of my favorite when I really realized that I was in junior high in interviewing kiddos when we asked, "Do you have anything else that you'd like to share?" And just so the board is aware, they would like more flavor in the mac and cheese because that was very much what they said at the junior high level, I loved it. But we did get a very well-rounded uh group of of of students. having conducted one of them at the high school level as well. I would say like not that it was through

095their answers I could tell you we had students from self-contained to mainstreamed co-taught all you know everything in between just by the answers that they were sharing you could kind of tell um that it was like all over. >> And did you reach out to the kids at the transition center as well? >> So students at the transition center um they we did not do an individual focus group with them. they did have the opportunity to complete those online surveys. Um something that we're looking at with the next step with committees is getting student voice on those committees. And so some of the feedback that I've received through school connections where board members and Dr. Kgatti come into the buildings um is making sure that our non-traditional programs have students that are serving on those

096committees. So that's something that we're dedicated to moving forward. >> Awesome. And um one other suggestion I I went to the parent university with the ISBY um presentation. Um is there are there links to that on our website now under the special ed section? >> Okay. >> Yeah, those are there. >> Okay. >> Sorry, I have one more question. Um and this is regarding our multilingual. So I've noticed and just have heard through the community that there is a struggle with translation in regards to either the lack of communication or the communication they are receiving. Is there an opportunity to bridge that gap given that the population continues to increase whether at you know kindergarten through high school? So what does that look like? Are you future planning? >> When you can you be a

097little bit more specific? Are you talking about translation? What comes? >> So let's just say we have a new school opportunity whether a new principal or just something that relates and adopts to that particular school. And when we talk about one the communication, are we communicating to our Spanish population, right? And in that communication, are we being transparent where they have that equity and access to what is happening not only at the school level but maybe in their classroom? So I hear there is a lack of so >> so is that multiple or I'm just curious just I want to >> I would presume I'm multilingual is across our district. Right. >> Okay. I want to before you go I want to ask Teresa to speak from a communications broad lens and then we can

098go there. All right. Thank you. >> Yeah, we have made very intentional strides um and come a long way over the last 10 years I've been here following up directly from an OCR complaint that um originated about 12 years ago. Um we do actually um have software that helps us to scan for accessibility on things that are posted like PDFs and images. Um, we also do a really good job of taking content out of so a classroom teacher or a school might create a flyer for example and try to put that image out that is not accessible. It's not readable. Um, it's not translatable within software. So, we take the content of that and put it on our website and utilize um, Catapult as our primary version for sending out information. Catapult does translate in

099over 80 languages. um our uh families when they register are allowed to um choose what that that primary language they want to receive communications um is and then by putting content directly into Cataple. It is translating that into all of those languages. The same with our website. So that's why we don't post just a flyer image. We take the content from that image and make it content directly on the website because then using Google translate our website then is completely translatable as well as have we have alternate images for all um pictures and images that are up there. There's alternate text to read those um for those with um screen readers or other devices in place to help them absorb that information. So yes, we have been very intentional around that. We've been coordinated directly

100with diverse learners to continue to do that. We held training for all of our um principles over the summer specifically about communication, the importance of both translatability as well as um accessibility. >> Maria, do you want to add to that? That was because I think it's an important question for the public to be aware of. >> It is huge and I think um I want to first say translating and and it's interesting because we think about multilingual learners and where it falls under, right? Translation or providing access to all families is not a multilingual learner department responsibility. it is an entire district right because we have parents who have children who are not in EL who still need that support right so how Teresa said we have the catapult system which the district does very

101well with and we and um Dr. Dubil and I will put into admin connect um reminding principles of how to utilize that or then make sure that they're taking that content and putting it into um into catapult for our families to have access. Um we also have language line that we utilize for IEP meetings because we know that the language in there we cannot have just a staff member come and translate during an IEP meeting for many reasons. Um so we do utilize language line as as a support to support our families during that time. Um, we know that this is an area that while we're we are still we're focused on and we're working with communications and all of our schools in in improving it is an area that we continue to work on

102improving because we know that the numbers of children in multilingual the demographic is growing and the languages some of them I'm like oh my god what is this language um uh to support our families so um we do everything I know people say Spanish and English well we are technically a dual language district so when you're a dual language district you need to you need to translate in but that English and whatever that language is which is Spanish, right? Um but to answer that, our goal is to always make things accessible for our students and our and our families. Um and we continue to work on that to see how we can continue to improve. I want to go back really quickly though, thank you for that question, is also when you talked about the

103SEAL and you brought that up. While we have a program that supports that for our students, SEAL also comes through instruction, it also comes through um culturally responsive teaching standards and understanding how to leverage our students and make sure that they are participating and being challenged at the way whether it's multilingual, whether it's bed, whether whatever it may be. So um we are working through this comprehensive review that we've identified some of these areas and working as a team to say okay what is the professional development that we need to support our teachers so that that comes out through that that instruction as well. Um because while all of our students need that SEAL support, it also looks different for each of our students and how do we provide opportunities for them to feel safe

104like you shared and also safe to be able to to participate in a productive struggle that they should be participating in all of our students. So and one more thing you were going to say a transparency about ISBY. So tomorrow we are audit so our ML department is will be participating in our phase two of our audits. We provided them documentation in February. We were told a few a few weeks before that we would be audited uh by the state uh our ML department. So tomorrow and Wednesday they will be visiting us and we will be on on-site visits with ISBY. Um and from that they will provide us with what we're doing well and areas that we need to work on and create an action plan. We know that there's areas that we still

105need to grow and improve in our district. um uh we have the right people here to make sure that that happens. And I think what the ISBY audit will do will provide us that opportunity to make sure we're in compliance and then work with everyone to say, "Okay, we're not in compliance. What do we need to do to to continue to work on that?" >> And I appreciate that. Thank you. I just want to be mindful that yes, all voices do matter, right? And the dual program is or excuse me, dual languages absolutely across our district. However, our marginalized students are our most vulnerable. And if you look at the numbers right now, it shows that. So, while yes, it is all our students that deserve equity, the reality is, excuse me, the voices that

106sit up here also matter to ensure that we are capturing those people that don't have the voices, whether to your point, Spanish, Russian, all the different languages. So to be fair, we have to make sure we're not forgetting our most marginalized vulnerable students in district 308. So and and uh Miss Robinson just to kind of combine your two questions going back to character strong which is that K curriculum uh for that also automatically translates into other language. So when they have a handout or they have an activity, it automatically can translate it into multiple languages because we talk about being safe, being vulnerable, being, you know, allowed to speak their peace. We want that and we don't want any barriers. So we made sure we used a program that had that um as well as

107visuals for some of our uh students that are in the special needs program. So we're trying to get we're trying to touch all the kids to get them all involved and welcome and ready to participate especially incl which you kind of brought up earlier >> just for the public get for the record can you tell us how many languages you are dealing with across the district I know it's a high number >> we have almost 90 >> 90 y thanks >> okay unless there's any other questions Right, we'll move to Thank you. >> Thank you for taking your time. Next on the agenda is uh 5.3 grants presentation. >> Thank you, Mr. President. uh as part of the uh transparency and information sharing with the public. We uh we strive to have uh our main

108departments do a presentation in public so the board as well as uh the public will have a better sense of the different functions that that we perform in the district and they will have an opportunity to ask question just get a better insight about some of the key work that is happening here. So, as part of that process, we've asked the director of grant to uh to do a a short presentation about grants in the district. I'm going to introduce Miss Julie Frankino. >> Is that working? >> Hi, I'm Julie Frankino. I'm the director of grants. Thank you. Uh Raphael. Um tonight I want to talk to you briefly about grants. It's a tough tough act to follow. We've had some really deep stuff tonight. Um I'm just going to provide some background information about

109grants in general and then I'm going to share some uh recent information about grants here in SD 308. Uh whenever I give a presentation like this, I like to start out with uh a brief explanation about what grants are because there are a lot of common misconceptions about grants. For example, many people think the government gives grants out to individuals. While that's technically true, it's extremely rare. For example, as of last week, uh grants.gov, which is the federal government website for grants, had over 900 grants, open grants listed. nine of them allowed individual applicants. So less than 1% which is pretty typical. Another misconception is that grants are just money that you are given that there's not um much more to it that you're given money and then you can do thing what you would

110like with them with it. But in most cases grants come with contractually binding grant agreements that include many requirements and restrictions that must be monitored throughout the life of the grant. So this is because grants really are funded awards to support specific projects or activities. They are project plans. Grtors provide grants because there are there are goals those grtors want to achieve that they can't achieve on their own. So for example, we receive idea funds because Congress has agreed that uh children in special education deserve equitable education throughout the country, but they're not going to train a cadre of teachers and send teachers out to all the districts. So they use the mechanism of a grant instead to fund that work. Um, I want to talk a little bit about mentioned that grants have contract

111terms. I want to talk a little bit about what those typically are. Um, grants have timelines. There's those are called a period of performance. So, when we get a grant, oops, we have a time that we can spend the money. It's a start date and an end date. So there's a constant monitoring of where are we with in relation to the period of performance of the grant. Do we how much time do we have left to achieve the the deliverables that we've promised and to spend the money. Um we always have restrictions on things like spending. There are allowable costs and unallowable costs. So certain things that you may spend money on and certain things that you cannot. For example, supplanting is a very big issue with me most grants. Grants are meant to supplement,

112not supplant, which means that you can't replace something that you're already doing. You can't use grant funds to replace that money. So, if you've spent money, you know, say local funds on something in the past, you can't replace that with grant funds just because it's convenient. You have to use that grant to do something new and extra. Um, grants have restrictions in terms of like what populations you can serve. For example, like our title three funds th that those are exclusively for our multilingual learners. Our idea funds are for our special education students. Um, allowable activities. Some it's a common thing that grants might not allow for example uh capital purchases or marketing materials, things of that nature. But every grant is different. So every grant requires an analysis of what are the specific requirements

113of that grant. Excuse me. Um grants also have purchasing requirements that go along with that. Uh most have competitive procurement requirements. So that any purchases over a certain threshold have to have competitive procurement either uh multiple quotes from vendors or above the capital threshold. They have to go to bid. Um and that's kind of without exception when it's grant money. Uh grants in the rare cases when they do allow capital purchases often you they require preapproval. So if we had a grant that allowed capital, every single capital item usually needs to be approved by the grtor first. And if there's a change in that, that change must be approved before any of those activities take place or before any of those purchases occur. All the expenditures have to be documented and all those documentation or

114all those expenditures have to meet uh general accounting accepted accounting standards. So there's a lot of um fine detail work in in ensuring that all of our records meet the standards that are required to make meet those grant requirements. In addition to all of the fiscal but mostly what I've been talking about is the fiscal requirements. Grants always also have expected outcomes. So when we say we will do particular activities for example um maybe we say that we will take a certain number of students to trips to higher education facilities or certain number of teachers will be trained on a new methodology. We need to also track and report those outcomes just like we do with the types of outcomes we were talking about with students and things earlier with respect to the strategic plan.

115Um, and all of these things must be reported on to the grantor and the timing and the structure of those reports varies by grant as well. So where do we get most of our grants? Well, in here in US we go 308. We get most of our funding from formulaf funded grants and most of those are federal grants such as those listed on the slide here. Um so those would be like title one, two, three, four, IDEA, Perkins. Um those are our big formulaf funded grants. We may also apply apply for competitive discretionary federal grants when we are eligible and when the grant parameters fit the needs and planned activities of the district. We haven't done that a lot in the past, but that is something that we're working on doing more. Uh and one

116example that I've given here of a competitive discretionary grant is the NEA grants for arts projects. It's a highly competitive grant open to all sorts of organizations not just schools throughout the country and it funds a wide range of arts related activities and costs for selected projects that meet the steep requirements of that grant. Just like federal grants, state grants could either be formulafunded or competitive. And I've listed some examples here with which you're probably already familiar. Another example is CTEI, which is a state portion of our career and tech technical education grant. Um, some local granted go local government grant examples. We don't have a lot of those around here. There are some um 708 boards are common in some areas. Those are usually through townships uh and those fund mental health initiatives. Uh

117in Kendall County, for example, has a transportation alternatives program that funds certain roadways, sidewalk projects, and things of that nature. Um and then there are private grants which would come from foundations, corporations, or nonprofit organizations. And while those private grants will never be able to match the funding power of the federal and state government, we are working to expand our private grant portfolio and capture more of these competitive dollars for the district. Some of the competitive uh and private grants that we've submitted this year, for example, include the Laura Bush Foundation for America's Libraries. We submitted that for six schools. Only title one schools are eligible. Um we submitted an application for the Lake Michigan School Food Innovation Hub Spark grant. Um that's actually a USDA funded grant, but it's through a nonprofit organization. Uh

118we worked with OPI the um Asiggo Foundation for Educational Excellence to submit a Dunham Foundation grant. Um and some smaller ones with Game Time, which is a playground manufacturer and National Parks Trust. And then uh the National Center for Teacher Residencies, which is helping us with some funding for our um teacher residency program. So, as I mentioned earlier, the majority of the district's grants funds come from the federal government, but virtually all of the those federal funds are formula funds that we receive as passed through from the state through ISBY. So, what I've shown you here, this shows the total grant funds that the district has received since FY23 and the projected amount for FY26. Obviously, we're still in the middle of that year. So, that's that's an estimate. Um, the amounts that are shown

119here for the state refer to grants that are state dollars, not any pass through dollars. So, money that we get from ISBY that originates with the federal government is shown here in the federal column, which is the blue bars. Um, we're still developing processes for tracking grants from private sources. In the past, historically, um, we know that the schools, some of the schools would would get grants, um, small grants like teachers would apply for things and that would be processed mostly through building activity funds. and we're really working to bring that under one umbrella and get uh basically get a track on that which we have not had historically. So you can see on the FY26 there's a tiny tiny little green bar that represents the private sources. Some of that is because you know

120those are just there's less dollars out there and less dollars that we are eligible for. Some of it is that we have not fully established those processes yet. And these are the same dollars. I just wanted to kind of display it in a different way. So this table categorizes our grants by their purpose. So it gives you a better idea of of kind of like how our grant dollars are concentrated. So the first cluster there is our CTE grants. Um the second is our PFA or our early childhood block grant which has always been pretty consistent. We have that one spike um that was in FY24. The state had an additional allocation that has never happened before and we doubt that that will happen again unfortunately. Be really lovely if it did. Um the next

121smaller grouping is our teacher vacancy grant. The midsize grouping is our ESA, which is our title one, two, three, and and I'm sorry, not three, one, two, and four. So that's the funding for our lowincome students and schools. Uh the largest group there, that is our idea funds. So that's our special education funds. Uh then the the two smaller groups at the end, that's title three, is the second to the last from the right. And the very last grouping is everything else. So just to give you kind of a picture of, you know, where do these grant dollars go? How are they distributed throughout the district? So this is FY23 through 26. Let's talk a little bit about what we know about what's to come FY27 and beyond. So this this has been an interesting

122couple years in the grant world. It's a lot of um uncertainty especially at the federal level. So at one point almost all of our grant funding was threatened. We are at a very grateful now that we are at a point where our IDEIDA title one title three that's all restored. Um however at the federal level there is still an effort to dismantle the department of education. um through one of our grantors, our the national c National Center for Teacher Residency, they do a policy update with us monthly and one of the things we've learned through them is that uh in DC they've actually moved the offices of the Department of Education into the Department of Labor because that's the intent is to merge those two entities. Um but they still technically are separate separate things

123right now. Um, and as of this moment, the Department of Education grants, even though they're in the federal budget and they are supposed to be funded, nothing is actually open. None of the discretionary grants. So, there are some discretionary grants historically through the Department of Education and we are really hoping that those will reopen, but as of right now, none of it is. Um, the state fortunately is considerably more stable. Um, one of the big changes this year was that the state created the Department of Early Childhood. And what they did is they took the ISBY early childhood division and the Illinois Department of Human Services early childhood division and they merged those two things together under the Illinois Department of Early Childhood. The funding levels have remained unchanged. They're just, you know, moving people

124around and changing titles and positions. And on the grant side, they're changing the grant processes. Grant for early childhood is going to be handled on a different platform than all the USB grants. Now, so there's a little bit of a learning curve there. Um, a couple other things from the state CTEI that I mentioned earlier, that's the state component of the uh career and tech teched grants that remains unchanged. That's part of the state's maintenance of effort requirements for the federal Perkins grant. So that typically doesn't really get touched and and it hasn't been. So we expect that to remain stable. The teacher vacancy grant um that one is kind of unknown. We do expect it to sunset this year, but there's been a little bit of talk that it may continue. Um but as

125of right now, we really just don't know. Um, and then in terms of other grant sources, as I mentioned earlier, we're going to continue to expand our pursuit of non-government grants. And you know, if as government funding shrinks, competition for all grants increases in this changing challenging landscape, we will seek out alternatives and innovative funding mechanisms to help district meet the demands of the future. >> Thank you. And do you have any questions? >> Thank you very much. Before you ask questions, uh, one of the reasons why we hire director of grant is because we look at the position as a revenue generator. Uh, since uh, budget situation not just here all over the state for school district gets more challenging and there's a limit to how we can uh, get more revenue. This is

126one of the ways that we can actually look at more comparative grant foundation grants and non for profit grant where we can use some of those resources to be able to supplement some of the uh the obligations that we have to make sure our kids have uh next educational experience. So I just wanted to point that out. That's the reason why we fill the position and that is what we've been trying to do to generate more revenue through that s questions. >> I I have a question and and thank you. Is is there a central location for all of for that you access in order to find out what grants are available? Um how do we know we're not missing anything? I guess is my ultimate ultimate question. >> Uh at the federal level it's

127easy because there is a federal website grants.gov but when it comes to um and state grants too state is pretty there there's a website or a couple different there's places to look. Um, in terms of private grants, it there isn't a good single source. It's a lot of, you know, either knowing possible funders or a lot of searching. Um, there are some paid services out there. We do not currently pay for any subscription services or anything of that nature. So, you know, are we missing things? Probably. But you know we we also have to be mindful of our capacity to to write and manage those things as well. >> Okay. Thanks. >> Any other questions or >> Okay. >> Well, thank you. >> Thank you, Julie. >> Moving on to item 6.1, our superintendent report.

