SD308 Board of Education Meeting (10/06/2025)

001Board of Education meeting. Can I have a roll call, please? >> Mr. Cerrone >> here. >> Dr. Martin >> here. >> Dr. Mario >> here. >> Dr. Pock. >> Miss Robinson >> here. >> Miss C here. Miss Wman >> present. >> All right. Let's all stand for the pledge to the flag United States of America. to the republic to stand one nation under God, indivisible and justice for all. >> All right. Um 4.1 Hispanic Heritage Month Showcase. All right. So, what's going on? >> Good evening, board. Tonight, we celebrate Hispanic Heritage Month by welcoming students and staff members who are here to showcase their heritage. Hispanic Heritage Month is observed from September 15 to October 15th. Here at school district 308, this is a time for us to appreciate the diversity of our community, particularly

002when it comes to the Hispanic culture of many students, staff, and families. At this time, we invite our guests who are here this evening to come forward. All right. Because of [Music] Hello. Well, thank you so much. >> Do you have a minute to come introduce yourself? Would you mind coming up? >> We're just so thrilled by >> that. That took a That took a lot already. So, we appreciate it. Yeah. >> Are you sure you're not dizzy? It was beautiful. >> It was beautiful. >> Thank you. >> That's how sweet. >> Um, my name's Anna Mona. I go to Murphy Junior High and I'm 11 years old. >> Thank you again. >> Thank you for coming. >> Yeah, that was great. [Music] I love school. [Music] E booksto games [Music] [Applause] bilingual by Alma

003Fada. Because I speak Spanish, I can listen to Abolita's tales and say familia madre and amore. Because I speak English, I can learn from my teacher and say I love school. Because I am bilingual, I can read books and libras, games and hueos. And I have twice as much fun. And someday, because I speak two languages, I'll be able to do twice as many things, help twice as many people, and do everything I do twice as well. Good evening members of the four board, Dr. Kgatti, teachers, families, and friends. My name is Alina Ooa, and I'm in sixth grade. I am really happy to be here tonight to help celebrate Hispanic Heritage Month. This month is all about honoring the cultures, histories, and contributions of Hispanic Americans. Did you know there are over 62 million

004people of Hispanic heritage living in the United States? That is almost 20% of the whole country. You can see our influence in music, art, science, sports, and so much more. Being part of the dual language program has changed my life in many amazing ways. I have learned how to read, write, and speak both English and Spanish, and that makes me feel really proud. Knowing two languages is powerful. I could talk to more people, understand more things, and even think in two languages. that makes me feel smarter, more creative, and more confident. It also makes me proud of who I am. I'm proud of my roots, and I'm excited for my future. I know being bilingual will help me in school, college, work, and even making friends around the world. I want to say thank you

005for supporting our dual language program. Because of it, I can see so many new opportunities ahead. I feel like I belong and I see me familia in my school. I am really thankful to my teachers, my family, and everyone at school for helping me on this journey. Thank you for giving students like me a chance to grow in two languages and for showing how beautiful it is to be bilingual. Much gracias. [Music] [Applause] I just want to say uh you said uh twice as much fun. I you know twice the experiences, twice everything, twice the vocabulary, twice the number of words. So you this a superpower. Your brains are >> you know like doing amazing things. So you know it's uh thank you for being in the dual language program. >> Yeah. Thank you. >>

006Awesome. Hi, good evening. Um, my name is Diana Cavo. I am a parent and teacher and um, BPAC president of our district. And I just want to thank all of you for giving us the um, opportunity to showcase our Hispanic heritage. Um, it really is an honor to be here and to showcase the roots of our community. Um, I feel like in a time of division, it's really a pleasant reminder of unity and celebration. Um, so thank you families atosci. Thank you all of you for being here. Um, and uplift the voices of our community in every day in every way and also to our wonderful staff members um, and one of them is right here. Um, thank you for inviting us and thank you for celebrating with us. Um, Hispanic Heritage Month. Um, I

007am a teacher from Hung Hung Club Elementary School. I'm a kindergarten dual language teacher. Very proud and very proud to see our students doing amazing things. I just want to say um to the board, thank you for supporting us. Um, I always say you c you mentioned my my sentence that I always say my quote being bilingual is a superpower super and I always tell that to my students from day one when they enter my classroom and I truly mean it. I am bilingual just like Miss Calvo and many of us. I feel and and my belief is that part of my huge commitment to be a dual language teacher is that I'm preparing global citizen. They are not only part of our district, our community here locally, but we are preparing them truly for

008the world. Um, just like Miss Calvo mentioned and this hard times, tough times that we're living, I think it's really important that we keep doing what we're doing because we are giving them the tools to be successful. And um I am immigrated from Mexico when I was very young and I learned both English and Spanish in Mexico and here in well in Mexico and many other countries. Students need to pay to learn two languages and that was my case. So what an amazing gift we are giving to our students that they have that opportunity to learn two languages and thank you and we're gonna we're going we're going to continue. Thank you. >> Thank you. >> Of course. Should we get up? >> Yeah. [Music] appreciate. Yeah. [Music] >> Thank you. >> Well, that was

009wonderful. Um, move on to 5.1 RSP, student enrollment projections and building capacity analysis. >> Okay, good evening board. Uh we want to thank you. Um what first of all what a delightful presentation and now we're gonna as Dominic mentioned we're going to move into some really important work that's been happening. I want to invite Dr. Concincaid who has really been uh the the lead on this project. Um I want to thank her for her thoughtful leadership engagement around this process and also we have today with us from RSP. So Dr. King. >> Yep. So I would like to welcome um Rob Schwarz from RSP. um he is our direct link and representative uh to the work of the student assignment workg group. Um so he's been meeting with our group and really leading the charge

010with his team um to not only uh review the building capacity analysis but also the student enrollment projections. Um the work that both he and the team has been doing has been ongoing for years and years. It's been a long-standing partnership um but has also done some deep dive over the last six months um meeting not only with our team but also our principles. So with that Rob, we're very excited that you're here. Thank you for coming and uh >> great. Good evening. I'm pretty sure you're not going to clap when I'm done nor will you want pictures with me and that's all right. Um, a little bit for those people that are tuning in about RSP. Again, as Dr. Concincaid mentioned, we've done a lot of work with you all from enrollment boundaries, really

011setting the stage for some really good things for kids and your staff in each of the buildings. So, thank you for that opportunity that we can work with you. Um, we exclusively work with school districts and our focus this evening is going to be an update on your enrollments of how we are projecting things moving forward, a little bit on how we're looking at your functional capacity, which is a little bit different than what we've uh been using in the past for for the district, and then kind of segueing into where is this leading us with some of the things that are going to change um for students and for buildings. So with that in this report, just like every year, there's lots of of pages to help you understand what's in the report. My

012goal tonight is not to go over each and every page or we would probably be here till midnight based on the coffee. I think Dr. Concincaid is ready to go till midnight or at least give me an email at midnight. Right. >> For sure. For sure. So, um, the way we've kind of broken things out for you this evening, um, are these discussion points where, um, we're going to talk a little bit about the enrollment. That's part one. Um, part two, we'll get into the capacity. Part three's next steps. There's there's a lot of information in the appendix. So hopefully um you spent some time there and that may help you understand some of the storylines, some of the arcs of the data because data is fundamental to everything that we try to provide you

013all in this report. There's many visuals. So there's some maps. So um in this case it's the elementary boundaries. So you can get a a understanding of your district boundary which is the dark purple outline and then the current zones for each of the elementary buildings. the same thing for our junior high boundaries and then the same thing for our high school boundaries. And that's important because it leads into this feeder or school assignment or house system of how an elementary student will go to a junior high and then on into the high school. Um right now we only have one break from Southbury where it's Trober and Murphy Junior High. And so you can see that breakdown of how those students fits um into those experiences. We break things into a smaller geography which

014we call planning areas. So we can understand things with apartments, single family homes, mobile homes, duplexes, condos, twins, twin homes, whatever we call them, something's happening different in those um development types. All of that ties back into this forecast model so that all those variables we can understand what's the value of homes, how does that lead to the number of students we get as interest rates increased? what impact does that have on the value of homes and the turnover of that housing product. So all that's built into this model so that we can understand what that change is and as each year that we analyze it, how is that trending? Is it following the trajectory of what we think um specifically as we see the Wolf's Crossing area develop, how many kids are we getting

015in those new developments? I'll talk about that in a moment. This page 12 helps you understand that if the forecast is over forecasted or under forecasted at any level, whether we talk district, elementary, junior high, high school, or at the building level, there's something we can tie the data back to on some new thing that's happening and how do we adjust for that as we go through some of uh the uh school assignment or student assignments that may need to take place in the future. One of our stopping points for data that's important for you to understand is live bursts. So when we look at the three counties that we have um some sort of linkage to with geography and our live bursts um we have significantly fewer live bursts. Now, that doesn't always translate

016to the specifics of the new development, but it gives us an understanding of five years later, how does that correlate with our incoming kindergarten classes? And so, we've established a low and a high market share that you see with the green parts of the bar. That would be a low share. The orange would be a higher share. So, it's just the statistical measurement of where that could be. Sometimes it can change when we have these new emerging areas. So we may move to the high side or sometimes the low side because there's delays in those families moving in. The more important piece to this is we try to understand the health of that group of kiddos that are not yet in your system. That bottom graphic illustrates that. So the closer those live births and

017the zero to four year olds are the the less flexibility we have in how we might change from those low to high percentages. So that's why we show that The other visual that you have to understand is where your enrollment has been and where it is to really give a benchmark of do you feel comfortable with the direction that the projections are taking us. And so on this visual you see the enrollment from 200708 through last school year. And we see that by grade. And you can see that for the last roughly seven eight years we've had some slight declines to some other years bigger declines. That's really stated in this table when I look at the departing senior class the year before. So if we look at this information of of 1,325 and 2324,

018we go to the incoming kindergarten class this last year of 160, we naturally lose students with just those students moving through. We look at the cohort change that same data but trying to understand what what's occurring um with how if we're saying you either are slight decline or increase whatever that might be um how can that change some of that's the cohort. So when you look across the rows when you see black numbers that means that's a positive. We've added students as they go from one grade to the next. When you look at this table, the last two years, we've had positive increases from kindergarten through 9th grade. So, that's that's a very nice pickup that almost gets us to being saying we're a destination district. What precludes us from fully saying that is we

019do have um some potential of declines that occur in the high school. That's pretty typical of what we see across all the districts in this region that we work with. So nothing there that makes me go, "Oh no, something's significantly different here." And there's a lot of different reasons that we can track back to the data why that's happening. Credit recovery, um, different programs and whatnot. The other visual that we look at is the migration and we show you the last three years. The green parts of the bar represent where we've saw um, students at the previous year they were receiving services, but in the year we're analyzing, they're just not here. very typical. The orange parts of the the bar to the right are new students in that particular year. Great news is we

020have net migration positives, right? So that's that's a good thing that helps us stabilize the loss that we naturally see from the senior classes being so large. The next few visuals, um, I want you to understand and I'm going to flip between the next two pages so you can see that sometimes knowing where the kids are and then how that correlates to our planning areas helps to suggest what we need to be thinking about with our student assignment in each of these zones. So on this map, green represents a decrease from the number of students that were there 5 years ago. Orange is where there's an increase. And so, um, there's some areas that when we start to focus on, um, what's happening, let's say at Lakewood Creek, when I go to the next page,

021um, we see that there's clusters. So, when I geocode all these students, where's the density of students up on our north um, west quadrants on there at Lakewood Creek, we see a lot of red, right? So, a lot of students, but then we come back to what's happening over time. There's fewer students in that area. So there could be a great density, but then there's some some declines. Some of this gets into things that you heard me talk about that are in the model. Interest rates go up, people stay in place, right? We if we remember coming back to some of our reports when we're targeting 2008s, um that last housing bubble burst, um we saw people just sticking, right? And so interest rates go up, something similar. So again, just giving you some understanding

022of as you look at some of these visuals, how can you use them in understanding what's happening? Tell your community about it. This next metric gets at looking at three variables of the green line represents the census population for our district boundary. Um it's above zero, above uh 800 um persons, I believe um each year. So we're growing. That's a good thing. Um the built blue line represents um the number of units that come online and so we have some units that are coming online. So that's great. So more people moving here, units being built, but we're not yet seeing that impact in what that means for enrollments of it increasing, right? So this gets back to the kids that are here that moved in over years as they move through the system. um we

023have to overcome that by even more building um to offset that and even more subdivision life cycle changes to bring households that have school age kids. A way to look at this is our yield rate over time. Um here we're showing you it with the blue bars as single family, the yellow bars as everything that's not single family. When we look at this over time, we can see that we're producing um fewer students that we serve. Um since we look at this from 1516 through 2425 to go back to 1516 single families that blue bar we represented 77 K12 students for every 100 units of single family here in this last year that's dropped to 64. Um we look at the multifamily it was 36 for every 100 units that's dropped to 28. go down

