SD308 Board of Education Meeting (05/12/2025)

001Z here. Miss Wenmouth present. Also the student board members Hope Riier and Cali Parnell present. Motion passes. Uh 70. There's no motion. There's no move. There was no motion. What's that? Oh, okay. Okay. I thought that you said for a minute, too. I'm new at this, guys. So, all right. Let's all stand for the pledge of lead to the flag of the United States of America. To the republic stands, one nation under God, indivisible, and justice for all. Move into agenda item 4.1 uh student recognition. All right. Good evening board. Uh we are thrilled this evening to welcome students and their families acknowledge the award-winning efforts of our students who have received state and national recognition for their school related and athletic related activities. This evening the board of education and Dr. Dr. Kilgotti are

002proud to recognize the outstanding accomplishments of individuals from the following various teams and academic achievements. Skills USA and Illinois Design Educators Association. First, we will be recognizing the students who participated in the Skills USA Illinois State Championship. Skills USA is a career and technical student organization organizing serving more than 395,000 middle school, high school, college students and professional members enrolled in training programs in trade, technical, and skilled service occupations. The following students are all from Asiggo High School. Students, as your name is called, please come forward to be congratulated by the board of education and our superintendent, Dr. Kilgadi. First of all, we will start with the people who are not present tonight. Owen Dhy got second place in cabinet making and Alex Roeldo got second place in restaurant service. All right, for we'd like

003to bring up Aiden Emanuel. Aiden got first place in restaurant service. Next up, Aiden Heayen, who got second place in masonry. And then we have Caitlyn Fil who got first place in baking and pastry arts. And finally, Jack Walcott got first place in cabinet making. Our last student, Aiden Hoffman, is from Asiggo East. Aiden is unable to be with us tonight, but he is being recognized for having placed third in assembly modeling at the Illinois Design Educators Association state competition. We will now have a photo with these great students. Any administrator or adviserss who are here? Dr. Kgatti and our board please come up for a picture if you are here as [Laughter] administrators. Congratulations student. Okay, next board I want to invite. We have our monthly Pride Award winners and Mr. Francis, take it

004away. All right, these are the May 2025 Pride winners. Tonight, the board of education acknowledges pride winners from operations, transportation, finance, finance, technology, and district administration center staff for the month of May. Pride stands for proudly recognizing individuals demonstrating excellence. The board of education began the program nine years ago to recognize, promote, and celebrate the many contributions made by teachers and employees across our district. We thank our generous district partners, Chick-fil-A, Culver's Imagination Print and Design, Huntington Learning Center, Serve Bank, and The Scoop for helping to make this program what it is. We would also like to thank all those who nominated individuals for consideration as we recognize our last pride winners of the school year. Tonight, we'd like to share some exciting statistics. This year, our district's Pride program received over 1,500 nominations for

005teachers, teacher assistants, social workers, nurses, custodians, administrative assistants, and all of those who make our district run. Some staff members even received multiple nominations. Of those 1,500, we were able to recognize 92 individuals as pride winners, celebrating the hard work and the dedication they have provided to the staff and students of our Asiggo Community Unit School District 308. awardees, after your name is called and we share your nomination, please come forward to be congratulated by the board and Dr. Kelgotti and wait until the rest of the individuals from your school and team have been called up. Congratulations to the following individuals. First of all, Tommy Beatsel. Tommy is a transportation dispatcher often referred to as Tommy. Thomas handles the con constant input from his role with care and compassion. He's responsive to all the demands

006of dispatch and doesn't stop working until he gets to the bottom of a concern. One nominator said, quote, "He is always ready to help with any questions, dispatching a driver for us and working with our staff and our families. You can actually hear his smile through his voice every time we call. Congratulations, Thomas. Next up from the operations department, Dean Collins is in our maintenance department. When called to help, Dean always responds quickly. He shares his knowledge of systems with our buildings to those eager to learn. He approaches any task given to him with a positive attitude. As the nominator said, his ability to communicate and problem solve is out of this world. Congratulations, Dean. Next up, Nicole Hails, lead dispatcher from our transportation department. The leadership of Nicole demonstrates her commitment to the health

007and safety of her team and the students they serve. She remains calm under pressure and is dedicated to seeking effective solutions. As a nominator shared, she is dependable, driven, and always willing to go above and beyond to ensure the smooth functioning of our department. Her strong work ethic, problem solving ability, and willingness to take initiative have made her an invaluable asset to our team. Congratulations, Nicole. And next up from our technology department, technology specialist Ty Jones. Tai is known for his eagerness to help in all situations. He is a 308 alum. Even before becoming an employee of the district, he offered solutions to his teachers and peers tech questions. Tai is always prepared and constantly impresses staff with his knowledge and skill. His expertise is essential in making sure that our technology runs smoothly, ensuring

008our students have access to the materials and supports that they need for success. Congratulations, Ty. Next up, Kim O'Hara. Kim is our student information manager and so much more. Her valuable knowledge and willingness to support makes Kim O'Hara stand out. Over the years, she has seen changes in programs, but remains consistent in her care. Kim works tirelessly to find solutions whenever staff have questions relating to her area of expertise. As one nominator shared, she goes above and beyond to either provide the answer we need or find out the answer if needed. Congratulations, Ken. Next up from our operations department executive assistant, Don Cino. As an organized, efficient, and knowledgeable member of the operations department, Don knows how to keep things running smoothly. She's incredibly helpful, and her cheerful demeanor brings joy to those around her.

009If you ever need anything done with regards to operations, Don is the only call you need to make. Congratulations, Don. Next up from our transportation department, bus driver Rich Sudter. Rich cultivates a caring and respectful environment while safely transporting students to and from school every day. He navigates challenging situations with calmness and has formed a relationship with the students he drives and beyond. As one nominator wrote, "Everyone that knows Mr. Rich loves Mr. Rich. You have never met a more outgoing, child-c centered, positive, involved, uplifting bus driver." Congratulations, Rich. And finally, from our district administration center, contract procurement specialist Jamie Torres. Jamie is consistent in her forward thinking and commitment to continuous improvement. She's thoughtful in every interaction and is and has worked collaboratively with different departments. Her work is aligned with the district's goals.

010Quote, "Her contributions behind the scenes have had a significant and lasting impact and the sped team is stronger because of her efforts." Congratulations, Jamie. All right, it is if there is any district office or senior leadership that would like to be in these pictures coming up. And it's time for some pictures. [Laughter] Yo, you got to come in front. You got to comeie. Kylie. Tylie. Congratulations. One more round of applause for our final pride winners of the month. Honores, please proceed out to the hall gathering at the landing of the stairs for a group photo. Thank you to all families and colleagues who are here to support. Yeah. Oh, no. You're Thanks for reminding. Right. Um, action item 5.1, approval of building administrator contracts. Can I have a motion, please? I make a motion to

011approve the building administrator contracts as discussed and presented. Second, Dr. Pollock. Yes, Miss Robinson. Hi, Mr. Cerrone. Hi, Miss Wenmouth. I, Dr. Mario, I, Miss C. I, Dr. Martin, I. Motion passes 7 nothing. Thank you, board. And with that, I want to invite Dr. Mitchell or the superintendent for human resources to speak to these recommendations. Thank you, Dr. Kilgotti. Good evening, board president, vice president Dr. Martin, members of the board of education, and superintendent Dr. Kilgotti. There are four recommended candidates for this evening. Melissa Cesy as the assistant principal at Broha Elementary School where Dr. Jennifer Grove serves as principal. Melissa brings over 25 years of diverse educational experience and a strong background in early childhood education. Her passion for early childhood education and her continuous pursuit of growth make her an outstanding fit for

012this role. Please join me in welcoming Melissa. Y thank you. Thank you for being here. Next we have Mr. Casey Springer as principal of Plank Junior High School. Casey brings successful leadership experience at both the elementary and junior high level. He is the current interim principal at Plank Junior High. He has demonstrated a an ability to build strong relationships with staff, students, and families. KC is very well known for being visible and responsive to stakeholder needs. His ability to lead with consistency and trust make him a great fit for this role. Please join me in welcoming Mr. Casey Springer. Next, we have Mr. Steven Tracy as the athletic athletic director for As Wego East High School. Steven is a current athletic director whose strengths of system thinking, collaboration, and problem solving all make him an

013ideal candidate for this position at As Wego East. Please join me in welcoming Stephen Tracy. Okay, next one. Thank you, board. Um, moving on to 5.2, approval of district administrator contract. Can I have a motion, please? I make a motion to approve the district administrator contract as discussed and presented. Second, Miss Wenmouth. I, Miss C. I, Mr. Cerrone, I, Miss Robinson, I, Dr. Dr. Pollock I Dr. Mario I Dr. Martin I motion passes 70 thank you board and with that we may uh introduce our next uh individual who will be joining our district Dr. Mitchell. Thank you Dr. Kilgotti. Please join me in welcoming Dr. Jennifer Cooper Wells as executive director of high schools where she will serve under the direct leadership of Dr. Kristen Paul. Jennifer brings a wide range of strengths to this

014role, including her broad teaching background, extensive leadership, and unwavering commitment to student success. She is highly experienced in datadriven strategies, social emotional well-being, and the engagement of diverse learners, all which make her an ideal candidate for this role. Please join me in welcoming Dr. Cooper Wells. I want to thank the teams who engaged in the hiring process uh for working so hard and diligently um and helping our district really become a destination place and uh we know that it goes without saying and every one of their references spoke very highly to their recommendations and we look forward to your service and welcome to the team. All right. Thanks. Agenda item 6.1 um presentation regarding ESPO police and community unit school district 308 partnership presentation. Yes. So good evening uh board. This evening we're um welcoming

015and we want to thank the chief chief Baston and his team. You will hear from him in a few minutes and we also have assistant superintendent Mr. Bell who will be speaking. Mr. B, would you join up? I want to go ahead and uh introduce our uh our folks here. So, this is uh Chief Jason Baston from Asiggo Police Department as well as Sergeant Brian Naring who is uh sergeant of special programs operations kitchen sink that pretty much covers it. Um so, um at the request of them um uh we wanted to highlight a number of things that we do together um both in the school district as well as the thing the things that are being done in the school community um by our police department. So, I'll kind of turn it over to