128Right. So, um, do we need a brain break? That was a lot. So, I want to, if you're watching from home, get some popcorn. We got a night ahead of us still. Um, we are just really grateful for a lot of the the work that's been done to this point this evening to hear about this really important progress. Um I don't take it for granted that a lot of this work requires multi-dep departmental community student focus and that was the case a couple of weeks ago and I was just I don't know about you all but I was absolutely inspired by the work of our uh student board members and our superintendent student advisory at our speak and spark. Um, if you did not have a chance to read or to watch that, um, I

129would highly recommend hearing it. What an incredible evening. I I got to tell you that it was truly inspiring. Um, over 25 clubs and organizations and families and um, if you showed up and to support your child or your student that night, I want to thank you for coming out. And more importantly, I really want to thank you all for guiding us through this really thoughtful experience where we we got to hear not just what they were doing, but also the connection of what they were doing to everything else happening in our district. And so, um, just a lot to celebrate. And again, um, I couldn't be more proud of that experience. Um tonight um we are going to hear uh in a few minutes uh coming up some more information board about the projections

130of our finances and the challenges that lay ahead. Um we also are as part of this work over the last few months and the months ahead we are going to be making some very difficult decisions around the $8 million reductions that we received from our state funding. As I may have mentioned before, this was information that was brought to us really after we budgeted and it's also a function of what many districts are facing. Unfortunately, I feel like every time day you open the news and you hear of another district with 45, 50, sometimes 100 plus layoffs. And uh um this cut these cuts that came from the state in terms of this reduction of funding for our school district combined with rising benefits, utility costs. I don't know if you've checked your electric bill

131recently. U makes it sure extremely important for our district to really think about this from a 360 lens. How are we thinking about the efficiencies? We need to consider how are we maximizing um our the people who are there because ultimately we want to keep everything as far away as possible from really hurting the quality of our classrooms um and the work that's happening of our classrooms. I'm proud to say that this effort has been a collective effort. Um there are parts to this work that are really directly in the classroom. There are parts of this work that are at the district level. Um but it takes a coordinated effort. Um through diligent work thinking about how we renegotiated our purchasing contracts, our insurance vendors. Um we have not stood still. We've rethought about investing

132idle funds. We we've taken money that was previously sitting in savings account and put them in them in interestbearing accounts. Why? All the while thinking about ensuring that we can protect the the burden of our staff to make sure that not one person has to lose their job. And unfortunately sometimes that is not always the case, but we're working very hard to minimize that as we have seen. We've also put a lot of attention to managing our cash flow. Mr. Obi and his team monthly provides reports on our spending, how those funds are spent. um there um every one of those funds are thought about very carefully and because of that we've achieved some significant milestones even so there are difficult decisions and we've hard we've had to think about um how we are approaching

133those decisions and at this point our goal is really to unlike some of our surrounding districts to retain at least 99% of our certified staff and So that is something that we really want in the classrooms. Now I that is our goal. Um Mr. Obafami daily I think gets news coming from the state or from our insurance premiums that says that number goes up up up and so that 8 million sometimes rises even more so. But I can assure you we are going to do everything in our power to ensure that we we retain as many of our staff as possible. And that's from the district level where we are going to have to um not replace all the staff and some of the attrition we've had and as well close certain positions to ensure

134that we can get to that market. Everybody will be a part of this reduction and thinking about how we make those investments to support our students and our staff in the classrooms um and make sure that those are sustainable. We don't take these decisions lightly. They are led by our core values. Humanization, integrity, courtesy, collaboration. Those values are why we do what we do. And when we find ourselves veering from those values, we have to come back to those. We make sure that we find ways to engage with each other around those values. And I want to thank um our partners across our unions, our staff, our families, our community members. This is a community that cares. And I want to thank you for those who've reached out to share and express their concerns. Um

135it's important for us to hear those voices. That is a part of the work we do. Um ultimately this is not a political charade in any way. This is about really centering the need of our students. I want to thank all of those for those collaborative process. As a reminder, and Miss Robinson recently said, you mentioned the audit. The audit said if there's one thing district 308 can do is plan. And I'm proud to say that while we may have hit some bumps, we are continuing to commit to that effort to plan. Thank you for your time. I want to now invite our board members to share some of their insights of of uh some celebrations across the district before you share your individual comments as well. >> Thank you. Uh Danielle Stone, junior at

136Asiggo East High School, was named a Chicago Bears community high school all-star. Danielle was recognized by the Bears for her service, leadership, and character both on and off the flag football field. I was there for the presentation, anxiously waiting for Caleb Williams to show up, but apparently he was not on the agenda. Um, nonetheless, congratulations on this incredible achievement. Danielle, >> surrounded by a lot of her friends. >> Oh my gosh, she was surrounded by Absolutely. her her teammates. >> It was a very cool event. >> The the boys football team. It was it was pretty incredible. Yeah. >> Uh the Asiggo Wildcats had an impressive showing at the Special Olympics state basketball tournament uh two weekends ago. Uh the orange team won gold, the junior high team won silver, and the silver high school

137team uh earned bronze. And additionally, Andrew Bias, always screw his name, Andrew B, as he's known in our house, won gold. Davis Watson earned silver in the individual skills competition. Uh we've already started soccer season, so I'm sure you'll be getting more updates soon. And congratulations to all those athletes. >> They're going to come out for a celebration. We're going to have a bit of a celebration later in the season. >> I was going to say, can we clap for Danielle, too? >> Yeah. >> We have some other recent sports news. The Asiggo boys swim co-op had a successful showing at the IHS state finals last month. >> Congratulations to our athletes and we look forward to celebrating them soon. Additionally, Aubrey Lambertie, uh, senior at Asiggo East High School, has been named to the

138Illinois Basketball Coaches Association 2026 Girls Allstate Special Mention Team. Congratulations, Aubrey. Many of our schools proudly rock their socks on Friday in celebration of World Down Syndrome Day. Students and staff wore their favorite crazy socks to school to raise awareness, celebrate differences, and promote inclusion. Fun fact, March 21 is symbolic because people with Down syndrome have three copies of their 21st chromosome. Wow. Um, the Asiggo High School graphic design team of Jack Cron, Sam D. Carlo, Grayson Fischer, and Mackenzie Andrews won the award for top cohesive presentation at the Val Regional Graphic Design Team-Based Challenge. Congratulations on this accomplishment. Engineering students from Oswiggo East High School competed at the Illinois's Design Educators Association regional CAD design competition. Congratulations to Colin Chat and Dominic D. Matis for tying uh for third place. >> Students from Asiggo

139High School and Asiggo East High School's Business Professionals of America chapters competed at the state leadership conference. A total of 40 students achieved medals in their respective events with 34 qualifying for the National Leadership Conference. Congratulations and best of luck to the 34 individuals. >> That concludes my remark. >> Thank you. Thank you for that update. Um moving on to 7.1 public comment. All right, we do have public comment today, correct? Okay. >> Yes. >> All right. On behalf of the board of education, I would like to thank the public for attending tonight's meeting. We value the feedback we received from our members of the public and encourage everyone to take an active interest in their public school system. Individuals interested in speaking to the board this evening are asked to have completed a comment

140card and presented it to the secretary to the board. Any members of the public who have not yet turned in their public comment card to the secretary of the board are asked to do so at this time. When the secretary calls your name, I ask that you come to the microphone, state your name for the public record, and provide your feedback. Please note that comments are limited to five minutes per person. The board does not participate in discussion during public comment. Comments should address the board of education as a whole and not be directed to an individual board member, audience, or staff member. Follow up to your questions or concerns may be addressed by administration through the contact information provided on the comment card. Thank you, >> Kendall Schuman. >> Good evening. Hello. >> Good

141evening. My name is Kendle and I'm a parent. I want to first start off by thanking each of you for the opportunity to speak tonight. This address is in reference to tonight's agenda item 5.2 discussing the district's diverse learner comprehensive review. It has become known that our schools at least at the elementary level are cutting student supports to help our diverse learners for the 26 2017. Be sure that this is not a frustration but rather a speech of concern. And I want to share a real world example that highlights why these interventionist positions are essential in our schools. Recently we repeat my child's fast bridge assessment data which showed over the course of one year her data told a significant story. In winter of first grade my child scored in the 22nd percentile and was

142flagged in her intervention. By spring of first grade her scores dropped further to the 18th percentile. My daughter has been diagnosed with uh ADHD as well as she has congenal heart defect. Um numerous diagnosis that my friend uh with supports in place I'm sorry which fully demonstrated the need for interventional sports. With supports in place by the fall of second grade year she improved in the 41st percentile and essentially tested out of the placement. By winter of the second grade, her score plummeted sharply to the 12th percentile, placing her back on support. This is not just a set of numbers. This is a child whose academic trajectory clearly changed depending on whether support was available. The temporary progress from the 18th to the 41st percentile didn't just happen by accident. It is absolutely reflective of

143the instruction purely targeted by the intervention at Stanner School. This is exactly why interventionists matter. They are professionals who identify learning gaps early, provide targeted instructions, and help determine whether a child needs accommodations or should move toward an IEP. And further, they give families clarity to advocate for these things. Without these professionals, we as families lose the ability to clearly see where that line is. Whether or not our children simply need extra help or if and when a deeper support is needed. This isn't just about one child. I'm positive my family is just one example in a pool of many across the district that are looking for similar supports from their schools. Without interventions in place at school during the learning day, parents lose the ability to allow children to be just that children. Parents

144are forced in focusing on obtaining outside help, which is doable, but puts further strain on diverse learners that can be taxing and carrying a significant impact. When we lose sight of what matters the most in our schools, the children, it leaves us questioning whether the district truly has the best intention of our family. Make no mistake, I have seen what this district has done for our school, especially for my child. They have nothing but advocated for my child since day one and joining the elementary school family and at the soonest point possible push for intervention with the parent. But we also have to consider the broader scope. Residents in the county consistently pay some of the highest taxes in the state. Year after year, Kendall County is ranked in the top 10 consistently for the

145highest tax rates. 67% of our taxes go to the school district. And our families are making significant investment in our public education with the expectation that these sports will be there for every child. I understand the district is claiming an $8 million deficit would partly come from legislators making changes such as holding family not holding families accountable for school dues. Um pardon me please. So the question becomes what are we prioritizing? We're investing in leadership. We also invest and invest in the direct supports that impact students outcomes because the student outcomes ultimately reflect our leadership. As stated before, the data is rather clear. When support is present, students can improve. When it is inconsistent or removed, they can quickly fall behind again and again. So, I want to close with this. If interventionist positions are

146not being eliminated across all schools, then what is the district-wide plan to ensure that every student, regardless of which school they attend, has equitable access supports? Equity is not just about intention, it's about access. And right now the data is telling us that access to interventions can determine whether a childlike mine succeeds or will continue to struggle. I thank you all greatly for your time and truly appreciate your consideration and keeping our interventionist positions. >> You thank you. Sean Delighten. Let's be real close to the mic. >> Awesome. >> In a lot of ways, I suppose >> flexibility. There we go. Thank you, Sean. >> No problem. Can you guys hear me? >> All right. Good evening. My name is Shawn Deiden, parent, community member and teacher here tonight as Education Association adviser at large.

147I am here to represent the voices of our educators about the need for intervention supports for our students. At the core, this is about students. Teachers are very clear that interventions are essential to our students success. Interventions provide targeted supports that help close gaps before they become long-term issues. Providing this support is critical to ensuring that all students have foundational skills they need to succeed. Interventionists are critical for students who need support beyond tier 1 instruction. And without that support, more students are at risk of falling behind and widening the achievement gap across the district. Providing consistent and structured interventions by trained specialists is essential to maintain a proactive approach in our schools. We need to provide support early and effectively. Without additional support, classroom teachers cannot effectively deliver highquality tier 1 instruction while also

148meeting the full demands of tier 2 and tier three interventions. With large class sizes and increasing students needs, intervention support is needed to meet that need, the needs of all students. A clear plan for intervention support is essential prior to making staffing decisions. As this process moves forward is important that students needs are what drive decisions. This reflects our commitment to ensuring that all students receive the supports they need when they need it. The teachers and district administration have agreed to work collaboratively on this. Moving forward, a joint committee will be developed a plan for the 2627 school year. As part of this plan, the committee will look at which students receive interventions, what those interventions look like, and how they are delivered. Once that plan is finalized, the district has committed to reviewing staffing

149and considering additional supports based on student needs. If we are committed to meeting student needs, then a plan to provide interventions with appropriate teacher support is essential. Thank you. >> Thank you, >> Katie Montgomery. Thank you. Um, I gotta be honest. I don't feel quite as prepared as the last two speakers, >> but I come here as, >> my name's Katie, as a 20 plus year resident, um, a parent of two, a sophomore here at OE, and a sixth grader. They both have participated in the German program. Uh, you might have heard that FRA Anna is retiring. I am here to encourage you all. Sorry, I'm real tired. Um, to keep your eye on the world language program. I know there are issues replacing her. I know there are issues with transportation. My son, he's

150going to speak next. I think he's really been moved by this class. It fits so perfectly in your strategic plan. I have notes here. I don't want to say them because it fits in engagement, in collaboration, in curiosity, and success. Additionally, he was a special education kid. He still has a 504. He's worked the majority way out of it, and German helps him to continue to work through that. Um, he also has a younger sister who immediately signed up for Spark Kinder Club and was committed. Now, I know from Anna is a special breed and I know they're hard to replace and I know money is tight, but I just want to encourage you all. I'm sorry. >> Okay. >> I um to try to be creative with all the things you're facing right now.

