SD308 Board of Education (5/9/2022)

001school district board of education meeting for may 9th 2022. can i have a roll call please mr cerrone here miss doyle here mr gatewood president ms johnson present mr plogger present miss simonton present miss swanson president when we all stand for the pledge of allegiance i pledge allegiance of america and to the republic for which he stands one nation under god indivisible with liberty and justice for all okay 4.1 public comment on behalf of the board of education i'd like to thank the public for attending tonight's meeting we value the feedback we receive from our residents and encourage everyone to take an active interest in their public school system residents interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary of the board

002when the secretary calls your name i ask that you come to the microphone state your name for the public record and provide your feedback the board will read up to three student comments submitted by email please note that comments are limited to three minutes per person for a total of 30 minutes no discussion of personnel matters or responses to questions are permitted the board does not participate in discussions during public comment if your questions or concerns require follow-up a member of the administration will reach out through the contact information provided on the comment card thank you i have the privilege this evening of reading a email from a student good evening my name is lanaya robinson i am here today to ask that the school board integrate the learning about different heritages into our academic

003curriculum during their respective months in my 11 years of public schooling we have never formally learned about different heritages such as asian and pacific islander hispanic and native american as the world continues to advance globalization increases like never before and many of today's jobs require students to be culturally aware being culturally well-rounded will not only help students attain jobs in the future but also help students with problem-solving social skills and building compassion throughout most of the school year each month celebrates a certain heritage i understand that our school curriculum is very packed but even if in the first month first of every month first period teachers took 10 minutes of class to quickly discuss what the month was and some important people traditions and holidays it would be helpful oswego is not only my home

004but also a town preparing many students for success let's work to keep it that way jessica peterson yes ma'am my name is jessica peterson um i'm here from the american heart association and i'm just here to say thank you um 17 of your schools partnered with us on a kid's heart challenge or an american heart challenge program this school year to make an impact in the fight against heart disease and i just want to be able to recognize them and celebrate them for what they're doing um this program is designed to teach students in a memorable way a fun a fun way um to learn how to stay heart healthy not only physically but mentally too all these coordinators involved do a tremendous job instilling these habits and their students with this program in what

005works best for their school it's clear they're very passionate about the health and wellness of their students and we love seeing this come to life each year not only do they teach students to be heart healthy but they reiterate the importance of helping others and these programs offer an outlet for donations to the american heart association to go towards advancement in cardiovascular research local hospital hospitals to provide guidelines for the best care advocacy efforts and more while donations are not required to participate in this program the school community still raised a total of 75 hundred and eighty eight dollars to fight our nation's leading cause of death heart disease and had one thousand seven hundred and seventeen students uh taking it upon themselves to uh challenge themselves to keep their hearts healthy um we have

006lots of numbers very exciting numbers to celebrate this year um i would like to celebrate a top student that you had in your district maria flores at wolf's crossing um the highest fundraiser in the district raising two thousand three hundred and forty dollars individually on grand park with the most amount of students um 195 students challenging themselves to keep their hearts healthy wolves crossing with the most amount of dollars raised of 10 855 dollars and this year is a big milestone year for district 308 um you guys surpassed the one million total lifetime dollars rey is partnering with the american heart association okay not only that um taking this program to its fullest your community had 148 students and families who took the program one step further to learn a life-saving skill of learning hands-only

007cpr or learning how to spot the signs of a stroke through a special initiative called finn's mission it's a bonus part of the program rallying around a little boy named finn um he was given a fatal diagnosis in utero due to his specific heart condition um he has had his parents named him finn because the name if you guys don't know the name finn means warrior and he's been just that he's survived and thrived after 18 heart surgeries in his six years of life and just recently suffered a stroke he's an adorable animal loving and limited soccer playing little first grader but as you can imagine adding these pieces of finn's mission into our program um helps awareness for all on a personal note i've had the opportunity to closely work with these schools and

008these teachers for the last five years there aren't a better group of humans out there um but this literal life-saving success would not be possible without the enthusiasm and the support of dr scarlett thank you so much i'm sorry thank you guys um thank you jessica congratulations one million dollar mark for 308 that's a big deal daniella ramirez this is my first time doing this okay so can you guys hear me yesterday um i'd like to start off with presenting myself my name is daniela ramirez i am a first generation student who has worked hard to demonstrate the sacrifices of my parents this medal was not only for me it is for them they have been my driving motivation to be where i am today and it is heartbreaking to not have the proper recognition

009that we all deserve um so obviously this is about being part of oswego's uh summa la la group of students who made like their top 10 percent um we were all told that we were going to be getting some sort of recognition on the 17th of may um and previously most of the students would always get their medals for their hard work that they were that they put throughout their four years of high school and this year however we were told that we were not going gonna get any form of metal nothing like that we were just gonna have a little ceremony i'm not sure what else we were gonna do we're not having any more information but um i think me as long as my classmates behind me were all very upset because why

010us like why class of 2022 how come previously you guys were able to give these recognitions but now we're not we're very upset because like i said before we we work very hard for this it's it's been hard we've spent many nights studying we spend many nights without sleep a lot of stress especially vinyls um during covid it was very hard learning online for over a year but we persevered we kept going and i just feel like we're not getting the recognition that we deserve and i want to know why why now like why not before thank you thank you margaret lecher hi my name is margaret leger first i want to thank you for the opportunity to speak to you tonight my name is maggie leger and i'm a senior at oswego high school

011graduating summa laude with a 4.45 gpa my whole high school career has been spent working hard in my classes and taking part in extracurricular activities coming up on the end of our senior year many of us are collecting our various cords and awards to get ready for graduation one of these things that we are here representing the summa laude group are looking forward to was our medals that have are supposed to be given to us to represent that we were at the top of our class ohs used to do the top ten percent banquet which both kids and teachers looked forward to but that has already been taken away from us now the last thing celebrating our academic achievement has been taken away too we have all been looking forward to and working hard towards

012this medal and now the school has taken that away the school is so worried about making people feel equal and not hurting anyone's feelings that they are willing to push aside our academic achievements school is about academics and if you walked into our school you wouldn't know it honestly this is upsetting and we are here tonight in hopes that you will not make the same mistake next year with the kids who have worked hard for the summa laude honor i would also like to point out that the school and society pushes mental health and worrying about our emotional well-being and to be honest the kids who work hard in school like we all have and who are so involved they barely have time to get their homework done but they still do their mental health

013matters too myself and the rest of us here have put ourselves through a lot of stress and we put ourselves through a year and a half of online school and we still managed to earn a 4.0 or higher and now we are being pushed aside we have worked so hard for this academic achievement and you are pushing us aside i have pushed through high school i have pushed through coved i have worked hard and i find it appalling that we are being pushed aside so that other kids don't feel bad once again thank you for this opportunity to speak tonight and i hope you will fix this mistake and return to awarding the kids in the summa laude group with medals to celebrate their great academic achievement victoria trevino good evening my name is victoria

014trevino and i am a part of the senior class at oswego high school that will be graduating summa laude there are over a hundred ohs seniors that are graduating with over a 4.0 gpa and that is insanely impressive over 100 kids have worked themselves to their core in order to reach such an achievement and i'm sure our teachers and parents are just as proud as we are of ourselves i remember finding out our freshman year that we would no longer be having a top 10 dinner for us once we were seniors it hurt but i made peace with it and of course didn't let that decide how hard i was going to work over the next four years countless seniors that have joined me today have been through difficult hurdles over the past four years

015and still they made this extremely difficult academic achievement when i attended the class of 2021 graduation ceremony seeing that the top 10 percent sat in the front rows of their class gave me so much hope i always thought that the top 10 percent being recognized was so important especially when it comes to encouraging kids to reach their full academic potential when i heard that we weren't doing that form of recognition either again i made peace with it but i couldn't help but wonder why us why are we the first class to not receive that kind of recognition and finally finding out that we wouldn't receive the traditional medals for graduating summa laude we got tired of making peace with it by no means do i think hard work is defined by numbers and by no

016means do i want anyone who may not earn such a medal to feel bad but after four years working to earn over a 4.0 through covid aiming for the highest grades possible don't we deserve more than a pin is that what will is this what will carry on to the senior classes following us will their achievements be muted even more than ours in order to make everyone feel included i am all for the inclusion of students and i'd never want anyone to feel left out but when did an academic excellence become a participation award thank you valeria ramirez good evening my name is valeria ramirez i am here representing my sister and her classmates who have worked exceptionally hard to be able to receive this honor it seems completely unfair for the school to deny