024to those bullet points. In this time period, we've added 1,800 single family units and over almost 2400 multifamily units. So, we're building units. They're coming online. And as those numbers increase, we're still we're decreasing in the number of students that we're serving. Um, very typical again across all the districts we serve in the Midwest. They're not surprised. Um multi- multif family units would include apartments, town homes, condos. >> Correct. >> Anything where there's so could be >> Okay. >> Basically, anything that's not single family, we've just categorized as it's it's something different. Um we can even further break this down to um some of the classifications of like let's say town homes or um uh mobile homes. >> Does single family include retirement communities that are single? >> Good question. What we've done is when

025we know that they are uh retirement communities, so let's say a 55 plus, um we take them out of what that inventory is because we're likely to not ever going to see kids from those units. >> So these numbers don't indicate like an increase in retirement communities. Correct. Those have been kind of subtracted. >> Correct. Correct. Great question because we're we're seeing more of those type of of units being built, right? Just out on our east side, right? There's a lot of units in that Delmare. >> So, is it correct um and maybe I'm wrong that basically it's a studio apartment versus a threebedroom town home, you might be looking at completely different number as far as number of kids in that unit. So, a one-bedroom apartment would probably be much less in that three-bedroom

026town home. Um so on and so forth. Is that >> correct? Correct. So if if more units were being built with two and threebedroom units, greater potential for us to see students there. We also look at some of the amenities that might be there and that starts to tip off what potential demographics. So when you start seeing I think we have a couple complexes where there might be um dog care or there's an expanded um fitness center. Um those things or luxury they say they're luxury. Probably going to see fewer kids there for sure. Good questions. >> That's good to know for the community. Thank you. >> You bet. Um there's other uh information in here so you can understand how housing product values um in this case when housing product was built. Um how

027that may influence again flipping back through all of the maps, what's happening with the number of students that we serve. Um so um how does this relate to the age of our housing product? How does this relate to our median home values um from each of the counties? So, this is assessed valuations, maybe not what you can sell it for, but again, tying it back to understanding how these variables impact the number of students that we can serve. And then also the number of units um that are built and specifically where are they being built at? um so that we can have this trend data of as these new units come online, how's this relating to the number of students that we get to serve in those emerging developments? And that's important because we start

028to tie this map um where there's three prominent colors on here. Green are areas that when we did this study in the in the spring that were areas that were seeing current developments um or will see development in the next year or two. yellow, it may be closer to five years. Purple out closer to 10 years. Not all of these are going to happen, right? So, we just put this out there that there's a possibility. Um, we uh reserve the right as we understand what's happening in the cities, as we meet with the developers, understand where infrastructure is, what some of that timing element is. You as a board have always wanted to see things. I would love to even reduce this particularly some of the purple areas cuz it makes you start to think,

029wow, there's going to be some things happening that maybe the infrastructure is not quite there, but it could be there in um quick order with some of the the negotiations that happen at the city village level. All that information is tied back to this table. So, you can see the existing units, the potential units in those areas. And then when you look on the bottom side, how does that correlate to each of the elementary buildings where this um development opportunity takes place? And um it's very evident that current situation Southbury has the most amount currently um quite a bit in the 5-year time horizon. But then when we look at Hunt Club, which basically goes from the north side of the district all the way down to the south side, right? Um big area. Um

030that's where we have a nice corridor that's happening. Again, all this ties back to things that we look at at the city level, comprehensive plans, future land use plans, capital improvement plans to try to help us understand, give you the right information on the number of students we can get. All that then relates to um what our enrollment forecast looks like. And so um if we go to last year, um we had you at just over um 16,000 K12 students. and then moving towards where you just kind of dip a little bit and then you come back to 16,000. Um we haven't gotten the latest fall housing counts for this year to start dissecting that, analyzing that to see um how some of those changes are happening. Um I know some things that we've been

031talking about in the next phase of work that we're doing. um we're drilling into some other categories like our early childhood and what are we doing with the dual language as it expands um at facilities and we'll we'll show you some of that as we move forward. So um the good news is not declines of a lot of of students and planning for stability and then maybe starting to see some increases as we move through the five-year projections. So again, observations, there's some good things, there's some bad things. look at those bullet points um over time and you'll see what's happening there. Um am I doing good on my time? Okay, good. She's like, "No, go faster probably." All right, capacity. But let me step through some of this. Um I just want to make

032sure you understand some of this because as we get into the next stages, it's going to be important that we lean on some of the data to help us make um these decisions. But this visual is just to help you understand why are we looking at the functional capacity? And it's going to become apparent as I talk through some of the elements that we've focused on with administration, the the building uh administration and then RSP as we work through trying to identify what is this functional capacity for every building. We're driving towards how all of these different elements um play out. And um I might lose all my hair through um doing these processes with a lot of districts cuz capacity is so fluid and um there's so many times we have conversations. Hey, this

033has changed. We're now going to use this classroom a different way or we are using it because why? It's something that's good for the students, right? Everything with capacity always drives back to how do we benefit the students in their experience. So, we're going to that functional capacity and with functional capacity um we're looking at elements um that you see bullet pointed out there from the program types and the requirements that are needed um to the schedules, the utilization, class sizes, staff levels, um some of the square footages that we have to be aware of that may impact what we can or can't do in some of the spaces. And then how does this play into do we need to plan for portables? Do we repurpose space? That'll become apparent as you look at some

034of these other visuals. Um, this visual is great in understanding uh for the community that space is not all equal in any of the buildings and we use it differently. So the one on the left where you would say, hey, this is a size of classroom that works um for a full-size classroom. Let's multiply it by a number and that's the number of students that can be there. That's not our reality. It's more to the right where you see the multiple colors. So, we've kind of generally categorized um this as core space. Um so, is it our home rooms at the elementary? Is it ELA, math, social studies, science? When we get to the secondary, we have elective space. Think of like art, music, get to the secondary, um all of those elective classes that

035um students can take. And then the purple would be our special programs. um that could include gifted ELLL special education resources and we'll show that. But we need these spaces in different ways across the district. And remember this year is the first year where um we write programmed buildings to move them to different spaces so it wasn't always um focused in one area. And so um some of the things that we're providing you some visuals like when we look at um the Wheatlands um understanding that in the buildings we want to have spaces for students to have different academic opportunities whether it's collaboration in a small group, larger group, um pull out spaces, just different activities that meet what we're trying to provide those students and having equity across the district and what those experiences

036are like. Um, again, here's some of those definitions. You kind of heard me broadly talk about that. Read this. It'll help you really dig into some of the spaces that I'll show you. Um, we also are providing some of the standards that the district uses. Um, that ties back to, let's say, our teacher contracts and expectations of what happens in spaces. And again, we recognize that not all space is the same. even if it's the same similar building floor plan, the way in which space is used is accommodated at the building level um for how those programs are being implemented. So, it's really a a cool thing that the building administrators have an opportunity to to modify. This page gives you how we worked through getting to your functional capacities. It doesn't just stop at

037number 10. Um this is where over the last couple weeks um we've really been getting into a very granular not only the way it is now but as we plan for let's say adding more dual language as we move those programs different places or add on to where they are um as they expand to now having third grade fourth grade fifth grade how does this start to impact some of the decisions that we're making for all of our programming so it's not just special programming it's it's our gened programming A way to visualize some of this is we're giving you kind of a an example here. I think it's Boulder Hill. Um where you can see how those three colors um are represented and we further break the the purple color into two areas because

038um again this year we focused on how are those um special programs being utilized in each of the buildings. Um, so you'll see that with each building when you get to the appendix. You'll see to the right something that gives you the number of students that we can fit with our gened um capacity. Then if we have um some of our special education um programs, how does that equate into that? And then adding that into um what the total capacity is. We then have what that classroom count is in that wheel. And then you can see for each building the dotted line then representing that functional capacity and then how does that relate to our past enrollment and then as we go to our future enrollment. So lots of information um that's contained in here.

039Um and it's always something that we're we're updating as we try to work through with the latest information from all that data um that we've put together. you can start understanding, breaking it down into different levels um to understand things that you may have uh seen in the past with reports of the number of students we get per square foot. That's a great starting point. But as you get into how things are happening in buildings, we may have a larger gym or a larger multi-purpose area or some of the multi-purpose areas being used for classrooms or for some of our special education programs. So kind of gets lost a little bit when we just look at square footages, but it starts to give you a benchmark that may be familiar. Um really it's you start

040to see the value of the programming element when you get to page 38 where you see that breakdown by each of our grade bands of the number of core spaces, elective spaces, and other program classroom spaces. There's other spaces when you go to the buildings that are not classrooms that are being utilized for that space. So when we start to get into repurposing, how do we use space? We sometimes have to get creative because there may be intervention space in some of these buildings where we have three, four, five adults in there. Um, if we want to use that for gen ed or some other special education programming, how are those students that are currently being serviced in that space appropriately going to be served? So there's there's lots of things that that move through

041this. Um, >> so can I just so I think one of the things that I'll just take a quick pause here, give you a chance. You need some water, sir? Are you okay? No, I'm good. >> Okay. So here the cap capacity analysis methodology slide that we saw a couple slides back and the juxaposition with a classroom type inventory are both really important slides that I want to just underscore because what you're seeing here and Dr. Kate has done an excellent job of partnering, you two have partnered very closely to ensure then we're talking about there's usage and then there's what's actually available and potential usage which is also different which is the whole square footage question right and so for example at some point there was this idea of a you know gymnatorium is

042that the word where we have gym and cafeteria all in one space right so you have idea you know the vision was oh you know we'll split it up and but is that really functional if the students can't hear the PE teacher because there's lunch happening on the other side of that like little screen that's there. Right. So this I I think what as kicking it back to you I just want to underscore that the science behind this is really to help drill down to the the reality of what it feels like on the ground for our staff and our students and every single day. Um but at the same time where there are opportunities. Back to you, sir. >> Yeah, great point. Because there there were so many things on the building tours that

043you can see there there's challenges with our gymiums um >> gimmator. >> Yeah. Like or cafeterians, whatever word we want to use for them where you're doing multiple uses in that space and it's loud and um thankfully you have some community rooms where we saw some of those teachers saying, "I can breathe like a quiet space, right?" Um we also have challenges in some of our floor plans where um it's an open um media center, right? And so how how does that activity work? So there's there's not a perfect floor plan. Um I think all the architects try to get there and as we use spaces um budgets kind of drill us into some corners that are very hard to get around. Um but as we get into the functional capacity, um what you're seeing

044up here is two different ways to look at this is what the functional capacity is for the number of students that can be served at each of the grade bands and then what that percentage is as we go through the projections of how utilization occurs and um the functional capacity um there's there's some some room and I think I have a slide here in a few slides that says just because um for instance if we look at the elementary capacity and we say, "Hey, right now ideally 8,657 students can can be served um in our elementary facilities. There may be more students that we can serve there, but that has a consequence. That consequence would be we're at the top end maximum size number of students that we can have in those classrooms and we're

045using all of the spaces um as efficiently as we can." And this is where things then start to to pivot towards well what's best for the programs, what's best for um the health not only of the students but your staff there when you start to get to some of these sizes where what's it like in the lunchroom? What's it like on the playgrounds? What's it like with pickup and drop off at these buildings? And um there's a lot of challenges as you get to certain numbers that get beyond this functional capacity that you have to think about. And then um specifically with the programs and and you'll see that in some of the the pages coming up. Um again, so our recommendations here you see listed. I'm not going to go over all these bullet

046points. Um but again really that top bullet point when we're at this 85 to 95% this gives your your team some flexibility of hey a special program can be expanded or if we're at the elementary let's say we need an additional third grade or fourth grade. We're probably going to have a classroom to do that. And and the reason we want this this utilization is it gives us flexibility to not have to change boundaries. Right? That's always the goal. Can we keep the buildings operating with the right number of students with the right programs um for that to be a successful experience for the students? Um and you can see different bullet points of how we can go about making some changes. Um so as we start to look at this just generally from our

047PK12 capacity of of this 20,210 students, what's our enrollment over time? Again, you can see all this breakdown. You'll see this with each of the buildings. um at each of the grade bands. Um what I wanted to spend a little bit of time on is these next couple of slides. So what you're seeing here is this is really live data in the last week. Um the stuff that's up there I know is different than what I have on my page because we've been trying to adapt uh some of this um on the fly to make sure we make the right best decision for students and staff in the community. But what you can see here is um two different things um that potentially can happen in our building. So the functional capacity is those last