151I'm also a TA at O. And I thought to myself, there's a bus like right there. I would drive. It's really late. I don't know how you guys do this. I will literally get certified to drive kids back and forth to get them this education. It's important to them. It's important to a lot of kids. So anyway, I didn't think I'd get so goofy, but there you go. Thank you. >> Thank you. >> Holden Montgomery. Hello. My name is H Montgomery. I am her son. And to put more detail into what she said, when I was younger, I struggled very much with dyslexics with graphia, which is essentially dyslexia but affects writing very strongly. And throughout the German program, FRA Anna has helped me with my writing and has improved greatly. And uh overall the

152program has helped me socially, mentally and hold socially, mentally and I had another thing, but socially it has helped me very much with leading and being able to talk to other people and get a conversation about specific topics going so we can get our German work done. And it's also I mean other classes to lead the groups that I'm working with and to help everyone get started working mentally. It has helped me with procrastination a lot because she provides very rigorous classwork and that without like specific cues on when to get it done but during specific due dates. She helps us she gives us this work. we have to get it done without being queued and get it finished to her level of grading. And that has helped me immensely with getting my other classwork

153done even with all the other teachers cues and has made it much more efficient in my scheduling of when I do my homework and everything and as well as with how the German program I wish for it to continue. Obviously, teacher may not be able to be hired for this, but I feel like it would be relatively easy for guaranteed parking for sophomores, not sophomores, juniors and seniors who are able to drive themselves and travel, but as well as busing or car pooling with other students for freshman and sophomores who want to continue into German one and two, which would be Uh, I feel like this would be relatively easy to get through and get permission to happen and I wish that it would be considered to have busing if possible or obviously busing would

154be best for transferring between school to school. But obviously the biggest goal would be h have a teacher here at OE if possible. >> Thank you for your time. >> Thank you >> Katrina Beetle. Hi, I'm Katrina Beetle. I'm a speech pathologist at Oldpost. Um, and I'm actually here to represent a parent um, who is a part of or her son is a part of the sheltered English instruction program. Um, she did not feel comfortable um, sharing her story and so um, she gave me permission to um, share something that she wrote. So, okay. Hi. I want to thank Miss Beetle for being able to read the note that I briefly wrote. I'm a parent of a boy who goes to Oldpost. He's in third grade and is also autistic and has some learning disabilities.

155All of his teachers at Old Post have been amazing with him and I appreciate that with all my heart. He started going to Oldpost 2 years ago. His teachers have helped him so much. He can finally read to me and that is a huge accomplishment that took his teachers two years to get him there. I feel if he has to go to a different school that will set him back. Imagine changing a routine or schedule for an adult and how difficult that can be. Now imagine changing it for a child who really doesn't understand or comprehend the reasons why. I'm scared and worried about what is going to happen to him. He has made so much progress and just to uproot him again feels like it will cause a lot of damage. She uses exclamation

156points in these next two sentences. You gave us two weeks to make a choice. Two weeks. How can we choose in two weeks? I don't know what to do because I feel like out of the two options given if he goes to yet another school, either his home school, Fox Chase or Long Beach, it would just be devastating because it took him two years to get this far. two years before that he was at a different school in the district um and made no progress there. If he goes to a different school, we are going to just start back at square zero and in two years he will be having to go to sixth grade. As a beginning reader at Oldpost, I feel uprooting him would set him back. You can't just do that because

157they in quotes can adapt. I really hope the board will listen to what these children need. Um, so for context, Old Post has the sheltered English in instruction program um that we were informed is going to be u moved to Long Beach Elementary. Um, and then these are just my notes. Um, the teachers at Old Post and staff were not asked for our input or feedback regarding the plan to transition SEI to Long Beach. Our multilingual language learners who also have learning disabilities in IEPs deserve just as much consideration and rightful presence as any other student population. In my opinion, forcing our multilingual learners to have to transition from their current learning community to a different school for the last 1 to two years of their elementary school career is not aligned with the district's

158goal for students to be rightfully present in the educational setting. Thank you for your consideration. Thank you. >> M. Stiff Goodman. Hello. My name is Melvinia Steph Goodman. I work in the transportation uh department here and I'm here to talk to you guys about bullying. I'm being bullied by the nurse in our transportation department. I have talked to several people about this already. I have sent out a letter to uh several people this evening. Well, yes, earlier today about this. I've been talking to Adam Roose Rousik in HR and um he he makes it seem like to me that I've been bullied a second time because he've lied to me and he made me he just makes me feel even worse. Um he stated that he investigated what has taken place and he has not.

159He claimed he has got is insufficient evidence. It's not insufficient evidence. D has threatened to kick my ass three times and there was lots of witnesses around. So if you have witnesses around and I give I gave him names, how is there insition evidence? D have harassed and intimidated me by lying to me about what our director have said and we have had a meeting and our director did not tell her any of that. I'm fed up. I'm tired. I'm been fearful of coming to work. two weeks ago, maybe even three, I can't remember. I had a breakdown at work because she was going to write uh drive our bus because my bus driver was off. I refused to get on the bus with her. Don't nobody know what I'm going through but me. You

160don't want a bully in your presence. You guys have uh protocols. You have rules against them. Why aren't they followed? Why is she still here? On December 19th, 2025, at our Christmas party, that was the most humiliating Christmas party I ever been to when she threatened to kick my ass in front of everybody. We had vendor, outside vendors, DJs, and everything there. And she did this. I went to Adam with this. It's been three months. Adam hasn't done anything. I have over 40 emails that I have sent to him. We've been corresponding back and forth. He lied to Raphael Daniel. He lied to my union representative to uh Linda Yusel and everybody that he done something when he done nothing. I can't take it anymore. I putting you guys on notice tonight. I am getting

161in touch with the news team to talk about this. I don't care how it makes you guys look. I'm considered myself now because I matter to myself if nobody else feel that I matter. I matter. I'm in pain. Not you. I am I'm getting in touch with the EEOC. I'm also gonna get legal advice on what I should do about this because I have gone my last mile here at H with HR because I have gotten nowhere. Dr. Kelatti, I even emailed you and I haven't got a response from you. I hate to put you on the spot, but I don't care anymore. That's my clue. I don't care. I'm in pain. I'm hurting. Nobody else knows. Nobody. I know some of people know that I had long hair. I pulled it all out because

162I'm just that stressed. I've been wearing a hat hats different color now for three months because over the holiday I could not take it anymore. Nobody knows what has happened to my hair. But I'm revealing it tonight. I have spots all in my head for pulling out my hair. I've seen I'm seeing the EAP therapist here that you guys re that I don't recommend. I can't do this anymore. Coming to work with a bully is not good. telling somebody what they going to do to you, lying on me, lying on your boss. Nothing has been done. She has done so much to me. It's ridiculous. I could sit here and write a book. She and I used to be very close. How we ended this way, I don't know. I don't have a clue why

163she has engaged in this behavior with me. But since she won't stop, I'm taking it to a different level. Thank you. >> No other public comments. Okay. All right. Um 8.1 our student board member report. Okay. Uh good afternoon everyone. So SSAC just wants to give another brief update. Um we hosted our lunch and learn at both schools in the past couple of weeks. Very exciting event and I'm just happy and proud to have uh come through such a journey. So yeah, so for some of the student highlights that we um experienced at the lunch and learn just to give some insight of what the event looked like. So we had a lot of students and teachers having meaningful conversations about the student teacher relationships which is the biggest aspect and like the overview of

164our entire um committee. We had diverse experiences and in-depth responses which were captured through uh a digital tool called Coco which records the responses of the individual and we could use that to create a podcast. And the whole point of this um lunch and learn was to emphasize like the purpose behind even hosting this event. It isn't just you know another event at the end of the day. It's it is supported by the SD308 strategic planning as the foundation of the lunch and learn highlighting characteristics like there are many characteristics in the strategic planning and like for an example um positive relationships because we want to ensure positive relationships. That's exactly why um we hosted our lunch and learn that was the purpose um that we achieved. So at the lunch and learns for both

165schools, we did establish a comfortable and intimate environment which is what we were seeking to do. And you know from many things to like ensure those comfortable environments. We had a lot of decor. We had a lot of food. And even when the the teachers walked in and students walked in, we were able to ensure that comfortable environment because um at the end of the day, we're here to discuss about um these meaningful conversations. And yeah, and yeah, we had a lot of uh great attendance in terms of students and teachers. um specifically for OE the proportions were um like for um like most of the periods were pretty balanced but there's like one period which was um like a little bit offbalance so that provides improvement for uh next year and in terms of

166the student perspective that was shared at the lunch and learn um students you know they were sharing their perspectives their experience and um we did have guided questions for our lunch and learn that provided the basis is for these conversations. But the fact that these students and teachers were able to give like um thoughtprovoking responses um through like these questions like like for example one of the questions was what does success look like to you uh in class beyond grades and the fact that these students and teachers were able to share their experiences you know go through like for example like what does success look like to you beyond the class beyond grades right like for example you develop soft skills you know you gain life experience experiences. Um you're analyzing that the future isn't

167just dependent on the number that you receive in your grades, right? The fact that we were able to go such such like so in depth with these uh questions is um exactly what we wanted to achieve and I think it was successful. So yeah, >> hello good evening board. Um just as Dwick has said our lunch and learns went really successful. I can say on behalf of O's uh lunch and learn a lot of staff, a lot of students came to me saying that they really enjoy participating in the event. A lot of teachers said they were glad that this lunch and learn was an actual event that they could come to and take time out of their day to actually voice their concerns and questions that they had within their classrooms, especially when it

168came to student teacher relationships. Uh so overall it was a great success. We are taking all of that data that we collected from Cocoono which took transcripts of everyone's individual um insights and we're taking all of that um verbatim because it's their own words and putting that into notebook LM which is another AI tool uh that you that is utilized by many teachers at both OE and OHS to then create a podcast that we would then share with all of you and SSAC in our school buildings across the district just to show the insights and the questions and concerns that any teachers and staff I mean staff and students would have. Um there were many different opinions and aspects when it came to planning the event that we will then pass down to the next

169SSAC board such as like uh scheduling issues maybe some certain questions being asked that were more towards students and teachers vice versa and we'll just be passing that down to the next SSAC board. Um, we also wanted to recognize the Speak and Spark held on March 9th at Plank High School. Um, we're really grateful, we're really grateful for the little over 20 clubs that participated in this event. Um, and definitely touching in with like Portrait of a Learner. Myself and my team of SSAC have been educated a lot about Portrait of a Learner and I've learned a lot about the perspectives and what artist highlights. And I've been asked by many people when I sit in this position, what do I enjoy about hearing all these different voices? And while I was at work making

170half of Aigos's coffee, going here and there, it's a crazy weekend. Um, a mother had approached me saying, "I recognize you from somewhere." And I'm like, "I mean, maybe I'm making your coffee. I don't know." And she said, "Actually, you were facilitating the Speak and Spark." And her daughter ran up right behind her and she was like, "Wait a second. You were dancing along with us." Cuz she was part of the Boulder Hill dance team. And she said, "I really appreciated you guys being up there and this was just a studentled program even." And I was like, "Yeah, there was definitely some bumps in the way." And she was like, "Well, obviously you guys are students. like there is no just straight plan for anything. And I was like, well, that's why I enjoy doing

171it. And just hearing that perspective and that story made me realize that this was our mission and we succeeded cuz it showed belonging. And to me, that was the success for that night and carrying on knowing that not only were we represented as a district, as a whole for the Speak Spark, I hope we continue this event to also have that sense of belonging and also inquire what it is to be a portrait of a learner and also incorporate our strategic plan. With that being said, we also have some anxiet some exciting events coming up. Augo High School is holding their annual talent show which is from 6:00 to 8 on the 24th. But also Coalition's annual amplify event will be held at Augo East also on the 24th from 5:00 to 8. So please

172show up and shout out for your students and their voices. And that concludes the student board comment. Thank you. any I've got some grass growing on my ledge from that uh events. I think it was a science club or something. Um my wife was wondering why I had that and I'm like well I'm going to keep it there for a long time. So it was a great event though. >> Thank you both for the role you played in it. >> Thank you so much for helping out. I know this was already kind of stated by one of our public speakers, but this is like not my favorite time of day either. And that was probably the only board meeting where I was like, "Oh my gosh, like this flew by." And I was like energized

173enough that I like have a problem here right now. Like we're good. But it was it's a much different energy and I really appreciated it. So, thank you so much for the work you did. It was a lot of fun. >> Yes, of course. I I'm just really thankful to be able to have been a part of the event and I hope we hold more than just one. I know the scheduling is really tight and >> you guys stay here for very very long, >> but I do have school in the morning, so I guess that's how I get away with it, but um hopefully we have maybe two or three. But I'm really excited to see next year's board cuz I know a lot of people when they see me doing it, they're like,

174"Wait, I want to do what you do." And I'm like, I really hope you do put your insight on it. So you guys are going to have a lot of amazing candidates for next year's SSAC board. >> Yeah. Thank you for uh getting getting all that feedback for the lunch and learn. Looking forward to more of that. Um yeah, >> of course. >> So, >> all right. Next, um is the board committee reports item 8.2. Um me, Erica, and Were you there, Amy? >> Yes. >> Did you want to report out or >> um Sure. I it's probably what we already went through today, right? >> Yeah. We um had um a preview of items that we have seen or will be seeing tonight. One being the comprehensive review for diverse learners and then also

175um some of the options for junior high electives, uh future forward electives. So, um we'll be hearing more about that tonight, but we were able to get a sneak peek and give some feedback. Yeah, I assume there's no questions then. Or maybe I shouldn't assume. No. Okay. Um, item 8.3, board member comments. I just want to take a moment just to reflect on what's happening in our community, but most importantly just everywhere because a lot of people are being impacted and I apologize much to uh this uh excuse me the participant shared it's late. I'm tired. I I've been talking since 7 o'clock this morning. So my voice is going in and out. So my apologies. Um but with that I just want to acknowledge how difficult it is for our district. Layoffs are not

176just budget adjustments. They affect people who have supported our students in our schools of dedication. The impact is real. It felt deeply across our community. As a board, as a board member, I take seriously our responsibility to ensure long-term stability while never losing sight of the human side of these decisions. Excuse me. These choices are painful and they deserve honesty, clarity, and compassion. In times like this, community voice matters. Your questions, your concerns, and your live experiences help guide our work. Even when we face hard realities, your engagement pushes us towards better solutions and greater accountability. We may not all agree on every decision, but we share a commitment to our students and the district that remains strong and sustainable. I remain committed to listening, learning, and advocating for a path forward that honors both

177our fiscal responsibilities and people who make our school what they are. Thank you for continuing to show up and speak up. Your voice truly matters. And again, this is just truly an economic stance that's happening across landscapes, whether education, business, and so forth on. But please know as we go strong still remains and still should be a part of the legacy as we continue to move forward and develop the strategic plan, but most importantly continue to understand um the layers that goes into fostering um our students success at the end of the day. So thank you all. you. >> I'll say >> I'll underscore I think um I forget how many weeks ago now, but I left the um teaching and equity and learning committee to go to Planefield to represent the board at um

178like I don't know what they called it, but it was like all kind of like the municipality leaders meeting together in Planefield, all the taxing bodies. And so I was as some of our districts in in in Planefield, I was there representing um the the board. It was a pretty casual conversation. you know, the fire department was there, the police were there, the school board was there, the uh superintendent from Planefield was there, and we just kind of did a round table of, you know, things that we're um um all experiencing. And um as Dr. Kellotti noted earlier, um some of the pressures that we're feeling are also being felt in other districts including Planefield um in regards to um you know um the finance and and tough decisions that need to be made. So,

179um, it was just I don't know if it was comforting, but you know, it was expected. I think it's it's sometimes comforting to know that others are going through the same thing. So, so on that note, um, tomorrow I am actually, um, which is why this is not my favorite time of night either. Uh, tomorrow bright and early I'm heading down to Springfield um for, um, uh, hill day basically um, on Capitol Hill. Well, on Illinois Capitol Hill and uh what I'd like to I'm calling it trolling for dollars in short. Um but basically I'll be speaking to several different I have a few confirmed appointments. We have more that we're still trying to set up. Um talking to several people uh congressional people in our district that affect our district. uh trying to see

180if there's anything that we can do, most importantly, what they can do for us to help us mitigate um the issues that we're having as a result of these funding cuts. No, I don't expect to come back with a check in my hand, although that would be really nice. Um but, you know, it's it's all part of an effort to uh to do what we can in order to protect our students and do what we can what's right by our students. Um, on a different note quickly, I want to acknowledge uh Madison Collier and um Carson Po Dexter. Um, Friday I was at the Quad County Urban League Women's Empowerment Summit and these two ladies who may have some relation to some person here, but we won't mention anyway. These two students, they are both