017them their medals the medals in no way signify the comparison of students being better than others it is simply a symbol of recognition for the work that they have put in these students have worked hard for four years and are given one moment during graduation to demonstrate for it revoking this special distinction is completely unfair this is in no way biased what is biased is to choose this class to deny this honor biased is used for something that is unfairly prejudiced or against someone or something the students worked for this there is not any exclusion of students allowing medals is not an unfair act towards other students it is known to all that if you put in hard work as these students have done you will be rewarded therefore that has there has been no

018act of bias or unfairness to promote fairness you should start within the school not by taking away a medal schools are full of body shaming sexism racism bullying and much more that is what's unfair yet your solution to the unfairness is by punishing the students who have worked hard is this what the school district represents that if you work hard you will receive no recognition the only thing that this act will produce is the decline of motivation of students you are all setting an example that hard work here does not mean anything your attempted act of fairness is completely illogical and unfounded give these students their well-deserved medals one doom ten dong please hi my name is and i'm terribly disappointed to hear that my graduating class of 22 will not be receiving medals due

019to respect for my peers feelings my classmates and i started school normally freshman year then throughout the school year of sophomore year we got hit with the pandemic we still worked hard through and now we're going back to school normally to work with my normal status we are living proof that nothing could shake us down to the whirlwind of a high school experience that we had personally as a first-gen black student who has been part of that two-student average of black students in 18 honors classes this achievement is more for my family than for me working together with my mom i've had to care for my siblings when it comes to their homework and activities on top of mine i've worked countless hours in my ap and honors classes to keep my high gpa and

020maintain excellence in my extracurriculars as i'm speaking as an all-conference athlete in track and field just winning our spc conference i have sacrificed my mental health my social life but most of all my sleep for you guys to then turn around and say that our hard work deserves this pin smaller than my hoop earring it's just ridiculous i've had every reason to give up to not study to call off from work but no i made sure i had my priorities straight and made school my priority i managed to keep my 4.3 gpa and that's all i've really worked for throughout my high school career i made sure that school is my number one priority and i've kept everything straight and my classmates and i have kept a good work ethic throughout a pandemic that many

021students have not been able to achieve and we deserve to be respected and recognized for all of our hard work that unfortunately this year we have not been able to receive that same recognition as years prior that did not have to go through a pandemic we went through a pandemic we survived a pandemic and we have risen above that pandemic and so the feelings that you're hurting are the ones that sitting right here and the ones that are back there and the ones that are at home that we are being the voices to speak so please for the next upcoming years give them the recognition they deserve because they have also survived this pandemic and worked through thank you lanaya robinson whose email comment was read would like to make it in person since she

022needs it for her civics class um before i start i want to formally apologize for the misunderstanding about emailing it it was that was my fault i'm sorry but my subject was about learning about different heritages and incorporating that into the curriculum in my 11 years of schooling we haven't really learned about other heritages and how they and i feel like as students they leave positive impact helping us get jobs in the future with problem solving skills social skills and building compassion oswego is i'm just going to summarize it because she already explained it but osteo is my home and i love to call this place my home and i feel like we've always prepared children for success and do the best they can be in the world and i think we should work to

023keep it that way thank you 5.1 board member comments does anyone have any comments i do okay go ahead sorry um first thank you to our students for showing up your hard work has not gone unnoticed you guys have been doing amazing things throughout your four years here and i know you're going to continue to go on and do many more um i can answer i was here when we did make the decision in 2017 to remove the class ranking salutatorian valedictorian and without going too lengthy into this i will say that i'm happy to share what i remember of it but we do have it also documented through minutes and through reports in mental health and well-being and reducing stress on students who were taking huge numbers of classes in an effort to achieve

024those ratings was part of the conversation so i appreciate that you guys are here doing that i don't know that we participate in the conversation surrounding what the awards look like um but i'd be happy to share that with you and i know we have your contact information i can just share my own thoughts on what i remember from that time if that helps my other comment is something that i learned a few months ago and i know a lot of our school district has been struggling with is the use of cell phones during school and kids who were relying on them during the pandemic who are now exhibiting signs of addiction to using their phones during class and this is something that as a parent we also struggled with in my house and so

025i wanted to share that one thing i found very successful was on my family settings on my apple phone um i had family sharing available for my students and i would encourage other parents to consider utilizing that feature to shut the phones down during school hours because they can still contact their children they can put themselves on an emergency list but it can help the students concentrate and maybe achieve some of the things like the students in this room did that's what i've got thank you anyone this way okay well go ahead i don't i was just gonna say i um i was actually on the committee when that was decided and there were a lot of questions and reservations so i think it was dr miners last year with the district when that decision

026was made i will tell you one of the conversations was to preserve tradition um along with expanding recognition so i also would be more than willing to have a conversation with anybody about that as well um and i'll make mine sweet and simple the other piece um which is that i had the opportunity to go to bednar six twentieth anniversary and it was well done by the staff and certainly appreciated that thank you dominique i wouldn't mind having that conversation uh either um i have a couple things that i'd like to bring up uh attended the retirement and 25 year recognition uh celebration uh just was great to be there with all those people um that so much experience and contributing so much to our district it was i'm actually getting chills now it was

027it was great yeah i also volunteered to help build a new outdoor classroom at brokaw this past saturday i was pr it was chosen by an oswego student cameron balder and as his eagle scout service project oswego troop 31 helped with their labor and skills uh cameron coordinated efforts with principal fire garrison and received funding from the broker hsa i want to thank everybody involved just and that this is one of the many examples of the great things the volunteers in this community do for the students in the school district 308 so thank you to all the volunteers you'll probably um be able to figure out that lori and i talked about this cell phone thing so may is mental health awareness month it is the recognition that our psychological well-being is an important part

028of our own health productivity and happiness as well as the well-being of our communities i've been asking myself recently with my son with my husband is our phone use affecting our mental health and i think the answer is yes laurie and i had a long discussion about this and i encourage everybody such as mrs doyle said to just ask yourself is your cell phone use affecting your mental health excessive cell phone use is associated with difficulties in cognitive emotion regulation impulsivity impaired cognitive function addiction to social networking shyness and low self-esteem and i simply just wanted to bring awareness to it thank you um i had the pleasure of attending the retirement dinner for our staff and it was just astounding and an honor to hear i believe it was over 700 700 years of

029service and i just thought that that was remarkable so that was fun and then lastly i just wanted to give a shout out to our fine arts department had an opportunity to attend the production of newsies and it is just absolutely top-notch and so i just was so proud of our students and staff just and i've attended a few several honestly of our fine arts uh productions and they've just always been phenomenal so great job can i just i saw chicago and i just want to say the same thing they were phenomenal and the talent in our district is amazing thank you for reminding me no problem yeah i too um was at the retirement dinner and was able to speak on behalf of our board and i just wanted to say to our employees

030celebrating 25 years of service thank you for your dedication to the students and staff of this district it is not an easy time to be in education so we are grateful you've chosen to make a difference here in the 308 community you are seen needed and deeply appreciated and to our incredible retirees congratulations on your career achievement we honor you and the commitment you made to the oswego 308 students and staff but also to public education your role has been vital in the educational experiences of our students thank you to all our honorees for leaving your mark on district 308 and we are better because of each of you and then i wanted to address our sd 308 teachers staff and leadership it is important to the board that our staff thrive in a culture

031and a climate that is safe supportive and inclusive so hanover a well-respected vendor in the k-12 space will disseminate a short culture and climate survey beginning on may 16th and ending on may 20th anonymity is of the utmost importance to hanover the board and our district having a third party vendor conduct conducted survey offers you a safe space to give voice to your work life experience and was a major factor in the selection process after the survey hanover will analyze the data and work with stakeholders to craft strategies for improvement to our culture and climate we greatly appreciate you setting aside the time from from what i'm sure is an already packed end of the year to do list to share your thoughts thank you all right is that everyone so now we'll have 5.2