016you. Um, and I hope that you see through uh aspects of this presentation um the alignment that we have had um and both our our values um and the actions and kind of uh interactions we've had with our kids. Good evening. I'd like to thank the board for allowing us to come and present. I'm sure you guys have a lot of pressing matters. Um so, just having a few minutes of your time, we really appreciate that. I'd also like to thank Dr. Calgotti, his leadership and our partnership we've had as well as Jeremy Bell, Bailey Campbell, we work with a lot of your staff members, but the three of them here tonight um really helped build on this partnership you're going to hear about tonight. I would like to apologize as a public speaker. I

017stand up, I walk around, I use my hands a lot, so sitting and holding a mic is probably going to crimp my style a little bit. So, I apologize in advance for that. What I'm here to talk to you about tonight before I hand the reigns and the microphone over to Brian is really an overview of our department. But it's not how many officers we have. It's not how many cars we have or what our stats are. It is about really our guiding principles. Um giving you uh our organizational philosophy. I took over as the chief of police um a little less than two years ago and one of the first things I wanted to look at was our mission. And we had a beautiful mission statement. Like a lot of organizations, it was about

018a paragraph long. And the problem was none of our officers could memorize a mission statement that long. And I I thought it was very important for our people that are out there, all of our staff, to know what our mission is and to have something simple that they can they can take out with them every day when they go out and interact with the public. So we went from something that was very long, a great mission statement, down to serve and protect with dignity and respect. And I stole two different ideas and plugged them together. Serving and protecting. Most people have heard it as protect and serve. I wanted to put the service first because that's the majority of what we do. We are public servants and the majority of our time and energy is

019sent spent serving the public. We could talk for hours about the protection side of things and I do want to assure you that the Asiggo Police Department is highly trained and we have some very capable people that do a great job at protecting the public. But that's not what I'm here to talk to you about tonight. The dignity and respect part, that is how we serve and protect. If you're familiar with the 10 shared principles, that is something that the Illinois Chiefs of Police and the NAACP came together and created 10 shared principles that everyone um could agree upon. Number two on that was to treat everyone with dignity and respect. So that is why I wanted that incorporated into our mission statement. The next thing I wanted to do is look at our core

020values. Similar to the mission statement, we had a whole page of them. U they were value statements. They were great, but nobody could remember them. So, I wanted a small we wanted to cut them down to as few as we possibly could that still covered everything we do. And we came up with um empathy, professionalism, integrity, and courage. I did not know until we were preparing this that we share two core values with the school district. I I hadn't looked at your core values. I also have to admit we call them our epic core values, EPIC. Well, that that though wasn't on purpose and I'm terrible at word scrambles. So, um after we had the four words, I had to Google what does PCI and E what kind of word can you make out of

021this? And there's really only one English word you can make out of that and it's epic. Um, so, so th those core values are something we want to we we have been instilling in our officers and we want them to take out with them in every day with every interaction they have with the public. The other thing we're really placing an emphasis on, you probably are familiar with community policing and there's a lot of words up on the screen right now. I'm not going to read them to you, but we really looked at three core community policing principles. And what they ultimately boil down to is that we as a police department need to work to build partnerships with all the stakeholders in the public. And the reason we need to do this is because

022it's really a selfish reason reason because for us to effectively do our job, we need the support and really the consent of the public for us to be successful. And to do that, we have to build relationships. And when police departments have gotten in trouble in the past, it's because they haven't put forth that effort to build the relationships. And you end up with an us versus them type of mentality. And we want to be a part of the public and we believe we are part of the public not separate from it. This is probably this is not something I came up with. This is what's called a Pelonian principle. It's uh Sir Robert Peele who's considered the father of modern policing. This is almost 200 years old at this point. But you can see

023the highlighted section that the police are the public and the public are the police. And really what that means is it's incumbent upon every citizen that cares about the welfare of their community um to do certain tasks. And all the police are are a group of that public, a group of those same citizens who have been tasked with doing that. And it's not we're not separate from the public. We are a part of the public. And the public is not separate from us. Um it we rely on our relationships and we rely on the public to really do a lot of the the uh policing for us and that means building relationships, being able to prevent crime before it happens, being able to go in and have the opportunity to mentor and I'm I don't

024want to step on Brian's toes here with some of the stuff he's going to present, but it really is a lot more than just law enforcement. I don't really like calling us law enforcement because that's one of the things we do, but that's not everything we do. And being able to interact with the community and build those bridges, that is where we are going to be our most effective. I do want to just mention four initiatives that fall under this community policing. The first one, handle with care. This is something we started doing this last year or this this school year. Um, whenever one of our officers has interaction with a student in this district, and it doesn't have to be direct interaction, but say for instance, our officers went out to a really bad

025car crash and maybe a student's parents were injured in that car crash. We're going to notify the school, hey, this student just had this issue go on. So that way, if that student comes into school the next day, they've been through some kind of traumatic event, the school is aware of it ahead of time. So if they're acting a little different or so the school can offer some extra services to that student. And I will say we're not the first police department to do this, but I will say that we do this pretty well. Once we initiated this is a lot of work and it it creates a lot of oversight on Brian's part, but we send a lot of messages to the school. Um and and it's a lot of it is real minor

026stuff, but that way the school is equipped with that information in case they need to do something the next day. Um our community engagement unit, that is a new unit we just started this year. These are officers who devote part of their time to really not doing any quote unquote police work. They are just out building relationships with different groups in our community. Um in the first four months of this year, we just started. They've already done 40 different events and it's all kinds of events whether it's school events, um going out to homeowners associations, um going out to different groups with students or um even things like Special Olympics. And it it we really just want to have them spend time and build those relationships. Later this year, we are going to have our

027first full-time community engagement specialist. And that is going to be a police officer that does nothing but this community engagement work. A lot of other departments call them community oriented policing officers. Same thing. We just gave it a different title, community engagement specialist. Um, one of the other programs is the citizen at risk program. So this is something where we have officers um we have some officers specially trained in this but um for instance if we have say a a child with autism and let's say maybe they're a wonderer um and they go and we will enter all this information in. We'll talk to the parents. Let's say they wondered once and we found them somewhere. Now we know that location and maybe they'll they'll go back there again. We also will know what their

028likes and dislikes are. Um, and as an example, our community engagement unit, um, they partnered with one of our local businesses. They made a bunch of goodie bags that then we delivered, um, to many of the kids on the list. Has a lot of different things in there, you know, stress balls, fidget spinners, things like that. But, it's just another way so that we can have contact with them in a non-missing person or a non-confrontational setting. So, they're already familiar with us and we know what um, what will work with them if one of our officers has to talk to them in the future. Uh my final thing here is we're your biggest police partner. I know you guys have a lot more than 13 schools, but we we have 13 of your schools that

029are in our district. And Brian and I are very much of one mind on almost everything except when it comes to the cross town game because I was a school resource officer here in this building. So, I I'm always a wolf at heart cheering for the Wolfpack where he's uh he's more on the Panther side of things. Um, no, I'm just kidding. We even in the cross town games, I hope everybody does good, but we really Okay, we accept a good rivalry. He may not agree with you, Chief. I'm I'm I'm coming at this not just as the chief of police now or a police officer. I was a school resource officer. Brian was a school resource officer. We've worked in the schools. We've worked with students. We've worked with staff. We have a good

030understanding of of what a good partnership is. And I I believe that your district and our police department have had a very good partnership over the years and we want to keep that going and and find ways to improve upon that. And I believe we really have been working toward that end. And now I'm going to turn it over to special assignment sergeant in the kitchen sink Brian Naring who's going to give you all the good information on that. I had one joke and I actually brought a prop. Tell that joke. That's an always hat. So yeah, once a Panther, always a Panther Chief. So, uh, no. So, my name is Brian Narring. Uh, I've been with the police department for 22 years. And about 11 years of that, I've either been in the school

031or collaborating something with district 308. So, it's uh really been a pleasure to spend half of my career working with uh the the students and the staff. Um I can give props right now to Jeremy Bell's team, Bailey Campbell and Mike Freers. They are fantastic to work with. They have the biggest heart and care for the kids. I can tell you that right now. And their collaborative efforts with me and our uh team is fantastic. Uh uh my uh Jeremy and I know each other very well at this point because I think we speak to each other at 9:00 at night probably three times a week collaborating on things. Uh I'm not sure my wife likes him though. But um probably not. Uh so to to go for that our biggest partnership here is uh

032or one of our biggest partnership is the team that I have a pleasure to work with which is our SRO that are in the schools. So, um, our SRO are assigned to each high school. They attend school anytime that kids are in session. Uh, they work with the kids. They have a whole bunch of different gamuts that we'll kind of go into and kind of roles and missions. But the biggest thing is they take a personalized approach to it. They're really trying to take a human human side approach uh where they're just a a person working with a student or the staff members. And I wanted to introduce them tonight. I've been working with the school a lot, never been able to introduce technically the SRO to the board. So I have the pleasure of

033Kim Lorenzo from Oiggo High School and Jose from right here at Oiggo East. So again they take that personalized approach but we I give them a mission. And so our team has our mission inside the the chief's mission statement and that is to lead by example, promote positive image of law enforcement to students in the school community. So while they're treating whatever they're doing on their daily basis, they're falling back to that mission that we want to have a positive environment. And what's awesome about working inside the school is sometimes a PD has some cynical side to it, but you go into that school and it's always this positive environment. So it's a really breath of fresh air when officers are assigned to schools. It's really kind of a cool thing. I I really wish

034every officer had the chance to to to have that experience. Um, but we know that we don't just necessarily send any police officer inside the school. We're looking for specific qualities for to have the best effectiveness to to to have the best outcome when we have an officer in the school. And so, while we're looking for somebody that's highly trained, I'm looking for somebody that's patient, that's highly uh specialized in deescalation skills, um that's outgoing, that's a huge one. To be able to have the willingness to make those uh positive interactions, make friends, build that trust and amongst the school community, and that that's students and staff alike. And so uh and being a skilled communicator uh they're asked to go talk in front of people quite often and so I want somebody that that

035the kids can relate to. We have found that in our two officers and as we speak here uh it's unfortunate but officer Lorenzo has been picked to be our next detective and so he unfortunately will be leaving us but it also gives us this ability to go through that skill set of other officers that have applied for the job and uh it's uh it'll be a new opportunity for an officer a new opportunity to an officer to put their stamp on what the SRO looks like in our schools. So I'm very excited about that opportunity. Um, but ultimately, go next, please. Ultimately, what we're looking for is an SRO that can make an impact. I preach it to my guys all the time. An SRO in the school can make more impact on one day