181are they junior and No. Are they >> They're both seniors. Okay. Um we're both on a panel um speaking to um you know how they advocate for themselves, how they advocate for others, uh what gives them power, and they did an absolute wonderful job. They were also award winners. I wrote none of these things down. Uh suffice it to say that they are two incredible individuals. And again, um we've got a lot of good going on in this district in spite of everything else. And that's it for me. on the corner. >> I think I can well not I think I concur with just um my fellow board members as we think about where we are uh financially. It's not an issue unique just to SD308. It is a scaled issue and I've just spent

182a lot of time um just percolating uh thoughts relative to how we can serve all of our students. And it is so unfortunate that just when we think about systemic issues in terms of how schools are really funded that we are left with such hard decisions because the core of it is we want to do what's best for all students and that's what we talk about. And so it's really tough when you do have to prioritize um and we have to have these conversations relative to um what is the best approach, efficiency, data. Um but it does call for us to really look at the systems and structures that we have in place and to identify what is working and what is not working. Um specifically um focusing on data and just what those outcomes

183are. So, >> uh, I got to go visit the, um, Gear Forward, uh, robotics team. Um, I don't even know when, but it was a very cool experience. I had I kind of knew what they did, but didn't know at all. And, um, it was, uh, pretty amazing to see what they can accomplish in that little garage that they have that's so full of stuff, you wouldn't even believe it. Um, and also I would like to add um, in addition to what my fellow board members have said, if you are upset with having the school districts are having to make these cuts, call your representatives um, at the state and federal level because that's the way we're going to get some of this stuff changed. Um, it the funding is just it's it's I was

184hoping when I ran for office that we would be able to repeal some of the cuts we made previously and I'm disappointed that we're still looking at having to make cuts again. So, call your reps and oh, and research your uh candidates for the election in November. We we have done mitigating we have mitigated some of the cuts over the years you know by you know finding efficiencies doing things that were saving money. Um you know we signed our contracts with the OEASBA. Um but yeah when we went to the Garrett Forward it was uh that was also a fundraising uh effort right you know we're looking to local businesses to help uh uh carry the fees on that. I'm I don't know what's going on. can I hopefully the people at home can't hear

185that >> still watching. >> So yeah, we're, you know, we're always out there advocating. Um and um I guess that's something that everybody should know. So Mary Joy, I appreciate going to Springfield tomorrow. >> That's drooling for dollars. Drolling for >> dollars here before we came up. I'll do a quick little shout out because one of our pride winners tonight was Miss Trumper who does an amazing job with the robotics program in our junior highs. >> Okay. >> So, she does a great job of setting the stage for um for those high school guys. So, so thank you. >> Um >> just going to you know I feel like everyone said everything. I will do an extra shout out to the swim the swim team. I know >> they did. So the big the big

186record excitement for the swim team was that uh the there was one remaining record that had not been broken in the last seven years and they broke it at the state meet this year. So every single swim record has been broken in the last seven years. Super exciting. Yeah, they have a lot of fun. >> All right, unless is there any other comments? >> No. Thank you everybody. 8.4 board protocol discussion. I think um this where we're queuing Dr. Burky. Is that correct? >> Oh, there he is. >> There he is. >> Wow, that was really good. >> He was right there. >> I'm going to eliminate Hello. I think the idea that your board has about regularly, even on a monthly basis, reviewing your board protocols in small chunks makes a lot of sense.

187The uh you know, your board is committed to continuous improvement. We've been meeting quarterly to do board self- evaluations and typically the board protocols are all reviewed at one time either annually or you know every other year and I think taking them kind of protocol by protocol and embedding that as a regular discussion as a board both to look at uh why we have this protocol is the way it's written best reflect our current practices is there a better way that this protocol could be written to move us forward as a board. Um, and then when we do get to the board retreat and the board self- evaluation annually, you will have reviewed a lot of these ahead of time and we'll have that data. So, it's not all done at one time. And ideally,

188you know, anybody is part of a growth process, whether it's an individual or or a board of education. Doing regular discussion about how can we continue to be better only makes us stronger. And so I think it's also a really good thing for the public to see how you are continually working on that self-improvement as a board. So, I do think it's a really good way to move forward for you to embed this as a regular part of your board discussions. >> Yeah, just a quick uh >> quick write up here. Um good evening. Uh I'd like to briefly introduce a new effort we're beginning as a board, our board protocol discuss discussion initiative following a recent debrief uh and with the input from Dr. Berkkey. uh he was the executive director of LUDA, the

189large unit district association that I referred to earlier. Uh recognize we recognize the value of a more structured approach to reviewing our board protocols. This effort is designed to support continuous improvement, strengthen our effectiveness, and reinforce transparency in how we operate. Beginning tonight, we will dedicate about 10 minutes, maybe less today, um periodically uh to review one to three protocols. Uh these discussions are intended to promote reflection and shared understanding rather than immediate changes. Um, our first topic is the process for requesting agenda items. Currently, requests are submitted through the board president and superintendent. As part of this discussion, we will also uh consider the potential role of committees while maintaining proper procedures and preserving the ability to address urgent matters. Um, we appreciate the support of Dr. Berky, including that brief video. Um, and

190as part of this this initiative, facilitation will rotate among board members. Um, I will lead the first discussion tonight. Um, and we'll be ongoing. So that's today it's uh agenda development board me. So we are at 1A on our agenda development for our board protocols. Board members who wish to have an item placed on the agenda will contact the board president and superintendent. Now the intention of this is not necessarily to um discuss potential changes but this one I think needs to be figured out. I think we um need to have better protocols on how to get things put on the agenda. Um not just a discussion with the board president, superintendent. Um obviously discussion between us um and the person requesting the agenda but also maybe um how do we incorporate the committees um

191to see if that's something u that can be either discussed in the committee level requested on the committee level see if others on the board um in that committee think that it's appropriate to put on the agenda. So this kind of make it more of a a board um discussion rather than just superintendent and president. So kind of just wondering your thoughts and uh on that and because it's not very clear on what's you know we'll contact the board member president. You know it's um it's it's not a very well-ritten protocol right now. >> So I think >> go ahead. Oh, I was just I was going to add just a couple thoughts to get us started. I do think that the first step there is a good step. You know, if I'm a board

192member, I would and I want something on the agenda, I reach out to Dr. Kelgotti and Dominic in this case. Um to first inquire or or let them know about an agenda item I think should be in there so that we can see. To me, it's like an opening to a discussion. And it's not really like hey like if I wanted to talk about something as a board member my first instinct is not to like let's put it on a full board agenda right my first instinct is let me reach out to Dr. Katti and Dom and see if I can get some information on this thing and or this topic right before and then through those discussions I feel like the idea of where it should go from there um that should be the

193fruit of that discussion, right? Does it go to a committee or do I have all the information I need? Does it go to a committee? Um and then does it go to a full full board meeting? I like to piggy back off of that, I like the kind of um kind of like flowchart scenario you set up because I feel like as it's written, it's like almost could be interpreted that someone like a board member will bring a concern or a potential agenda item and then like there's nothing that dictates what happens next. Um, and I think, you know, we've talked tonight and just in general as a board quite a bit about like sustainability and a lot of the projects and a lot of the information that we see is like very long-term like

194large scale projects and and so I think it's not uncommon for someone to have a question that maybe enters in the middle of a process. Um so I think in situations like that it makes a lot of sense to be like oh well this committee is engaging with that right now and and you know we'll have information when they're done with their work or you know this whatever. So I think um >> I don't know I do think kind of a and then what >> would be helpful. Yeah, the idea of a not that we need like a full page flowchart for how something gets on an agenda, but an if then something like that because as elected board members, I'm not, you know, >> I haven't personally had this experience, but if I really

195wanted something to have a public discussion, I should have an opportunity to have that be a public discussion, even if the superintendent and the board president don't agree with what that about that public discussion, per se. Um although I think as a board we should be having those discussions one-on-one too before it's it gets to that you know forcing an agenda item of some sort. >> I don't know. >> Yeah, you covered you know a few of the things that you know uh encountered you know where things are um you know coming up or you know um it could be part of an agenda item that's already there. Um, but I noticed in your committee with the teaching and learning, >> um, they have a new business part. >> Oh, yeah. >> You know, and

196I I'm not sure if that's represented in in all of the committees right now. Um, but that might be a great time to really kind of >> Yeah. You know, >> so at those opportunities we like for especially equity teaching and learning because there's so much like >> there is that new business section and oftent times we'll say hey next meeting we'd like to see this or next time we'd like to see this or the administration will give us ideas we maybe you guys would like to see this and we'll say yeah I think we think that would be good. So I think that's that might be another piece that we add to other agenda or to other committees too >> because I guess that was a question I had. How do we decide essentially

197what we do put on the agenda? Right? Um there's been times in our committee meetings we spoke about equitable grading practices which I think would be great you know to bring forward. I don't think we had enough information at that time. I do feel like um it would spark even more questions and given like the committee is still working on it, but I think um we should establish maybe a timeline um relative to things that may come out of a committee and that we've asked for within that committee and we're working on within that committee. Perhaps then you know we publish you know um those discussions a bit further even though within those committees is you know um the public they have access but when we bring it to you know board meetings. >> Dr.

198Kgatti can you briefly just talk about like the process of creating the agenda. I know that Dominic and I are both involved, but I know a lot of times you have a team that is working diligently on a project or on a presentation and that is like already slated for for a specific agenda just based on their workflow. So, can you just briefly discuss that? >> This is kind of this is kind of part B of our agenda development. Yeah. So, no no I just I'm going to read it. Prior to the board meeting, the superintendent will confer with the board president and her vice president on the agenda. So this right this is the other part of the board protocol. So go ahead. >> So it really goes down to I think one is

199as we think about the work of the year. >> Um this year we was kind of a I don't want to say unusual but the turn we we had a retreat and we talked about priorities for the year out of the strategic plan. I think in a more typical case we will build a calendar together or we would bring a recommended calendar to the board say here is a recommendation um after consultation with the board about when are some reports the board would want to hear about and then build that for the year. Um this past year we we brought forward for example the quarterly updates regarding the strategic plan. Um, we also have there are a lot of compliance driven presentations that we also have to >> envision. So what in working with the

200board's executive assistant, we're able to really look at the past work and what are the priorities for each of the agendas and then some of them we just know we have to talk about this this month, you know, and so that that's a very important part because there are some very important legal considerations. um staffing challenges are always going to come up at this time of year um or agenda items versus another time of year where you may not have some. So, it's a combination of those things. I think um in my experience um that is something that the board can take on in the summer as well as part of a retreat in the summer to look ahead say here are some having gone through one cycle what are some patterns that we want

201to make sure that we want to highlight for. So I think for now using that new business time to kind of work through the administration and then next time that we get together we can talk about the how to change this more specifically. But we have these notes. Um and uh I think that's the end of this discussion unless you >> I have some I have something when I read this. >> Let's let's we're gonna >> Oh, sorry. >> No, no, no. Go ahead. But I'm trying to be I'm trying to be quick on this. I'm going to be quick. When I read this, I immediately go towards >> if there's uh disagreement on from the president and the superintendent on somebody wanting something to be put onto the agenda. I think there should be

202a procedure for them to >> do in order to push it forward to possibly get it spoken about. >> That's great. >> I Yeah, I think they should go to like board consensus after that. I agree with you completely. Great. >> Or a consensus at committee level even. So >> um is it well I'm not on any I'm not a permanent fixture on any committee but you are right. >> Okay. >> I think you covered for me last time but yeah >> I've covered quite a few lately but that's okay. I enjoy it. Um all right. Well we'll move to unless there's anything else. No. Okay. Move to 9.1. Uh, approve consent agenda. Can I have a motion to approve the consent agenda, please? >> I make a motion to approve all items under consent,

203including 9.1 minutes from the board of education meeting on February 23rd, 2026, open and close sessions, and board of education public forum on March 9th, 2026, open and close sessions 9.2 2 to acknowledge the foyer requests received by the district. 9.3 to approve field trips for overnight and or more than 200 miles. 9.4 to approve the opportunity to secure KMED incentives for districtwide LED lighting upgrades authorizing district participation and any necessary actions to implement the program. Second, >> uh any discussion? And I was actually hoping to get some feedback about the lighting, but um basically to the public, this is an opportunity for the district to um get about a million dollars in lighting for about $87,000 through a grant program. Um we have that for information and >> um he sensed it. He knew

204you were talking. We have that for information and approval today um because there was a a deadline to be met. So um this was an opportunity for the board uh to uh consider and approve in one evening. We typically don't do this but given the opportunity to get a lot of money to support our lighting, we felt that it would be a lost opportunity if we did not request this uh item. This is the lighting. Do you want to add anything? >> Yes. I didn't know what you said, but just excuse me for being redundant if you reop. >> Yeah. So, what this this is an opportunity we've been looking at uh with a firm that we've um worked with u work district that have a history of finding us um rebates in order for

205us to be able to uh to do some significant changes to our lighting. Now something is clear that with all the uh data centers being located all over the state, what is predicted which is happening already is that the cost of electricity is only going to go up exponentially. So what we're looking for, we're looking for a way to mitigate how much we're paying electric cost by trying to take advantage of the rebates available there to upgrade our lighting. We have a lot of spaces in the district where we use fluorescent light. We know those light are not efficient. So, we're paying significant amount of money to uh to light that. What this allows us to do is $47,000. We can actually get uh close to $900,000 in work to be done. And so, we're

206paying 10% of the cost of the retrofit and 90% of it will be boned by rebate. that is available right now and the rebate expires at the end of the month. So just thinking about it after a year we will get our money back and then over the next 10 years a significant amount of savings and that is one of those fixed cost that we don't really have a lot of flexibility to be able to mitigate. So by doing that, what we do, we're able to mitigate the fixed cost that we we have to deal with, which is utility cost. >> And we're projected to save about a million dollars over the next 10 years. >> Oh yeah. And it goes on the uh the uh the savings goes on. And not only that, it

207provides better lighting for the space that we're in. Cuz fluorescent light are not as as clear as uh LED light. And what we have been trying to do on our own, we've been trying to have our guys change it gradually, but at the rate that we're going, I think we sat down and did calculation, it'll probably take us 20 years be able to and it would be a significant cost to us. While we can have this done, it can be completed by summer and we can actually start reaping the benefit of it immediately. Okay. >> Will the lights be dimmable? >> Oh yeah. Okay. >> Okay. Um, any other discussion? >> Okay. >> Mr. Cerone, >> I. >> Dr. Martin, >> I. >> Dr. Mario, >> I. >> Miss Robinson, >> I. >> Dr. Pock,

208>> I. >> Miss C. >> I. >> Miss Wedmouth. >> I. >> Motion passes 70. Um, next we're going to go to information item. Well, I'm what? I'm We're going to move 10.5 to 10.1. >> You need a motion. >> Yes. So, I need a motion to move agenda item 10.5 to 10.1. We're trying to uh >> get people home. >> I make a motion to move agenda item 10.5 to 10.1. >> Second. >> Dr. Martin. >> I. >> Miss Wenmouth. >> I. >> Mr. Cerone. Hi, >> Miss Robinson. >> I probably need >> I >> Dr. Pock. >> I miss C. >> I Dr. Mario >> I. >> Motion passes 70. Welcome. Now we're at 10 point one. >> Thank you. >> Future focused electives and you're doing double duty today. So >> sandwich

209too. Sorry. >> All right. Thank you everybody. We are uh following up the the meeting that we did a month ago. Uh and I have some members from the team with me today. Uh first of all just want to say good evening. Uh thanks for giving us the opportunity to to share our work and our and our vision and our plans with all of you. The work that we're going to share represents a collaborative effort across really our entire elective departments at the junior high level going down to our our K5 level up to our high school level. This has really been a a district-wide effort uh to to put shine a light. There you go, Raphael. To shine a light, an efficient light on on on the work that we've been doing. We haven't

210we haven't as a district touched uh the electives at the at the junior high level in 20 years. Um so when you talk when you talk and think about what has happened in 20 years, we are still running the electives as as they were 20 years ago. Um there there's some differences in in the world and um the team has been hungry to to do this for a long time and and we are really excited to share what we've done. >> You said 20 years. Is that hyperbole or is that fact? >> An official basis. >> Okay. Thank you. I think that's really important to note. >> No, that's good. Um again and in and all of our work right the first slide it's really grounded in the portrait of a learner. Uh we really