048three columns of how we're using the space now. So what is that gened capacity? what that special education capacity could be. And so then what are the total number of students that we can serve in each of those buildings as we've worked with the building principles, district administration, um those first three columns that we've outlined in purple get at how we maybe could use space. But if you remember, I said just a little bit ago, this comes at the expense of how maybe we're doing things now and that may push some staff members, may push how we use programs in those buildings, but push comes to shove, if we need more kids in that building, um how can we accommodate them? So, this think of repurposed as an absolute um maximum of what capacity might

049be in these buildings. um if we use space differently than how we're currently using them in the 2526 school year >> and if if if I have this correct so if uh let's just say the you know the largest third grade class can be 28 whatever it can be the functional capacity would assume that every single class has 28 right so that would be the max is is what that functional capacity means is that correct >> no the functional capacity gives us a little more flexibility even in the class size where it's a range where we're saying the maximum let's say it's 28. We're not going to go above 28. But when we look at what we actually have been serving for the number of students in there, there may be a range of let's

050say um 25 to 28 students. So there the class size for the functional capacity would be less than what the maximum could be in that space. Again giving us some flexibility as students pop in with new developments. >> Okay. >> For sure. >> Um as we start to look at then the programs I love this visual um because it starts to give you an understanding of >> Dr. Mario, you had a question. Oh, yeah. Oh, good. Go ahead. Sorry about that. >> Um, going back one slide in regards to potent or repurpose potential capacity versus functional capacity if we keep in mind functional capacity. My I'm just checking my understanding. We have buildings that will have less kids in it if we use that model. >> Um, they're repurposed. >> Yes. >> Um, no, it's

051not. We could we could serve more students in that if we used the space differently. The question is do we need more students in that building or are there more students in that boundary that would require us to use the space differently? >> I guess my question is are is our goal functional is our goal is functional capacity. >> Correct. It would be that that functional capacity those last three the others gives us the opportunity that if push came to shove we don't want to change boundaries is there a different way to look at how we can use that building and not change boundaries. So I'm right to like look at the ones in particular where there's a big distinction like a Churchill which has repurposed potential capacity of 717 but then a functional capacity

052of 512. That would be something that we should keep our our eye on. >> Correct. And that that gets into some of the programming specifics that um what we're doing as we have space may not be as effective. So we we may because of the way the buildings number of kids programs there may be some buildings where um the repurpose capacity might be a target that we we aim for. Um but we have to look at things from the lenses of the first the the boundary then the next what where the programs are and then how we've distributed them so that we um have the right number of kids. And when I get into this, the four phases that we're kind of working through for where we are going with some of these changes of

053enrollment and how we utilize our buildings, I think that's going to kind of come full circle out to your really answering your question more effectively. >> Yes. But Dr. Melo, and in terms of this, we are using the functional capacity as part of the student assignment planning. Um, as Rob has mentioned, we would only shift to repurpose if completely necessary and it would require some substantial changes to how the education is being serviced in that building at that time. >> I can imagine then there's also a middle ground, right, where it's not, you know, okay, maybe we can fit 50 more students here, not 200 more or something. >> That's a fair assessment. building by building we have some different opportunities. >> I I have a question. Why are you keeping the special education numbers

054the same on both categories? Because I feel like those students are going to be more in like the more special education students you have, the more space you need. >> Yeah, great question. So what we standardized is a kind of a range of the students that could be served but each building and based on the program for instance when we go to to this page we we may have some students where um they only there's one student in that entire classroom. There may be others where we have eight students. So we just kind of standardize there may be a range where it at the building level it may be fewer kids based on that student need but it may be more kids. So that so we've just kind of standardized that knowing that um a

055the spaces may change. So to to your point, what we're seeing is more classroom space, more other space that's not a classroom, um is being consumed to be able to distribute those resources to students with those specific needs. So as those shift from, let's say, a core or elective into that special programming space, um you can see other changes here. And as Dr. Dr. Concincaid and I have worked through some of these things to get to the numbers that you're seeing tonight. Um there's been a lot of changes um really over the last 6 8 weeks. Um because of that specific point of of how are we using the spaces? >> Well, I think it also ties in with your projections are based on students, not on their needs. So when you're you may have

056a subdivision pop up, but you have no way of knowing what the needs are of those students coming to your building. >> Correct. >> So no matter what your projections are, they could get thrown out the window if all of a sudden we have an influx of special needs students. It it's >> I mean I know it's impossible to predict, but I feel like we have always just like >> waited until August and then figured out where we have to put everyone. And I'd rather see us projecting those space needs more conservatively so that when we do have extra students coming in that we have space for them. >> Do you want to say something to that, Dr. Concane? I know there's some elements that I think we're planning for >> and I we definitely

057um especially the work done last year and um by Dr. Jubil and her team have specifically put programs um in locations um in terms of the projections. I know that it's looking forward um Erica to your point you can't always predict who's going to move in. Um but that's part of the kind of at the hubs making sure that there's space for the programs um where before it was a lot of shifting kind of yeartoyear. So trying to establish the hubs. So there will be a um opportunity to stay within but that really is kind of the looking from the functional to the repurpose of we would have to do things differently if we needed some flexibility. So it was really trying to anchor the needs at least for each of those sites to be

058able to flex within those grade levels instead of just two classrooms um where you might quickly exceed or not is really establish the hubs to give flexibility K through five. when the the programs moved from the buildings in the spring, it was with the flexibility knowing that our class sizes are going to increase. So, we're already having those conversations based on a student's IEP or they maybe get transferred, our numbers are increasingly going up. So, that was very intentional to have some wiggle room in those spaces for those students that will be joining us. And then to tie back to the recommendation of having 85 to 90% of that functional capacity that gives us that flexibility where if there is another classroom that's needed regardless gened or um some sort of special service classroom, we

059have that flexibility and then we can start to look at, okay, this is now getting really tight. Are we seeing that population increase where we're going to need even more space? We can have like a year's time to be making some decisions. Is do can we make more space available for that or do we need to open up another location for um that service to be deployed? So timing >> well I guess my question is is why aren't the special education numbers changing between these two charts? Is this are these numbers based on current enrollment or are they overestimating the enrollment? >> No. So what what we did is is we're freezing the amount of resource classrooms that are being used for special education. And if you shifted it to gened classrooms, that's why you

060see the difference between those. Um, just to illustrate that if you looked at how you're programming the buildings and you need more gen ed space, this is where the capacity go. We could very easily move things in another direction where it's, hey, we're going to consume even more um special service program space as core classrooms. and you would then take the gen ed number down and move the special service special education numbers up. So, um it just depends on which lens we want to to look at through there and there may be good reason to um to look at that, but we haven't yet um I think we've made incredible strides with getting programs to different buildings and now understanding that we're using spaces the way that we are. Probably the next iteration is um

061as we see how these programs are working this year and as we plan in the years ahead um where do we need more of that space that then would make that special education number go up when we look at functional capacity. So one of the examples for um the movement from functional capacity to the repurpose is like we have interventions being delivered in a classroom where we could move those interventions to somewhere outside of a entire classroom so that we could host another section of third grade in that classroom. So while we would have to do something differently whether it's intervention hubs within the LRC or it would have to look differently but we could use that classroom space for another section of again third grade. So that's part of some of So it's not

062necessarily changing the um classrooms that currently are being used by our special programs, but it's how are we using classrooms that are not currently designated as classrooms of students but are being utilized in other ways and could we recapture those as part of the um capacity. So that's part of the shift from um the uh functional capacity to the repurpose capacity. We'd have to do the education differently, but what does that impact look like as we look at functional to repurpose? >> So, would it be fair to say that like for the that special education column in the center of both of those sets that the reason it's not changing is because those spaces are not being looked at being repurposed like those those are securely designated for that program still on the map. >>

063Got it. >> Yes. and all the discussions that I've had and even last week when we got together whatever it's uh special programs are anchored in this is the design is that those are going to be anchored in those buildings with um maybe potential for expansion into a new school but not just anchoring right now. >> Correct. It would be like your art rooms, your music rooms. same same situation of saying we're we're committed to having these spaces in each of the buildings. >> Can you elaborate on that discussion? I'm trying to follow. >> No. >> Yeah. >> So, Dr. >> So, the work the work last year was um the reason why phase one and I know Rob will uh in a couple slides project the the phases is the work was done to

064really put our special programs anchored in the buildings. So that was implemented for fall of 2026. Um we wanted to make sure that we kind of reestablish those K5 pubs so students in some of our specialized programs could experience an elementary experience and stay in the same elementary school as opposed to moving from school to school. The only discussion for this year is really and I believe we uh discussed it um here also was the potential expansion of skills if they needed to expand in addition to the current placement of the wheels. So that has been the only addition um that we've talked about for our special ed self-contained. Um as Rob has mentioned, Wols Crossing is currently rolling up their dual language. Um, currently it's only K1. So that will continue to grow at

065Wolves Crossing. But in terms of the specialized programs that you see, the only discussion has been do we need a second site for skills? Um, it but it really is focused on the location for STARS. >> Thank you. It it's a confu capacity is confusing to fully admit it as you look at all the moving parts. It's it's amazing right and the changes that were made for this year big strides in in what I would say right programming your district. Um, as you go through all of this information, um, again, like I said, we could just talk for hours on lots of this stuff, but we're leaving you some stuff where you can see how we've moved things through at each of the buildings. So on this page, you see the grades that are being

066served for each of the buildings, what the gen ed, specialed, total capacity is, what last year's count was, and then how the core classrooms as established by that building because not all buildings are the same with square footages of of classrooms, but how those core classrooms are established in those three categories of core, elective, and other to get us the total number of classrooms that we have in each of the buildings and at each of the grade bands of elementary, junior high and high school. This is that that that kind of like a data dump to understand that. The next page was we again trying to be um I know people hate using the word transparent but like what did we do before uh with capacity and how does this change and with this presentation

067to understand why this capacity is a better way in which we should establish how each building is being utilized. Um that it's really tied to the programs and our commitment to have those programs in those buildings as we move forward. and if there are changes um for you to understand how we would be changing that again tying back to the student need in each of these buildings and so we can see what the capac capacities are and what that current functional capacity is um and then how does that iterate into each of the grade bands of elementary, junior high and high school. So again, lots of information to go over there. Um the next few slides help break down by each of the grade bands how this looks. And so um this is where I

068want to spend some time on the right side of of this cuz this is this is how you get into um some of the the great way in which the data can be interpreted. So when we go to the right hand side and you see the title of of the data prek building functional capacity and so we can see what that gened is and then what the special education is and then what that total PK functional capacity is below that is preK5 and K5 building functional capacities right because some buildings have prek others don't. And so that gets at our um again gen ed capacity, what's our special ed capacity, what that total capacity is at at the elementary level. And then when we get to the building functional capacity, where we add all of

069them together, how is that served? So again, just trying to to help you see that with the the grades that are being served, the programs that are in those buildings, how does that relate to gened, special education, special services, and then that total capacity. Um and again it's important um to understand that those capacities can change a little bit as we then tie that back to the projections. Um again lots of data every year I explain this because there's so much now we've added um past capacity now we have functional capacity. Um and then we show you the enrollment the last four years three ways. So the middle row green font is reside. So do you actually reside in that that zone? um for students being served. Um the bottom row blue font for every

070building is the where are they actually attending. So with the student data, where does it say they go to school? It's going to be different than reside. Um right with programs, all those type of things. Top row purple font is a subset of reside. It's reside and attend. So what that tells us in the past data is where kids reside, where they're attending, and what that flow is. So when I look at Boulder Hill for instance, we have 483 K5 students that resided there in 2425, but we have 648 that are attending. Right? So this gets at the movement with programs that we saw there last year. Um the subset of 444, we had 483 that were there, but only 444 of the 483 um were actually residing and attending that building. We grew from

071444 to 648. This is in our system. So just it's an apple toapple comparison of reside and attend as they move through the system. Right of that black line is the projections and how that relates to the reside and the attend. We have colors on here that represent where you're less than 70% of the functional capacity. That becomes an issue because um we might be looking at shared resources between buildings. So think of this as um intervention spaces, social workers, counselors, maybe art or PE is being shared or um some of our administrators, right? So that's where we start talking about those things. Traditionally, when you see orange, we're over that building utilization. Um and that's where we start to then try to figure out, okay, what do we proactively need to do? Is it

072go back to this functional capacity that some programs can be moved around to to keep the boundary the same or do we have to do something a little bit different um with a school assignment piece? So you can see how this relates to each of the elementary buildings as we were looking at that forecast last year. We do the same thing when we get to um the junior high buildings of how this relates to our capacities. Um and the same thing again you see that by building where we have underutilization or overutilization um in each of those buildings. Same thing for the 912 buildings and then how does that relate to um the projections and then just different observations um with what's happening at each of those grade bands. So you understand that and then

073that gets us the next steps. I can talk more in those details but um I think you guys need to like just marinate a little bit in this. It's it's a lot and um I want you guys to fully understand that because when we start to get into implementation ideas over the next 3 years um this is going to be important for educating the community, our staff on uh how we use our buildings. Um, so some some key considerations um as we move through this is um watching the enrollment. So when we get the the this next fall housing count, how's that changed to make sure um as we're working through some of the potential changes for 26 27 um that we're making the right changes. Um we'll talk about how that plan is progressing.