036than an officer can on the street for a month. They continually see people and they can work through with people through their problems. Whereas an officer on the street sees somebody and they may not see them again ever. So this is our future. This is our future business owners in town. These are our future homeowners in town. These are our future. This is the future of us. And they have the ability to have some part of that and direct kids along with the school staff in a positive way. And so I I really like that ability for them to make that impact. So this is a model that is put together where there's three major components of our SRO. a law enforcement component, an educator component, and an informal counselor. While this is is the

037model that we potentially use, it's really not to scale because it really, as Chief had said, it puts law enforcement as the same kind of equal as everything else. We're ultimately our team looks at it where we have an educational, a counseling, and a mentoring component. And then the last thing is our law enforcement component. So, I'll go through those a little bit. There there isn't a day that goes by that students, staff are not in talking with the SRO for asking questions about um how can you help me with problems at home? How can you help me with conflicts with other students? Um a counselor may call the SRO because they're working with something that the kid confided to them and and they need some other resources. And so we are really involved in

038those type of scenarios that deans on a daily basis are asking for assistance. say, "We have this scenario. How would you like us to handle this? How can we best suit the student?" And so that from a counseling and mentoring perspective is fantastic. The second that kind of goes in hand inand is that educational piece. The SRO's they go into school uh excuse me, they go into classrooms on a daily basis. They're talking in front of kids, driver's ed classes, forensic classes. It could be anything thing that they're talking about in that unit they could be talking about. and little I don't know if a lot of people know this but there's actually a criminal justice class that they teach in. So each school for per semester hosts a class in conjunction with Bubanzi Community

039College and the SRO actually has the ability to teach Monday, Wednesday, Friday for that semester and they're teaching what all law enforcement aspects uh bringing in Illinois State Police can bomb squad. The chief talks from a 30,000 foot view of how to his organization works and how he leads. I get to come in and talk about evidence technicians and forensics and whatnot. And so it's a fantastic way for that officer to get in front and really advocate for law enforcement and say, "But this is how we actually do things." Um, what's awesome about that is it seems like back in the day the classes were filled with prospect prospective police officers. While we still have that, I ask all the kids in there, what are they doing? Where are they going? It's awesome to see

040kind of where the future of these kids are. And there's attorneys, there's people that want to go in forensics, there is the kid that just wanted to learn about law enforcement and take a class. I mean, we get in front of a lot of people. So, it's a kind of a cool experience for them from that standpoint. Um, and then the last part is the law enforcement piece. 100% kids need a safe environment to go to school. That's why you see us in a semiuniform walking around the hallways talking to kids at the front door when kids come in first uh to greet them when they come into school, making sure that the doors are locked and walking around and doing safety checks and whatnot with the school. That is a huge component of it.

041Uh and then the unfortunate part is when there is criminality in the school. That's something that we have to deal with. And so what we do is we're focusing on the preventative portion and problem solving, but also teaching kids the right or wrong and that mentor portion, that counseling portion. But while we're doing all these things, it's my job and the chief's job and our job to always evaluating what we're doing and making sure that we're doing what's right for the students and and and the school environment. And so ultimately when we are faced with some sort of criminal element, some crime that happened, we have kind of four different ways we can kind of come to an outcome of what that looks like. Ultimately, if the staff and school says, "Hey, we had this

042crime that occurs. How do we want to handle it?" We collaborate with them. We could go as little as counseling, and we like that we can be able to get in front of a student after the dean has said, "Hey, this is what's right or wrong." And then they can bring us in as somebody as a second voice, somebody with a uniform on that might that student might see us in a little different light and be able to listen. Hey, this is really serious. You can't do this. You know, learn from your mistake and move on, right? The next thing if we need to bump it up a little more than that, we do have the ability to issue ordinance violation tickets. Uh that is a small financial penalty that um uh stays within the

043village. That's something we'll talk about here in just a little bit about how we deal with ordinance violation tickets. The third thing could be a referral to our Kendall County Juvenile Probations Department. That is technically an arrest and we would be charging the student. I just when we go through some numbers later, I want you guys to understand what a referral really is and what it means when we make the decision to arrest a student. Number one, we don't take that lightly. We don't like to charge students, but ultimately when it has to happen, this referral process is not putting people in handcuffs. This is not removing kids from the schools. We don't want to remove kids from the school environment. The school district can make that decision. We don't want to place kids in

044handcuffs. This is ultimately working with the student and the parent, referring that kid with a piece of paper over juvenile probations for what's called a diversion program. And ultimately the student and the parent would sit down with somebody from juvenile probations and look at from a restorative practice what is the best outcome for the student. We're just moving them over to juvenile probations to do that work uh within the county. Lastly, and our least thing, but it does have the most impact would be a custodial arrest of handcuffing somebody and removing them from the school environment. Uh that is something that we definitely don't take lightly. We do not like doing it, but we only reserve those for or we reserve that practice for times in which the safety of the school environment is necessary

045to remove that kid based on the crimes they committed. I can tell you right now that that happens potentially two to three times per year for all of our schools within our jurisdiction. So that is not a common practice for us. This is something that we uh wait until it you know it's something from a safety perspective. So I kind of want to move on and talk about our ordinance violation tickets that we talked about. So in the history of how we've policed in the schools, we started issuing years ago ordinance violation tickets in lie of arresting students in or in order to uh limit the amount of referrals that we were making for vaping, for small amounts of drugs, whatnot that would fit into a category. And it's almost all vaping at this point.

046And so as you can see in 22 23 we issued over 100 tickets within the two schools. We realized that giving a financial penalty is not potentially the best for the student. Right? It's it's giving a financial penalty that a lot of times the parents are taking the brunt of. We don't know the economic status of of of the people that we're dealing with and what kind of educational value is the student really getting. So we collabed with with Jeremy and his team and the school district and we realized that we need to change that practice. And so prior to the 23 24 school year, we implemented an educational piece that any time that somebody was referred to us for a a vaping type issue. We took them through an education intervention vape intervention class

047basically we were calling it and that was in lie of a ticket. So, it was some type of educational piece and we were hoping that they would learn something from it. The the the the bad effects of vaping, right? Um ultimately that dropped our tickets dramatically. You can see that we only the next year we only issued around 20 and those 20 were ones in which the kids and the parents decided that it wasn't worth their time to go to the vape intervention class and or uh we had a repeat offender after the vaping class. That the majority of those kids were the ones that opted out to not take Oh well yes and that that it's a good thing to know that that that class is is provided free to the parents. Um we

048have taken the brunt of that uh that price and and and and actually paid for those classes for for the kids. So that's how much how valuable we think this is. Ultimately I'm happy to tell you though 24 25 school year we have two weeks left right we have issued zero vape tickets. So, and yes, whoever knocked on wood, I was going to do that because we're so close. We're so close. So, um just don't vape anyone listening. Sorry, I had to say that. Just don't do PSA. Uh if you want to go to the next the next slide, please. So, these are just some of our referral numbers. Now, you can see that there was an increase in 23 24 that could be from a variety of things. Uh that could be the fact

049that we eliminated tickets for fighting and disorderly conduct. So when somebody did have a a fight that we deemed necessary in our in our workings that we had to take some action, we weren't writing tickets for those anymore. We decided that tickets weren't the way to go. So we ended up referring some kids. And so our our uptick in that might have happened from that. But I don't know if that's the fact because we're still having that same practice this year. And you can see that our numbers are lower, too. So, uh, we're not quite sure, but here's what we do know is that we're always continuing to make improvements with and looking at our data and seeing what is the best way that we can handle our um our issues with students. And so,

050I'm happy to tell you and I'm very I'm very excited um to to to say that starting next year, we're going to implement what are called station adjustments. And I don't know if any everybody knows what a station adjustment is, but basically it's a way for us us to still hold kids accountable, to still teach them what's right or wrong, but to keep them out of the formal criminal justice system, out of the courts. And so what that's a big deal. Now, I can't tell you that we're going to be able to do that with every crime, but we went ahead and looked back at our last years and the years prior crimes and said, "How many are we going to deem as high level? How many are we going to deem station adjustment?" is

051a humongous number. It's a large percentage. I can't tell you what percentages off the top of my head, but it's very much the 3/4 to 75% if not higher of those. We'll be able to give station adjustments. So, basically what that looks like is we'll be able to sit down and collab with with the school, sit down with the parents, collab with the parents, and that happens immediately. So, we have an effect that's going to be able to show the student this is what they did wrong. These are the conditions that which the parent thinks the kid should get as well as what the school can help them out to bring this kid forward and get them on the right path and then impose those conditions on them. What's awesome about it is they can

052work in conjunction with the SRO and now we have continual conversations with this kid with the SRO and it also can build that relationship with our SRO's as well. And so there's just it's all positive uh things that that that we're that we're getting out of this. And so I'm really looking forward to being able to implement that. Um and I think it's it's exciting for us. So um going forward, uh this is not my slide. I think this is yours, but it's okay. Can I mention something about the station adjustment? So yeah. So, and this is the uh the next slide is the very last slide, but I but I want to highlight, you know, these guys have sat up here and talked about a lot of the things that the police department's doing

053and and you know, there's there's always positive stories, there's always negative stories, but I've worked with a number of different um agencies, if you will, and many times those relationships are transactional. And what I've seen with OPD and the two people sitting in front of you as well as our SRO's in the crowd is that they really do live what they say. We were on the phone today uh with Sergeant and he's like, "You know what? I we we got to do whatever we can to help this kid." Like there's no point in charging a 12y old or a 14year-old or a 16-year-old or a six-year-old because that's not getting us to where we want to be. And so they can talk about these things and they can give you all the bullet points and

054all the bolded bolded print and all that other stuff, but they are living what they say. And as I said, I've worked with many agencies where that's not always the case. No, that is not. And so to have a leadership to have leadership sitting here saying this is what we believe in, but they're actually acting on it and trying to keep kids out of the court system and trying to keep kids um to have a relationship with law enforcement that is not a negative interaction or a traumatizing interaction is huge. And so you won't see any of that in the slides, but if you if you spend enough time in our schools with these folks, you spend enough time with with these guys um outside of that just at a at a community event, I

055hope you see that there is a person behind that uniform and and that's what they preach and they also live that. So thank you. I I don't have much more. I just wanted to kind of talk about uh looking forward to continuing our partnership with you guys. Um there's some things that you know Jeremy and our team have been working on. Uh Jeremy and Mike, they actually attended one of our trainings over the last month and was able to sit in front of all of our staff and we really were able to talk about this partnership with officers that don't know about uh that have really shied away from working in the school setting. And so it was great to be able to to to expand their knowledge in that manner. So, I really look