032superintendents report well thank you president simonson i was going to mention some things about the survey but you covered it very well so thank you and i will skip over that portion of what i was going to say tonight tonight i wanted to start my cal my comments off by acknowledging national school nurses week which started last friday i want to thank all of our school nurses for everything that they do for our kids on a daily basis it's hard to believe that today is may 9th and tonight is our last regularly scheduled board meeting prior to high school graduation on may 21st that will be held at northern illinois university over the past few months during my superintendent comments i've shared much in regards to safe inclusive school climate and culture academic achievement finance

033and student voice so when we think about high school graduation it's a time for our graduates to reflect and it's a time for us to reflect graduation is a special time for many reasons and on may 21st we'll celebrate the successes of over 1 500 kids of our graduating seniors we'll listen to their speeches that will inspire both our students and ourselves as we reflect on what has been and what is to come so as we think about the future meaning our work in our school district i'm excited the work that we've completed and reported out throughout the school year is significant and this year will be next year we'll be entering our second year of our five-year strategic plan in vision 308 and we'll soon be talking about the ideas of revisiting the uh

034mission vision and core values as we work towards our current mission of educating all students to reach their highest potential this is where i was going to talk about the culture and climate survey but i'll skip that portion and uh just a couple things for uh to finish up last week we met with some of our union leadership in regards to brainstorm ways to get the many job opportunities that we have here in district 308 out and that we have available for coming for the up for next year and we're going to be putting together a concentrated effort as we uh do our best to be fully staffed as well as we can at the beginning of school year as we know we're competing against all other school districts and businesses looking to hire when

035we talk about climate and culture having a high quality diverse staff that is representative of our student demographics is extremely important and it's all of our responsibilities to get that the good word of the job response the job opportunities here in three to three district 308 out and as the largest employer in the county i look forward to sharing more of our efforts in the near future so that's my report for this evening thank you thank you 5.3 student ambassador reports thank you um so our student advisory committee held a meeting last thursday on the fifth to discuss the future policies and solutions to sexual harassment uh the dilemma overall that we focused on through our surveys and through the research that we conducted this school year so we analyzed the opr revised harassment policy

036and the code of conduct at pittsburgh public schools just to see and reference their pros and cons in order to see what could have been good models for future solutions that our student bodies could possibly benefit from specifically regarding the sexual harassment issues that our students have discussed or reached out about we further analyzed title ix and how certain programs in our district works with uh the necessities of title ix and the ex and the extent by which they can execute that looking back on the sexual harassment issues in our school and the overall physical threats that many students ranked in their top three concerns in our first student survey our committee has made a lot of progress with our goals to understand the roots of sexual harassment why students may not have been able

037to reach out to report it and understanding what steps may help lower sexual harassment rates in our learning environments here in sd-308 following wipar research tactics we've come to the point where we can finally discuss policies solutions and resolutions and a lot of thanks goes out to our board members our principals dr waller and dr sparlin yeah that's everything for today thank you thank you okay okay all right item 6.1 is information on financial statements are there any questions on what has been presented this evening no is this is this one of our student ambassadors list meetings before graduation well congratulations it would be his last meeting before graduation yes right so it's probably worth noting thank you for serving with us this year even though it was your senior year um and i hope

038you've enjoyed it as much as we've enjoyed having you thank you awesome job awesome job exceptional [Music] [Applause] okay item 6.1 are there any questions on the financial statements that have been presented item 6.2 is an informational item in regards to work that needs to be done on the cooling towers at the wheatlands elementary and thompson junior high school and structural work on supports at bednarsec junior high school we have rob allison and charlie to uh from cooper to present to us this evening good evening i can hear you okay yes all right good thank you i'm here to present our cooling tower bid to the board for consideration this project is in part of a project that was presented to the board in 2021 and subsequently rejected and tabled i'm pleased to be able

039to present this portion of that project for reconsideration the scope involves the base bid removal and replacement of the cooling tower at thompson junior high the alternate one is some structural steel work to be done refurbished for the structural steel sports for the bed narcic tower and the alternate two is removal and replacement of the tower head the wheatlands and some additional structural support work there on monday may 2nd 2020 too we publicly opened and read aloud bids for this project seven contractors elected to bid and after a big qualification and scope review was conducted with siacetelli heating we feel that they have adequately covered the required work and scope for the base bit and the two alternates this recommendation to the board is to accept the base bid and alternates one and two from

040sea acetely heating in the amount of four hundred and forty seven thousand nine hundred and sixty dollars the original budget estimate for this project was five hundred thirty one thousand dollars and this project will be funded with decept dollars i will open the floor to questions i only have a question regarding um the concept of the structural work um refurbishing the existing cooling tower support framing um is this something that we can expect in all of the junior highs built on that model that they will all need to have that same structural work done or was this something else this this was discovered recently that tower was re refurbished in 2018 and we didn't see any problems with it um i think it behooves us to pay attention to that going forward as we do

041new towers um what we're basically going to do is take the take it down to the steel and put a corrosion inhibitor it's really just about okay maintaining the life and minimizing corrosion so you'll be looking at the other schools that are built okay definitely going to be something we'll want to keep an eye on okay thank you yeah mine is more of a comment because some of these buildings are not thompson obviously but the uh we're talking about um the other buildings involved here wheatlands and um bet narcic we're talking about some of our quote unquote younger buildings average life expectancy of a tower is about 20 years right that narcic was was refurbished in 2018 that bought us a few extra years thompson was refurbished in so that got us a few extra

042years out of that i would be recommending a refurbishing cycle at a brand new tower be refurbished every 12 years after 12 years of service that should buy us anywhere from 10 to 12 additional years the water here is kind of rough on our towers so they don't necessarily get the 15 years that the industry expects to get out of a refurbishment what about the new water the new water good question i don't know we'll have to see yeah this was something totally different than the boulder hill fiasco i just have a question about the bids yes typically we like to go with the lowest bid are you confident that this vendor can do the work absolutely okay we've used them before the spender actually did four chiller projects for us in the last three

043or four years okay and i've worked with them in my previous any other questions from the board on this informational item for 6.2 thank you thank you all right item 6.3 is an informational item from our demographer rob schwartz from rsp tonight rob will share information on our five-year projections for student enrollment along with other great information so when rob is up we'll welcome him to the board meeting can we get reports i mean i have a digital um [Music] because he might not know we're here yeah i want a hard copy is that is that as loud as it can go okay can we hear it rob can you give us a couple tests we're trying to get the volume right here rap can you speak up okay oh there we go i think

044rob oh all right great if you can hear me i think someone just chatted um if my volume is too low um say something in the chat and i'll see what we can do on our end i see that your screen is up uh with me is jenna wallace one of our planners we're going to take you through what we've been able to work and understand about your enrollments developments and your projections i'm trying to get a sense when i've looked at the board members as watching your youtube live i'm not sure many of you have heard our presentations before and so if we go too slow or too fast again just chat us and and we'll kind of sense our speed i want to make sure that you understand all the information that's in

045this presentation so again thank you for this opportunity to talk to you about this i'm going to turn this over to jenna and she's going to start walking through some of the core things that we saw that create the story of what's happening in your district so we'll go um into this try to hit this very high level um and going into where we're getting into we're using the main takeaways and the main building blocks that we'll get into the projection so we're rsp rob and then my name is jenna that we're both planners here with the firm overall we always give this hundred thousandths of perspective that will kind of get into the different variables that go into this page so um where we're seeing the district going into projections and how we're getting

046there through all these multiple variables that we'll talk through you'll see many different visuals throughout the presentation so i'll skip through a lot of those as they're more trying to focus on and kind of dig deep into the geography part but they'll be kind of in this format with the district boundary here we've got elementary attendance areas junior high high school all of this to kind of show geography wise when we get into projections and we say the number of students in each attendance area you can reference back of what those look like and how they're distributed throughout the district cleaning area is something that's unique to rfp so this is a main building block in the projection model you can see here in this visual this green outline that show different geographies throughout the

047district that we manually draw this gives us a very granular way to analyze the data and put projections on a scale of differing throughout the whole district so different subdivisions apartment complexes commercial boulevards are all going to be in different planning areas so we can see what the association of student data with these different areas is in this case we're showing year built by parcel just as an example of how detailed and how granular we can get in each planing area which all feeds into the projection model so each planting area is then analyzed in this model which is all going to total up into the projections that you'll see later some of the most important variables that we look at when we're going through what's the situation in the community is we look at