211want to ensure that our students develop skills and experiences necessary to be adaptable learners prepared for life and careers beyond high school. Uh this is uh just connected to our strategic plan right in the academics priority uh the pillar of academics and student success. This has really called for the restructuring of these electives in the 26 27th school year. We don't really like to wait for that. So we really wanted to start this year we will roll out if this is all approved in April uh we will roll out our first year plan of this during the 2627 school year and then continue to work next year for uh the following years and following grade levels. As mentioned this has really been a team effort. We have union representation, elective representation from every building, every

212department in the district. We have again bridged to our high schools. So we've had department chairs from our high schools attend our meetings to make sure that what we are doing even at the sixth grade level will eventually be be connected to what is is being called for for our 9th graders, 10th and 11th and 12th graders. Uh this was completed uh by all of these people right building admin that are here with me the wonderful Mr. Brooks here with us. Um, again, this is just really so that we can ensure alignment across our system. And since this hasn't really been been worked on in 20 years, uh, we just want to, even though it's late, share kind of the the process and why we got to where we got to because really the work

213uh, and getting people on a foundation at the same level is really key to what we're doing now and going forward. So, as John shared, it has been multiple years over 20 years since we reviewed the electives formally. So, um when we first got together as a committee, we we got together and said we need to come up with a consensus of who we are and what are the experiences we want for our students. So, we created a belief statement. You can see it here on the on the screen. um but really helped it us to ground our work and guided us on what were the next steps that we needed to do to make sure that our students had the um great experiences across district. We created a committee goal. That committee goal helped

214to um guide our work as well. We wanted to assure that we were designing equitable learning experiences for all of our students. There are a couple of barriers with that. Um some of the barriers that we currently host in district are that we don't have correct lensure to have the same um courses across all of our buildings. So we really came back to our belief statement and what we believe for our students and what they um what they should be experiencing or have the opportunity to experience across all of our buildings. So, our goal really led us to um making sure that we were purposeful in providing engaging learning opportunities for all of our students. Um that we are actively developing their essential skills, which Jen's going to talk about that here in a couple

215minutes. Um and then preparing our students for those future learning and careers. And as John alluded to earlier as well, we're making sure that the foundation of our work was really connected to the portrait of our learner. We want to make sure that um we're providing those building or those experiences across all of our buildings and making sure that um it centers around these five areas. >> All right. The five areas of the portrait of learner align directly to this uh the Illinois postsecondary and workforce readiness act. uh the big aspects that we're focusing is on the left side of that the pace framework uh that Ben Owen and I even shared last year when we were talking about rolling out school links and that has really been grounded in the work that we are

216doing at the junior high level. Uh Jennifer Prior will talk a little bit more about the PACE framework. Um and again that that bottom left quadrant is the college and career pathway endorsements at the high school level. Right? We have two of those pathway endorsements created both in the educational field. But again, as we're doing this work and and grounding it in the work that we know is right, we want to make sure that we are exposing our students to all of the possibilities that they have so that when they do get to high school, right, as crazy as it sounds, our our 13-year-olds need to start having some ideas and some plans of of what interests them and what skills uh they they know they want to use in in their careers and in

217their life. So we really want them to before they get to high school really have that exposure, right? And give them on-ramps and off-ramps to keep exploring in in a lowrisk environment before they get, you know, to postsecary and and and see what it's like in the real world. So here we have Jen Prior talking about the PACE framework. So, the post-secary and career expectations framework, otherwise known as PACE, um was rolled out and introduced to our students and staff through the implementation of school links, which you've heard a couple times this evening um that we did this year. Uh this creates a foundation for our students to help explore themselves. The structure and goals um for our junior high electives supports this work by providing opportunities for students to engage in skills needed for

218success both as an individual and after high school and post-secary. Essential skills, formerly known as soft skills, are embedded in all of our elective curriculum math. These skills are essential for success in any aspect of life. In 2022, the CTE CTE industry feedback survey showed three of the five top skills to be successful in any job are considered essential skills. Continuing to engage in self-discovery, exploring their aspirations and their plans for the future through the PACE framework through the supports provided in the PACE framework will help students discover their passions. some of these job specific skills that is also referenced in the survey is what they're going to gain when they reach the uh higher level high school electives. So, we're preparing them and helping make those informed decisions. >> As you heard earlier in

219the future ready strategic update, there's been a focus on school links and pace. This directly links to the work on junior high electives. Illinois has organized college and career readiness competencies into seven categories. While doing our work, aspects of these competencies were embedded throughout. Along with the work being done at the high school level, we're working to build pathways for our students to explore themselves and their interests while also exploring the careers in these seven pathways. So, the current schedule, junior high sample schedule, um, is broken up into semesters. The the typical junior high student will have two periods of English language arts. Um, I'll skip down to fourth period, social studies, PE, lunch, science, math. I I bumped over third and eighth there because that's where we have some choice. That's where students have

220some choice. whether band, choir, um or study hall are our year-long electives. Or they could be put into a arts intro to tech. That's the eighth period or a music a general music class or our fax home economics type class or our semester long classes. The change we're looking at is um what would stay the same would be a band, choir, study hall. Those are year-long electives. Um the change would be instead of a two one semester long classes, we'd have a a rotation of four classes throughout the year. So four quarterlong elective classes. Um otherwise it wouldn't it wouldn't impact the schedule in any other way. There are five options presented here. um whether they're participating in band or choir or both or study hall and those electives or participating in the dual language

221program. And just to to clarify it, right, like this is the groundwork, right, of getting those four electives. One of one of the problems that we face that our students face is when we currently do course selection to go into seventh grade, which is in January for our students, all of our students have really only experienced one semester elective. And so our counselors and our teachers put in all this work and visit classrooms and say, "Hey, these are all of the electives that you might get to choose when you go to seventh grade." And our students haven't experienced any of them, right? They they've experienced much. So they're they're making these choices, right? Think of they're they're making their choices because their older brother or sister had that class or they've heard that that teacher

222is pretty cool or >> any reason, right? Their friends are wanting to do that class. So again, we're really trying to to give our students as many opportunities as we can um so that they can make the the decisions that that are best for them. And we'll get a little bit more into some of uh the current constraints with with our whole process and why we're really going this way and then talking about what we really want to do as we as we roll this forward in a little bit. But we've talked about data a lot throughout the night and and a huge piece is our student voice. So we're going to give it over to Mr. Gensler from Murphy to talk a little bit about our student voice part of this. All right, as

223we talked about this evening, student voice, it's huge. You know, kids come to school every day. We want their opinion. All right, they're the ones who have to go through this every day. We're adults. We've chosen this. So, we got the voice of the students. Ask them what they want. Junior high kids are going to tell you if you ask for their opinion. So, we asked for their opinion and they gave it to us and this is what they said. These these are the things that they're talking about. I enjoyed the teacher like that. That's again, teachers attract. Different teachers attract different kids and every kid's attracted to a different teacher by how they teach, what they teach. All different reasons, but it they enjoy the teacher. The teachers bring this stuff to life. It's

224a safe place to learn how to cook, boil water, work on a wood shop, all those types of things that anybody get hurt doing any of this, but we're doing it in a safe spot where kids can challenge themselves, kids can fail successfully and learn that that's not how you do it. All right, now we know how to do it. And these are the things we're talking about. They enjoy the content. I had the opportunity to be creative. Creative can be innate. It can also be something that you're taught. So all these things are what kids are looking for. I felt a sense of belonging. Like a lot of kids find these things in all these classes and this is why they like these classes. They're a little bit different and it's it's that real

225world feel that they really like. So once we go over to the next one. So what skills? What's knowledge? Creativity is number one. Again, it can be innate or it can be taught, but they like that creativity. They like that thinking out of the box. They like, you know what, I see it this way and it can take me here and take you there. Cooperation, junior high kids in cooperation. I'm amazed that that's number two. But they like to work together with their peers. They like to say, "Oh yeah, you do this at home. Oh, we do this at home." And and they talk about all that stuff. Content related technical skills. Folks, we're on the other side of technology. These kids are growing up with it. So they like those skills that they're getting

226now in junior high. It's a safe environment where they can be expression. They get to express themselves. You see kids carrying all kinds of stuff around the school from the wood shop and it's why'd you make that? I don't know. I thought it was cool. That is pretty cool, man. And then they tell me all the bad stuff about it and I go, what are you talking about? That was nothing. And then you made it into that. It didn't have to be perfect. Things like that. And resilience. We're looking for a lot of resilience in junior high. It's hard. It's a tough three years, but the these are the things that kids are looking for. And now, sorry for the uh folks that were talking budgets and cuts and all that stuff, but these are

227all the things these kids want to do. And as a junior high AP, my goal is to get them to do all kinds of it. Do the cool stuff. Have fun with all this. Learn learn in a safe environment. Learn with your friends. Realize that we are all different, but at the same time, we're all the same. We all live in the same town. Cooking, culinary, wood shop. I mean, we could read all those and we there could probably be 10,000 more. But again, I don't work with the budget, so we're just going to leave it right there as what kids were saying. >> So, this is what we're looking for. >> Finance fun. >> I'm sorry. >> Make personal finance fun. >> That's what we could do. Let's figure that out. I I'm good.

228>> There you go. All right. We're looking for meaningful access to the full range of electives electives we offer. We current structure limits students to only two elective experiences that are not the same options across our entire system. This reduces our exposure and prevents students from discovering interests and developing skills that can be built upon through junior high, high school, and beyond. Students can see their strengths and areas of interest to help them learn about themselves and their future. And I think that's this is one of the biggest things we all talked about. When a kid goes to high school, they all don't know have to know at 13 to 14 15 what they want to do for the rest of their life. But if they go in and they're like, I do not like

229that class cuz that's just not a me thing. That's that's not a bad skill to have. Nothing's worse than a kid graduates and he's like, "I took a bunch of classes and I don't know why I took any of them." If we can get that idea in junior high of this is what I like. This is this is what I want to do. Whether you're good or bad at it, we'll learn how to put in the work. But know what you want to do in high school. You can have more fulfilling high school classes instead of just picking what mom and dad or older brother or some other kid down the street told, "Oh, take that class. It's easy." or have them go to high school knowing what they'd like and what they're attracted to

230academically will help them move through. So there's our same image that we saw last time instead of option 1 2 3 4 or five if you're having trouble reading that options are not names. So Billy is going to take band and then two semester electives and that's our current system in the system we're creating. Billy's going to have band and he's going to get the four rotation and it's that intro and it the intro is they can teach the kids, they can show the kids, they can help the kids and everything there. You'll see all the options in the blue. Everybody's got one thing filled in and then they're only getting two. Now we have one thing maybe filled in and they're getting four. So it's that option of you actually have options now instead

231of just one per semester. Now you're getting all four of them. And that way in seventh, eighth grade, you can take the next level if you like it. Or you're going to give it the old no thanks bite of, yeah, I took that and I'm okay not taking it again. And that's okay, too. So, it's all these types of things where dual language kids, they can have band, choir, or an elective rotation. Study hall, you still get the four. Band and choir, they're the only two difficult ones. If you're in band and choir and there's a select number of kids, they that's their jam. Then they're okay missing out on these. But the opportunity to give all kids as many opportunities as we can before they get to high school is is the key is

232really let them challenge themselves and try things out in a safe environment. >> Just a couple more things, right? One of the things that that's really important with this currently our system is and and if you've had junior high kids, um there's a good chance you've probably emailed their principal to or counselors to just talk about scheduling, right? when when we when we offer our students the choices of the electives at the end of the day, there are so many individual needs that come up into the system that even if you did want FCS and intro intro to Woods or something, at the end of the day, if it doesn't fit within your schedule and where your other needs are, if you're go a high school kid going to geometry, if you're in other electives

233or other other classes, a lot of times the the choices that you want aren't always what you can get within your schedule, right? And so so we always have this this this thought of choice for our seventh and eighth graders and and one of the things that we really wanted to start with our sixth graders is we wanted to build this foundation so that it was going to be equitable for everybody. Reagan talked about this at the beginning. We have a a technology wood shop classes in our district right now in seventh and eighth grade. The state of Illinois there are two colleges that you can even get that endorsement anymore. And so the the reality is the way that our classes are set up currently we have three teachers four teachers across our five

234schools that can teach that two of them are retiring within two years. So we we have to be part of this future focused is even us as educators that what are we building so that is actually going to be able to be implemented for our students in our system. So one of the things that we're really looking at is right is getting this so that our sixth graders all at every building have the same option. For example, if you go to plank right now, sixth graders don't even have the opportunity to take home because we don't have the FTE to do that. If you are at other schools, there are classes we don't even offer in our grade levels because we don't have the right certifications to do that. So, that leads us to our

235FTE. Here's the great thing. We are doing all of this for only four extra periods across our our system. Four. So twothirds of an FTE increase for us to do this. Why you ask, how you ask? There's a lot of reasons, right? Currently the way that our electives are run because they're just a I'm going to say right there almost like an afterthought, but really that is right like we we plan our FTE for everything else. We have this FTE. Our seventh and eighth graders get their classes and whatever we have left goes to our sixth graders. with being intentional with this. Right? Currently, we have some electives across our system that are running with 10, 12, 13 kids in the elective. This system is going to get us. We are going up to 28

236in every elective class. So, we know right away we can have 112 seats in in planned periods for our sixth grade and maximize the use of our FTE. So, a lot of these we can just increase the students in these classes without even having to make another section because we're just making full sections where they are. Right. the other part right these are going to be nine-week classes rather than semester long classes the way that we are are are going to I don't even know the right word Dr. kid like registering these with our state in our state codes and course names. We want our most um uh our teachers with the the right credentials to be teaching our most rigorous classes at this sixth grade level in year one. We are going to still

237have our teachers that all have these endorsements teaching these classes in the few areas that there are a section here or there. We've also designed this so that anybody with a teaching license is able to teach these classes. the way that we're designing the scope and sequences, right? Intro to technology, we are going to have the scope and sequence in the curriculum map so that anybody can really pick them up and do them. Additionally, we have really worked to we we've worked to hire elective leads this year. So now we are even going to have that that professional learning teaching atmosphere and and aspect when we do hire a new teacher, right? Now we are going to have someone dedicated part of their job like how do we help onboard these people? How do we

238help connect them to the curriculum that we have? How do we show them the resources that we have and then be that point person to answer questions? Because as much as I don't know, I don't know about sixth grade music. I don't know about home. I I could try, but like let's start connecting you with people with some dedicated time and and opportunity to really onboard our new teachers. Uh again, something that we we've probably missed in in this realm for for years. Um another thing that we've done, again, this is all to be fiscally responsible. We have really worked to adjust our allocations in in our budgets that we give for electives right currently band has some money we give some money um to our to our LRC's for books we give some money

239for just various reasons we have started to reallocate that as a per pupil uh expenditure because right now if you're at Bedars with 520 kids their programs are getting the same chunk of money that Trober gets with a thousand kids so we've we've even worked to adjust that of what is a per pupil cost so that you know Ben Narik might get a little less, but we've got to give some to Traver. But again, with student counts, that makes sense. So, those adjustments have also helped us free up some money for some of those unforeseen costs that might come with the roll out of these electives. Here is our our course title changes, right? All of these are going to be exploratory in nature. Um, again, this is that foundation. We we really want kids

240to learn how to start to measure. We want kids, you talked about financial literacy, that is something that needs to be in our scope and sequences that currently is not. So part of our sixth grade home is just some budgeting stuff, right? Some some very basic and then we're going to build on that as we go. The exploratory music, the exploratory art so that you know and so that the public knows in all of these classes. There are aspects of relating to college and careers within these classes. Right? So yes, if you're a sixth grader and you've done music for six years at the elementary level and now you're going to do another general music, well now we're going to start getting like music production, music creation, all of the the aspects within music that

241aren't just singing and and playing an instrument, right? So that people can again start saying, "Oh my gosh, I love music. I'd love a career in that. I didn't even know that there were all these other opportunities for me." So we're starting that in in the sixth grade exploratory world. and then Josh can talk a little bit about our curriculum map. >> The curriculum map is the document that we've been working on in our committees. Each each elective area has been working to develop um what this new quarterly curriculum will look like. Um we started with the state or nationwide standards depending on the particular area. Um and as we've talked already the connection to the high school and beyond that those career opportunities. Um, from there going into the enduring understandings, what what are