056forward to working with you guys uh and continue our partnership, growing our partnership. We provided each all of you with our business cards. One of the things that I really want to make sure that is if you have questions, we're an open book. Um we're always available and so uh please reach out to us if you ever have any concerns, questions, or anything that we can help you with. Thank you for having us today. All right. Thank you very much. Um sir if I may board just uh in terms of open I just want to both thank you both for your presentation this evening very illuminating um you you deal with some of the toughest parts of our our communities and what what happens in terms of challenges and um I would say that the

057way in which you brought your vision your epic uh values um in terms of priorities really does lend itself as you know chief and I have talked about this we um whether it's our school institution schools, um, police, hospitals have not always been the friendliest places for people of color and have been really the source of a lot of hurt. Um, whether you go into a hospital and you get less than mediocre care um, because of who you are. Um, whether it's you enter a school and you are marginalized in terms of the statistics and you experience less than primal um, uh, less than excellent education. Um, I was told that I couldn't even go very far in my education by teachers growing up. And so those were our schools and the same goes for

058police um whether it's the reputation or the experience of many um in dealing with policing. And so it was really an incredible learning for me when I came to this district and was able to learn about your commitment to continuous improvement to learn about how you had taken ownership yourselves really um to lead us in thinking about the ticketing practices and in partnership with the district. I think it speaks volumes for all of us in these various institutions to think about how we rethink how we do business with both our our students um with our community and with um with each other and I want to thank you for centering that practice. It calls me to account um and it really you know the expression iron sharpens iron. I really feel that and you've really

059demonstrated those qualities this evening in the way you frame your presentation and your challenge to yourselves as a challenge to me as I think about my leadership as a as executive of this district um and supporting the board's vision and ultimately the board does have a mission for championing justice for our children and dignity and so you really demonstrated that in your presentation and really opened up an ability to have an honest and honestly a restorative conversation and I want to just underscore one last thing and then uh I'm sure board members will want to add something um or raise questions, but uh the the the leadership of wanting to introduce station adjustments is truly remarkable. Um that cannot be overstated or understated. One of the overstated um that is truly remarkable and it speaks

060to that next step. Um the ticketing was one thing, but to go that next step in recognizing that the impact of an arrest can have on a child's life when they're 16, 14, 12 years old is so substantial. And for you all to take a lead on that when that is not the public narrative, right? And so I want to thank you all for your courage because it does take courage uh for not being afraid to do what's right for kids. And so thank you all for that. Yeah, I just have a couple comments and then um I think just one question for or two questions. Um thank you for the approach that you're taking in this pre presentation regards to what you're calling community policing and really putting the serving over you know arrests

061and and things like that. I appreciate that. I you know I can't you know I think Dr. Katti said it um best that not all communities have that relationship with um you know police um police departments as such. Um one of the things that I think about when I think about the numbers of the the that you have here and and and other numbers as well like in schools we often will take like assessment data and then disagregate it so we can see are there inequities in that data. So are are black students doing better than our white students? Are our male students doing better than our female students? Our economically disadvantaged students doing not as well as some of our economically advantaged students. Do you all take that same approach to the numbers that

062you you have on students in our system? It depends on what it is. I can tell you I on the ordinance tickets because I'll use that as one of the best examples because we saw an explosion of ordinance tickets. Mhm. Um what happened is we thought we were doing the right thing by saying, "Hey, instead of arresting, let's write a ticket. It's better than arresting." Um and then Illinois legalized cannabis. And suddenly it was very easy for kids to get um vape uh cannabis vapes. And I have a problem with kids that can't get through the school day without some form of self-medication or whatever you want to call it. There's something going on there. You shouldn't have to up at school to get through the school day. Unless maybe you're a teacher. I don't

063know. The teachers might need it, but not the students. Sorry. HR, was this Can we turn that mic off? Can we So, it's it it is a real issue we need to deal with. let that out, right? We we started writing the tickets and then exploded. We did we do not unfortunately on our ordinance tickets track race now arrests we would have that data. I don't know that we've actually parsed that data out. We we do it as a organizationally as a whole. I don't think we've ever broken out the schools separately. We just look at overall our entire arrest arrest data, our traffic stop data. Um but on ordinance tickets because it's a civil um uh offense or it's not even an offense. It's not a criminal offense. It's just a civil ticket we're

064issuing somebody. We've never tracked race data on that. So I cannot tell you on that side of things which way that went. But like I said, the one thing that was very obvious, we just had this spike where we just had a ton of kids coming to school, um, smoking cannabis at school through vapes. Mhm. And we knew we had to deal with it. And ultimately, we it kind of, I'll be honest with you, in a way it snuck up on us. I couldn't believe where we got to with tickets. I was like, this is ridiculous. And Brian started working with Jeremy. He's like, we've got to do something to fix this. And tickets are not the answer. Yeah. But yes, to answer your question on the for the ordinance, the outcome side of of

065it on what the racial data would have been on that, I don't have any of that information. Do you can you disagregate it by school like this many from OHS? This one males, females, grade levels, or anything like that. What ways can you look at that data? Well, uh if you're looking talking specifically for the ordinance tickets that we were writing, uh definitely per school, we we we have that broken down. I just don't have that data in front of us. Okay. Um uh yeah we could do male female um what was the third one I was thinking of like social economic status um or age grade level I will tell you that if we again interface the two from what what we're seeing from them that's part of the next phase of our our

066data journey right is we know we have to have um the ability to pull those reports disagregate those reports um we're hoping to be able to do that with some better certainty and some better efficiency with a data warehouse that will allow us to do some of those things because right now just pulling raw data out of powers school and some of those other things is a tremendous amount of time and labor put into that to be able to spin that data to make it user friendly to then make sustainable change like in the system. So the the approach that we've had over the last two years in working with these guys has really been let's look at process and let's look at the system and understand where we think right now just where we're

067seeing the high numbers of things and what that's doing to all kids and now let's start to look at those subgroups and those cohorts to determine where we need to leverage different aspects of that. So we'll see that come out in MTSS. We'll see that come out in a data warehouse. we'll see that come out in um the strategic planning process as we you know we've developed those objectives to start to look at some of those those different groups. Yeah, thank you. I mean, the great thing is that those numbers are fairly low and so even when you just aggregated it, it might not be as beneficial to look at it in that way. But I think it's always beneficial anytime we're putting we're we're putting kids um in front of law enforcement, sorry, in

068front of our our uh officers. Um we want to make sure that it's the right intentions there if if they've made a mistake. Um, and nine times out of 10, the conversation is how do we get the kid where they need to go? How do we charge the kid? And what what do they do? What do they violate? Yeah. Um, and so it the numbers are small, but they're still there. Um, and there's there's room to grow in other aspects to be more proactive than just react. Thank you. Thank you. And my last question is just about station adjustments and what is the timeline for that process to take place? Yeah. So, that's kind of the beauty of it is if we were to refer to juvenile probations, there's a time lapse, right? You're working

069with multiple organizations. It may take a month for them to get an an appointment or and I don't like that. I like in order to make the biggest impact. Well, I know from having my own kids, if they did something wrong and then I tried to correct them a month later, they'd be like, "What are you talking about?" Right? And so, this allows us literally on the day of to do start that collaborative effort. Um, and I'm sorry, is this in practice right now? The station adjustment, is that in practice, right? My question is about timeline for implementation. I'm so sorry. I thought you were talking about inside of the station adjustment. I apologize. Uh, no. Timeline would be starting at the beginning of next school year. Okay. Yeah. I apologize. Okay. I will say

070that the other agencies are looking at this also, you know, because these guys only have 13 schools. We serve, you know, we have five different agencies that impact our schools. So, when we look at, you know, that equitable piece, right, we want to be able to offer many of these things to all of our kids. Um, but I and and we've had those conversations about bringing all of our agencies together to see how we can be much more cohesive as a group, but as they said, they serve the mo the majority or a large portion um of our of our group. Well, we're counting on it and we appreciate the leadership to get there because I think it's an important change for all of our areas. So, let's let's make it happen. Um, with that,

071I think I want to I want to thank you all for your time this evening and uh I know we've got a I'm sure we'll be able to contact for further questions. All right. Thank you all. Moving on to public comment. Uh Ursula, we do have a public comment tonight. Um, on behalf of the board of education, I would like to thank the public for attending tonight's meeting. We value the feedback we received from our members of the public and encourage everyone to take an active interest in their public school system. Individuals interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board. When the secretary calls your name, I ask you that you come to the microphone, state your name

072for the public record, and provide your feedback. Please note the comments are limited to five minutes per person. The board does not participate in discussion during public comment. Comment should address the board of education as a whole and not be directed to an individual board member, audience, or staff member. Followup to your questions or concerns may be addressed by administration through the contact information provided on the comment card. Thank you. Michelle Trager. Hi Michelle Tger, parent of four. Please do not start my time yet. Um, I wasn't here last week, so I want to thank Jennifer, Latana, Eugene, and Jared um, for your years of service to the board and to the district. I want to welcome Dr. Martin, Dr. Pollock, Miss Robinson, and Miss C. I want to say congrats to our new board

073officers. I want to say thank you to our student ambassadors because this is a huge commitment and it's a lot of energy for us to concentrate. I can't imagine the energy it is for you guys after everything you're involved in and you bring um you just articulate so well some of the concerns from the student perspective. So, thank you. And I want to say goodbye to Ursula. Ursula, I've known you through this superintendent and the one before and the one before that. And um you're really important and we're going to miss you. Okay, now you can start my time. Um tonight, uh the improvement plans for Title One schools, including Boulder Hill, are on the agenda. And I want to thank the staff of Boulder Hill who work to develop the plan. Um I had

074a couple thoughts reading through it. Um I like uh some of the things that are in the plan, the staffing of a a sped interventionist assistant, before and after school tutoring, transportation to accomplish that, and of course compensation of our staff for those hours. All of the goals um in that plan relate to children with disabilities. And I want to point out that one of those goals focuses on rating reading raising reading proficiency and another focuses on raising math proficiency within this population. In the leadup to the recent election, there may have been misinformation that reading and math are not priorities. The report begins with the continuous school improvement model. It describes identifying a school leadership team and building a stakeholder advisory group. I would hope that that parents will be invited to be a