074um we've showcased in the midsection of this page what buildings um we potentially see some challenges at and then the bottom part gets at some of those driving forces levers that influence whether our enrollment goes up or down that gets me to this process um we spent a lot of time um and and I want to kind of give you kind of a narration of what you see here um so there's two parts to this visual. And before I get into explaining that visual and the why behind this visual, there's four phases that we've kind of outlined um with the district. So phase one has been completed and that's the administrative special program redistribution or write programming um throughout our system. Um so that happened for this school year. Phase two is um an administrative

075process as we look at specifically Southbury um and how do we work towards that enrollment growing with all the development that's in that zone. And so we we have some things that we're working on there that I'll talk about that are in this visual. Phase three and four um are really to highlight in 27 28 or 28 29 school years. Um there's potentially something that's going to come to you at some point that realigns our boundaries to make sure that um we have the right students with the right programs with the right capacity in each of our buildings and and that's going to be some challenging conversations. It's going to come back to a lot of this data. We're setting the pathway. That's my introduction to why we have these two different um things that

076are occurring. So the RSP run meetings category um this is um established through this this phase two of how we're using the data to work through this initial challenge that we have at Southbury um to make sure that we have the right space for the students that are projected to come into that zone. There's some other things that we're also kind of looking at but really trying to set the stage that anything that we do now uh we really don't want to do any double move and what I mean by a double move is kids move in 26 27 and then when we start to roll out what happens in 27 28 or 28 29 they have to move to a different building. So we're trying to be very thoughtful intentional on what those changes

077could be. This led to that district-run meetings where um Dr. Conincaid and and other of your team can start to educate the community on what is going to be happening over these next three four school years. Um give an opportunity of what's happening with our strategic plan, what's happening with our facility condition assessments, how does this relate to the enrollment, how does this relate to the functional capacity. So again, more touches with the community to understand that there's change coming and we're just not going to drop something on you. It's it's planned. It's based on data. It's listening to you. It's the story arcs. All of that, which is maybe something a little bit different than if you go back to our I think it's been now 5 years ago, the last major boundary change.

078Um it was like, hey, here we're doing this boundary change. Again, we're trying to be more thoughtful, intentional on letting people know things are changing and as that information becomes known, we're going to be putting that out there so um you can make some decisions on where you live a little bit better. So, when you look at this, lots of colors. Um the board, you guys are always involved in this. So, that's the blue. Um the orange I I think is uh really the most important piece and that's the the public. And um there's a a place in the districtr run meetings um when we look at I think it's November 13th and 18th um kind of scheduled uh placeholders of where some of that information can happen and listen to what the community might

079think about all the things that we've been talking about. The green represents either um things that are um in the student assignment meeting or boundary workg group meeting. So you can see a smaller group in the RSP but then a larger group when it comes out to the districtr run meetings. Um yellow is RSP, pink is your administration. So again all of us working in concert um towards working through this four-phase plan. Um, you see a few bullet points off to the left that kind of illustrate this. Yeah, a lot of information. Again, very thoughtful, intentional conversations the admin team and RSP has had to try to make sure that um there's no surprises here that the community is going to be aware of all these intricacies as data gets rolled out. >> Can you

080just Dr. K, if you want to add build on that for a minute? >> And does Dominic had mentioned a meeting last week? That meeting was the work group. So the work group um is involving um not only our building admin um but we have teacher representatives. We have um uh a building secretary, a building nurse, TAS. So we have members from OEA and OESPA that are participating um and have volunteered to just come and learn more about the data. Um we also have parents joining us. So we have staff, parents, um building admin and district admin on our workg group. Um really just to learn and take um different considerations and options into uh consideration for the planning of our community engagements. And then the last slide I think that I'm talking about it

081is it's the last one of my booklet like finally that's probably where you will clap right. Um again lot lots of information but we're reviewing the enrollment to make sure the things that we're planning for is it set up correctly. Um that that's the number one part of those first bullet points. Um and then second is with the student assignment plan. Um, again, just making sure that it's it is going to make sense. No double moves, moving kids, and so families, households can can make the right um decisions where they live and how that impacts their kids. And then the last piece that I think you see in that process is really trying to communicate to the the community um these changes. Again, no surprises. Um, no one trying to do things um behind closed

082doors. really getting that information out so they know why we're doing what we're doing and that it's based on data, story arcs, and then of course their input. So with that, yield back to um the board on any other questions, comments in a nutshell. We're decreasing enrollment, but just uh Southberry is exploding that area. So um we need to do something about it. and we have seats >> essentially. We have seats. Um we just need to make sure that they're in the right spot. Um so South Berry is definitely on a trajectory that will exceed. Um it has been part of the discussion um from last year into this year. So we have added seats this year and we will be adding seats next year with um the roll out of uh specialized programs um

083both there. But as Rob also displayed uh Graham Park is another school that has some growth that we also need to discuss either part of phase two or part of phase three. And then um Southberry then feeds into Troberg. So we need to be cognizant about the growth that's happening there. So um we do have seats in other schools. We just need to make sure get the seats in the right spot. >> I think the last you know point that you made about communicating with the community is super important because there is a narrative out there as people which is logical. They see all this housing going up and people are asking who's going to pay for the school like what's going to happen you know and you hear that out there. Um but our

084data is telling us a little bit of a different story, right? Telling us uh we might need to do some transitions of students from place to place, but we are we have the space that we need based on our five-year projections, >> right? And I think that's a key thing too. These are fiveyear projections. Um so there is some potential building five 10 years out. So as we even look for towards beyond five years which we can't necessarily project right now but we see where the growth is happening we might um want to in phase three kind of proactively shift as we've mentioned not only Hunt Club but Trover's boundary goes from the very north end to the very south end of our district. So as our growth is really coming from the northeast to

085the southwest. How can we start to shift where that way our areas that are pretty stable um with their growth, not up or down, but that we could slightly increase to then allow some flexibility in some of our schools like Murphy where we could then potentially take some of Proverb's boundaries before the growth even happens um and shift in that direction. >> Yeah, I think our commitment is that we're going to just we're going to keep monitoring. We're not going to jump the gun. Um there's a I don't know if that's probably not the best term to use. Um but um we're just going to be mindful um not make decisions that might come back uh you know as as not being appropriate. So >> So >> we're going to keep looking. And and so

086to that point, just to reiterate from a different angle, because we have enough seats in the district as it is right now, um there's no need nor does it make economic sense to either a build a new building or b refurbish an existing building. >> Correct. >> Not in the next five years, right? >> Um as we and that's part of why we're following student assignment with our long range facility plan. Um, our answer might be different at 10 years if all of the projected growth really does come to fruition. Um, there might be a need for some shifting or building, but that would be further out, not within >> that would probably be south, >> right? Correct. That would probably have to be taking up some of that hunt club uh population in Trober

087and as we go and um yeah in order to limit the amount of transportation even >> caveat it with it depends >> and we're committed to keeping an eye on it. Can >> can you as an expert in the field give a in a a general overview of trends that you're seeing across the area as to why our population our school population is declining where we're having all sorts of new housing being built because those two don't make sense logically. >> Yeah. Yeah. That's that's that's a great point. So just generally speaking um you go back to the live birth fewer fewer kids. Well why is that happening um when you look at uh the millennials and Gen Z they are choosing a different pathway of having fewer kids and um waiting longer general rules

088when we talk about this from a demographic perspective. Um, so even if the new housing that we're bringing on, um, it's further exacerbated by what can they afford and do they want to have the same, um, lifestyles that maybe Gen X, the baby boomers, what what what has been experienced with, hey, I want the house and I want this square footage for whatever. We're seeing some different trends and um I think this is part of why we're seeing different housing products being built. Um we're seeing even things um where I think we have one development here if I'm not mistaken where you can get a single family home but you're renting it and it's the entire um subdivision that that's becoming more popular in a lot of the districts um all through the country. Um,

089and so again, it's just different lifestyles. And so as we track into some of those things, there's uh it's it's really that demographic, that socioeconomic impact that's influencing um what we see. And so >> are you seeing uh empty nesters not leaving their large family homes? >> For sure. And so therefore, we're not generating new students coming in. As the high schoolers graduate, their kindergarters are coming in. Is that one of the factors? >> Absolutely. And and the other is just to I mean, think about this. If you come out of let's say you go to a trade school, college, and you come out and what the value of homes are. So we're not having the circulation, right? That's that's slowed down because of the the higher interest rates. So now th that interest rates

090been coming down. So we should see some more movement, but the value of homes have gotten so much that their ability to have a a a card to play in that game um is a little more difficult because they have to have more money um to be able to put that 20% down payment. So you don't have the PMI, but then the value of the house is so much. Let's say you can't do the PMI, right? So some of this is is not only driven by um choices of having fewer waiting longer, it's it's that economic impact. So um it's a whole host of things. Um it could even be they don't want to move in some of the older inventory because they don't want to fix it up, right? So there's there's a lot

091of different things that influence it, but that's why we're trying to track it down to those housing products. what's the value, the age, um what's that turnover of what we're seeing for those subdivision life cycles. >> Well, this is one of those definitely to be continued and I want to thank um our principles or staff members or community members who've been a part of the what we would call the workg groupoup planning process right now. Um again, there will be opportunity for increasing levels of community engagement. This is one of those projects where it's really important to really build the parameters. What you heard tonight was really outlining the science and I think I just want to underscore that and I think it's important because we want everybody to really understand and and I appreciate

092the board's understanding took a little longer but it's really important that we really understand the science of this because this is not a knee-jerk reaction or a fast thing and and and I want to thank you for coming up from uh to to present and Dr. Thank you for coordinating. And with that, >> you appreciate the information. >> It's over. Clap. That's what you said. Right. >> Um 6.1 is public comment. Do we have any? >> Yes, we have one. Katrina Henderson. Um well, on behalf of the board of education, I would like to thank the public for attending tonight's meeting. We value the feedback we receive 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

093uh are asked to have completed a comment card and presented it to the secretary to the board. Any members of the public uh who have not yet turned in their public card or 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

094comment card. >> That's my cue. >> That's queue. >> Greetings. Greetings. My name is Katrina Henderson and I am with the Quad County Urban League. I do want to note that my remarks tonight may address a matter that you all have already begun to address. However, with our youth programming and being a community organization, I did have current District 308 parents request for me to come and make a public comment. They are all at work this evening. As mentioned in the name, Quack County Urban League serves several different counties and we serve de several different families across those counties. That's black, Latino, white, Asian, multicultural, multi-racial. Um all of them have the same expectation though and that is that every child deserves a learning environment that's safe, affirming and free of any biases. I want

095to state clearly that the rhetoric that was shared with me by the district 308 parents is what I am referencing and my concern is that it was directed towards students and I do understand why they are concerned. We naturally trust our school board members. We trust the administrators and the staff to advocate for the needs of the children and students in this district to protect them, uplift them, and create spaces where they can thrive. Unfortunately, an employee in your district made remarks that are counteractive to your hard work. Begin quote. As far as the dual language program, I am not as in support of it as I once was. I struggle with the fact that we are now giving the advantage that Spanish speakers may have had at one point or another over somebody who

096was not bilingual. Now we're making us all kind of even in that playing field. End quote from District 308 employee in a world and I did steal this from you where all children should have superpowers. These remarks are pretty insensitive. And while this person has issued an apology, the will to trust from parents is still lingering. And that's why I'm here. Words like these make their ways into classrooms, hallways, community youth programming. And I think that the rhetoric appears to pit one community against another. And in my opinion only, that's where the children, mainly the children, suffer, and they carry that burden. Being a district 308 employee, in my opinion, this is a district that shapes culture, inclusivity. You all are very hardworking and you try to enhance the experience of all families. I am

097asking that district 308 board and administration continue to act with full transparency and accountability for every potential kid who deserves a superpower. I respectfully request the district publicly acknowledge or continue to publicly acknowledge the concerns of parents in a way that all of the community can continue to see and understand. I also ask that you you guys continue to commit to working as a team, the leadership, the staff, the families and community partners towards a meaningful resolution. This includes clear communication with all families, making sure that you say what has or what has not been done, perhaps robust bias and equity training in the background, and just the measurable mechanisms that provide accountability and future prevention of what's honestly a verbal misstep. As I say in my youth's programming, when we drop off the parent,