048live birth data so we have um the three different counties throughout this presentation all focus on kendall county because that's going to be the largest contributor and has the most space within the school district foundry so in this case we're going to show the number of live births and what they have been trending so in this case um trending downwards with less live births per year and a three year average of 15 less live births per year with that you can see that the number of kindergartners that are coming from kendall county have also been declining declining so we have around we had over a thousand and now we're at around 841 with this percent of libraries from kendall county declining so one variable that we're looking at for here and we provide that by

049will county in kane county and some overall takeaways is that we have less live verse in all three counties and the percentage of kindergartners has also been declining in all three counties that are contributing to your school district another thing that we want to focus on a lot is this past enrollment so what have the trends been the past 20 years and what are we looking at especially for these past three or so years that are going to contribute a lot to the grade decrease increases between those grade levels so and then we can see here um that we've been totaling up so we're at 16 306 for district wide enrollment and that has been decreasing we can kind of see consistently here the decrease of year to year district district-wide the largest enrollment we

050have is 2016-17 so we've been declining since then when we look at this at the grade level how students are moving throughout the system we show this table here for cohort student change so speaking of my class of 100 kindergartners as we move to first grade is my cross class growing is it decreasing is being the same what is this movement of students as they make their way through the system so this is really going to show us how students are moving and how we can kind of see different trends between grade levels this also goes to show kind of more of this district change so we can see that these last five years has been district-wide decreases with a very large decrease last year of 738 left students with the pandemic year and these

051other district choices this year when we were kind of seeing of what this looks like post pandemic we also had a decline of around 250 students as well we can kind of see in high school we see a lot of this negative cohort cohort change elementary was more of a rebound so with rebound at kindergartner and second to fourth grade with some cohort increases this year but large cohort decreases when we get to the secondary level so this is something important to keep in mind can you hang on one second can you define a cohort just for free we have some other visuals that go into how students are movement so this is going to be in versus out migration what's the consist consistency of students new students coming in and old students exiting overall

052we've had a positive migration in 1920 in 2021 there was a negative migration so a 506 student migration net of exiting the system and then this year with a positive migration of 38 students some visuals that kind of talk into the movement of students so we have count change here as well as heat map trying to pinpoint where students are located and where can we see um new students and where decreasing students are located hold on pause hey rob can you hear me getting into development and growth so um we want to show this correlation here between population building and students we can see what this relationship so i've paused for one second yeah pause i just could you okay they can't hear you but you're going to tell him what he just defined cohort

053seven slides ago yeah okay so in this case we're showing this relationship between these three variables that would be the green line um steady to increasing population building trend got some stable growth and a high increase can you unmute it um like okay here so we have the red numbers are going to be cohort decreases what's a cool so as third graders go to fourth grade for example when there's a regular thing they're just defining together were there more questions on this table we can focus on this more if this is confusing with the numbers here i just like i just want them to define for the people at home what a cohort is go ahead definition at home what is a cohort so going back a couple slides 17 yeah so the question that

054is being asked is what is a cohort so we are defining that as a grade so if we go back one slide to page 16 when we look at the number of kindergarteners we have that's in when 2020-21 look at first grade it's 1000 145 so the cohort is how did that age in this case a kindergartner how did that change as it went from kindergarten to first so when i go to page 17 if we look at that we increased by 71 kids from 2020 21 to 21 22 of kindergartners that now are first graders that's a great question a cohort is literally a grade good thanks rob let me see if we've got any others here at this point any other questions i have an idea but it can wait all analysis that

055we're giving in this section is a good tool for your toolbox on how to plan for future students so in this case the yield rate is a term thing as new units coming online and what we're looking at in residential inventory how many students are normally and what can be expected yielded from these developments so in this case we're going to show this by whole numbers so we show the number of students per 100 units before muting here okay and so in this case we have for single family units the number of students that we can typically yield from 100 units so for district total we're looking at district-wide elementary students 35 students per 100 single-family homes so this is a great way to think about when new developments come online and when you're planning

056for a new subdivision of x number of units what could that look like for a student in educational impact you can see here that we also break it down by elementary boundary so in this case where are the units located and this provides a different field we just gave it by the district that wouldn't speak to the differences of the location as well as this so we have here the differences of elementary boundaries where we can see a higher yield rate versus a lower yield rate for a single family unit we have lakewood and churchill being the largest single family yield rate with boulder hill being the smallest single family yield rate we also provide this for the multi-family development as well so trying to see the difference of attendance area as well as district-wide

057what's the difference of students coming from multi-family housing versus single-family housing in this case the district-wide average is 16 students per 100 multi-family homes we can see that the highest one we have lakewood creek as the largest multi-family yield rate with boulder hill being the smallest multi-family yield rate so just other tools that can help you plan for the future with the data we have a couple visuals that go into the residential inventory so trying to see where the units how old are they in this case average year built median home value how expensive or how affordable are the units and how where are they distributed throughout the districts when we focus on the last six years where are we seeing new clusters of development where we may we see increases of students based on

058the last five years of development which is leading into this case i'm saying the development over time how did we see decade by decade residential growth so 2000 2009 a ton of units were built that's going to be the majority we can see here of development moving forward just kind of helps paint a picture of the houses that are available for new families moving into the district when we look at future growth we we have multiple visuals here so we'll kind of talk through all of them and they're all in the same format where we were trying to identify where do we see potential growth where would we see new units coming online that may be indicators of more families moving in more students in this case we break it up by a timing piece

059as well so green areas you'll see here husband point is a green area so that's going to be current activity we know that this is currently being developed and we have best identified on this scale the orange area this is going to be one to five years so we've identified that on a scale that in a couple of years or so we'll see that area develop purple is six to ten years so on a farther out scale and then farthest out these yellow areas are beyond ten years so those were identified through conversations with city planners of where we see future development and what the timing piece as well so we're looking at the northeast corner right now it also provides us for the northwest so we can see that we have some one to

060five and six to ten growth areas in the northwest central we have some more of this current development so piper glenn ashcroft place has some of these current developments as well as some farther out central east so we have some more developments out here [Music] all over the timeline really following along um this is room corridor and then central west along collins road where we have some differing timing pieces of future development as well all leading into these tables if you're more of a data person than a visual person you can read through these tables that provide the same information but in a different way of the areas we've identified what their timing piece is what's the unit impact that you can use when thinking of those and then what junior high boundary for example

061of where they are located so we have current developments identified here one to five developments or one to five year development table here six to ten your development table with 10 plus year development here so overall over 1100 units identified as potential growth you can see this breakdown of around 2000 in current over 4000 one to five around three thousand six to ten and one thousand seven hundred beyond these ten year scopes trying to track where we're seeing the activity where do we see potential growth so this was a very robust analysis of the potential for development in the district all of this is calculated into projections we're factoring in where we look at different years of what this could be with those enrollment and demographic trends of trying to get into your projections that

062you're going to get now and i'll take over for the projections um i'm going to go back on some slides because there were some things from from last year that that changed and we we made some assumptions we we thought some things would be different so if i go back to page 16 this just give me a little blur as i go back a couple of things started to stand out with our data so if we go back last year when we look at the cohort changes that were occurring and you see all the negative change that occurred last year of 69 69 46 45 we lost all these kids right this is very typical saw this in almost every single school district we worked with well last year we we made some assumptions hey

063we'll have what we have labeled a covid recovery and so a covert recovery would be these kids left the system the previous year pandemic happened right we're all trying to figure things out we'll get these kids back well as we look at what happened this year we didn't have a full coverage recovery and i'm going to give one column of data to explain this because this this really sets like how the forecast is different for the next five years i focus on this first to second grade column and you can see in previous years we grew by 39 28 59. last year we lost 46 kids to have a cobia recovery we would have gained all those 46 kids plus the average of the previous three years as a general rule which would have been

064about another 40 kids so when i look at 2020 21 to 21 22 for first to second grade we should have grown by 80 some students to have a full covered recovery you can see we grew by five that didn't happen we see this in most grades again this was something very typical with most of our illinois clients that we looked at so it was the first thing that when we started talking about projections this was something that that jumped up when we look at um live birth data even if we go back to the year when the chicago cubs won the world series we didn't see like a huge spike of new life bursts in the way that we maybe thought things would happen what we have been seeing and we're waiting for the