075part of this stakeholder advisory group. No one holds bigger stakes. The implementation of key activities towards these goals includes staff. I'm guessing that staff includes our teaching assistants. One obstacle from a parents perspective is that at Boulder Hill, TAs are often pulled from their TA duties to sub for teachers or LBS's. We don't have enough subs. This affects service to students. So, it must be considered if it will also affect implementing key activities towards the goals in this plan. Another challenge regarding TAs. I heard a rumor that the district told Boulder Hill that they are quote overstaffed. And I think that this is in ratio to the number of IEP minutes. But we have to live in reality. Several very high need students do not have IEPs in place. and I don't know if they've

076been identified for case study, but they require and deserve resources. So, this has to be taken in consideration in terms of whether or not they're overstaffed. May is mental health awareness month and it's also national foster care month and those things both res relate of course to fetal alcohol spectrum disorder. Um, it could be any month, birth defects, brain injury, neurodiversity, adoption, alcohol awareness and of course the month of September itself. I will talk about FASD because they're all connected. As far as mental health awareness, at least 90% of those with a fetal alcohol spectrum disorder have co-occurring mental health disorders. Male adolescence with FASD reported a serious suicide attempt at a rate 19 and a half times higher than national norms. Studies have found that among children diagnosed with FASD, 70% are or have

077been in foster care. And the percentage of youth in foster care with an FASD diagnosed is as high as 28%. But estimates are actually that that number is higher because of the rate of misdiagnosis. So what is the rate? One in 20 is what we've been talking about. So at least one in every classroom. Uh but a study from 2018 to 2020 found that nearly one in seven pregnant people reported drinking alcohol in the past 30 days. That's preandemic. And we know that the rate of binge drinking significantly increased during the pandemic. and we would see those kids coming into our school in early childhood. Now, another study, the adolescent brain cognitive development study, which is longitudinal, ongoing, it's based on parental reports. 26% of over 9,700 adolesccents were prenatally exposed to alcohol, one in

078four pregnancies. And very exciting news, um there is going to be a statewide free training in October um on FASD. I think we're going to have two days in the Chicago area and two days down in Springfield. Three. So, I hope somebody from this district, at least one, somebody um would like to attend that. I only have a minute. Dual language. First, I want to thank first, third, and fourth grade Boulder Hill dual language teachers who organized the penpal program with students at U of I who belong to the Society of Hispanic Professional Engineers. They do this all year. And April 26th was the field trip for Boulder Hill students to meet their college buddies. And it's so cool to see like they were waiting there for the buses and like wow these kids, these

079little first and third and fourth graders are important to these big college people who are successful junior high. We need an update please from our district leadership. What's the status on bridging for math for incoming sixth graders? Honor social studies available for DL. We know there was teacher upheaval again this year, not as bad as last year. What is the structured mentorship like for these teachers at plank? We would like leadership to communicate with parents as they did at the BPAC meeting at the beginning of the year and we need to also be concerned with what supports are available to our DL students as they move to high school. There's a specific path in class that is recommended. My kids are at OS and they have had a successful joyful experience. No short of amazing

080considering the educational trauma they endured at plank that they're still not over. But I have heard that the experience at East is marketkedly different. So, I hope there can be some consistency so that all graduates of DL can experience success and joy at the high school level as they continue to explore the language and culture. Thank you so much. Thank you. Thank you. Do we have any other move on to uh superintendent report? Dr. K. All right. Good evening board. Um just on behalf of our senior leadership team and really all the the hardworking members of this district committee, I'm thrilled to be here with our newly elected and returning board members. Um it's truly an honor um to continue in our service to our district and to our students. Last week we um we

081celebrated teacher appreciation week. Uh we also had school nurse day and national sign language interpreter day and it was really amazing to see our staff members being recognized um truly an honor to be a part of that work um by their peers, leaders, uh parent groups and other committee members who we've stepped up and came in and found ways to show appreciation to our staff and we want to thank them for making time to recognize our our staff in every part of our district. Tonight we had the pleasure of celebrating our pride, our last group of pride recipients. And what an incredible feeling and this tradition that we've had in this district is really important. And I want to thank our communications department um involving Jesse, Brena, Cindy, led by Terresa Cameas for their lead

082leadership. To give you some context, we received an impressive 1,500 nominations representing every school and department. And so we look forward to continuing to grow this incredible program next year. So thank you again to Teresa and her team. As we approach an eventful next several days, we want to recognize our high school seniors in particular. Each of our elementary schools will be hosting um one of the most awesome traditions, which is our alumni walk later this week. you want to see some true learning experiences um where our elementaryaries will be welcoming our high school seniors back to their stomp their early stomping grounds. Um students will having the opportunity to see their former teachers and staff members and celebrate their upcoming graduation. This serves as a motivation for our younger students. This sentimental tradition will

083be a sight to see. And board members, if you haven't signed up, I think many of you have, uh please do so. You will not regret it. This Saturday, we have our seniors who will walk across the stage at Northern Illinois University to receive their diplomas. Yes, 12 years is not a short amount of time. So, we want to thank them for their perseverance and they'll be receiving their diplomas and um alumni will be um will be welcomed as alumni. Uh we are so proud of their accomplishment. Believe on believe it or not tongue tw this is our final board meeting of the school year uh before the school year actually ends. We have a board meeting in June but that will be after the school year has led out officially. Um when we think

084about this time has just flown by this year. Um it's been a it's been an incredible year and I want to thank again our staff, our students, our families for all their partnership in making this a truly momentous and memorable year. Um this has been a year also not without loss. Um we've um unfortunately lost um important uh members of our community, a student uh family members, students actually and community members whose lives impacted many of us. And in these days of celebration, we keep them close in our hearts. Um, and your legacy for those who passed are is with us. For families, we know that we think of them and we are we hold them close to our heart and they are part of our legacy not to be forgotten. Students, we want you

085to finish strong in these final days. Never stop doing your very bre best. As you know, we are doing the best we can in serving you. Last but not least, I want to take a minute this evening to acknowledge and we had a chance to do this last week a bit, but I want to since this is our official last meeting, our two board members, Hope Re and Khali Parnell, and we want to just thank you for your demonstrated courage, tenacity, uh your forthright, your eloquence in raising important topics. Uh both of you of your own right did an incredible job and I would say as I was sharing earlier iron sharpens iron. You sharpened us this year. You helped us think beyond what were of sometimes overlooked topics and you were not in any

086way afraid to to lean in and with great dignity honestly uh speak to difficult subjects. And I want to recognize you for your courage in doing so. and we are so excited to that we had a chance to work with you here in 308 and we look forward to your succumb of seeing hearing good news of your successes. So and with that I'll turn it over to our board members who have some additional shoutouts because uh there are so many exciting things in this district that we cannot forget some of those things and I want to thank the board members. It has been our tradition to share some of these updates. So you're welcome to join us in doing so. My son, Anna Singh, and Ariana Vargas of Asiggo High School will have their artwork

087displayed at the 2025 IAEA statewide student art show in this October. This artwork is part of more than 40 2D 3D pieces selected from over 700 submissions. Congratulations to these students and their teachers. Many of our students from Plank Junior High, Asiggo High School, and Asiggo East High School celebrated the end of their journeys in our dual language program at their graduation ceremony. We're so proud of their hard work and accomplishments throughout the years. Congratulations. And in bass fishing news, uh for the first time ever, the Asiggo High School bass fishing boat brought home a full bag, which is five fish in a tournament. The Y'all are jealous, aren't you? Okay. Their final weight of 7.77 pounds earned second place in the SPC conference tournament. Congratulations to the Panther fishing team. All right. Our students

088at the Pathway Transition Center have been busy in the community lately. Recently, they visited Bigfford Senior Living and had the opportunity to play games with the residents. We love seeing our students connect with community. Uh, Swiggo East alum Ashton Izzy, a right-handed pitcher, is currently the Seattle Mariners number 19th ranked prospect. He has been assigned to the high A ever aqua socks and succeeded in his recent debut. Congratulations to Ashton. Nice. Minor teeth and their names. The Asiggo High School reflector yearbook earned the Gallery of Excellence Award from Wsworth. This award is earned by only 5% of books published by Wsworth nationwide. Congratulations to advisor Eva Tulock and the Reflector staff. Our senior awards night will take place this week. Here we will recognize student scholarships, awards, acceptances into military and trades and other achievements.

089Congratulations to our soontobe graduates from Asiggo and Asiggo East high schools. Woohoo. Greatly strategy. Is that where you're coming from? Yeah. Yeah. And with that, I'll uh Mr. President, turn for comments. Yeah. Board reports. As the school year close draws to a close, we find ourselves at a meaningful crossroads, looking back on what we accomplished and ahead um to what we aspire to become. This year, year one of our 2025 to 2026 strategic journey was centered on key themes. Improving teacher relationships. At the heart of those themes was a clear goal to strengthen the relationships between students and teachers. We knew that academic success could not flourish without trust, empathy, and open dialogue. And so we let so we set out to build those bridges. One of the most valuable spaces for this growth was

090our community speak and spark session. These conver What you doing? Sorry. These conversations gave us the opportunity to hear directly from our students, staff, and families. Together, we discussed the everyday realities of our classrooms, the impact of phone use, and how the quality of our communication shapes the overall culture of learning. These forums reminded us that respect isn't a policy, it's a practice, and that change starts with listening. As we transition into year 2, 2026 to 2027, our focus expands to cultural and relational responsiveness as well as mental health. We are committed to creating a learning environment where everyone feels seen, heard, and supported, not just academically, but emotionally and culturally. We will continue to ask hard questions, support one another, and build systems of care that reflect the needs of our diverse community. Then

091in year 3 2027 to 2023, we'll take on the challenge of navigating censorship and comfort, asking how we prepare students to handle complex ideas with both with both critical thinking and compassion. We'll also renew our focus on academic excellence, ensuring that every student has the tools to thrive intellectually in a rapid changing world. These goals are not isolated. They are part of living evolving into a strategic plan. Each year builds upon the last and at the core of it all is our shared belief that education is not just about information. It's about transformation. So as we wrap up this first this year, let's celebrate the progress we've made, not just in metrics or milestones, but in the deeper connections we fostered. And let's step into the future with purpose, knowing that all the best work

092is still ahead of us. Thank you. [Applause] It's about transformation. Um anybody okay? Um we have a policy and legislative committee uh report. Is everything um coming for information today or did you want to give a summary or uh we can do a quick summary. Policy and legislation. We discussed several policies uh lots related to title 9. Oh, did I lots related to title 9 uh changes uh and then a couple items that are coming uh before you as well. Did you have something to add Dr. Kate? I will discuss it when it comes for information. Got it. Policy. The only issue where we went uh away from policy was based on financ's recommendation or we considered going away from policy um which was um raising the capitalization threshold to $10,000. The recommendation by Mr.