098our children are watching. But let's all show them how to repair any harmful remarks, rebuild a trust that is currently broken, and continue to create schools where every student feels they truly belong together. I appreciate you all your hard work and for giving me time. Thanks, guys. >> Thank you. >> No other com. Oh, >> I was going to say, did you want to mention or if not, I will mention the fact that we have >> Mary Joe. Go ahead. Um we did have several five four uh four emails that were sent to us by students at the last minute. Um it's typically our policy not to read those out loud at uh during public comments. Having said that, uh we definitely welcome those students to come by the next meeting and um and state

099their opinions during public comments. We definitely uh we definitely want to hear from you >> and those will be forwarded to all the board members >> and all the board members will have those comments as well. Yes. >> Okay. Moving to uh item 7.1 superintendent report. >> Right. Good evening board. Um I'm very proud of our students uh in thinking about their celebration this evening and also in celebrating uh Hispanic Heritage Month. It's a really important part of uh our community when we think about whether we are celebrating Black History Month or Indigenous People's Rights Month and this month Hispanic Heritage Month. These are part of our community. This is an important part of our community. I'm just thrilled and we were graced a couple of weeks ago to participate in the dual language program

100celebration and to build on that. So it's really a pre privilege in our community to be able to celebrate the diversity of our heritage and really to think about as within the context of our community and this is a part of who we are as a community, a rich community. Um this week today we actually launched our our first municipal meeting where we brought together community leaders from uh everybody from the Kendall County to Asiggo. uh we had members from uh different political offices and so just an important gathering and uh really the partnerships that we have in our district. We are building a new pathway for how we think about our partnerships in the district. It's a part of our strategic plan and that is an important part of what we are planning to

101do in the year to come is how to be better partners to our communities in service to our students today and tomorrow. And so, how do we expand our vision of our district to not be one that just serves our students today, but also for the future of internships to job placement? I um as many of you know, this past week we had our homecoming for our students. What an exciting time. I had a chance to stop by both high schools briefly on Saturday evening. I want to thank our staff and our teams for their leadership and at both schools uh both principles talked about really the students put it on, right? So what a exciting moment and a example of our students leadership in bringing such a big event. I know we have board

102members here whose children were in attendance and had a great time from what I'm hearing. >> Oh yeah. Had a great time. You know, were you undercover? >> No, I like No, I did not get into the dance floor. So I I I stayed above and beyond it. But it was great to just to see the good cheer. And um it's good to know that some things never change. Dancing was the everybody's favorite part. I hear everybody uh principal Gray asked a number of students when I was standing there, what was your favorite part? And everybody said the dance floor. So, hey, we just uh don't ask me to cut some rug in here in the moment. So, all right. Um Kendall County Food Drive is well and uh well alive. We are This is

103an important part of our community effort. Every single year we represent the largest donation um throughout the year uh to the Kendall County uh food drive. It is uh pantry, I'm sorry, to the Kendall County community pantry. Let me say it correctly. What I would say is that we cannot make assumptions about the impact of food security or insecurity. And it's really powerful to see that this is a community effort that really should be the pride and joy of our community in terms of saying like we we take care of our own. We're going to make sure everybody's taken care of and here's a way that we are of service to that. And I want to thank um all of you for your extra effort during this period to make your donations. And as always,

104the the the winner of our efforts are are unveiled at our cross town which is happening in two weeks. Um last uh but not least I do want to highlight I want to invite Mr. Bell to talk about two things that I think are extremely important and he's demonstrated a lot of leadership in both areas and one is really uh regarding incident that happened on Friday and some of the good planning and response to it and then also um thinking about how we make sure that our family all of our families feel like they belong and are part of our community. Mr. Bell. >> Sure. Thank you Dr. Katti. Um, you know, right now our world is experiencing very troubling polarizing times both in the area of safety and security as well as immigration. Um,

105we know that there are families in our community that feel very nervous and uneasy about immigration enforcement activity that is close to home. We do want to offer some reassurance that uh to all of our families that we've provided clear guidance to our school leaders which directs them uh what to do in the unlikely event that we have federal agents um present themselves at our schools. Um we wanted to be clear that we don't ask families our immigration status or we don't ask families their imig immigration status. Um we're not coordinating with federal representatives including immigration and customs enforcement. We don't share student records with federal representatives except for those cases where there is court orders or consent from parents or guardians. Um we don't allow federal representatives to access our schools or facilities unless

106they produce a criminal judicial warrant. These are things that hopefully will put some of our families at ease. Um we know that that we will continue to prioritize safety and the well-being of our students. We work collaboratively with our legal counsel to avoid any disruption for our students and staff in the educational space. If you have any questions, we encourage you to reach out to your school's principal. They are the ones that are the the main point of contact um to be able to offer support um and they can get in touch with district office as they need. Um but we wanted to be very clear and intentional and say that um so that we can hopefully create a safe space for all of our kids. That's really what we're here for. we're in the

107service of our kids. Um, and it's not about what the political nature is uh that's going on in our community that should drive how we serve um the kids in our communities. Um, the second point that Dr. Katti brought up was we we had a um we had a really difficult situation uh on Friday at one of our our schools. Um, and I want to be extremely commendable uh of that school uh leadership of the district team that responded. Um we had a swatting attack or swatting like behavior um at Murphy um junior high on Friday afternoon. Um swatting by by definition is pretty much anybody that's it's actively making a threat or calling in um sending messages, whatever that looks like to incite some type of uh coordinated response from law enforcement or um

108or the the district. Um and so Murphy staff um and and building administration uh quickly went into kind of prevent mode, right? Um and they were able to secure both that site as well as their sister school or their campus school, Grand Park. Um and as a result of that, we worked collaborative collaboratively with law enforcement to make sure that we could secure both locations, offer a supported release through dismissal without disruption to dismissal. Um we did uh cancel some after school activities at the guidance and the direction of Planefield Police Department because they were still um investigating the uh the situation. It is an open and active investigation with the police department and law enforcement. There's many layers to that. You know, swatting efforts don't always come close to home. Um and so there's

109there's several things that need to be considered. Um but they are following up on all those leads. We had a great afteraction uh debrief with uh administration today to kind of understand and learn um from these events. Um we try to do that with uh after all significant or serious events to to make sure that we're constantly improving and bettering our response techniques. Um and so that was a really uh helpful activity. Um and we offer to do some of that with uh their their staff as well um next week if they if they so choose. Thank you, Mr. Bell. Um, again to highlight that this was an important thing and I want to thank you and your team for your leadership and again we are working very hard when we have harm happen. We

110are investigating every one of these things to make sure that we are following up within our our our procedures and our expectations as a district per board policy. So with that, I want to invite board members. You have some updates you want to build on that for some of the good news happening in our community. >> Sure. I can start. The Asiggo East boys golf team placed second at regionals with a team score of 298. The guys had an incredible day on the course. Highlights include Zach Johnson with three under for a second place overall finish and Casey Winsick with one over to finish fourth overall. Congratulations. >> The Asiggo girls golf co-op won the regional championship. This is the second year in a row they have captured the regional title. Alli Whartle uh earned

111first place individually with her impressive regional best score of 65. My dad is an avid golfer and he is impressed with your score. >> Congratulations to the entire team. >> Love it. Um, a number of our of our elementary students recently participated in Asiggo land park district's kids triathlon. We are so proud of the perseverance in sportsmanship displayed by these students. >> Ethan B of Asiggo High School has been ranked as one of ESPN's top 25 sophomore point guards in the nation. >> Congratulations, Ethan. That is awesome. >> Hopefully we'll hope some of our students will come through too. we could celebrate some of these big accomplishments. >> Um, the 12th annual food drive kicked off last Wednesday and will continue until noon on October 15th. Join us in supporting the Kendall County Community Food

112Pantries mission by donating at www.kccfoodpantry.org. Is that a backslash? >> Just just slash SD308. Uh, thank you in advance for your contributions. Um, one of the things that people don't always recognize is that if you give a dollar, that's seven items. They do quite a bit with uh very little to support um those in need in our community. Um, so if you have a dollar, that's seven items. That's and and it's easier on the the backpack. >> Yeah. >> The Cross Town Classics is just around the corner. Mark your calendars for Friday, October 17th. This year, the Panthers are hosting the Wolves. The football festivities will commence at 4:30 p.m. with a sophomore game. The varsity game will follow at 7 p.m. >> And finally, and I'm not sure I really need to remind students

113of this, but I will. As a reminder, this Friday, October 10th, is a school improvement day and there will be no student attendance. So, please students stay home. Don't come to school. Additionally, >> everyone watching just got so sad. I know they're running off even as we speak. Additionally, there will be no school and the district will be closed for the holiday on Monday, October 13th. Don't show up that day either. Please visit the calendar on the district website for more information. >> Y and with that, I want to thank the board for the opportunity to speak to a couple of these highlights. And as we close, I just we had an impromptu uh invitation uh uh speaker of the house, correct? Uh Mr. uh honorable Emanuel Welsh was here and Mr. Obami and Dr.

114Concincaid had an opportunity to speak to uh the speaker of the house regarding some of our priorities here in the community um and join other members of the the local government to speak to some of the important things that are happening and I want to thank you both for their being there on our behalf. >> Yeah, thank you. >> Do you happen to have a report or anything to say? >> Yes, I do. Um, so I would just like to say on September 30th, last week, we launched our first SSAC student board meeting. So, >> I'm really happy about that. And some of the highlights were um the SSAC board and alternatives uh started meeting with Miss Prior to talk through our role as student board members and kind of like initiate like the like

115the procedure but also like like how to get accustomed to this program and um we actually had our um like we got to know each other like a little bit better since like this is my first meeting and the first meeting for some others as well. and committee me members explored key concepts such as rifle presence, school improvement plan goals for O and OHS and the importance of being connected in school and the impact that it has on um on a positive side for the experience and higher academic achievement. We introduced the YAR youth participatory action research is a framework that empowers students to investigate issues that affect them and propose solutions. And um we discussed the phases as well um on YAR during our SSAC meeting. Um as of the group we began developing

116and discussing action planning strategies for using YAR to focus on ways that students and staff can collaborate to improve student teacher relationships. And when it came to student perspectives, um they emphasized the importance of having trusted adults available for guidance and support. And I do think the um there's a survey that will be taken on I'm not sure when but like um coming up that has like all the teachers in the building and you know they like students have to identify at least one trusted adult but it can be a challenge for incoming you know freshman's and other transfer students. And uh students also discussed the difference yet between rightful presence and inclusion two different terms. Um interest was expressed in participating in initiatives through YA park and um a student actually suggested an action

117plan using lunch periods to build stronger student and teacher relationships which I think is a brilliant idea. And we also discussed the potential effects and nuances of implementing student video diaries as a part of an action plan. Um when it comes to ideas and recommendations, um um SSAC members will narrow down our list of ideas to improve student teacher relationships. But um SSA members will do their part of connecting with peers in their schools to get ideas and feedback. and um SSAC board and alternates will meet with Miss Prior to begin reviewing soon ideas and planning for the October 30th meeting. And during this meeting, SSAC members will draft an action plan to be shared with the SSAC steering committee for support. And then that is um that involves Dr. Telgotti, Dr. Kembell and board

118member at Wenmouth, Miss Prior and both HS and um the the upcoming events. Um we have homecoming that already happened but um the school improvement plan on October 10th. So no school no student attendance. Um this Monday there's also no school holiday so district is closed and um there is a FAFSA completion night at OE so on October 14th so that's another event and yeah cross town probably the biggest event this uh this month um I'm from Oie but I I feel like I want O to win but like from past records O has kind of like beat us so I don't know what to say. Um and the last thing I have to say is that um on October 31st um the fall blood drive at least initiative and that summarizes the S&P board.