065the official 2020 data we've seen this population decline of live births that jen has showcased in all the counties it's down this impacts us the third thing that is really huge and that this could potentially turn into a positive is new development take some time look at those maps look at those tables and you'll start to see where these pockets of growth are but if i just focus because of the projections last year look 1200 units we think this 229 is going to go up there's a delay on when we get the certificate of occupancies recorded at the counties but 1200 units look at this that's way more that probably is the aggregate of every single year previous on this table equal 1200 units so this is a good sign new new activity and at

066a rate greater than what we've seen in years past so that that's kind of a positive thing um when we look at the building inventory my last components of before we get into the projection this decade of 2000 and 2009 more building activity than what came into that decade look at that thirteen 13 620 units came online with 11 251 coming into that decade but then 2010 to 2019 look at this only 1900 basically 2 000 units for that whole decade compared to the previous decade that's had a huge impact think about the communities that were built in 2000 and 2009 here we are at the start of that decade for 22 years later many of those families there were younger age families most of their kids go through the system go back to page

06716 you see that when you look at the data of change that happened five years ago to now you see a lot of change so those are some of the things i was like okay when you get into these projections this is why we're seeing what we see so here we go back to 2000 2021 um red represents elementary blue the junior high green the high school here we're at total sixteen thousand five hundred sixty k-12 kids doesn't incur include the these few kids that are in the early childhood this is just k-12 kids we didn't have the full recovery that that we maybe hoped would happen continue to decline by about another 250 kids the 16 300. so all these variables that we shared with you as we start to filter our way through

068it here's some positive things look at the elementary we're going to start increasing get up to 7 000 students that goes back to where we were in 2018 2019 so where we're kind of on this downward trend at the elementary we're starting to come up go back to page 16 page 17 you see the story what's happening with the junior high in high school there are larger grades leaving the junior high and smaller grades coming in to the junior high and even though those larger grades in the junior high are moving into the high school they're smaller than those senior classes that are exiting so this is the story of elementary is going to start increasing junior high is going to decrease and start to stabilize high school declines and continues to climb through those

069five years we can change some of these if more kids come back by birth rate changes um the inventory that's being built um attracts households that have school-aged children those are things again that's why we do this every year we try to understand what's happening we do break the enrollment down by building and we break it down in different ways lots of information on this table so i'm going to kind of talk you through this so you can be educated on what all this information means each of the buildings listed on the left-hand side the grades that we're forecasting the enrollment for are listed and the instructional capacity so this is kind of the way i would uh classify this how the programs are working in the buildings um so is there special education there

070is there ell are we using some of that core space for some of these other program needs in the building when we look at the past enrollment we show it three ways so the middle row is reside so we know where the students are when we geocode them we've associated that to the attendance memory so they reside in that attendance boundary is k5 student we know from the student data the number of students that are actually attending the building that's the bottom row for each building blue pond and we also for those past years dig a little bit deeper into the reside enrollments so this purple font top row where red slash att is the subset of reside do they actually reside and attend that building so it's always going to be smaller than the

071result let me talk to you about boulder hills that's the first gold we have 469 kids that reside as k through 5 in this boundaries in 2122 but we have 641 that are attending that building so there's an infusion of kids from one of the other elementary schools but there's more movement than just this 469 to 641. we also have movements only 430 of the 469 are residing and attending so it's from 430 to 641 and older picked up kid as we move into the projections we show you it with the reside we show you it as a 10. ideally we have kids where you reside you go to that building programs and other choices are moving kids to different buildings where we have this orange shading this is where we exceed that instructional capacity

072on this page box chase elementary has two years while we're over the instructional capacity we go to the next set of elementary schools on beach elementary also is over capacity with the reside but as they settle out we don't have an issue what this means we look at the flow of kids go back to when we did your boundary changes now i think it's three years ago um they're holding where we have enough seats for students in these buildings what is starting to become a concern is our total elementary capacity we look at this we have 8 900 instructional capacity of students we can serve and we have about 7 000 elementary students there's quite a bit of space now i talk about that that may be seeming like it's a negative could actually be

073a positive there may be things we've learned through cobit on how we use the building that we start using spaces differently maybe we need two health rooms so we have those that are maybe kind of just not feeling well and other places where hey i feel sick like flu-like symptoms we might want more professional development spaces we may need more conference rooms we may have the ability to expand some stem programs in some of these buildings so we do have some opportunities with buildings it's not always that you take buildings offline there may be a way you use it differently so we move into the secondary buildings no challenges here with being too full but again if i focus on our junior high capacities we have about 5500 students that we can serve and when

074we look at this projection we're down at about 3 500. so almost 2 000 students i'm available for space we look at that differently maybe it is those are conversations for for a group to look at with all of this data we get to the high school we have about capacity look we're at about 5 000 students being served um i know many of you on the board you weren't here when there was conversations about the third high school thank god we didn't build a third high school right this would be a real challenge with a number of kids and trying to staff three high school buildings so again some good decisions um here many years ago have had a positive impact on what we're seeing again there's lots of things happening in the district

075it doesn't appear that we have um too many things related to being over capacity unless things play out but i do want to leave you there maybe some more questions that you guys have but we have to watch this live birth date we need to follow these developments wolf road what's crossing and depending where we are on that road that's a huge expense that's the spine that's where we're going to see some of the outtake of developments in the oswego aurora corridor so we want to keep watching that on playing fields many of those areas are finishing building out but we have like stewart and other places around there they still have a lot of building activity built to fill in there i think what i want to do is open up maybe for some

076questions comments um that you guys have i like janet passed me back the phone and i'll listen for questions and the other thing i want to make note of there's an appendix there's a lot more information that you can dig into so um feel free to to look at those things and if there's more questions on that and we'll work with the two john's on giving you the the right answers all right thanks okay i know well i'm i mean you kind of answered it so the last time i was here was when we did not build the third high school um 2011. that was a long time ago um but so i'm looking at slide 11 and you gave an example of a planning area and then i'm looking at slide 30 and 36

077and you talk about all these buildings that are going to build out and i feel like the last time i saw you present you had some kind of idea like you had talked to people who had bought the land i just like i feel like last time i had a little bit more information about how many homes were going in were they single-family were they multi-family were the apartment were they seniors maybe i just missed it all right i think what i heard there was what what information do we have specific to developments and what units could be built and what type of units so starting on page 35 36 37 and 38 we've listed based on where that development is in the development process if it's current in the table i have here on

078page 35 we've listed the name that we've given and in most cases it's going to follow um that type or subdivision name we have the type of development that it is so if it's sf then single family if it's th that's town homes um if it's apartments it'll be either apt or mf for multi-family is it a current area that we're seeing building activity the existing units that are in that development and then the potential units that could come online with that development and then we've listed the junior high school that it's in we could have easily listed the high school where there's only two of them right or we could be enlisted elementary buildings but this is this is what i would allude to that we've shared in the past that gets into specifics

079of when it's being built and what type of development and how that relates i think what we did different this year is we broke out four quadrants of maps so we could zoom in a little bit tighter and you can see some of the names and these developments but one other key thing on these developments and then i'll pause and see if that answers the question this changes me probably on a monthly basis based on where their conversation is with each of the cities or villages and where it is in their process to develop where infrastructure is located where the plan is for infrastructure so this these series of maps if we look at where things were three years ago five years ago this is always changing can i piggyback yeah um so regarding like

080the current subdivisions that we know are going up is there someplace that will outline for us how many students we would have to absorb into our school district how many would there be and where were they yes you do and what i'm showing on this particular series of tables is the junior high school they would go to but we could easily make this where we also list the elementary school well what obviously the high school well in a high school that's what i wanted and a high school i don't i don't know why they would only do high yes that i also don't know why they're not here and why they didn't print this out for us okay can i ask a question regarding um the capacity limits being reached and exceeded for long beach

081i was wondering if that included um the fact that we currently house a significant portion of our preschool program at that facility or is this in uh attendance boundaries for k through five only yeah this would just be k5 students so currently we have over the galaxy that's interesting right because currently we have quite a large number of preschool students who also attend school in that building and we know that we are experiencing capacity concerns both last year and anticipated for next year as well and looks like for the foreseeable future um it might be worth if we consider is this something that we have talked about moving preschool back out of this building into one of our buildings that is a little bit freer of space in order to create more rooms um for