093Obami is to keep it at or above $5,000. Okay. Anybody with any questions? No, we'll move to uh board member comments. Okay, I'll start. Go ahead. Um I I only have one comment at at the at the close of the year here. Um last week we were at uh Murphy Junior High talking to some teachers and and there's one comment that um has kind of rung true for the past four years from certain schools and I and it's not anything that's earthshattering but I think it's something that we need to be a little bit more consciously proactive about in the future. Um one of the things that was brought up was that they felt they were sometimes they felt that they were on an island. Um, I've heard this from other schools, especially ones that

094are kind of on the outer perimeters of our district because our district is very large and and really what it says to me at least is that um we need to be more conscious about getting maybe some consistency across the board um so that all of our schools are not necessarily individual silos, but you know, we we truly are um a community unit school district. So, um, just something to just something to keep in mind. Um, and that's my only comment. Anybody else? I have a quick comment. Sure. Um, this weekend on Sunday, the Special Olympics Wildcats teams are going to uh do regional soccer tournament and if they win their two games, then they would go on to the state tournament in uh, Bloom Yeah. Bloomington in June. So, go Wildcats. Go Wildcats. Um,

095Mary Joe and I attended the uh dual language um graduation. Yeah. So, um great speakers. Um BPAC is does a great job with that. Um you know, recognizing those students. Um I also want to to let the board know that uh Heather and I truly appreciate how this board has communicated so far. um we see your commitment to the current board agreements and we will look at them again during the upcoming meeting board uh retreat. So that's coming in June. So but I'm really appreciate it. Anybody else have I didn't think so. So that's why I went. Um so now we're moving to the uh to approve the consent agenda. C can I have a motion to approve the consent agenda, please? I make a motion to approve all items under consent, including 9.1 minutes

096from the board of education meeting on April 28th, 2025, open and close session and minutes from the board of education meeting on May 5th, 2025 open session. 9.2 to acknowledge the foyer requests received by the district. 9.3 to approve the field trips for overnight and or more than 200 miles. And to approve 9.4, for the joint stipen committee recommendations. Does anybody have any questions on the consent agenda? All of our seconders have moved on. Oh, no. I like you when Oh, yeah. for the seconds, right? Um, but anybody have any questions on the consent agenda? No. Okay. Miss C. I. Dr. Martin. I Dr. Mario I Dr. Pock I Mr. Cerrone I Miss Wenmouth I Miss Robinson I motion passes 7 nothing. Okay good evening uh board. We are bringing to you uh for information

097this evening. Um we have a presentation by Miss Mosley. Is that correct? transportation department update. So, want to thank you. Yeah. You want to please the clicker? Oh, it's up there. Okay, there we go. Good evening, board. Welcome new board members. Um, tonight we're going to present some information update about transportation. Um I came a couple weeks ago and we talked a little bit about our hazardous study. And so this is going to give you a little bit more information to the details that we dug into and where we're projected to go and um recommendations that we'll need for hazardous studies. You can bring the mic just a little closer. There you go. You're doing great. But it just uh we were we were advised tonight on on the volume level. So in particular Yes.

098Do I have the clicker? Yep. Um some of the topics we're going to talk about is the eligibility for riders, our alternative drop off form, um hazardous crossing findings, and then how we're going to communicate out to the community. Um just briefly, eligibility for riders. Our riders are eligible for service if they live more than a mile and a half unless it is a hazardous area that is deemed by the state of Illinois as a hazardous crossing. Um, our alternative drop off pickup form, that is a form that we have for students that are eligible for transportation, excuse me, where a route is created within their home boundary, excuse me. um that form is created so that they could um be transported. Thank you, sir. Sorry about that. Thank you. That form is created for

099families that live within their school boundaries um that are dropped off and pick up at other locations. A lot of times those are daycarees. Um but what we did different this year is we are providing child kids connection at every elementary school within asiggo 308 hazardous crossing. Um I'm just going to briefly go over this uh though there is a guideline per the Illinois Department of Transportation that we follow. um that guideline give points to hazardous intersections. Um some of those crossings will is identified as um the width of the walkway um traffic patterns, things of that nature that deems uh give points to those intersections. If it's 12 points or more by the state of Illinois is deemed hazardous for that intersection. So we did a lot of dive into the information. We worked

100with a third party engineering company that went out and did that research. Um they gave us that data back. There's a lot of people within the district that we partnered with. Um some of our principles, executive directors of school, deputy superintendent, our superintendent, our CFO, a lot of us teamed up together to do this work to see how that was going to impact our families in our district. Um got those studies, we reviewed them, went out to some of the areas ourselves. um to see what they you know the engineers were coming up with. Um and so one of the things that I will point out what the board has the opportunity to do is add a judgment point to any area that was not considered hazardous. So we can add up to two points

101to make it hazardous if we feel that that is a hazardous crossing. Um some of the well one of the areas there's only one area that we're asking the board to um recommend as a hazardous crossing and that is on Harvey and Wolf crossing the east side of that turnabout. The state does not have criteria for a turnabout. And so what they looked at was the crossing the um there's an island there on that turnabout. Um and then all of the lighting it was deemed as 11 points which is not hazardous. But we're asking that the board recommend a onepoint judgment that make that hazardous because if we added a crossing guard for safety and a turnabout, you cannot stop that traffic. And so typically that's what our crossing guards do. They stop traffic. If

102we stop traffic, there will be more accidents. And some of the reasons why we would like that judgment point is because of the unique accidents that happen in that area and a lot of students um drivers. Um and so as we go east, the turnabout on the east end, we're asking for one judgment point. Um you'll see all the other schools listed that we went through the information there and on our slides you'll see a lot of information on those points. I'm not going to take up a lot of time and go through that but you guys uh should have those slides. Here is the chart from the engineering company. You'll see um that third column it says the east leg of the roundabout. they have 11 points and that's um again what we're referring

103to at a onepoint judgment there um as a district. Um again these are some of the schools and through this slide you'll see um some of the schools where we have intersections. Um, one thing I will go back a little bit and just point out is that the reason why we're doing this study is because we have to identify our hazardous crossings with the state of Illinois. So, when you make your recommendations and approve these intersections that we're giving you tonight, um, I have to submit a form to the state of Illinois and that would classify our intersections as hazardous with the state. Part of that is for us to get reimbursement claims back from the state of Illinois on our our transportation reimbursement claim um which we haven't done um in a while. So

104we want to get that money back. Um, Fox, Chase, Thompson, Trober. Um, there's a few intersections that we identified was hazardous as well as the engineer studies. Um, Wolf Crossing, Bernardik. Um, those were some areas team and I went back a lot of times and talked about these areas and how we could make it non-hazardous. But at this point, we're going to continue to say that those areas were hazardous and recommend those for the state as well as Boulder Hill. Um, and then again, there's there's several schools throughout this slide that you'll see the intersections that we identify was hazardous. Um, what's next? Our June 9th um is our next board meeting. I'm hoping that we have action from the board that the is approve uh our recommendations and then on June 10th I plan

105to submit that to the state of Illinois for um hazardous areas. June 24th we plan to communicate that to our families and then in July we plan to have two town hall meetings with our families as well as with our engineers. um they will be with us in those town halls because they have that detailed information to provide to families and answer those questions that maybe I can't answer. Um and then we plan to have all of this information out to our families by August 1st. Um there's a lot of data that we plan to distribute to our community. Uh, one of the things I will point out here is on our transportation web page, we will have frequently asked questions as well as our safe walk routes that we are working with the village

106to create for all of our buildings. And I think that's it for me to Teresa or Raphael or Dr. Con, I know you've been working very closely. Anything you'd like to add before we open up for questions? Oh, all right. Thank you, Miss Smoothly. Questions from the board. Is it too early? It's probably too early in the game to determine if this will be if if this will be a big relief to uh our transportation or if it will there's so many hazardous crossing routes, it almost seems like it's going to be worse. Um will be will we be able to free up some bus time, some this year? I would say no. Not this year. I mean 25 26 I would say no. Okay. Um because again we're identifying them as hazardous now with

107the state which means the students that we transport that are up under that's under a mile and a half and in those hazardous areas we will get um funding back in the reimbursement claim. That will be a cost savings but that's not a lot but it won't free up our buses. But but what one sorry when I add one thing but it's me over here sorry votes 100 um no but I do think one point to clarify is by following the policies for alternate drop and pickup though there would be greater efficiencies because right now with kids connection not being at every building there is a lot of shuttling going on and there will be no need for that anymore so that time would be saved for sure and then and then the uh after

108school care not that's kids connection that they have to be in their own right following the rules, right? There's greater efficiencies which I think save time and money. Not to the extent where if we were to eliminate 10 or 15 buses, but I'd want to say that there's definitely some efficiencies that are going to be realized and then I I correct me if I'm wrong. These are probably considered hazardous already. Most of these Yes, we consider them hazardous now. We just have to get So there's no increase. There's no increase except for the roundabout. Roundabout is what we're recommending. So, oh, one second. So, it sounds like um we've thought through how we will support our families who may be losing bus services, kids connection um being one of them, which I think is awesome,

109but are there any other supports we'll have in place such as um hiring additional crossing guards, um identifying walking routes? Are there any other plans to look into that a bit further? Yes, but we we already have those crossing guards in place in the areas that we're identifying as hazardous. We just need to um the board to approve them so that we can get them claimed with the state, but there won't be any additional um areas that we're asking for hazardous currently. We treat those areas or intersection as hazardous. We're just making it official. So, they were already currently hazardous. Yeah. With with um transportation. Transportation and with crossing guards wherever there may have been. They just had never been officially approved by the board to ensure that the board then we can submit it

110to the state for reimbursement. Correct. So we're now just taking we're now ensuring that we can now go officially to the state and get those reimbursements. Makes sense. Okay. Good question. And just to be clear, um the transportation uh infrastructure operation in the district has been financially challenging. It hasn't paid for itself for a long time. is actually at um a deficit. So a consistent persistent deficit. So by doing this, this is some of the operational efficiencies that we're looking at to rightsize it. And one of them the the prior board approved which is the acquisition of buses. Uh keeping buses longer. That would be that'll be one. negotiating better lease price for those uh for those buses that we acquire. This is another step in a way. We've had some of these routes considered