119>> Thank you. um >> you know does it does it make sense or do you think it's feasible if when if you have a report or if you have something that you typed out is it a good idea to just send that to the board members >> actually yeah that's probably a >> I'm this is not a that's not a normal practice so that's why I'm asking you know if anybody would find that of value we could talk about it as well so >> yeah like that would definitely look good I can Could it be something that goes on board docs or is that not appropriate? >> I don't know. This is the first time I'm thinking about it because I when I hear the reports, you know, I I'd like to be able to

120digest it more >> um and see how it uh >> when it comes to have a copy. So definitely be sure. >> Yeah. Well, that that's what I'm Yeah, that's available. >> Okay. Anybody >> Anybody else have any >> I didn't have 7.3. >> Did we move to 7.3? >> Oh, no. No. But I was Anything else? >> Oh, no. >> Nope. >> Okay. All right. Moving on to 7.3. Um, Eric. >> So, I actually went to the uh girls flag football cross. >> Mary Joe was there as well. And I I'm happy to report that OE won. So, You got that? >> We can we can go with that. Um, I also wanted to uh state that uh registration for Special Olympics is open. So, if you have a child in the district that

121is between 8 and I guess 22 and are interested in signing up, the information is all on the website. They offer individual um competitions as well as team and I found it to be a really cool program. That's all I have. >> Um I have a couple things I wanted to uh recognize. Uh another uh celebration. Uh this marks the beginning of ban books week. Uh an annual event just designed to bring national attention to efforts to remove or restrict access to books and to highlight the importance of intellectual freedom. Uh this week highlights the importance of free access to information and also the dangers of censor censorship. Uh this celebration seems even more pertinent considering uh that the attempt to ban books is on the rise in an organized way in our society. So

122with that I encourage everyone to visit our local library or a bookstore and find a book that has been challenged or banned and participate in the important practice of reading. I also have um some comments um for Hispanic Heritage Month. Um I felt really emotional during the presentation, so I meant to give the comments when uh the group was here, but I'd like to read them now and then also maybe we can forward them to some of the um adults that were leading the presentation. So I'll do it first in Spanish and then in English. So um experienced. [Music] um in English. I'm very proud to be part of a community that appreciates diversity. Uh the diversity of cultures, languages, ideas, and customs is what enriches our life experiences. In particular, the Latino culture uh

123holds a very special place in my heart. Um in my experience, um the Latinos in our community believe uh in the power of education. They're very supportive and they believe in contributing positively to our community and to our society. I know that right now for various reasons the Latin Latino community members are experiencing a range of emotions including fear, worry, and sadness. And thank you to um Mr. Bell for um uh giving some information about how we are um responding to that as a district uh to ensure that our students feel safe at schools. Um, these emotions are understandable, but I want to uh clarify that one way to protest or resist other forces in our community is to find joy in life and to celebrate. And that's exactly what our students and our families

124demonstrated for us tonight. >> Thank you, Brandy. >> Thank you. >> So, last week I finally had an opportunity to see the girls flag football at Oswiggo High School. Was fantastic. Adrenaline on high. Um, I could never be a coach because I think I yell at everybody like, "What are you doing? What are you doing?" Um, because I did play it back in my good old days as my son would say. Um, one thing, maybe two things I'd like to highlight. So, not only just to see the school spirit, but also to see how the parents, the community showed up was fantastic. So, thank you to everyone that showed up and just showed the support to the girls flag football. But on the other hand, I'd also like to see I don't know Dan if

125there's an opportunity um more vendors as far as just the food. Unfortunately, I'm not gonna say unfortunately, but fortunately, there were about four vendors as far as food and just given the amount of people that were there, I could only imagine if we had more vendors, how much more of an appetite there could have been at that point. And then of course, uh corporate sponsorship. I think that's going to be huge as we continue to move forward. Um, I know a lot of programs that could benefit off corporate sponsorship. So, I'd love to see what that would look like in the future. >> Thank you. >> All right. I just want to say good luck to all of our junior high cross country students that are running a conference tomorrow. I look forward to uh

126watching all of you, your hard work pay off as you run the course here at OE tomorrow afternoon. Good luck to all of you. I'm left. >> It's you. >> Um, I kind of want to tag on on a couple things first of all that were said. Um, I I do want to recognize ban books week. Um, I actually, you know, came dressed to to represent. Um, and I know book banning has been a hot topic for many years. Um, and it was three years ago. Um, but I but I do want to kind of remind parents that if there is a particular book that they have an issue with in their students class, they have the option to opt their student out. Um, so there there's, you know, there are always ways to uh

127to solve problems, but um, you know, I I think it's important that we do exercise free speech. Um, so again, want to recognize band books week. Um, as far as flag football goes, um, I do want to wish the all of the ladies good luck as regionals have started this week. I know that there were some games today. I I unfortunately don't know what the results were. Uh, but both teams both teams had a really good year, so I want to congratulate them. Um, I want to um congratulate SSAC. I was I was honored to uh be part of the first meeting of the year. Um, I hope to attend a lot more meetings. I think that there's a lot of really bright students on that board and I think that uh I think that

128they'll get a lot done. Um I would like to um thank Mr. Arnson is here and Mr. Graes and Asiggo for um giving me the honor of last uh last Friday night I was the honorary captain at the uh Panthers game and I'm sure that my being honorary captain is the reason that they crushed Joliet. Right. Right. Yes. Clearly. Okay. >> What were the plays you gave them in the circle? >> I I'm not going to disclose them here. >> An incremental. >> I mean, what? >> But but but anyway, but thank you for that. Um, Panther Marching Band Review was a couple weeks ago. I was at that again. Just want to recognize all the hard work that both bands are doing. It's almost the end of marching band season already. Um, a lot

129of hard work by students, lots and lots of hard work by parents. So, um kudos to all of you. And then Friday, back to football. Um the division has two remaining undefeated teams and they are meeting on Friday night. That would be um as we go east and Yorkville. So, uh come on out to East. It'll be a really good game. Um should be very exciting. So, hope to see you there. That's it from me. Um, I attended the plank uh Hispanic Heritage Celebration. Um, it's my understanding that the teachers um put that together. Um, I was only able to say for a little while, but I got to enjoy some more chat. So, I appreciate that and um yeah, it was great seeing them here today. I wasn't uh didn't know what to expect,

130but uh it was awesome. So um moving on to consent agenda. Uh I was told to say the number. So eight approve consent agenda. >> You can make a motion. >> Oh, give me a second here. Give me a second. I have a motion to approve the consent agenda. Please. I make a motion to approve all items under consent, including 8.1 minutes from the board of education meeting on September 22nd, 2025, open and close sessions. 8.2 to acknowledge the foyer requests received by the district. 8.3 to approve field trips for overnight and or more than 200 miles. 8.4 to approve and acknowledge the ISBE audit report audit results corrective action plan. >> Second. There any questions or conversation for the consent agenda? >> No. >> Miss C. >> I. >> Dr. Martin. >> I. >>

131Miss Robinson. >> I. >> Mr. Cerrone. >> I. >> Miss Wenmouth. >> I. >> Dr. Mario. >> I. >> Motion passes 6. Moving on to 9.1. Board member travel expenses. Uh, full eye conference information. So this is just a matter of information. Uh this is the annual really important uh learning opportunity for our board. And uh it's on here just to make sure that the community is aware of the investment that is made to ensure that our board members have an opportunity to engage with really what I would say is a a significant opportunity of learning. you meet uh board members from everywhere from downstate to north to really be able to think about how we accelerate the outcomes for students. The conference every year really focuses on student achievement and also how we leverage

132the community and the staff to support those missions. So >> yeah, it's valuable investment. Um, I know that it gives here, you know, that's there's food allowance and gas and all these things and I I don't know a board member that's taking advantage of, but anybody here can um just uh the community. We do donate a lot of our time and effort, you know, and uh money as well um for purposes of the district. So, it's a great investment. And unless there's any other comments or questions? No. >> Well, I just wanted to note and thank ISB for the generosity of the scholarships that um are sending some of us. So, >> thank you for that. >> Yeah. And thank you for filling that out. So, I don't know who got it. Um >> I

133didn't. >> You didn't? Um All right. 92. Uh new ISB resolutions. Did you want me to leave that? >> Yeah. Okay. >> Um, so item uh 8.2 new IASB resolutions uh for the board members every year at the triple I conference. IASB holds a delegate assembly where uh districts send a representative or school boards from districts uh across the state send a representative and um we vote on a variety of resolutions um to give guidance to the ISA when they're sitting with lawmakers um and policy makers. uh to guidance on different issues. Um typically in the past uh what we've done as a group is review the resolutions um and then had any discussion that is needed and then we each vote and then um representative who I think is going to be again this

134year will um refer to those as So I don't know if members have questions about what it is and I don't know if the intention is to do voting or if the board needs >> any not to propose years or six. >> I think they um resolutions they see making um districts changing agenda. Yeah, I'm not sure. There is only one resolution I think if I remember transition also several amendments um that they're recommended for adoption. Um and board of directors recommending that the delegates. >> Yeah. What I would suggest is um reason I want to talk about >> some granting online. >> Yeah. the ones from the constitution not too straight forward. >> Yeah. So um prior to this question amendments and then you do it in One is um done it in the

135past was kind of memorialized your your opinions but some of the wide ranging um you knowing ideas or things that we need to advocate for is or something um just just you know I can say no say it makes me feel interesting um wasn't necessarily going to be a strong totally those resolutions. Let's go there and say how are we doing to the association school boards are they resources what are the things that they're trying to um advocate for doesn't apply because we don't so right. Yeah, I state of mind. [Music] system. [Music] It's to make All right. We have discussed sports proposal and course recommendations as well as an overview of some online work change on campus sample level at the system level introduce students even high school director of career and culturists director

136of So as we go to the next slide and you'll see again what you will also have a catalog additional calendar year as well as sports catalog for example here um that has also been included in the board me along with additional documents. Um, we tried to condense our presentation to give you really a thousand point of view. And if you would like to see additional information or feel free to ask us questions during our presentation this evening. So I'm going to start with our general selection recommendations when we're talking about the courses. So all of our students we are requesting um in both that they register for six credit bearing courses. By the time they hit 11th and 12th grade they have the opportunities to do different options for that sixth credit bearing if

137they would like to they are with their um and as we were creating this chart we worked very collaboratively and closely with the OA and they are in agreement with us as well. Um I don't know that I've received a couple of questions um in regards to incomplete leads and why we were changing our 39 weeks down to two weeks. The conversation that we had with our counselors as well as our assistant councils for student services was that we were finding that students um when they had the 90 weeks were getting overwhelmed with keeping up with their current resource work and making up their other resource work because we'll go and individualize our timeline with each student if they are making that incomplete. the 18 um decision. And so we're bringing in the counselor to

138teachers to student families and sometimes medical professionals as well to help navigate and really come up with what is going to be the best timeline for the students. The rest of the stuff is on there. Um, one of another that question came up about withdrawal and how that would impact summer school. Our summer school is a different withdrawal um process and that is not changing in our proposal. All right, continuing on with some uh portfolio recommendations. Um, pretty straightforward. The automotive service operations course we offer our students is a dual credit course with Bonsi Community College. And they increased the number of dual credit hour or credit hours that a student earns when taking that class from two credits to three credits. So we're just aligning with that. It requires no change from us other

139than to continue to ensure our curriculum is aligned in that dual credit partnership. Um the past fail language removing that from the course catalog. This was through partnership with our student services departments. um past fail that language has historically been in our course catalog. However, um that is not something that students can generally or broadly opt into. They can't say I want to take this course as a past fail. It's generally uh a result of problem solving or to address unique circumstances. So to remove some of that um potential confusion by removing that language. And then the last one here the e emergency medical technician uh course removing that from the course catalog as that has been included in our course catalog but the students actually enroll in that course through Wabanzi. They attend at

140Wanzi on Wabanzi's campus. Um, so it's an isolated course through Wabanzi that we've historically included and we're going to consider including that in the career pathway handbook moving forward as it's not actually an SD308 course. So, as Dr. Campbell mentioned, we did um change the formatting of the high school course catalog this year. Um there was a lot of discussion with our department chairs and with our student services department on how we could make the um course catalog more efficient as we're navigating it but also more effective for our students st uh families and staff. So with this the intention behind the proposed changes and I'll highlight what those key things were here in just a second were to really focus on consistency. So, as you navigate the course catalog regardless of the content area

141you're looking at, you can find the same information in the same place for all of our courses. Um, and then just streamlining that organization and removing some wording that's unnecessary or is repetitive throughout the course catalog just to make things more concise. So, on this slide here, this is the template that was developed with um our building administration in conjunction with student services and our department chairs. uh that kind of give gave the direction on what this would look like. So you can see at the top portion here it's condensing down all that key information. The course title, the course number, the grade level offered, the amount of credit and how it applies towards graduation requirements and course length. And then the course description will be at the bottom with any additional information. So that

142top part will be much more condensed and everything will be in the same location. And then this here is just for graphic design 3. This is an example of what this will look like. Um, as Dr. Campbell mentioned, you do have the current course catalog and then a draft version of the course catalog for the 2627 school year. Um, um, that was provided on the tables today that kind of shows the formatting change and some of the reorganization. So in this next section, we're going to talk about the different title changes. Really, when it comes to the changes that we're requesting, it has more to do with that it is more aligned with the content that is being covered in those classes. So when we're looking at jewelry, fiber, glass art and changing it to

143jewelry and fiber art one and two, it's more in line with what materials the students are using and having access to. And then for lifeguarding, because we are proposing another one, we need to add the one to lifeguarding. So it becomes lifeguarding one. And as we move to the next one, we really wanted to make sure that the courses and their titles aligned with the career pathways and the endorsements that are offered at the state level and that it really aligns to industry um terminology. So when you're looking at all of these, going from graphic communications to graphic designs, going from our project lead the way engineering design and development honors to the project lead capstone, and then our last two when we had our interrelated cooperative education, changing that to the workplace experience, we