082students and there's a discussion of preschool for all so what's that there's also discussion like nationwide about pushing preschool well i'm just talking about democrat like a capacity right and actual yes there's that also um this conversation what i'm talking about is we have several classrooms that could be utilized for k through five on top of the fact that they're already saying that school's over functional capacity well if if i'm reading this correctly the instructional capacity is 522 the students attending for example this year is 415. right if we were if it was only the students that resided in the area then it would be at 588. 444. unless i'm no you're probably right so you're correct dominic you should be looking at the results yes okay so they're not reas they're not attending the

083school they reside at so do we know if our preschool numbers are higher than the amount of difference do we know what our attendance is there are 108 preschool students are there 108 preschool students in that building and how far up do we want to run when we start looking at things such as square footage of classrooms which we know is smaller in that building than other buildings when we look at the functional needs of the school for the students there that may have higher need situations and need extra support and just to achieve what everyone else is able to achieve in other parts of our district are we looking at something being changed for that dr sparlin you know what you bring up a good question there lori we'll look at those numbers and

084get back janet but uh we haven't had that piece of the conversation right now so we'll look into it thank you i appreciate it and um if i may um couple things one i can't help it i'm sorry it's cosmetic but slide seven uh aurora don't forget about the color coding us in there in the corner sorry um and um the junior high situation oh um i i mean i can't help but notice um notice that piece um i mean if enrollment is really going to go down that much i mean i hate asking this question but i can't help but ask this question which is uh it's a lot of um that's a lot of empty space yeah i'm not saying i'm not like i'm not saying we couldn't possibly utilize that space but

085perhaps we need to um think about how we're going to utilize that space um i mean we're we have to upkeep those buildings if we're going to run those buildings and that's a cost piece and can can we you know that there's that and hold on hold on one other piece um that i wanna as long as we're sit as long as i'm asking about secondary um i i really love the balance between our two schools um but i am starting to get a little concerned as i look at 2026 2027 as i start to see one school kind of pulling away from the other i cannot stress enough that if you're going to have two high schools in a district you've got to keep them about as close to the same size as possible

086right but all the buildings going over here okay i get it but you do not want a situation where one dominates the other in size i'm not saying that's what this projection says um but i would be very leery going much further than what these projections say so um that's not what you want and any anyone who works in a district where you have more than one high school if one i don't care how fluent you are um if if i mean you want to go down to hinsdale his deal south's nice and in a nice affluent area and if you don't think they don't get dominated by hinsdale central you're fooling yourself um and so you want these high schools to be about the same size as possible and so that's getting a little

087uncomfortable well you brought up the point so one of the things i would just note for everyone very quickly is that especially as we're having the conversation surrounding the usage of our old chopper facility if we're looking at some of these things and an expanding preschool population um these are all things that i would invite everyone to consider as we look at some of these numbers to look at it in a more big picture way yeah and i did have one other question um slide 24 and slide six was it slide 24 i'm assuming the um uh k through five per 100 that factors in 55 i mean i'm assuming that's a that's an overall and that assume that factors in 55 plus housing um i'm assuming that factors that in meaning the total units

088built right like so are those considered are those part of the hundred units right i'm assuming that's part of the hundred i just assume that but i i i don't know that i would assume anything that's not specifically stated because it probably has the answer might not have made it on a slide john can he hear the question that's being asked yeah did you hear that one last question rob about that yeah lincoln um what was the question you want me to repeat it too yeah you want to talk to him give him so um slide 24 the 30 uh that's that total number 35 for the k through 5 per 100 i'm assuming that factors in 55 plus housing also if any exists what we have done is if it was 55 plus housing

089that's not factored in a total unit for single family because we wouldn't generate kids from those type of units the other thing that this focuses on is with each of the elementary boundaries just k5 kids though when we look at let's say wheatland elementary 2007 we got 41 k5 kids for every 100 single family units you can see that it went up and then now it's down this current year to 28. and we definitely pull out when we know it's a 55-plus development should not be in this factor i also heard with long beach to answer this i will verify but i believe the instructional capacity of 522 is what the capacity would be to serve kindergarten through fifth grade i think there's additional rooms that are not part of that instructional capacity that do

090serve those roughly i think 100 um preschool kids definitely almost positive that's how this was set up purchased k5 instructional request so this is a pretty common question how did he get the number of rooms in the instructional capacities this is something we go over a lot yeah that was provided to him from us did you provide him the instructional capacity for k5 in addition to the current preschool or inclusive of the current preschool so what we do is we go through and look at the classrooms that are in there and how they're currently being used so if they're currently housing which they are early childhood those our classrooms are outside of they're built into that instructional capacity of those smaller numbers wait so let's say that they have three if they all if they

091have on average three sections of each grade level so you have all of those plus you have two classrooms being used for early learning those classrooms are taken out of the equation for being able to house kindergarten through fifth grade students okay so this is exclusive of preschool is what i'm understanding the 522 is just not including the stuff that um preschool needs but everything else in the building that's currently used for elementary yes okay correct okay thank you anybody else i just have a general question it probably more for dr sparlin maybe faith maybe dr petzke but their net takeaway their main takeaway is that in order to maintain a growing district it will require more units to be built and occupied similar to that of the 2000 2009 boom so is there some

092sort of intergovernmental discussion that goes on to affect that or to say hey we need to make sure we continue building homes and and keep the district in the loop the village yeah the different villages i mean yeah they they're constantly looking at the number of you know residential as well as trying to build the commercial piece and the industrial piece because that's the uh that's really the important piece it brings in the tax base without the additional students and uh there needs to be a good balance there you know i think there's a few takeaways here we're seeing that the senior classes that are graduating are larger than the kindergarten classes that are coming in the birth rates are down for kendall will and kane and we have fewer students coming from the single

093family and multi-family units than we have in the past which and then without the covet recovery piece is is is is contributing to the declining enrollment as we see it even though there are so many more units and things being built at this time i guess like to be just really blatant like i uh public education is kind of under fire right now and i mean the covid recovery is not is totally understandable it's not surprising and i'm sure we'll continue to see people um unenroll their students and and look to homeschooling so i guess my you know the difference between you sent the the number of um enrollment you know in your report on friday and we're at 17 000 119 and then by 2027 we're down to 15 five i mean that's a

094considerable bomb money and when part of the evf funding is enrollment it becomes it it's a it's a factor it's not the it's hold harmless yeah yeah we it's so it isn't because it's hold harmless we'll never get less than we get now right it's called the foundation oil i understand that but it's still not necessarily going to grow true you know what i mean oh that is a good point that's what i'm saying it's not going to become more so i just want to make sure that like you know i just want to make sure that we're working with our with our villages and our and other um communities to make sure that we are creating a place that people want to live and um and making sure our narrative as the school district

095because it's often portrayed in a poor poor light on social media and so forth you know dr petsky we talked about this working with realtors to make sure they understand you know what's going on in the school system and so forth so can i ask an additional question to that so um well i'm gonna state the question and then i'll come back so multi-family in the report it says multi-family student yield rate is lower for multi-units than single-family is that typical for across the board for all of the customers that you work with or is that just typical for our region state or city did you hear that rob are those pretty typical for other studies that you see in the single family yield rates are those the same that you see or are these

096higher or lower than what you're typically used to seeing all right yeah so page 25 with the multi-family yield rates this is pretty typical where there's going to be a range i mean if you look at some of the developments that are in the lakewood creek elementary much larger right same thing in green park much larger number of kids than what we see in some of the other areas when it comes down to number of bedrooms that will be in these units if more of them are studio or one bedroom we typically yield fewer kids the other thing that we see in multi-family developments that drive how many kids we get are other amenities that might be on those molds so so if that's the truth i'm sorry you fade away different things like that

097will drive what we see for yield rates um but yeah this is this is pretty typical of the range that we see okay so if that's if that's the true statement what jen is saying is even more important when we're working with the intergovernmental uh you know relations that we're having based on the type of developments that will go in and around because if we if we're if we're seeing a higher uptick i think it's at a higher uptake of of single family homes i think but either way that's that's something that we need to consider or just to include in the conversation because if they build more multi-family then that's still going to have a dramatic impact on enrollment and i think i think multi-family i don't from what i from what i've read