242the what are the things? What are the skills? What are the real things we're going to take out of that classroom and into the world and into the high school and into the career and just in into our lives beyond the walls of our building. The essential questions are more the why questions is is the purpose behind these skills and these things. Um, Bill talked so much about the importance of the creativity and the and the the spirit underneath these skills. um instructional resources and um are what we need to make it happen. And then the comment of um summitative assessments each u going back to what John had been talking about about the equity across the buildings that as we develop these courses we're all going to be assessing the same way even if

243we approach those subject matters uh differently depending on the teachers and the students that we have in front of us. >> All right. So that that is really all that we're doing this year. Just so that you all know know kind of where our our vision is going, right? Once once if and when this is approved, uh we will then work on rolling this out for next year. Our team is meeting in April to all of a sudden start looking forward to to the following years, right? We need to make a decision on what the structure of our electives are going to look like in seventh and eighth grade. For example, do we want to continue to roll up these four quarter options or do we want to stick with semester options for our seventh

244and eighth graders? We also want to um really do a gap analysis. Jennifer Prior talked about like those seven competencies. One of the things that we're going to do in April is really look at all of those skill sets that are that are required in the state and needed for our students and see where we are really hitting those well as a district and where are some opportunities for us to start maybe designing some different courses uh that that really can meet, you know, again, the future skills that our that our students need uh and deserve to have. Uh we're going to continue to build those connections with the high school. Ben and I have been working with those high school department chairs to really develop those those four-year plans at the high school level,

245which will then give us more guidance of where do we want our students to be by the end of 8th grade. Uh we need to start talking band and choir uh and Spanish teachers in this, right? We haven't really involved them as much because those aren't really like the the sixth grade semester rotations, but we need to start really identifying uh some plans for how we are identifying FTE for band teachers, for choir teachers. Uh what's the direction that we want to do with Spanish and world language, right? Because forever again, we we we've had Spanish, but if we're really looking at connecting to the high school, there are a lot of other foreign languages that are offered at the high school and at the junior high level, we're really only supporting one. Um so

246so what could that look like? And then again, we need to really keep in mind that that fiscal responsibility and resources. You're welcome, Raphael, but we're worried about money. Um, but as we're as we're creating these electives, right, there is going to be a cost. Um, and and we need to we need to really figure out what are what are the skills, right? Really identify the skills that we need, which will then go to the content, which will then go to our our resources, right? But we're going to focus on those skills that our kids uh need and and want to have within our system. So that's really the the elective plan. I am throwing this in there on behalf of the the blue team, the high school team because it fits with electives. Uh

247they are m needing to make some changes for co course titles in psychology at the high school. Uh we need to follow the practice of what we've done with other department chair uh or dual credit courses rather. Uh this is a result in a transition from dual credit psych being an evening class to now being an in-person class during the school day. This also helps resolve the issue of different courses appearing on a high school transcript and the confusion that is having as students are applying for college. Um, and so we need to update those transcripts with the accurate reflection of the level of coursework that they are taking. So we are looking at changing these course uh titles in powers school and we're putting that onto here as no one in the high school

248was able to make it tonight. So with all that, if you have a high school question, I'll do my best to answer that course title change. I'll probably look over at Dr. Concaid for that. Uh but any elective questions, we are here for it. Um and excited to to keep moving forward. >> So first of all, does does this come up for a vote at any point in time? I I guess my >> In April. Okay. So, will there be and I hate I'm going to go back to trolling for dollars. Will there be more of a a I mean, I think it all sounds wonderful. Will there be some kind of cost outline as as far as what it'll cost to make this happen? >> We have all we need I I'll tell you

249this, right? We need right now we need four periods within our staffing plan to do it. Within the staffing plan that we've submitted, it's already included in all of that. It's it's it's kind of there for it. Um as >> Okay. >> As we've been planning. >> Okay. I I >> as far as resources and consumables right now, we're going with we need no extra money than what we're currently spending. >> Okay. >> Thank you. Um, I'm just reiterating what I heard just to make sure. The um the uh requirements to teach these exploratory courses is simply that you have a teaching certificate like with the middle school endorsement. So, we're eliminating the the need for like a fax endorsement or something like that. Is that correct? >> Correct. So, again, looking forward the the

250people with the right credentials, we really want them in our in our more advanced classes even at the junior high level. Right. So as this rolls forward is those will do our seventh and eighth grade electives as we another future plan as we start really looking at that middle school model. Right now we have a whole lot of teachers who are split between buildings >> and if we really want to be serious about that we've got to get people whole in a building and then really whole in a grade level. So part of this also is right if someone is only needed for a 083 Heather right that's five out of six classes it doesn't equal high school FTE numbers as well but if someone is really only needed for five periods in a in

251a in a building in a subject our current practices well now where is it need at another building and now this person's traveling right so again let's bring our our humanization in how do we make people whole at a building and give them their own sense of belonging their own community right Josh Josh traveled for a while I used to travel as an assistant principal like you can do it, but you don't really have a home. >> Um, so yes, there are teachers, right, that that maybe will pick up a sixth grade home class, right? And and so what we need to really start doing moving forward is is identifying the process for that, right? I can't imagine that there aren't some teachers in our district that like would love to try this maybe, right?

252And maybe some that don't, but like how do we give them the options and then again and and help fix our FTE problems within our building? Yeah, >> to build on that just briefly, um, traveling teachers, not just giving that teacher a home, but ensuring that the students have a teacher every period of the day that is integrated into the building, that knows everything that's going on in the building, knows the knows the other teachers and knows the other students is really important for them also. >> Yeah. Great. >> I have a question. But uh my question is um do the is the so third period they're having their electives. Does the class go to four different teachers during the year or does one teacher teach four different subjects? >> So um the plan is

253they would have that one assigned period and they'd rotate between four different teachers. So they would be able to every nine weeks change to a different teacher. So for us on our side of it with the admin side is making sure that we have again kind of that one period for those four teachers together um scheduled for them to be able to do that rotation. >> And if we're doing that, are we going to run into issues where if it's 112? Is that what you said? But then there's not enough kids in sixth grade to make another set of 112. Are we going to be adjusting FTEES that way? >> So we have made some plans with scheduling like because we've already run into that a little bit looking at this year. Our numbers aren't

254exact for all of that. So we do have some of that where there might be, you know, a fifth rotation within that. So that way we can accommodate those extra numbers and have some of that flexibility because that is going to be a concern that comes up from year to year. It's not going to be something that will ever be pure. So, we do have a plan B in place for if we have those uneven numbers. We only need 30 extra spots. We don't need another whole 112. Uh how are we going to do that? So, we do already have a plan in place of how to address that. Like I said, with that kind of fifth rotation potentially thrown into it. And are we keeping uh so like the music teachers are going to

255keep teaching music or are they going to be required to start learning how to teach home? >> So right now the plan is the way it has worked out is our content teachers are able to stay in their content area. However, just kind of going back to the certification question, these sixth grade electives are exploratory and it's only nine weeks at a time. They're not diving into the extreme detail that some of our uh semester long electives do. So, we are gearing this to the point where anyone can teach this. Whether you have a background in music, whether you have a background in tech or any of these areas, again, it opens us up to having not running into the certification issues for teachers that anyone can teach it. And again, we're keeping this to

256the point it is exploratory. Giving them a brief introduction to this topic to allow them to understand it, understand some of the careers that go along with it to help inform some of those choices looking ahead to high school. >> Okay. >> So only exploratory is you're saying that's nine weeks, right? So is it like a bundle where a student they would have to bundle those classes together and kind Okay. I also feel very secure with our committee. We've created some really good scope and sequence plans so that a a teacher who has never experienced that content area before can pick that up, have the resources, have those common assessments. Um, and really it outlines the courses. I I have to tell you, we did an elective mashup where we said, what do we want

257our students to know? maybe we need to get away from floppy discs and um and you know all those pieces from the past and what do we really need our our students to know. Um so when we did that and then we put together these scope and sequences I I feel very strongly like me not knowing the content myself. I've never taught those classes. I could pick those up and just the depth and that our committee has put into that work um and adding those pieces for a nineweek exploratory class. I feel very confident If I may, just real quick before my voice goes out again. Um, this is awesome. Thank you leaders. Um, because I have a son now that is in high school. I do recall having many conversations, matter of fact, with

258Mr. Francis. Like, what are we going to do with this child, right? Um, and I'll never forget he's like, "Brandy, he's not made for corporate." I said, "I get it. I don't want him to do corporate." So, I think it's awesome that you guys are laying down the foundation. So, thank you. because even for my oldest son, it was after COVID. So, it was really that curiosity stage, like to your point, like what's next? How do I get there? So, thank you for continuing to move the needle. Definitely appreciate that. >> Um, I just want to say thanks for your work on this. As someone who taught one of those rotation classes, uh, I didn't like I really enjoyed getting the opportunity to see every single sixth grader, um, because that was not something I

259got to do as the band teacher generally. So um so yeah so thank you >> just a statement um kind of tying the need for committees um this is why we have committees you know I was at Trover um for a kind of a what do we call it where basically that this this topic is in what we ended up talking about mutual connections >> the school connections and um um a lot of excitement from the teachers over there. And um but yeah, this is how we make change. We're trying to bring in all our, you know, teachers and our our admin and together things to help advance student achievement and um help them make better decisions. So appreciate it. So >> I have one quick. Yeah. No, it's on the psychology thing. So I

260wanted to save it to the end. So >> I don't know if Dr. Kade It's okay. >> Is >> it's a late night. >> I'm just trying to understand the the recommendation. We're changing the introduction. We're we're changing the psychology course that's listed as dual credit psychology to the title of introduction to psychology. >> Correct. So, historically we have offered psych 1, psych 2, APsych, and dual credit psych through azi. that was historically offered um through an online learning platform with some recent changes from Wabanzi. We are no longer able to offer that through the online learning platform. So we had to bring it during the day instead of um at evening school or uh during the summer. So because of that we had to realign the title because it looked like psych psych one

261and psych one. So this was the recommendation from the high school to change the title to delineate between psych 1 and the dual credit psych 1. So we're still offering all four classes. We just have to clarify the title so that there is distinction on the transcript between psych 1 and dual credit psych one. >> But it's no longer online. Is that what you're saying? >> Correct. It is no longer online. Okay. My daughter is taking the online course and wow >> any other >> good okay >> okay >> thank you for all the work and uh that you've done >> thank you >> and for the presentation >> and for staying and hanging out with us so late >> you know what I was uh well two weeks ago we had a great you

262know we had clubs and everything come in but uh it forces that next agenda to get really thick so appreciate everybody for especially those in the audience. Not especially those, but including those in the audience. All right. I think we're going to be moving and like a motion to move 10.4 hazardous bus routes reertification to 10.2. >> I make a motion to move 10.4 hazardous bus routes reertification to 10.2. >> I found out that Oh, second. Thank you, >> Miss Robinson. So, I am staying my vote just because I didn't have an opportunity to review the material um that we received today. >> Oh, okay. >> So, we're not actually voting for this right now. >> No, no, so that's why we're >> Yeah. So, she's got to get up at 4 in the morning.

263So, we're just >> Oh, she can stay. Transportation's doing fantastic things. What are you talking about? You don't get calls early in the morning. >> No, >> I poor lady. I >> Okay, >> Miss C. >> Hi, >> Mr. Cerrone. >> Hi, >> Miss Wenmouth. >> Hi, >> Dr. Mario. >> I >> Dr. Pock. >> Oh, she left the room. >> Uh, >> Dr. Martin, >> I >> Okay, motion passes 6. Um, >> good evening. Thanks everyone. >> Good evening. >> Um, one eye open. I do have to get up at 4 am. So, thank you for moving this up. >> I don't. >> And you've you were up at 4 a.m. today. >> I was. >> So, you have the clicker. You want >> You got the clicker to move at 4. There you

264go. >> Is it working? Let's see. >> I'm like, it's making >> Okay. They both clap hands. Yeah. Okay. Go ahead. >> So each year we do um analysis of our safety hazardous locations um that is per the um isb law um and and regulations with that. So every year we determine what routes are hazardous um for students that are within that 1.5 miles um so that we can get reimbursement back for the state for those students. Um, so you know, if they live more than a mile and a half, they're eligible for transportation. But if they live within that 1.5 miles, in order for us to get reimbursement, we have to classify them as hazardous or for other reasons like sped or um something of that nature. So we have to go through that

265process every year and we have to reertify. Um, so last year that went too fast. like this, right? But um it should have been another slide there, but that's okay. Last year, we went over um those hazardous findings. Um we did a study with uh Ericson Engineering and we went over those hazardous findings with actually was the previous board. So, I'm bringing this to make sure that everyone on the new board understands where we are and um for that reertification. So if there's any questions, we can address those before appro um going for board approval. Um so those locations, I think it's on this next slide. I hear right. Okay, there we go. Um there's several areas in the uh Bernardic Wolf Crossing areas. You'll see them there. Um those first five was already approved

266last year. We will continue those five and reertify them this year with board's approval. And then there's one new area that's a new subdivision going in in the Dell web area. Um there's still a lot of construction there. So we're not sure how much is will be built up by the start of school year. So we're just going to classify that as hazardous so that those students will be eligible for busing um in that area. Um, Boulder Hill is an area that we um approved last year as well. Fox Chase is another area that we approved last year. Homestead, Long Beach, as well as Murphy and Graham Park. So, there's no additions or changes to those areas. That's what we have to reertify every year. Um, OP, Asiggo East, Asiggo High School, all of those

267are what we approved last year. And then when you look at plank Churchill area, there's a crossing at Fifth and Bluegrass that is now a four-way intersection. Last year we did classify that as hazardous because that intersection was not there. And so this year, because of the safety study, that is no longer considered hazardous. So that will be removed from the report this year. Um, and then there's a a crossing right at the entrance of ELC, which is roll call building. We're going to continue to consider that hazardous because of the nature of the grade level and crossing and things of that nature. So, that's going to continue to stay hazardous. Um, and then Prairie Point, we have Deer Path Trails that's coming in. That's a new little subdivision that's coming in that area. There's

268a lot of construction. and we're not sure if that's going to be built up at the beginning of the fall. And so that is an added subdivision that we're putting on there as well as South Berry. Piper Glenn on the south end, the north end of Piper Glenn is pretty much complete, but there's a patch on the south end that's still not complete and there's a lot of construction going in that area. So that's another area that we're classifying as hazardous. Again, when it comes to Wolf, um the Wheatlands, Thompson, and Trober, all of those are the ones that we previously approved last year, and there those are just for reertification. Um so, next steps, we're looking to get board approval on April 13th. Um if board approved those locations, then I submit that to

269the state the next day, and then we look to get that back. And then May 11th, we'll be communicating out to families any um any families that was affected by it, the reductions, um the area that we're reducing and then the areas that we're adding, we'll be communicating that to those families then. And then in June, um July, I don't think because there's many areas, we're we have our engineers that's agreeing to do town halls with us to talk about the changes and how families are impacted and the reason for those decisions. um they've agreed to June and July if it's needed. We we do have some dates that we're going to look at for June, but if July is needed, that's an option that they have available as well for us. Um and then

270August 7th, we'll provide those routes with to our families with um all of the changes. >> I think that's it. >> Anybody? um attached to that you should see all of the areas that is considered hazardous on this war report. So I'm going to for the sake of time and how late it is I'm not going to go through all of those but they are attached because this is what we have to submit to the state as well to get those approved. >> I have a question about Lincoln Prairie Dell web. Um, am I correct in assuming that Lincoln Prairie is done and Del Webb is what's under construction? >> Del Webb is what's under >> and because Del Webb is the 55 and older, they're less likely to have students coming from that area.