144wanted to do that for two reasons. One, we wanted to be culturally sensitive with where we are in society and we also wanted to align with what the state is calling that course. So, looking at the uh course description changes, the formatting here is a little bit different than how we presented last year. So, you're not seeing the direct sideby-side comparison on every slide. Um, but if you act, if you click on the link and it was included in the board memo, it does have that sideby-side comparison of all of the requested course description changes that were included this year. Um, the main reason for those changes is just to more accurately reflect what's happening in the classroom as industry expectations and curriculum has evolved um over the past years. And then uh we do

145have a couple course curriculum structure change uh recommendations. The first one here we'll discuss briefly on this slide. You'll also see it on the next slide. Um as it relates to our building trades program. So historically, multiple years ago, our building trades 2 class um was structured in a way that students were building a house which has become more challenging for a lot of districts um with enrollment um and a variety of other factors and we have not ran that course in that manner for several years. So the recommendation is to restructure our building trades program to take our current existing building trades 2 course which was two credits and divide that into a one credit building trade too and an additional one credit building trades three. Um this align with our traditional focus um

146of our strategic plan. along the lines of the course sequencing recommendations that we do with our career pathways and it allows students to have a more indepth uh knowledge and skill development. It really really helps them prepare for that path at their high school if that's their chosen path. Uh the second recommendation here is for honor Spanish for Spanish speaker 2 to the line to do dual credit to Spanish college. The reason for this request is really to increase equity and access for our students who are enrolled in our advantage or Spanish speakers. So meeting the prerequisy changes from uh advising to getting that higher level dual credit but also getting free offerings for our students enrolled in those courses. as we go through and we start talking about the new sources that we want

147to propose. The first one is our contemporary human geography in Spanish. What we wanted to do is we want to start building a transitional bilingual education program at the high school level which is required by the state. And one of the reasons that we can do this one is we have staff that are excited about this. they are wanting to take our current contemporary human biography course um and embed the Spanish language art standards into that resource so that our students would be able to not only have um the geography part of it but also increase the cultural um experiences behind it as well the graduation requirement for more geography for students. The next one is instead of having our math AB courses for algebra 1, geometry and algebra 2, we would like to propose

148an academy class. So we would not have the AB component. But looking at our multiple tiered systems of support, we want to be able to provide this intervention period for students where they can focus on their foundational math skills and grow those in a course that is separate from the regular algebra 1 geometry or algebra 2 course. What we currently are running is two two periods with the same cohort of students and the same teacher. This will allow the students to have flexibility of working with other students as well as potentially with other teachers. Um, and so we feel that this is going to provide students with that intervention period so that they really can increase those foundational math skills and be successful moving forward. Our ASL program is booming and so with that we

149would like to um increase our years and have an honors ASL3 for this upcoming year and then propose ASL 4 um honors level. They do not have an AP level um American and sign language which is why we have to have it as an honors instead of AP. Um, and then we would also like to add lifeguarding 2, which would allow our students after they have completed the lifeguarding one course or are currently a lifeguard to be able to use their skills during the school day um and receive PE credit by being a lifeguard during the school. >> All right. And then the final um new curriculum course proposal is related to the building trades program which I mentioned just a minute ago. So we would like to propose uh building trades 3 which is

150a byproduct of the restructuring of our current uh building trades 2 into two single credit courses. Um we would anticipate then that building trades 2 would likely run next school year. So building trades 3 the first year it would be uh the possibility for it to run would be in the 2728 school year but we're including it here as it is a component of that more comprehensive course sequencing as we do our future focus and pathway work. As we are adding classes, we also want to make sure that we are being cognizant um and releasing some of the classes that we have. So we as we are increasing our American Sign Language um pathway of sequencing um we are going to propose that we sunset Chinese and in the reason doing that is we are

151declining our enrollment numbers and currently this school year we only have two students who are taking the Chinese 3 and AP Chinese com combination course and we have no students registered for Chinese 1 or We also would like to sunset modern world history as this course um has been taken over and replaced by our contemporary human geography course and the that course um is aligned to our Illinois state standards for social studies and meets the geography new requirement for graduation. >> All right. And then the final um component of our recommendations is the online learning courses. Um I want to point out that the these recommendations I'm presenting on ha behalf of the online learning committee which is a joint committee um that I co-lead in uh collaboration with um an OEA uh co- co-leader

152co-f facilitator. So this is a collaborative approach uh where we um discuss take into consideration multiple different um uh aspects as we make these recommendations. The online learning committee was on a bit of a hiatus for a few years. It just came back together last year and this is the first uh course change recommendation for our online uh classes in multiple years. So there are more change recommendations here than we would see in a normal year. So as presented on this slide, this is a potential evening uh evening school online course offerings. Um, in the board memo, if you uh look, it does indicate each course that was potentially removed as an offering and each course that was added as an offering. The main reasons that you'll see between our evening school and our summer

153school of removing a course um would have really been a result of a couple different things. The first one being that the online platform that we utilize, Egeneuity, the curriculum does not align to what our students are learning in inerson classes. um for that. We have found over the course of time through offering some of these courses that um some of the the courses that are sequential um and have that foundational level skill building. Uh it's important for kids to establish those foundational skills in person to ensure that they have the skills necessary that are going to be built on in sequential classes. And then again, this is the uh potential summer school offerings broken down by initial credit and credit recovery also included in the board memo for any changes that were here. And

154that concludes our presentation of the recommendations. I know that was a lot of information in a relatively short amount of time. So we are here if you have any questions. >> The first question is how can we go back to high school? This is so exciting. just the incredible offerings just so excited to see this new format. So, thank you the hard work and and to be quite honest there's a lot more trade. >> Yes. >> My thoughts work to begin with which >> I have a couple questions um in regards to like for example lifeguarding and the building Are there any limitations in regards to what like can an O student take lifeguarding or is it only offered to Pico facilities in the building trade? >> Yeah, I think specifically related to lifeguarding what

155we tried to do in previous years too is establish a zero hour class for example so that way we can have an opportunity before school for any student that want to do that uh has that ability to do so. Lifeguarding too is a bit unique because it's obviously during the school day for that. It's it's more of a workbased learning, more of a CTE type of atmosphere where they're the actual lifeguard for the for for our PE classes. So, there's going to be a little bit of some things we need to to kind of work out as far as what travel might look like between O student wanting to do that and working here at OE for the pool. That's what the the unique thing and really pretty interesting thing about life 32 is the

156fact that it helps meet our needs here for during the school day. We have students here who are already working lifeguards uh for other community whether it be raging waves whether it be a wigland park district who already have all the certifications that are needed for to be a lifeguard but would earn PE credit to do so. So there's some some nuances that we absolutely need to figure out as far as scheduling but the opportunity in theory is open to both. And to address the building trades, um the answer to that is yes. Um that is a program that is offered at both high schools and our department chairs of CTE as well as the teachers who uh teach those classes were involved in the discussions about how we could potentially restructure um and ultimately

157um collaborated on this recommendation to make that a more comprehensive program for our students. >> Okay. Thank you. Um the online courses um are they online summer courses are they taught by our teachers or are they through egeneuity or is it a combo of all of them? So in most of those situations that is going to be through egeneuity. Um and there is are our our staff members are there in the capacity to support students. um in this example here like biology because of the unique nature of that which is one that it's added that would be a combination because in order to keep that um same level of rigor and experience for our kids the recommendation from the committee was to maintain that in-person lab component with the online learning component also >> are

158the credit recovery classes also through engineering >> yes >> um are we confident that um they align enough standardized with our curriculum um that students who take English one for engine prepared for English two for example. >> That's a great question and that is something that the egeneuity courses are um kind of cross referenced for seeing what the alignment is with our coursework. Uh we have recently transitioned to there's a new uh component in egeneuity called edge x which is focused on much more comprehensive uh like curriculum for those online classes as well as focus on like increased academic integrity. Um so um students being able to take those courses and there being much more fidelity in that that is something that the committee continues to talk about. We will work with our department chairs

159to continually cross reference that on an annual basis to make sure that an alignment is there. >> I have a couple more questions but I don't know if anyone else come in. Okay. Um you go to slide 16 real quick. It's the one building. Okay. Well, I think maybe as this question already. I already asked a building question, but I want to say that the honors um Spanish commander speaker credit is um I think long time I think it's a good move for um access to that credit for our Spanish teachers. Um the last thing that I want to say is that same thing I said last year was um you know for our new course in particular providing them the opportunity and the funds do the work over summer to prepare for those courses

160and write that curriculum and things like that. So I know last year you all had kind of set what that looks like. So maybe talk about what that is. I want our teachers to feel supported and a new course is a big >> Yeah it is. And we do want to give them an opportunity to start even preparing now um with the board's approval hopefully in oc end of October um the teachers will have time throughout the year um as well as over the summer to get summer curriculum work uh so they can um start the year successfully and have their curriculum maps and scope and sequence completed. >> Dr. and we're very connected to this process. Um, is there anything you'd like to highlight? I know that there's been a lot of thought for

161review and really you said we can overstage the support of our department chairs and our high school assistant principal knowing building as well in this work. >> I know this team has been uh basically hit the ground running this summer. Um, as Dr. you mentioned there's been a lot of work through and with the department chairs um and really some intentional connections um through the work of Ben and our um uh not only CTE but just our career pathways that is continuing. Um another area focus is our dual credit and what are some additional opportunities. Um, but also we heard about our uh math opportunities and what does that alignment do for not only our students but our staff for some increased flexibility but yet targeted support and then really um experiencing students throughout the

162course. Um so while we are suns setting one language um we also do then pick up the opportunity to seek the seal of bi literacy in ASL also with the extension into ASL 3 and 4. So while there is some sunsetting of opportunities, there is also some increase of opportunities and it really has been based on student need, student request and student uh really like I don't want to say petitioning but uh um desire to learn. So but thank you to your team both here and at the high schools. you know, um, Dick, I want to invite you to give any input. Is there anything that, um, you know, is in the cate catalog layout or in the course offerings or what we, you know, maybe what we should have looked at, you know. >>

163Yeah. Like I actually like how there's like a lot of more courses being added to the catalog. And I I was actually just wondering like like the four main languages that are like um set through the the district are French, Spanish, Mandarin, and um >> German. >> So why is there like dude? So like why is there um like is there not like a need for like other languages or like why are these the four primary languages that are set throughout the district? >> That's a really great question. One that we would have to get into um with um our teachers and see um we can definitely ask that question and really even ask our students too. I think that you're really um maybe um proposing a question we could ask to our student body.

164Are there other additional things that you would like to learn um as far as languages are concerned? Um we've heard a lot of um positive feedback about the new uh language ASL that's part of our world language department. Um and so thank you for raising that. Just to build on that too, if a student is interested in taking and receiving credit for a language that we don't offer, uh we do have a process that a student could take a language like at Wanzi Community College or outside um our district and transfer that credit in if there is a strong passion about a language that we do not currently offer. So there is some flexibility in seeking other opportunities. I I actually I have two questions. One, um is there a way to when the course

165catalog goes on to this district's website, is there a way to link it so that you don't have to scroll through pages and pages of CTE classes to get to science or whatever you're looking for so that it's easier to for users to just jump to the sections they want to get to? And then also is there any flexibility in this change that you're making as far as the um incompletes? I mean is it going to be that's the steadfast rule is they have two weeks to finish or is there going to be extenduating circumstances where kids in a particular situation can extend it? >> So I'll answer your first question. And um we are in conversation with our communications department to build our course catalog into our website not only for accessibility but also

166for the ability to translate in a variety of languages. Um we are building in um in the future to eventually have our course catalog built into our new school um college and career platform school links. That will be in the future. So we definitely hear you. We want to make it as easy and accessible as possible. Um I'll let Dr. Cooper walls um addressed your second question. >> So in terms of the incompletes, that was one of the conversations we had and we said that this is our blanket general, but we also know that there are individuals and so we're going to have to individualize some of the situations. And so that's why we just said that two weeks. However, um based on circumstances, the team will decide what's best for that student. Can I

167>> my comment comes from the fact that um you it is true that at the beginning of a semester you don't have as much work to do but I think for some students that are returning to class after being gone for a while just those two weeks are going to be an adjustment and adding that urgency to get this work done in those two weeks could really go badly. >> Agreed. which is why um the counselors said that absolutely it is based on the team and talking individually what's going to be best for the student and in constant communication with the family and the student. >> So we will have like uh will there be a district policy for um that's similar to the nine weeks like it's kind of you know like a unwritten