111hazardous, but there's a process that we have to go through in order for the state to be able to reimburse us for those. We designate them as hazardous route. I mean, we did that, but it does it didn't it didn't help us financially. So in order for us to be able to maximize the amount of money that we get from the state, the board has to approve it. Then it has to go to IDA and then IDA has to send it to his speed. So that will help us too with some additional revenue. So we taking steps to try to rightsize the uh the operational inefficiencies that we've been battling in the district for a while. Dr. So, is it accurate to say that we have no official hazardous intersections with the state? So, we

112haven't been getting any reimbursement for those. We haven't followed the process that we're supposed to to follow to get the reimbursement. Yes. Okay. Dr. Zam Mosley, could we use more bus drivers? Absolutely. Could we use more bus monitors? Absolutely. Could we use more crossing guard? Yes, we can. Okay. Always a great opportunity when we're talking to transportation for an opportunity for recruitment to work with Ms. Mosley. Miss Mosley, how would they get in touch with you? Uh, I can be reached at l Mosley at 308.org or our transportation number 630-6362999. Excellent opportunity to work in transportation. Thank you. Nice. Nice across the board, right? Yeah. Um, does anybody else have any other Okay. You know, the only I just I had a communications just uh call out. You know, the the the families that are

113currently having their kids uh bust outside of their home school. Um I don't know, we want to make sure that they're ready. Um so, in particular, I would imagine that they get the, you know, daycare lined up. So, I don't know. I'm I'm assuming you could probably pull those names, right? Yeah, it's a priority. We we are definitely we're aware of who they are and we will definitely we are definitely prioritizing. So, it's not a last minute thing. Yeah. Right. So, that is definitely not for parent. Yes, of course. We do have some kind um some uh daycarees that's on our routes daily in those areas and so that that shouldn't be a huge impact. Okay. want to thank you and your team and also to the leadership who've worked together with you. So, thank

114you again, Miss Mosley. Thank you. Thank you. All right. Uh, next we want to uh I want to invite Dr. King presentation on our consolidated district plan 10.2. All righty. So, our consolidated district plan is really the kickoff to all of our federal grants. So the purpose of our consolidated district plan is really to coordinate between multiple grants that we're going to talk about tonight. All of the grants that we will refer to have separate applications plans. So each of the individual federal grants go much more in depth than just the consolidated district plan. This is really just the integration of our federal grants. So our team that came together to start to discuss really spans um the leadership of the grants. So members of learning innovation and equity and engagement and the schools team

115came and talked about title one, title 2, title 4. Members of our multilingual team came and discussed title three. Members of our special ed department came and discussed IDA. members of our early childhood team for our prek IDA and then members of our student services team um regarding our foster care and MKV coordination um of course also from our finance team um members of our grants. So the whole purpose of this is really to focus on coordination. So, not only across the grants, but within our professional learning, our supports to students, and our services to families and our students. So, what we're required to do is a needs assessment of our staff. Every year, we put out a professional learning survey um to really seek information related to what does our staff want to learn

116for the following year. and that's what will help to shape our planning throughout the 2526 school year. In addition to that, um we look at data that we've collected throughout the year from assessment data to in this case uh we had thousands of pieces of data for our strategic plan. Um both the surveys, our inperson and our town halls. um and then data that's collected um both at the state level and the local level uh from our buildings and our district. In addition to this um as you saw in the consolidated district plan, we have to do intentional um combination or alignment of both our district goals and our state initiatives. We have three state initiatives being student learning, learning conditions, and elevating educators. Of which then in each of the sections related to our

117federal grants, we not only had to align to those three state initiatives, but also to our uh strategic plan, which we aligned it to our five priority areas of future ready, systems of support, academics, wellness, and systems management. So throughout this process um not only did we want to coordinate to our goals and objectives but then also our services. So we met with our non-public we do have two non-public schools um that will participate this year um from outside of our attendance boundaries basically serving some of our resident students um and then our foster care transportation. So these are the grants that are included to included and referenced throughout the strate uh consolidated district plan. So the federal grants that we um are awarded are title one, title one school improvement, which both of those

118two we will uh talk about in 10.3 and 10.4. Title two, title three, um both our language instruction and um additional funding for our immigrant students. Uh Title 4 and then IDA of which we receive funding both targeted to preschool and um our K12 learners. So this is the amounts that we have received across the years. Uh some of the changes that you'll see depends on the different um school improvement cycles. So in 2122 we were in in 2223 we were in one school improvement cycle. Uh the district came out of that actually the whole state and we entered another um school improvement cycle of which we will uh talk about shortly. So that's the change that you see especially from school year 23 to school year 24. Um in addition we have seen changes

119in title three due to the funding per student allocation from the state has decreased from $100 per student to $90 per student. Um in addition our overall number of EL students has increased. So um we do see some changes in funding uh due to that. We have currently not received our funding allocations for the 26th school year. So once those uh do arrive, hopefully by the end of this month, uh we will start the process um led through our schools or diverse learners department uh to work with our buildings and uh create the grants. So, any questions before we move on to 10.3? No, she answered my question. Okay. In terms of alignment with the strategic plan and you call it out earlier. Great. All righty. Thank you, Dr. K. Moving on to Wonderful. Thank

120you so much. Moving on to 10.3. Um with us tonight we have four of our wonderful principles. Uh Pete Meismer from Boulder Hill. Um he is here related to our title one schoolwide and title one SIP. Uh Phil Murray from Long Beach also um related to title one schoolwide and title one SIP. Jeff Raldi from Fox Chase for Title One SIP. And Mike Mitchensson from Old Post for Title One SIP. Thank you for sticking through guys. Yes. Um, so with our schoolwide plans, um, in order to even qualify to bring our board a, uh, schoolwide plan, we have to demonstrate a, uh, free and reduce rate over 40%. All three of these school, Boulder Hill, Long Beach, and Plank, had previously demonstrated that as you see in the plans um, that you have for tonight.

121plank as of our data pull on 51 has fallen slightly below that. So we will be uh we did consult with the state and we will be applying for the waiver to continue the utilization of schoolwide plans. Um the reason why is um of all of our eight title one schools, five of them do not meet that 40% threshold. So they have to run what is called a targeted um title one program. So they can only provide services with title one funds that are targeted to our um atrisisk student population. So free and reduced um e special ed title one funds are considered supplemental. So we can't use those funds to supplant what we're currently um funding locally. So in our schoolwide plans, what it does is it gives us a flexibility to use these

122funds for any student in these schools. So both Boulder Hill, um, Long Beach and Plank have taken the opportunity to pull together a team to write their schoolwide plan. Um, in addition to the plan, there will also be a deeper dive into the budget activities once we get our allocations to then support the plan goals and objectives. Um, in terms of why we want to move to schoolwide for all these three, one, it requires board approval on the plan. That's why we're uh bringing the plans forward and it really is focused on that flexibility. As you can see through the plan, it really is focused on academics, behavior, social, emotional um and parent involvement. Due to the total amount of funding that we get for f uh title one, we are required to spend at

123least 1% of our total allocation for parent and family involvement. So, all three of our schoolwide uh title one programs have very targeted parent uh activities throughout the year that they bring parents and families in um to do things like literacy nights, steam nights, um things like that really to engage our parents with their students in academics. Um, so with that, any questions on our three title one schoolwide plans? I don't have any questions on the plans, but I'm just wondering, are there for future reference um are any of the are there other schools that are close to this threshold? So, Thompson is very close. Um so what we are planning to do is consult again just to see because they haven't they were actually onetenth different from plank um in terms of low income

124while they haven't demonstrated the over 40%. What we're going to do next step is consult and say well if essentially if we can get plank approved even though it's close but not over can we put in another waiver? Um, so based on that, I'm hopeful that we would get approved and then we can bring we would need then need to bring forward the Thompson plan to then be able to spend um their title one funds across the school. So that's our next steps um once we submit the waiver for plank. Thank you. Yeah, I noticed um chronic absenteeism and I think that there's a direct correlation with chronic absenteeism um relative to um student proficiency, academic proficiencies. So, I was wondering in what details or um how do you plan to address chronic absenteeism as

125I know it's mentioned in the plan, but I didn't know if you all were thinking about specific strategies that you will eventually input. Yep. So, um, in especially in, um, both Plank and, uh, Boulder Hill, they have specific strategies related to, um, chronic absenteeism. You'll actually see when we get to the Title One SIP, um, both uh, Fox Chase and Boulder Hill have written specific attendance goals um, within their uh, title one SIP plans. So, some of the things that they're looking at is uh stronger coordination with their teachers, with their families. Um, some of the things that they're looking at is not only increased information um because of the differential between like an excused absence, what is excused um as opposed to an unexcused. Um sometimes we see families traveling for vacation or different

126reasons. Um they've also planned some activities in terms of um opportunities for parents to come in. Um Boulder Hills also uh talked about increasing their home visits um just to have a stronger connection with parents. So really it's a crosscoordination of um extra supports within their title funding um partnering stronger with their teachers, their families both in the school and out. Perfect. Thank you. Yep. Anybody else or student board members? Anybody else questions? No. All right. So, thank you, Dr. Yep. Moving on to 10.4. Um, in 10.4, um, what you have is four of our title one schoolwide plans. Um, so Fox, Chase, and Old Post are entering, uh, year one of implementation. They are currently this year in their planning phase. So as part of their plan um they had to create their um

127title one SIP plan. They entered the schoolwide uh I'm sorry the title one SIP um cycle based on their um SY23 data. All four of our schools are in a school improvement cycle um due to their subgroup of children with disabilities. Boulder Hill and Long Beach are entering year two of their school improvement cycle. Um so they entered the cycle based on their data from school year 22 and actually we celebrated earlier this year uh Boulder Hill while in school year 22 um was uh targeted. they did based on their school year 23 move to commendable but since they were already in the cycle they get the benefit of the funding um throughout the entire four-year cycle. So the school improvement cycle is year one based on planning. That's part of the change in the

128funding. Also, uh year one for planning is not uh funded as uh strongly as um year 1, two, and three of implementation where that's where we see our direct supports for students. Um so as part of their goals, um all four schools have goals based on academics. So for reading and math, as I mentioned before, Fox Chase and Boulder Hill based on their data wanted to do some intentional focus on attendance. So their third goal is related to attendance. And Long Beach and Old Post, their third goal is related uh to effective systems and teams. So really trying to strengthen that coordination with parents and families and students, sorry, and teachers um about children with disabilities. So our overall the rate the reason why we enter a school improvement cycle is based on our summit