098there's more turnover if you think about it so um you know there might be 16 kids for longer periods of time so you don't need new building in order to keep kind of that um got it so but i'm not a demographer yeah i think he is here there's more people moving to the area they're just have there's just fewer kids coming out of all the single family and multi-family homes you know like if you look at the multi-family rate i mean from 2021 from 2014 i mean it's dropped 33 percent in regards to the number of kids coming out of the multi-family home and that's the trend that you're seeing which would coincide with the lower with the lower birth rates i don't know how to solve that what i what i'd like to

099see is us gets 100 funding part that i'm afraid is you know you drop to a level where you start to have to have discussions about do we have to shudder a school that you're paying for that sits there while you make a mortgage payment on it for crying out loud that's the part scares me you know am i gonna sit here as a taxpayer and pay for a school that sits empty i mean that's the part that scares me because as far as evf is concerned i i understand your point and if you fall into a different tier you're not going to be prioritized as much i get it but as long as you have the hold harmless well and in theory they you know we talk about school financing in theory fun things

100we except for the fact that the hold harmless isn't accounted for in our financial projections that we currently use that's exactly what i was so well that's the equivalent of not getting an increase in ebf so currently we look at projections that include an increase in pbf this would say because of hold harmless we might be held harmless because we really would be lower than that so we really should be looking at a zero percent increase in ebf glory we're not going to move out of tier one and two within the next i'm not talking about the tiers i'm talking just about the projections that we use that account for what we have typically seen in an ebf increase each year if we're not going to increase because we're going to stay put at the

101hold harmless because our enrollment is declining no that's that's not the case okay the goal is to go from tier one to tier four that's where you want to be we want to get that right yeah and we will continue to increase we will continue to receive more money as we until until you get to tier two tier three tier four which won't be for at least at least three to five years it's gonna take a huge drop to get to tier four is what you're saying yes no no i i get it that's not but that's a specific piece that's extra money that we receive for being in those or getting that amount i'm saying that the amount say we get tier one funding right and right now our tier one funding is a

102hundred dollars because we have ten kids all right so if we had next year nine kids we should get ninety dollars but we this is just the theory i'm going so let me finish it out and see if you get where i'm going from um the theory would be we would get 90 except we'll actually get a hundred because of hold harmless so if they increase that nine dollars we are or that ten dollars and five or ten dollars per kid to ten dollars and fifty cents per kid we're still only going to be at nine dollars and or ninety five dollars instead of a hundred dollars does that make sense so we would still be at hold harmless even if they increased what they gave us that's what i'm talking about so would we

103get 100 or 105 right and right now and and either one we don't have the ability to predict right now but what we do know is that for our financial projection purposes we're assuming we're getting a hundred and five to a hundred and ten dollars and we have a five-year strategic plan built on that's what these projections yeah and if they don't then can we make i mean we will look every year and say okay what we can and cannot do but i mean they all it's a it's a piece of a puzzle so i'd like to see projections with no increase in ebf for each and every year well if there's any of us that are considering not levying we should be awesome no no no no no no this has nothing to do

104with liberty well it does if you're going to bring that piece up it absolutely does i wasn't talking about levying at all but hold on a second you're talking about projections right and you're talking right right and you're saying that that the eb if we're going to be held harmless or if there's a hold harmless right that doesn't come to fruition that affects our projections correct right okay so if any of us are sitting up here any of the seven of us i see and we're thinking about saying we don't want a levy we should also have that in our projections as well yes five years out yes that had already been asked for also sorry we asked for that one you just weren't here yet yeah but yes the what happens if you don't

105levy and for five years out not just one every year for each of the next five years right all right so are we we're done with that because i mean i'm i'm good now okay so i think we are okay wait one more question eugene i'm just gonna levy there you go so we should have that projection on for the next five years i'm not going to raise i'm never going to vote to raise taxes okay well and that's why it's not it's not a question it's more of a statement because i think that when i look at i also looked at the rate of transfers were higher than or could be higher that's something that we could control so i think that we should as a board as a district should think about our

106communication strategy when we're thinking about who do we want to attract into our district and how do we use pr uh to make sure that we're that we're talking about i don't i don't know what do you mean it's if somebody moves into the district correct i'm saying oh a transfer in order to transfer in and out of the in the district not not between schools i'm saying oh okay i'm saying i'm saying like uh we we were just on the u.s for world report for the best schools but do people know that and so i think that you know we talked about all of the beautiful things that our students and district is doing for fine arts i think that we we have so many good things going on in our district and i

107think that you know so many families could benefit from it but do they know right so link that to this correct we don't have we need a communication plan for that and so what you're saying is your goal is to increase our enrollment through stronger communication of the benefits of the area that is correct okay so that would be your wishes to increase our student enrollment to better utilize our facilities and i agree with you it's the better than the alternative right and well let's keep a note of this one as we start to make our plans okay all right anybody else because we need to move on we've got poor renee sitting over there and she's been here a long time waiting are we good all right good good conversation rob we appreciate the

108data and it's going to give us a lot to talk about in the months to come so thank you very much thank you can we start with thank you you guys have a nice evening thank you yeah before her eel yeah item 6.4 is an annual information item regarding resolution request of kendall county for land cash funds does the board have any questions and what's been presented all right hearing none better ask her something she's been sitting here this whole time we're so sorry item 7.1 is an informational presentation on our english learners program tonight we have rene sartor here to present and renee is our director of english learners so the floor is yours renee and thank you for your patience no problem good evening i'm happy to be able to present our annual

109report of the english learner department so first i want to explain that the names and acronyms and acronyms for english learners and their programs have evolved more than a few times over the last decade with the state and federal agencies so currently isbe uses the term multilingual department to better describe the department's emphasis on students being seen as linguistically and culturally diverse students who are on a continuum of learning more than one language not just a student who is learning english so while while isbe uses the term multilingual department the students are typically still referred to as english learners so as such i'll be using the term english learners or the acronym els in this presentation okay so this is this presentation is going to include an overview of the english learner services in sd

110308 best practices and programming for english learners and highlights of the work that we've done towards the goals of envision 308 the english learner or el department oversees the curriculum and instruction for els professional development title iii grant and budget federal and state processes and procedures and reporting written translations and oral interpretation and the bilingual parent advisory committee also known as the bpat so the bpac is an autonomous group of parents that exist to support represent and nurture the educational growth of the students in the various english learner programs the bpac supports the families of these students as well the district is required by state law to have a b pack that provides input and guidance to the programs it offers students here are the total english learners over time so while our district enrollment

111is not growing the number of els within the district continues to grow so we're currently at 11 the category of english learners though is not a static population so that is every year some els exit by reaching proficiency on the yearly standardized language assessment called the access test and other els enter the program so when looking at standardized el data keep in mind that from one year to the next the actual students making up the el population have changed nor our el is a homogeneous population so students can come from a family with very high or low socioeconomic status families can have different educational backgrounds some students are recent arrivals to the country while many others are actually students born in the us from parents who speak english and another language also during this time

112uh the last couple of years because of there have been interruptions to assessment and not only interruptions of assessment showing language proficiency for students but also interruptions to their learning which in part could have affected the number of students that exit from the program here's a breakdown by grade level clusters of the number of students as well as the languages spoken so you see that the highest numbers of students are in the lower grades and this makes sense because as students come in and they begin to acquire language proficiency through the years the numbers go down and secondary and you'll see that there's 70 languages in all so far that are spoken in the district and spanish is by far the highest with 67 percent of the students with spanish as their background language we'll

113talk about the programs that we offer here now so the state of illinois has specific laws regarding the required programming for english learners and when there are more than 20 students of the same language at one school the district is required to provide some form of bilingual education for students of that language so spanish is the one language that meets that threshold currently the state requirements are considered the minimum of what a district should offer students and it's considered the ground floor of merely maintaining compliance so still the state strongly encourages districts to not settle for the minimum requirements but to go beyond this to offer students the best programs possible so for this reason oswego 308 offers students the highest level of service for which they qualify so the highest level of service if

114a student in kindergarten through eighth grade if they're a spanish speaker that highest level of service would be dual language and if the student is a speaker of another language that highest level of service would be sheltered english so by law parents have the right to choose the level of programming for their students and this includes refusing all services so here are the programs that we offer in sd 308 at the early childhood level english and or spanish instruction is provided either in a self-contained classroom or through a pushing classroom model then next at every school level and every grade there is easy lsl resource that's available to students who did not choose either sheltered english or the dual language program here the students in a general education or a special education classroom and an