271>> Well, we think that, but not. >> Right. Right. >> I I I guess what I'm asking is, are we going to take Lincoln Prairie out and just make it the Dell web part? >> It's just the Dell Web part. Okay. So, >> was taken out last year. >> It says Lincoln Prairie on here. So, maybe we should take them out because they have the pedestrian bridge, >> correct? >> Okay. >> I just have one comment. I should stop talking. Um, I absolutely appreciate that you guys Oh, that we are removing uh the Fifth Street in Blue Cross Blue Cross sign. Gosh, I can't tell you how many times I bypassed that stop sign just because you're it it's not familiar, right? So, you're just typically driving. So, I have definitely bypassed that a multitude

272of times. So, I appreciate the removal of it. So, I think that's definitely >> Well, I Right. >> What does removing it mean? >> It's no longer hazardous. >> Correct. >> So, that means >> Oh, that's going to stay there. students because right now it's hazardous because there was not a four-way stop there, but since the four-way stop is there, it's no longer considered hazardous by the state of Illinois. >> So students can cross. >> So the stop sign is going to stay there. >> The stop sign is going to stay there. >> Stop. >> Negative. Yeah, you need to stop Benediction. >> I I didn't want you to make sure that was clear. >> So I've thought she was saying the opposite. So I'm glad you clarified that. Thank you. >> Are there any

273I have one, but you might not have an answer. But does anybody else have >> I just can't believe it was a full year ago that we Was it a full year ago that we >> It was >> Yeah, seems like a full year. >> Um I How many kids are we busing because of the crossing Fifth Street at ELC? because that seems >> it's about 116 with um Plank as well as Church Hill. >> It seems like they could go to the Fifth Street if we I don't know. I'm like kind of >> It's the Ogden Falls area that we're crossing across um to go to Plank and Church Hill. >> Okay. I'm not picturing that fifth. Yeah, I know there's a picture later on. Yeah. You want me to go to the picture?

274There. >> That's probably why I didn't have any questions last time. I probably looked at the picture. >> Sorry. >> Yeah. >> I don't think there is because it's not. >> That's why it's not on there because it's not has no >> problem. Like I look, >> but that's what I assume. >> Yes. >> I'll I'll find it myself. Yeah. If I have any questions, I'll I'll submit. >> So, the odd that fall area is less than a mile and a half to plank and Church Hill. Last year, we considered it hazardous because that four-way stop was not there. And by the state code, there was enough points to consider it hazardous. But now that the four-way stop is there, Ogden Falls, there's a little portion that's still over a mile and a half that

275we'll have to bust. They will have to >> Well, I I was actually asking about the childhood. I was asking about the ELC entrance. Um, the fact that that's hazardous. It doesn't even seem like it needs to be used. >> Well, you'll be surprised how many people use it. So, we just want to make sure that we're all safe and that's not >> Well, I and I just wanted I was wondering how many people we bust because we called that hazardous. >> We don't. >> Okay. Okay. >> No. No. >> We give them a route that they can use. >> Correct. >> That is not hazardous. >> Safe walk route. >> Yeah. Cuz I was like, yeah. It's like literally a quarter of a block away. So any Okay. All right. Appreciate it. Anybody else?

276>> All right. >> Thank you. Go home. Get some sleep. >> Thank you. >> All right. Now we're moving to 10.3 the fiscal year 2026 2027 budget calendar and designate. >> Financial info. Financial >> financial information. Oh, I 10.3 financial information. >> Thank you. >> So, this is actually a propo since we had folks here today who were talking about the fact that um we had to make some reduction uh in our in our funding. And I can't overstate the fact that it's not just us in um in Oswiggo, it's really all over Illinois. is because of the way education is funded in Illinois. There's an overdependent on property taxes and also because of the makeup of our property taxes which is mostly residential. 80% of the of the uh of our properties residential and

277the the fact that um the amount of increase is actually limited by CPI or 5% whichever one is lower. I know folks talk about the fact that we have a high property tax rate relative to others. It's true but those rates are actually coming down. they've come down over the years. And the real reason why we have those rates are those bonds that were issue to build 12 schools in the early 2000 when were the fastest growing county in the uh in the country. So the the cost of of issuing those bonds, we make a payment close to 37 million every year just to pay back the the cost of the bonds. So I just want to put that out there. And uh a lot of time it gets conflated. People think that high rate

278is driven by operational levy, but it's really the cost of paying back $250 million in bond insurance from back in 2006 is what is making uh tax rate higher. But uh it's is the the rate has been going down if you look at it. So what I wanted to for us to talk about is kind of like where we are today. This is I want to start out by saying this is a snapshot in time. The numbers is a projection of a uh snapshot but the number is going to change as more information becomes available. I just want to make that clear. is not static because we continue to get information every day about things such as the the cost of um health care. We're still negotiating with our healthcare provider to see how much

279that will be the increase from this year to to next year once we finalize the number the increase it could go up it could go down and the other variables too that that we have to keep in mind. So, it's a static point in time and it will invariably change. And I just want folks to realize if it changes the reasons why it changes. And then the other area we're going to focus on is budget allocation and then operational expenses, days of cash on hand and projections versus forecast. So, this is where we are for the 2026 budget. We have a total revenue, projected revenue based on the budget of 281.7 and project expenses of 279.2. We estimating that at the end of the fiscal year in June, we should have a surplus of 2.5.

280Those are all estimates and projections. And we if we have that, then we have 70 days cash on hand. Now I want to talk about revenue growth. Uh revenue is really driven by three main sources for us. Property tax which I talked about and that makes up about 48%. And then another big component of our revenue is EBF from the state and then some mandated categorical funds. Then we have federal revenue. Then the local the other local revenue are fees that we collect from our students and food that we sell to our kids. So our revenue uh annually it's fixed at about 1.6%. Right? and EBF for this year is 106.5 which is 8 million less than what we had projected when we developed the 26 budget. The budget had been developed and it actually

281was on display to be approved by the board when we found out what the final EBF number was. That number came in $8 million less than what we projected. And the reason being that we went from tier one to tier two and being tier one for a couple of years actually helped us because we've had a challenging financial position. So having that extra revenue from EBF helped us to start building a a cash cushion and then having that yanked and then being moved to tier two just made things a little challenging for us. So which is part of what we'll be dealing with now. So property taxes we looking at 3% growth on that and other revenue sources essentially is is capp. But the flip side of that when we look at the expenses we're

282looking at an average salary increase of 3%. Now keep in mind we're in negotiation with OTAA which is what I'm pointing out. This is a snapshot time. Okay. And then the benefit increase, we projected 9%. Those numbers have not been finalized. There's a good chance that can be high when we have uh the uh the final agreement with our co-op health co-op. So if you look at uh a re a revenue and compared to an expense that's what we talk about structural debt where continuously expenses outpaces revenue than ongoing basis and a district that has a healthy fund balance can afford to carry that for three, four, five years. But we don't have that luxury. We have a very low fund balance which is why in order for us to achieve balance we have to

283make sure that the expenses balances to revenue. So since there's a a disparity here we have to make reduction. So what I just uh talked about earlier, this is the makeup of our revenue and this is what the projection looks like in expenses look like. And as it relates to expenses, 70% of that is is salary. 14% additional to that is benefit. So if you need to reduce revenue or if you need to reduce the budget, really the only place where you can get significant reduction is people because that's really where the bulk of the expenses are tied into. Now if you look at purchase services over the last three years we've actually reduced that substantially and if you look at supply makes up 9%. So even if you cut purchase services by 50%. You

284wouldn't get the significant reduction that you need in order to be to be able to address the uh the structural imbalance brought on by the funding of of of the district. Raphael, where is um transportation in those numbers? >> It's purchase services. Purchase >> services. >> Part of it. Let me let me So it all depends so I can break it down. >> Part of it is in salary for our bus drivers. >> Yeah. Yeah. >> Part of it is in purchase services with a third party provider such as Durham and Septron. >> Okay. >> and part of it also is also in fuel as well as a lease payment. So those so it it it courses into different places. >> So this is just uh a diagram to show where the expansions. All right.

285So if you look at the expenditure, the expenditure invariably are increasing at a higher rate of revenue. So each year, so this shows what will happen if we don't mod modulate it if you will. If we don't go in and do a reduction, the expenses will be growing at a faster rate than the revenue. So each year we have to make adjustment to make sure that the expenses is equal to the revenue so we don't have an ongoing deficit. Since we don't have a really healthy fund balance, we cannot afford to keep doing that. So this is what it looks like growing. This is as of today, snapshot as of today. If we did absolutely nothing, we allow revenue to come in the way it's projected and we allow expenses to grow at the rate

286that's projected to grow without any reduction. fiscal year 27 next year we're looking at close to $8 million in defense and by 28 if we did nothing that more than double and in 29 it gets bigger still. So by the time we get to 31 we'll be looking at a deficit of close to 42. We know this is not acceptable. We cannot do this which is why we need to do something which is why we are proposing some reduction in 27. If we can reduce that reduction to at least $8 million then we have a good chance of having a balanced budget and then the deficit in the out years then goes down. So we will have to keep making reductions unless we have additional revenue or the state decides to fund us uh different.

287So this is what it looks like if you look at revenue against uh expenditure. So which is it's a table of what I just showed earlier which if you look at it by 2031 we have 41 over 41 bill but we know this is not going to happen. We cannot afford to have this up. We will have to make reduction that is commensurate with what we know our revenues are. So this is just another way of showing that what we saw today. So I think this is also what I can show the gain what the impact on the fund balances if we did not make any changes. So we starting out at the end of this year we expecting 70 days of cash on hand. If we did nothing and we allowed that deficit to

288grow by $8 million, then the days of cash and hand then dwindles and it dwindles on. So that the only time we actually we have seven days which what you want to do you want to have at least nine months of cash in you know a well-run school district need nine month cashing. So if you look at it, we have to continue to make reduction for expenses in line with our revenue or we have significant significant financial and this is another way of showing the fund balance. You look at the peak and then it start going down precipitously if we don't do something about it. And so for um you know our community member, our stakeholders who complain about the need to do reductions, those reductions are actually necessary. They're not a choice. Some of

289our neighboring school district have a high fund so they can afford to carry deficit. We are not in the same which is the reason if you remember the prior 20 years before the last three years we had to borrow money just to make the year make the year what we've been trying to do we've done all kinds of things to be able to reduce the level of expenses but there's really no nothing we can do to do to increase revenue really there are things that will be helpful. For example, we have fees that are owed to the district close to $5 million that's not being paid seems to grow every year. If we add that, that will make a difference. We're talking about a projected deficit of $8 million for next year. If you have

290that $5 million now, the deficit goes down 3 million. So, the amount of reduction we have to do be significantly lower than having that money and not having that money. sold to the district. >> If I may, just out of curiosity because I know this was a touch point in previous meetings. Is the district still looking to do collections because I know that was a talking point from the district leadership. >> We would we would like the opportunity that affords us to be able to collect money owed to the district without having to resort to the option of layout. We can. So to answer your question directly, the authority or the directive for us to do collection will have to be agreeable to the board. >> Fair and I just know from a business side

291that cost money. So how are we able to afford a collection agency to come in and collect this money from these families? >> That's the money. >> That's a very good question. My experience tells me even having the option to collect, sending folks to collection without really going to collection will motivate some of the folks who owe us money to pay because we all know most of the folks who most of us we're hardworking. We want to pay the bills that we owe. We know that if we get an outstanding bills to collection, it dings our credit. It impacts us significantly in the rate that we get if we need to buy a car, we need to borrow money even for insurance. So having that option in our tool belt without deploying it will serve

292as a way to motivate some of the folks you owe us money to actually pay us. >> So playing devil's advocate and again this is just my corporate brain, right? >> Um given the economic tides that are coming and this is not even just for 26 and 27, many families are just making it. So when we talk about credit, I mean it's fair, right? >> I mean if you think about it in theory, middle class is not even middle class at this point. So >> yes, we would like to have that objective. Yeah, we want to pay our bills, but ultimately some of us can't. So I think we really have to face the question is is this a reliable source and is it worth us adding additional expenses to our bottom line? >> That's

293a very good uh point that you made. But the issue is that the way education is funded in Illinois, we get so much money from the state, we only get so much money from property taxes, but the cost of everything else keeps going up. The cost of utility goes up every day. The salary that we paid our staff because most of our staff have the option to work here or to work somewhere else where they can get paid the amount of money that they think they can. So, we have to find a way to bridge the gap, if you will. And one of the ways that we do that is to levy fees to make sure that our our students get the best educational experience possible. But what we'll continue to do is continue to

294cut and there's a limit to how much cut that we can endure without having negative impact on student experience in the classroom. >> Thank you, Mr. Um our fees act collection actually has been going up strategically since last year. So >> no, it's actually been going the opposite >> this. But if you look at the difference between last year and this year we see an increase when I looked at it last time. Am I mistaken? Am I mistaken on that? Okay. >> Yes. >> All right. Let's keep going though. >> We no no district wants to levy fees on but at the same time there's significant expenses involved in educating students. And the the the main thing is with the education of students is very labor intensive. 84% of the expenses is tied to people.

295We need teachers, we need TAs, we need deans, we need bus drivers, we need all these people who required to be paid to be able to fund education. However, we don't have enough revenue from state from property taxes to be able to bridge the difference. We have to figure out a way to bridge the difference. >> Last comment, I promise. um from a corporate stance I know we do like uh different forecasting right um like you're 12 plus four or what have you so given in a and I do understand that there's a difference between corporate and obviously the educational landscape but I if I'm not mistaken at one point if I gather or if I recall correctly 75% of our budget goes to compensation which is benefits and so forth on so >> it's

296actually 84% >> well when I first started mind. >> It's always been it's always been. If you look at every school district in the state of Illinois, it's very similar. It ranges from 80% to about 85%. You will that that's that's the uh >> well, in my latest notes, because I typically try to take notes, it was 75% at one point in time. >> No, it wouldn't that would not be possible. >> So, not possible meaning that 75% of the lot a lotment was not for >> now it's possible that 75% might be salaries only I'm talking about salaries and related benefit you can't have salary without benefits >> well that's fair um I'll have to go back and look through my notes but I could have sworn that there was a more of a

29770 range compared to now the increase of the 84% >> there hasn't been so there hasn't been that significant of an increase uh now we've given raises because it's a shift So for example, our TAs for example, well a good number of of our staff members, what we're doing is we were paying so low, no one wanted to work for us as a TA. But what we're doing in order to fulfill the requirement of the ID, we were then paying a significant higher amount to a third party company to then bring the same TA and pay them. and we were paying them $25 to $30 an hour while we're paying our own employees 12 to $15 an hour. So on on the face of it might look like we're paying a lower salary amount in

298percentages but what we're doing we're shuffling the cards. So we're paying less in salary but we're paying more in purchase services payment that we're making to third party companies. And the disadvantage of that is you were having people who had no no bond to the district. They'll work here today. They'll call in without thinking about it. They have no relationship that are employees who have been here long term. Some of them 18 20 years. The same level of commitment that they have. You wouldn't get it with a third party TA. They were doing the same thing. >> All right. I'm sorry. I'm just going to rebuttal. And I say this just hearing teachers comments. So there are some teachers that are at tenure where they will no longer receive an additional increase. So how does

299this play a part of our numbers at this point? So meaning like they capped out. >> So whether they're tenure or not doesn't have any impact on their salary. I think what you may be talking about is staff. >> So if they if they maxed out on the staff, >> okay, >> because teachers get paid a base salary staff depending on the education as well as the years of services. So if they still if they maxed out on the step, they will still get the base increase on their salary. >> Thank you for the clarification. Appreciate it. >> So this is another way of looking at at uh the numbers that we were just looking at earlier. So, uh, wanted to point out that without doing something to address the, uh, the financial challenges, not

300just plagues us, but all the other districts in the state of Illinois. If you've been following the news, you've been seeing that the uh, the reductions that have been suggested here is the same reduction that is taking place up and down in the state. Look at our neighboring district, it's the same situation. So it has nothing to do with how we manage money. We've actually done a really really good job in the last few years of making sure that we get the best the best value for everything that we we buy. For example, the approval that the board just made for the um for the energy efficiency program where we actually we're spending 87,000 we're going to get a benefit of a million dollars and that goes on and on over the years. So we're

301doing our best to be able to address what we have control on which is the expenses that are that are controllable. So uh essentially so the cash flow crisis will hit us in 29 and actually will hit us before then. it would just get to be a crisis point in 29 and uh so at that time the structural deficit will exceed $20 million and we absolutely absolutely don't want to get anywhere close. It'll be catastrophic. So this is the next step that uh we respectedly believe that the board and the committee should consider. We should consider doing uh taking actions that will lead to better collection on our fees and continue to engage in cost containment uh strategies which we we continue to do. There's actually an approval that's coming on later on tonight as