129of designation. So we will get updated summitive designations this fall um which is based on academics chronic absenteeism um and academics both in terms of performance and growth. Um so there's a few other things that are part of that um but those are the main things. Um but we'll dig into further details in the fall when our new data gets released. So um throughout the plans you'll see a focus on academics, social emotional behavior and really concentrated on strategies, systems, supports and then strengthening those relationships with parents. Any questions about our title one SIP? Principles, you were here. Do you want to add anything? I know that you've uh spent a lot of hours on these factors and with your team. So uh just building on what Dr. Concage shared uh please feel free to

130come up and want to add [Laughter] concur. Um and I'm Phil Murray principal at Long Beach. Um I would say probably the biggest thing the collaboration amongst our schools as well and the work that we've done with Dr. Concaid having been in it for a few years. Um and as she mentioned like our real focus is on those teams and the parents and the community and the relationships if we can build those and building those bridges to our students too on there. But you're right Dr. uh Kgatti a lot of time a lot of input from parents. We had a s stakeholders advisory group group group this year for the first time and that was really important to get input from parents. um half of our group was made up of parents from children with

131disabilities. So to actually hear from them was very helpful as well and they've given us some good ideas for our planning for heading into next year as well. Great. Um so not to speak for the other schools but that's a little bit about what what we're doing and the support that we've gotten from both Heathers um has been great. So I thank you personally for that because it's it is a lot of work uh there. So thanks for acknowledging that. Thank you. Thank you. Okay. Anybody? I just have one more thing to say. Yeah, please. So, one, I think it's great that you all are partnering. I definitely I don't believe that this work should be done in silos. So, I think it's an excellent idea that you are partnering with multiple stakeholders, specifically parents

132as called out earlier today. Um, I was just wondering if you all, and you don't even have to answer this now, but just food for thought, if you are considering work recovery um, for these plans and how you will embed work recovery into these plans specifically since you have a um, population of students who are struggling with attendance. Good. Thank you, board. Thank you for your feedback and your um, reflections. Um, oh, now Dr. Concade, I think we're going to the next one. All right, busy. Okay, so uh moving on to 10.5. Um so as was mentioned in um our board committee uh report we several times a year we receive from press plus um a update. Uh this was this month was one of those updates. Typically the policies that we bring for um

133uh review kind of fall in one of four categories. Uh one that we're required to change policy. Uh two that process recommending that we change policy. Uh the third is we internally decide to review our policy. And then last some required kind of footnotes and legal review. So tonight in all of the policies that you see uh for your first read are focused either on the 2024 Title 9 revision or reversion to the 2020 Title 9 regulations. Um, another significant impact um was public act 102466 um where they added additional uh requirements and supports for students uh due to pregnancy, parenting or concerns arising from domestic or sexual violence. Um and then the third was changes to our staff development requirements. So all of those policies impacted by those three things we are required uh

134to make the change. The next set um is really based on recommendation. The first one mentioned uh 480 was the capitalization threshold press is re recommending an increase from 5,000 to 10,000 um with cons consultation with our finance department. Uh the recommendation is to leave the threshold at 5,000. Um the reasoning is really uh internal controls um within the department in uh the district. So that gives us a better um kind of overall inventory and review of capitalized versus non-c capitalized uh equipment. Um at one point our finance department was considering lowering the threshold from 5,000 to 2500. So their recommendation at this point is to uh remain at 5,000. The other policy recommendation is within 6235 press is recommending some framework around AI. um essentially asking the schools then to through district coordination to

135develop an AI plan that requires not only a plan but professional learning and review. Um we would be recommending uh essentially that framework to be added to board policy. Um then once approved we would be working throughout the district on what that plan would be. Um so those are the two policies um with recommendations we would like to support to move forward. The policy that fits um internal review is policy 130 which is our school district philosophy. Um the current policy um is tied to envision 308. Um so now with our uh strategic plan being approved by the board um what we have done is realign the school district policy to our five priority areas. Um this is directly from our strategic plan. Um but we wanted to recommend the replacement of the connection to

136um envision 308 to our school or I'm sorry to our strategic plan. Uh the remainder of the policies really fall into that require footnotes and legal review. Um so but is there any questions about our just I don't have any questions but I just uh because we reviewed these at the policy and legislative committee. Uh but just a note about the AI we had a little bit of discussion about it at our committee um and you know developing that framework. Obviously through press a lot of districts are going to be doing this all at the same time. So it's a great time for collaboration and also just to keep an eye out for what other people are thinking and doing um because uh it's already here and um you know um everyone has uh with

137you know lighter hand or more hands make lighter work. So I think that would be beneficial to be connecting with other districts on that. Dr. Paul and her team have already been working uh with the high schools and our instructional technology coaches. Um have been doing some deep dives into the world of AI over the last year or so. So AI will not replace our teachers. So if there's any rumors out there, just so you know, he said will not. Will not will not for the record. Eric, can we get AI to somehow drive buses? That would be great. Oh, autonomous buses. Oh, no. Let's start with electric buses first. Oh, yeah. Just kidding. No. Okay. Okay. I believe they went out of business. Oh, okay. Anything else, Dr. Any questions? Anybody? Um, you know,

138the only thing I had was uh I I saw that the updates policy 130 were not discussed. Uh so basically the the committee members isn't comfortable with it the replacement of what it would choose to be. Yeah. If anything it's more conservative. Okay. So Okay. I think he's talking he's sorry you're referring to the one with the philosophy statement. Yes. Right. Not the five,000 versus 10,000. Obviously. Yeah. That that's that's aligned with what I would want. Yeah. Yeah. No, I would say yeah, we're I feel comfortable with it. It just aligns well with that. It didn't make sense to have the other version in there, right? Okay. Yeah. Thank you. Um, thank you, Dr. Kate. We're moving on to action items, then. Um, okay. Action item 11.1, approval of bills for payment. Can I have

139a motion, please? I make a motion to authorize the payment of bills in the amount of 5,639,480.85 as presented. Second, Mr. Cerrone I. Miss Robinson I. Dr. Martin I. Miss C. I. Dr. Marilo. I. Miss Wenmouth. I Dr. Pock. I. Motion passes. Seven nothing. Okay, moving on to 11.2, approval of girls flag football. Can I have a motion, please? I feel like there should be a drum roll. Um, I make a motion to approve girls flag football as a new IHSA sport. Second. And I have a question. Can I have a comment? Yeah. You might be needed. We'll see. Mr. Arson, come on up. Yes, you are officially need. You want us to ask you? you. My my question is there were two plans presented. Are we do we need to approve the JV varsity

140or as opposed to the other plan or is that something that you just go do if and when this gets approved? Yes. I guess we can hear you, but they Yeah, we definitely want you to be heard. The um the final recommendation which you would if if you were to approve tonight would be for a varsity and and JB level sports. I just want to confirm that to clarify. Yes. Yes. Can I ask does that that's what's in the recommendations. Okay. Yeah. I just want my comments are I just have comments. I don't have questions. So, um I'm so happy with this proposal. It feels like we're going to have opportunities for more students which is I think was brought uh to the surface and the conversations we had uh last month. Um, and I

141think it's just a a good testament to what, you know, a a community board does and, you know, partnering with the district to figure out, uh, what the best options are. And so I see our coaches in the audience as well. So, thank you for, uh, for being here and and for helping out with everything. So, um, I appreciate it. Yeah, there have been a lot of champions along the way. So, I mean, this is obviously pending your approval, but it's it's been a very good process. And again, there's people sitting in the stands here who have been very helpful along the way. And there's people who aren't sitting here who have been very helpful along the way. Indeed. Yeah. Thank you. Just keep a keep an eye on demand. Yeah. You know, yeah. No,

142we're we're fully acknowledging the fact that we are we will continue to monitor these numbers. Um this is something that we think is going to grow even beyond this. But right now uh I think this is um this is the most appropriate response we can have and it matches what our district partners or our SBC partners are doing as well partners. Any other questions or were stakeholders excited about this recommendation? All right. Uh I would say yes. It really hasn't gone out too much about the official recommendation to kind of grow from the initial. Um, I would think that everyone is excited for this. Um, I think everyone is going to be very happy with the product. What's interesting is, you know, we were in meetings last week as a conference and the Illinois State

143uh athletic directors have a conference last week, too. The IHSA is still waiting on some final details from kind of the higher authority as the the NFHS and the rules and things too. There are some constant changes happening with this based off it's small changes but things we have to keep an eye on is right now there's currently two halves and then a short uh halftime they're thinking about going to quarters uh to to make it mirror more like the boys football game. Uh it will lengthen it a bit but like there's this is such a fast growing sport in a lot of different ways. You will see small changes to better the product overall and better the the experience for student athletes too. So, I think there's going to be a lot of people

144pleased. Yeah. Great. Thank you. I I want to take a moment and just thank you for your leadership, uh, Mr. Arnson. Um, not everyone knows that, you know, when we bring proposals, sometimes there there's a lot going on behind the scenes when we think about the economics and how we balance the need versus the demand versus how it fits into everything else in the community. And as the athletic director, executive athletic director for the whole district, you've had to weigh all those. And so I think you did so well last time in presentation. I know Tonyy's not here this evening, but please extend to him our appreciation for your both of your leadership in this work. So we'll see how the vote goes. But uh with that I I will say thank you again. Thank

145you. Appreciate it. Miss I miss C. I Dr. Martin I Mr. Cerrone I Dr. Mario I Dr. Pock I Miss Robinson I motion passes 70. [Applause] Now it's the exciting stuff. [Laughter] 11.3 uh approval of Asiggo East High School regrout project. That's exciting. Can I have a motion, please? Sure. I make a motion to award the Asiggo East High School regrout project to Bourbon Tile and Marble, Inc. in the amount of $67,35. I second. Dr. Martin I, Dr. Pock, I, Miss Wenmouth, I, Mr. Cerrone, I, Miss C. I, Dr. Mario, I, Miss Robinson, I. Motion passes 70. That was exciting. Yeah, good luck, Mr. Queen. Let's do this. Yeah, you got regrouted. Clock starts now. I don't want another track scenario. Oh, jeez. I don't even want to talk about Sorry, bad news bears there.

146I [Music] [Laughter] apolog. Can I get a motion, please? Uh I make a motion to approve the personnel report as discussed and presented. Second. Dr. Mario I. Miss Robinson I Dr. Pock I Mr. Cerrone I Miss C. I Miss Wmouth I Dr. Martin I. Motion passes seven nothing. Um can I have a motion to adjurnn? Yes you can. I make a motion to adjurnn.