168rule. So, well, this isn't a policy. This is this is just um recommendations that are in of like here's the general guidelines, but we always know that um depending on what the student needs, that's what we would do. >> Okay. >> One thing that Oh, please. >> I was just going to clarify the incomplete would be like if they received an incomplete for their semester grade, right? >> Not for an individual assessment. >> Right. >> Okay. >> Yeah. I was just going to build on this and I think this is an important point and you've mentioned the importance of how this would be reviewed in a case guys case by case. I wonder if there's an opportunity to be much more uh to this point that I just had a thought which was how we

169could either build like a rubric or a priority so when families understand this happens what that hap what what are the steps to do this so that it's not left on the memory of a counselor or a parent to try to recall whether this is an option or not right because for a family who's going through a crisis or a student who's having a health they may forget right to even ask and they just see two weeks and then that may create a feeling of hopelessness. By having that really spelled out and like here's some options and here's what it looks like. Having that in the catalog may provide families with that pathway and it's a great tool to bring families into the conversation so that if the counselor does forget, you know, which they've

170got a ton of things on their plate. So, you know, and that's just more to say as a as a tool to help make it more transparent for families about what those options are. So that's just something to consider that would be would be uh considered and I just offer that as an idea in those cases. Right. >> Thank you. I wrote it down. >> Got it. Okay. The the one thing I wanted to add which is that this is a huge step forward. When we had the curriculum audit two years ago, one of the things that it talked about was just how to move towards a more systematic, more clear approach to our catalog. And I just want to say, you know, uh this is a great step in that direction. We've got uh

171things that we're working on, but when you hit a milestone, it's good to acknowledge that milestone. And I definitely see that this is a comprehensive step forward. Um I know Dan's been through this uh for a couple years now. And so for all of you as a new team, congratulations on making the step forward. And and it's great to learn together. And this is not the end. So for anybody listening, this is not the end. This is just the beginning of those next steps. So I just want to thank you all for your your your your due diligence. >> Thank you. Thank you. We have one more over here. Yep. >> Oh, there's more. >> 9.4 English one novels. >> Hi, I'm back. >> Come back. Welcome. >> Um, so I am here presenting the

172English one and the honors English one novels that they are proposing. I am here on behalf of the English one teachers as well as the honors English one teacher presentation that were on the committee. So when we're putting this together, we wanted to make sure that we are creating a rigorous curriculum with resources that establish that rightful presence and so that our students feel and can see themselves in the literature that they are experiencing both inside and outside of the classroom. So the committee con consisted of for our review team for English one novels these five teachers they represent not only both of the high schools but they or yeah this is both of the high schools. Yep. And then for our honors English one novel we had both of the high schools represented as

173well as a representative from our junior high. Our junior high, eighth grade um schools provide our students with honors English one curriculum that aligns directly with what we are doing at the high school level so that the students can earn that high school credit. So, when we're looking at our timeline of work, this was something that took lots of time because of they wanted to make sure that the books that they were proposing were going to be ones that were going to represent our students as well as come from literature that is award-winning and then also um came from diverse authors. So, as we're going through and we have these two novels that we are bringing forward, um, we also wanted to make sure that we are looking at how these are going to be

174incorporated into our curriculum in with the courses. So, we're looking at the different standards of our English language arts. We're looking at the social emotional learning. We're looking at the culturally responsive teaching and learning standards. But we also wanted to make sure that we weren't watering down anything. We wanted to provide our students with text complexity, quality, and literary strengths. And then we also, as I said, wanted to make sure that we were expressing with our students that they were having upto-date literature that wasn't super super old. Um, but that really was going to be relevant to who they are and different issues that they are experiencing. um and that also are reflected in our society. So there's two different types of novels when we are looking at courses. One is a core text and

175that is one that all students read within that course. Um the other one is a choice text and that is in twofold. One where teachers are able to choose that they want all of their students to read a specific text. Um the other is if they're doing lip circles and the students then get to choose a text that they want to read. Please know similar to how um Mary Joe said earlier that we always have the opportunity for students to choose a different book if the book that is presented to them is not something that they would wish to read. So, both of the books that we are proposing this evening are teacher choice novels. So, these would be ones that the teacher could choose to read with their class. Um, and so not all

176of the teachers have to choose these novels, but this just adds more variety to the options that the teachers can use with their students throughout the year for English one and English one honors. Indivisible is the one for the English one course. Um, and this was a book review that was done from the Planefield Township Library. So, the important part of this is that it really focuses on the rigorous thematics. Um, but it also brings in the bravery and making sure that we are focusing on you can be brave and not have to worry about having a political agenda tied to it. And we also wanted to make sure that as we're moving forward that we are bringing in literature and novels that currently represent our underrepresented students. The second one is all my rage

177and this is the one that is being proposed for English one honors and this through this description um is really one that focuses on themes of abuse, loss and generational trauma. And again the strengths for this is there are two different narratives that are being proposed at the same time as well as having those deep thematic um complex themes that go through and talk about resilience and grief. You also have your social emotional learning and the real world revalent rea um and where our students can actually see themselves with the challenges that the characters are representing. The projected budget for this is about $25,000. If you click on that link, there are three different quotes. We do Flet which is the one where we have a company that will already barcode the books for us

178and they put it into our system Destiny so that we don't have manpower. As soon as we get the books we can absolutely check them out to the students right away. Permabound will provide us with the books and they will do the barcodes but we then have to put them into our system. And the last one is Amazon, which does not provide us any of the um warranties that come with it. We have to buy the barcodes and we have to put it into our system. So the manpower, those hours are not incorporated into the number. Please know that the enrollment numbers that are on here, this is based off of the sections that we currently have this school year. And so just know that those could be flexible depending on um if students are

179in the English one or the English one honors as well as if the teachers are choosing this as one of the novels for their courses or not. And then our projected implementation plan is we would use this year to build out that scope and sequence. So that was one of the things that you were wondering when we were talking about the new courses. Same thing would go with the new novels is we would want to build out that scope and sequence. Make sure that we are embedding it into and aligning it with our current curriculum um with our standards and then making sure that we update the syllabi as that works. And then next school year, if these are um approved, then we would like to implement them in the classrooms for next school year

180and then be able to review and refine, make sure that we are using SCU student performance data in order to make any adjustments needed. And that's it. Do you have any questions for me? >> I have two questions. Um while I appreciate that both books are very diverse and have authentic voices for um that reflect the students and the live experiences and expanded uh perspectives. My first question is how are the novels vetted for cultural accuracy and trauma-informed practice? And then my second question is what profess excuse me what professional development or teaching resources will be provided to the staff before implementation? So we will follow up on your first question um with the teachers and that is uh why they're proposing the novels now for this school year for next year because they did

181request um professional development for this year so that they are prepared and equipped to be able to teach these novels uh next school year if approved by the board. So just to add um as I did have an opportunity to review just this particular two of the novels but most importantly the first novel. Let me um invisible by Daniel Elman. I think due to the sensitive times we do live in um especially since it's discussing ICE and so forth on I want to make sure that there's full transparency but most importantly that the teachers are able to have those conversations um but most importantly support our students as we are should we render to move forward with this particular book because there's a lot of sensitivities when it comes to this particular book. So, going

182back to Mary Joe's comment she made earlier, I think it's going to be important to have the option for students to be able to opt out should that be that decision. >> Yeah. >> Yes. Thank you for raising that and we've been discussing that with our teachers as well and that's where that professional development will come in this year to prepare them to navigate that successfully next year. >> My understanding correctly that this is a teacher choice book. So, they will have a variety of books that they can choose from to teach. So this if for example um maybe they don't feel like ready to engage or maybe you know they're feeling you know a certain way about um discussing these topics with students they could choose uh select a different text to read with

183their students. >> That is correct. >> Any other questions? I just ordered both books. >> Leave her to my house tomorrow. Fascinating. >> She ordered both books. >> Um the other thing I want to bring to your attention is we will have um outside door number one or inside door number one um at the district office. inside, not outside. Um, we will have the ability for people to provide um their information if they would like me to reach out to them um to answer any questions that they have or to um field their comments that they have about the books. >> The books will be on display for a 30-day review per board policy. So, we'll be bringing this back for action 30 days um from today. So I I would just say, you know,

184Miss Archon, as I mentioned, you were executive director of high schools prior um to your current role. Uh as you've listened and you've thought about this, what are some changes because this is a newer board. You think about the differences or things that have built on what you were already doing. Dr. Concade as well you. I think it's important for the community to understand how we approach this process and what may have changed. And so if there's any highlights or anything, of course, Dr. Campbell as well, anybody, but start with Dan if you want to add anything. Yeah, I would just say that, you know, it's it's pretty apparent that the collaboration with our teachers and building leaders um is across the board here and getting input about um what they believe is valuable for

185our students and obviously getting that student input as well. I think that's something we've historically done, but we just continue to inch inched for each year in that and improving our collaboration, improving our um really transparency and communication uh with with our community more broadly. Right. And at Chris or Dr. Campbell's point there, um the 30-day board policy for display is something that obviously we do. Uh we encourage people to take part in that. Yes. Right. Because >> my personal experience is they go on display and no one checks them out and >> that's kind of where they sit. So that's just improving the community community aspect that way. >> Thank you. I think there was I think there was a social study textbook that one person came or something and that was a highly

186>> So just so you're we're clear, you can go to the district office and get a copy of the book to read before the 30-day period is up. >> So we have um one copy of each book here at our district office. They're more than welcome to remain in the building and look at the copy of the book. Um, these, uh, books should be available at their local library. If they'd like to check out, if they would like assistance, we'd be happy to assist them in getting a copy of the book. >> Do we have an opportunity to put it on our website, the district website? Because to be honest, most of us work, right? So, we don't have the opportunity to come to school door, right? Um, so I think we have to make

187it more accessible for our parents and students. Um, so I'd like to see we could do that for future causes. >> Yeah, that's something we'll consider. Definitely. Thank you. Okay, thank you. >> Thank you. >> Action items. 10.1 approval of bills for payment. Can I have a motion, please? >> I make a motion to authorize the payment of bills in the amount of 5,25,4150 as presented. Second. >> Any discussion? >> Mr. Cerrone. >> Hi. >> Miss C. >> Hi. >> Dr. Martin. >> Hi. >> Miss Wenmouth. >> I. >> Dr. Mario. >> I. >> Miss. Robinson. >> I. >> Motion passes. 6 item 10.2. Board policy second read and approval. Can I have a motion, please? >> I make a motion to approve. Approve board policies. Section one, school district organization 1 col 10 1

188col 20. Section two, school board 2 col 10 280 21 130 22 240 Section 3 general school administration 3 col 30 section 4 operational services 450 455 41 180 section 7 students 74 79 71 130 7 140 7 300 7 325 section 8 H community relations 8 col 80 8 col 110 second >> any discussion >> I have one question um the policies that we pulled out to discuss they're not in here correct >> so they're in here in terms of the five-year review for the footnotes okay and um uh legislative review but we had discussed bringing them back to the policy committee this month for further discussions and and then it would go through the process again because we have a time limit from the press issue. So it would only be for the

189changes that are being recommended by press but we've put them in the next cycle to re-review further content. >> Okay, great. Thanks. >> Any other >> Miss Robinson? >> I miss C. >> I >> Mr. Cerrone >> I >> Miss Wenmouth I >> Dr. Mario >> I >> Dr. Martin >> I. Motion passes 60. Uh 10.3 action item resolution approving emergency expenditure of funds for repairs as we high school performing arts auditorium and with performance services 8. Uh can I have a motion please? >> I make a motion to approve resolution uh resolution approving emergency expenditure of funds for repairs to Asiggo East High School Performing Arts Auditorium with Performance Services Inc. in the amount of $494,621. >> Second. >> Any discussion? >> Okay. >> Miss Wenmouth. >> I. >> Miss C. >> I. >>

190Dr. Martin. >> I. >> Miss Robinson. >> I. >> Dr. Mario. >> I. >> Mr. Cerrone. >> I. Motion passes 6. Action item 10.4. Approval of resolution authorizing notice of dismissal of educational support staff employee. Can I have a motion, please? >> I make a motion to approve the resolution authorizing notice of dismissal the educational support staff employee Derek Jones. >> Second. >> Any discussion? >> Miss Robinson. >> I. >> Mr. Cerrone. >> I. >> Miss Wenmouth. >> Hi. >> Dr. Mario. >> Hi. >> Dr. Martin. I miss C. >> I >> motion passes 6 10 five action item approval of personnel report. Can I have a motion please? >> I make a motion to approve the personnel report as discussed and presented. >> Second. >> Any discussion? >> Miss I. >> Miss C. >>

191I. >> Mr. Cerrone. >> Hi. >> Dr. Mario. >> Hi. >> Miss Robinson. >> I. >> Dr. Martin. >> I. >> Motion passes 6. >> And I have a motion to adjurnn. >> I make a motion to adjurnn. >> Second. All in favor?