302it relates to energy savings uh with the um with the um the the um >> natural gas >> reverse uh no reverse auction that we engaged in. That's an example of uh cost containment and we have to look at alternative revenue uh streams. I know we've talked earlier before a couple of years ago and thinking about advertising, maybe selling them in rights uh on our buses and other assets in the district to be able to make money uh from uh from entities that are willing to put their names on things to then use those revenues to be able to supplement the funds that we need without having to do layout. And then uh long-term we need to continue to make sure that we have a plan in place to stabilize our finances so we don't

303do uh ups and downs and then look at all the revenue options just like the one I mentioned earlier. >> That's the end of it. Any questions uh discussion items? >> Can you go back one slide? Yes, sir. because I think one of the items that we brought just initially for review in general was the early childhood presentation back in January and one of the things that we've undertaken since then as in that presentation we've we we saw was just the the the importance of the whole program but also as a result of that just had an opportunity to work with the early childhood program to start to look at how we are thinking about both the legal and um state required requirements around transportation. And what we've learned is the importance of that legally

304and district perspective, we really have to ensure and I think given the the pressure of what we're seeing, we are going to have to start to move towards prioritizing the needs of our our most needy students in that program. Now, all of our children in early childhood are important, but for a start, we're going to have to for next year really examine the the need to think about early childhood and really legally transporting just our our students who have an IEP or who require those educational requirements. Um, with that, however, we are working with the director, the executive director of the program to identify what that looks like in terms of the supports for students who may need continued support. Um, we've identified, so in in the month of April in our presentation, we will

305bring a broader overview of what those changes will look like and bring for the board's review final decision. But I just want to say that was one of the things that we've identified. It essentially it costs about $4 million and that is a significant um uh it's very important but it also does have a significant impact on the rest of our program and both are extremely important and so I want to just name that that neither is more important but in a position where we have to make difficult decisions we may have to fix that. Yeah. That's when I start to think about that's 50 teachers, right? >> Yes. That's equivalent to the salary of 50 teachers. Yes. >> So I mean these are the types of things that we have to think about. Um

306yeah. >> I can we tread lightly when we say teachers because I think there's also another pathway of admin too, right? Um, right now it would appear that our teachers are being the most impacted, but I and again I don't know all the logistics behind the decisions that are being made in regards to who is going to um be a part of the riff, but I would like to acknowledge that it should also be in consideration of our admin too along with our teachers. Yeah, I think that we're looking at a >> as far as like like percentage decrease, you're going to probably see a bigger percentage decrease in admin versus versus almost any other FTE in the district. Um, I say 50 teachers because the equivalent of $4 million is equivalent to 50 teachers.

307We could say it's equivalent to 45 teachers and four admin if you wanted to do that. But that's kind of the um those are the trade-offs, you know, versus with the EC potentially on the transportation when we're transporting students at a significant cost per student. And then kind of I look at it from an RF, you know, an ROI perspective. um what do you get more value out of 50 teachers or transporting 300 kids, you know? >> Well, I I want to just name that we we took this on from a very scientific approach and we will be bringing some of the findings for the board to make sure the board has fully informed and then regardless we are beginning to identify alternative resources for families who may need transport. I just want to name

308that there are other um considerations up here that you've heard tonight. Um even while we are looking at um you know this evening you have on there we are bringing 11 there are 11 educators versus the 5560 that we have now this is hard this is a very difficult decision >> don't take it lightly but we do feel that we have wasted no we have spent every single ounce of our energy to make sure that we are thinking about this holistically and so Um, we know that this is something we'll continue to do and we would invite any questions to come our way. Be happy to engage it. I'll be following up with more information about all the various costs of containment strategies we are doing like we did last year. And >> I'll just

309say to Dr. Katti's point, the idea for reduction to balance the budget has been something that was not taken by one person. It was a team effort where it was a collaborative effort where we include uh we include folks in the district to come up with ideas. It's not going to be one track where we're talking about reduction just in teaching staff. It's going to be it's it's going to be well thought out. It's going to be carefully evaluated. It's going to be done in such a way that u it will be fair because to Dr. ical guys, but this is not something we take. It's just something that we just doing clearly carelessly and just we know that in order for us to be able to do any of the things that we need

310to do as a school district, we need to put our financial resources in order. And that's that's the most important thing because the the funds is well what funds everything that we do in the district and sometimes is we have to make difficult decision but if we don't make those decisions now it gets compounded later and it might be a small level of pain now but if we decide that we don't want to have the courage to be able to do it now all it's going to do is going to be a bigger painoint. point down the road. It's not going to benefit our students educational experience. >> Other questions from board members? >> I have a quick question. Um, >> if we make these $8 million in cuts and we stay in tier 2

311and the cost of everything else doesn't increase more than the CPI, will we have to continue to make cuts or will we be stabilized? I know there's some there. >> I'll be I'll be honest with you and just to be very frank, inflation is not going anywhere anytime soon. If you if you look at the the numbers that are out there is showing that that's the thing with inflation. Once it takes hold, it's hard for it to go away, >> right? But so >> with inflation though, we would be then able to increase the levy by that amount, >> assuming it doesn't go over five. So even if it if it goes I I don't anticipate that we'll get to five. >> But the issue is that there's certain fundamental things that we spend money

312on that tends to be higher highly priced higher priced on inflation. For example, the price of fuel. >> Okay. But just for my just for me >> just hypothetically if things don't increase more than CPI >> that's never happened before >> $8 million cut that we have to make is due to the tier one versus tier two and the additional cost would be because of in random things going up. I look at things from a very very frank point of view. I don't like >> I know >> I don't like happy talk and and I don't I don't talk about finances just to be mean. I'm just being realistic about what the headwinds are, the challenges are and we just have to have the courage to be able to face it. They said adds on

313and and just deal with >> you know one thing that came up recently meeting with the OGO Foundation for Educational Excellence. when we're talking about the old Traber property and the importance of the effort between our two our village and the the village and the district to really find the necessary savings from that both right now that cost of $250,000 a year which was not a fun project to take on you know but I will tell you it's an important one when we think about the impact of next year or in two years from now when if we had still that property and we can't afford interventionists or we can't do other things because we are paying off we are paying for nostalgia right and that's an extremely important valuable part of our history um

314but but of when I was meeting with them they were say you know would there be any interest in let's say parts of the building being auctioned or some ideas like if when if and that project does go forward and it gets approval from the board are there some creative ideas to think about some of the uh things in that building that could go forward as revenue options so I'm just saying that this is a time where our community will have to get creative. Um when I've met with some of our senators, they've talked about some of the going to our municipalities for funding support around some of these challenges. And so, thank you, Mayor Joe, for headed down state tomorrow. Um but I know that reaching out to other municipalities for support is really

315important. We've recently heard about reaching out to the Fox Valley Foundation and the Dunham Foundation for support for some of these things. So, these are real facts that we're facing. And again just to be clear that like the percentage of staff who at the district level we've last year to this year we had reductions and this year to next year we will have further reductions. So while we did jumpst start my first year some additional staff to get things going. We have already started to move in the opposite direction and proportionately we will have have a higher rate of reduction at the district level. And I'm happy to go over that with anybody who has any questions specifically. I I I'm sorry. I know it's late. Um so when I went to Planefield in Planefield,

316Yorkville, these color counties had the same kind of situation for where they went from tier one to tier two. Had we had that $8 million, that graph would look a lot different because it would be $8 million this year. >> Yeah. >> Next year, >> every year that would be kind of the new baseline. >> Um but so missing it one year is is not just missing it one year, it's missing it into perpetuity. So hopefully um you know the formula will end up benefiting us one more year at some point but who knows um that's that's a long shot I suppose. Um but that's kind of that's that trickle effect. Um >> and quite frankly we don't know how long the state will be able to stick to it commitment of EDF. That's the

317other wild card >> because as it stands now the federal government funding only for the state of Illinois continue the way it is because the state stated that it lost $8 billion that would have been flow through from the federal government to the state. That money has to be made up from somewhere else. the budget that was approved this year by the state, it was balanced, but by the the current projection, now that budget is now half a million dollars, half a billion dollars on the whole and the state can only fulfill its commitment to us if the state has the revenue to be able to pay for it. If they don't have it, they've already reduced it. When EBF first started in 2018, they were committed to 350 million a year. Last year, this

318year, they reduce that. They only appropriated 300. And next year, they are promising to appropriate 300. If things get worse in 28, that 300 may go down. And then so the fixed amount that we expecting this uh next year may actually be lower. So those are all the things that keep me up which is why I can't engage in a talk because I got folks to pay and bills to pay. If if revenues equal expenditures then um should we go to 10 is that yeah okay we'll go to 10 4 I think the 2026 27 budget calendar and designate >> yes so this is it's is a requirement that the uh the board designate someone to uh to develop the budget And that's normally the CFO and we've actually started the process. So it's just

319um it's a formality that the board has to do just to designate someone >> that'll be up for vote next >> next next board meeting. >> Anybody questions with the formality or okay 10 IHSA membership renewal. So, every year we have to renew our membership to IHSA in order to be able to compete. So, in your information are the renewal forms for both of our high schools. This will come for action at our next meeting. I appreciate the >> shortened version, but does anybody have any questions? >> Are there any questions? >> And if you you do, you can submit them. um at a later date. >> This is a yearly renewal. We do this every year. >> Okay. So that was 10 five. Now we're at >> 106. So >> natural gas reverse auction.

320>> So this is part of the ongoing effort by the administration due to the guidance from the board to look for all types of way to mitigate expenses and uh this is one of the ways we're doing that. In the past, we just um we contacted natural gas gas provider and they gave us the price and that was it. That's what we paid. Now, we know the cost of natural gas makes up a significant amount of our expenses. So, what we've done this year, the the current contract expires at the end of March. What we've done is we did a reverse auction which is a novel idea whereby we had uh we contacted a number of uh natural gas provider and we saw it in real time to actually bid against himself. It's a race

321to the bottom. So we we saw it took about 15 minutes. We had about eight firms participate and it started out high and once they saw what their competitors were offering they were going lower and lower and so at the end of the uh the auction period we got the best pricing from Direct Energy and compared to how much we're paying today um we're looking at saving $177,000 three years minimally. >> Nice. Thank you. Okay, any questions? I guess I should say that. All right. >> And when we accumulate all those different savings, um, it's definitely helped not have to lay off. So, >> my usual expression of gratitude for your competitive processes. Thank you. >> Yeah. Um, action item 11.1. Give me a second. Mary Joe, >> approval of bills for payment. Can I

322have a motion, please? >> I make a motion to authorize the payment of bills in the amount of 5,967,39653 as presented. >> Second. >> Any discussion? >> Mr. Cerone. >> I. >> Miss C. >> I. >> Dr. Martin >> I, >> Miss Wenmouth, >> I, >> Dr. Mario, >> I, >> Dr. Pock, >> I, >> Miss Robinson, >> I. >> Motion passes 70. >> Action item 11.2, approval of resolution to transfer ownership of the former Old Traver School property located at 61 Franklin Street, Asiggo to the village of Asiggo, including approval of a purchase and sale agreement with the village of Asiggo. Can I have a motion, please? I make a motion to approve the resolution to transfer ownership of the former Old Traver School property located at 61 Franklin Street, Asiggo, to the village

323of Asiggo and further approve and authorize the superintendent to execute the related purchase and sale agreement with the village of Asiggo. >> Second. >> Any discussion? >> I have a question. Um, in the contract it talks about uh there's 270 days to do the redevelopment agreement. The cost in the agreement for the property is $2 million. Will we get that at the time of the redevelopment agreement or is that after we won't get that until we negotiate the redevelopment agreement? >> Actually, we will get that from the Tiff. from the after the redevelopment. I mean so this is >> we will have the $2 million in cash within the year. >> No after the development is complete. >> After the development okay >> so through a tip. >> So what will happen is once the

324development is completed remember whatever increment we have a land that we own we don't pay taxes we spend money on. Once the development is completed, the property now the 161 units combination of rental and uh townhouse for sale will be appraised by the assessor and so there will be significant property tax and part of the property tax actually all that property tax goes to from that increment we will get $2.1 million in addition to any revenue sharing agreement that we reach with the village. And we still have outs. >> Right. If we decide not to uh not to Yeah. >> Oh, any other I can barely >> Dr. Pak. >> I >> Dr. Martin. >> I >> Miss Wenmouth. >> I >> Miss Robinson. >> No. >> Dr. Mario. >> I. >> Miss C. >>

325I. >> Mr. Cerrone. >> I Motion passes 61. 113 action item uh approval of resolution authorizing dismissal and non-remployment of probationary part-time teachers and teachers hired on a temporary contract at the conclusion of the 2025 2026 school year. Note this first group of staff includes teachers who are hired with a part-time or temporary contract such as covering a leave of absence or filling a short-term need. This system still is due to the district no longer having a need for these positions. This is not a reflection of the performance of these individuals. These teachers are eligible to be rehired. Can I have a motion, please? >> I make a motion to approve the resolution authorizing dismissal and non-remployment of probationary part-time teachers and teachers hired on a temporary contract at the conclusion of the 2025 2026

326school year. >> Second. >> Any discussion? >> Okay. >> Dr. Mario, >> I. >> Miss Robinson, >> I Dr. Martin >> I. >> Miss C. >> I. >> Mr. Cerrone >> I >> Miss Wenmouth >> I Dr. Pak >> I >> motion passes 70 >> action item 11.4 approval of resolution authorizing dismissal and non-remployment of first year or second year probationary teachers at the conclusion of the 2025 2026 school year. Note this motion is a resolution to non-renew teachers due to staffing needs of the district for the following year. This is not related to their performance. These teachers have recall rights and will be recalled if positions are available. Can I have a motion, please? >> I make a motion to approve the resolution authorizing dismissal and non uh remployment of firstear or secondyear probationary

327teachers at the conclusion of the 2025 2026 school year. >> Second. >> Any discussion? No. >> Dr. Martin, >> I. >> Miss Wmouth, >> I. >> Miss Robinson, >> I. >> Mr. Cerrone, >> I. >> Dr. Pock, >> I. >> Miss C. >> I. >> Dr. Mario, >> I. Motion passes 70. Action item 11.5, approval of resolution authorizing non-renewal of non-tenu teachers at the conclusion of the 2025 2026 school year. Note, this group of staff includes any teachers who have not earned tenure and will not have their contracts renewed next year. In this instance, these staff members are either not a good fit for the district or have performance related concerns. Can I have a motion, please? I make a motion to approve the resolution authorizing non-renewal of non-tenure teachers at the conclusion of the

3282025 2026 school year. >> Second. >> Any discussion? >> No. >> Miss Robinson >> I. >> Mr. Cerrone >> I. >> Dr. Mario >> I. >> Miss Wmouth I. >> Dr. Pock I. >> Miss C. >> I. >> Dr. Martin >> I. >> Motion passes 70 11.6 Six action item approval of resolution authorizing immediate dismissal of probationary teacher. Note this motion refers to the immediate dismissal of a particular teacher who is in a probationary status. This dismissal will occur immediately mid-contract involving documented conduct concerns following an investigation. Uh the board is voting to formally end that individual's employment effective immediately. Can I have a motion, please? >> Can I can I ask a question first? Am I disclosing the individual's name? >> Yes. Okay. I make a motion to approve the resolution authorizing immediate dismissal

329of probationary teacher James Vasala. >> Second. >> Any discussion? Are you or is that after? Okay. Any discussion? No. Okay. >> Miss C. >> I. >> Miss Wenmouth. >> I. >> Dr. Pak. >> I. >> Mr. Cerrone. >> I. >> Dr. Mario. I >> Miss Robinson. I >> Dr. Martin. >> Motion passes 70. So, with this vote, my plan is that we will be submitting to his beat significant concerns regarding this individual's license and uh following up with a continued investigation. Okay. 11.7 action item, approval of post personnel report. Can I have a motion, please? I make a motion to approve the personnel report as discussed and presented. >> Second. >> Any discussion? >> Dr. Pock. >> I. >> Miss C. >> I. >> Dr. Mario. >> I. >> Dr. Martin. >> I. >> Miss

330Robinson. >> I. >> Mr. Cerrone. >> I. >> Miss Wenma. >> I. >> Motion passes. 70. Item 12.1. Can I have a motion to adjurnn? >> With pleasure. Um, I make a motion to adjurnn. Second.