115esl teacher will focus on language development through co-teaching or push-in or pull-out for sheltered english instruction students are in self-contained classrooms of all english learners from various language backgrounds it's taught by an esl endorsed teacher who modifies lessons in all the subject areas based on the students language proficiency instruction is provided in english the elementary sheltered english program is located at old post for kindergarten through fifth grade and the junior high counterpart is at murphy junior high then dual language is the model where native spanish speaking students are in a classroom with native english speaking students and all students are learning the district curriculum in spanish and english together we offer dual language in spanish because first we're required by the state to offer bilingual education when there's more than 20 students who speak the

116same language and then two because there are enough spanish-speaking students wide to make dual language a viable program we couldn't offer dual language in another language let's say mandarin simply because we don't have enough speakers of that other language to make it a viable program in dual language the goal is for students to develop bilingualism by literacy and by culturalism and instruction occurs in spanish and english in varying amounts throughout the years by following a language allocation plan so in kindergarten approximately 80 percent of their academic content is taught in spanish and then it progresses through the years to 50 50 where it by fifth grade it's 50 spanish 50 english the junior high dual language is located at uh planck junior high and the elementary dual languages are at hunt club and boulder hill

117in junior high the program continues to develop bilingualism and by literacy through having social studies in spanish for grades six through eight and a language arts period in spanish sheltered english in junior high allows for students to have their core content area classes taught or co-taught by an esl endorsed teacher and the high school offers a variety of sheltered classes taught by an esl endorsed teacher as well as co-taught courses with the general education and special education classrooms high school graduates can earn the state seal of biliteracy this recognition is given to graduates who have shown high levels of proficiency in listening speaking reading and writing of more than one language so this award is available for native english speakers who learn another language either through dual language or the world language department as well

118as for english learner students who could show proficiency in their native language and english students earn college credit towards foreign language requirements in college and showcase their skills to potential employers with this award there have been several students each year also that receive the seal in more than one language on the following slides i'll show a graph that outlines what the research shows on how english learners who are still in the process of learning english perform on standardized reading tests in english from first grade to high school when they participate in any of the above program models so as you see on the list it starts with two-way and one-way dual language and those are different in that in a one-way dual language program the classroom is made up of only english learner students in

119a two-way classroom model then the classroom is filled with a mix of both english learners and english-only speaking students so these programs build upon and deepen a student's understanding of spanish in addition to learning english so it's called an additive bilingual model bilingual programs as in number three and four only use the native language for a short period of time until they could fully replace the native language with english this is a subtractive bilingual model and then the el models the or esl models are programs that only teach through english and don't include native language instruction so we'll look at important research an important research finding by a study done by thomas and collier they looked at standardized tests of english reading and the study aggregated long-term data from records of more than 2 million

120english learner students from well-implemented and mature see programs the axis on the left there that shows the national percentile of students of monolingual english students it shows how they performed on a standardized test of english going along the the grade levels so the axis at the bottom here shows the different grade levels going from first grade up to 11th grade the colored lines represent the six types of language acquisition programs and they show the average achievement of those some two million students by second grade you could see that there's uh most of those programs they're making significant gains for the students and we even see one program in blue appears to be outpacing the other significantly so here we see by the time the el student reaches high school how their achievement compares to native

121english speakers so colored lines one and two are dual language programs three and four are the short-term or part-time bilingual programs and five and six are the english-only programs so you can see that the english-only programs five and six start out with large gains in academic achievement in first second and third grade and then the student achievement declines steadily up through high school the only programs to reach and then exceed the performance of monolingual english speakers are in the dual language program right around fifth grade is when most english learners are able to exit the program with enough english proficiency that they can show on the access test further research that was done by thomas and collier also shows that dual language programs are extremely effective for increasing the academic achievement of low income and

122underperforming monolingual english students so the takeaways from this research among other things is that dual language is an optimal program for long-term success learning a second language takes five to seven years to reach high levels of proficiency and academic achievement and it's counter-intuitive but research shows that students with a foundation in their native language perform better in english than students who don't have that foundation dual language provides high levels of english proficiency and academic achievement in an environment that promotes and sustains a student's native language so while we can't offer dual language to all of the different languages in our district when we provide services that are only in english the instruction must be scaffolded so that the content is provided in a linguistically and culturally responsive way so a way that celebrates and validates

123and incorporates the cultures and languages of all the students in the classroom so we strongly encourage families to continue reinforcing and strengthening their home language with students even if it's not offered in the school setting so now looking at assessment so there have been challenges over the past several years given the significant changes through the pandemic so many state assessments were postponed or cancelled or only had a portion of students participating due to remote learning so in looking specifically at access language proficiency scores the exiting criteria has changed over time as well as the administration of the test going from all paper and pencil to all online and these changes have made it more difficult to compare the performance of students from one year to the next it's also caused fluctuations in the percentages of

124students exiting the program we've also experienced changes in the assessments that the state provides students such as going from the icesat to park to iar and even district assessments such as we had been using star assessments and then we moved to fastbridge so there's been some disruptions and some changes in the different assessments that we've used so also we need to consider that assessments for english learners that specifically look at their language usage and their language proficiency more than just the once a year snapchat that the access test gives us and we also need to assess both languages of instruction to include spanish language proficiency for those students in a dual language program to see how they're developing in that area as well so we're planning to study not only not only students while they

125are english learners but also to study and see how they continue in their academic trajectory once they are former english learners or once they have exited the programs so now we're able to better keep track of those students since we moved between our data systems in our district also moving from e-school to tyler as for the assessment work that's in development we've begun testing for spanish in the dual language fifth grade and junior high called the apple test we want to see where that proficiency is lying for students as they're coming through the program and we haven't been able to do that before and we ran a pilot this spring with fastbridge so that they can expand their spanish offerings hopefully to maybe more benchmarking and and progress monitoring of students also in spanish as

126well as in english we're also enhancing our use of english proficiency monitoring through uh programs like reading a to z okay so now start talking about the english learner programs and how it supports and vision 308 so for us success in 2026 will show a cohesive continuum of services for english learner and multilingual students from pre-k up through high school our work so far to strengthen the continuum of services has been so far this year by forming a core team of sheltered english staff to identify the needs in that area in that program we've continued began last year and continued this year to work on dual language development and working on their oral language as a staff and in future meetings we're going to prioritize professional development with them also we've provided professional development in

127the area of special education and english learners to several of the special education groups and we began developing a system of assessment that aligns with the goals of the english learner programs such as i mentioned monitoring the progress of english more frequently and spanish language proficiency as well there we go so some highlights of the success so far of the english learner program this year is i was able to participate in district walk-throughs together with other staff and administrators to observe instruction and engagement in literacy and math and that included a lot of seeing a lot of instruction in esl sessions in sheltered instruction classrooms and dual language and i was very proud of what our educators observed while we were walking through those classes with all of the engagement of the english learners in

128their classrooms we also participated with the literacy and math frameworks and they were developed with english learner and dual language components to them so they were part of that formation of those of those frameworks and then we've also worked on instruction that's engaging and correct culturally and linguistically responsive to help our students grow even more for the indicators of success we hope to see that by next year the district and initiatives like the literacy and math framework and social studies curriculum will include professional development that's tailored to the teachers of dual language and english learners we'll develop a system of assessment that aligns with the goals of the el program such as monitoring the progress of english and spanish language proficiency in addition to monitoring academic skills and knowledge and tracking the progress of els

129after they exit the various programs and we'll have common expectations for instruction in dual language and sheltered english instruction as well as continue professional development for the teams that work with the english learners to differentiate instruction and to provide interventions so in our trajectory of envision 308 we are making progress and we hope to continue that so let me know if there's any questions great thank you very much renee very informative questions do you have for renee um mine are all related first of all i noticed slide four i can remember um there was many comments people had where they s um i came across people saying well it's only five percent of the district and uh it would appear we've added over 800 students since that time and more than doubled the percentage so

130that's an observation for those who said it was only five percent of the of the district in 2015. is that english learners or is it spanish speakers english learners okay okay and in the uh teaching and learning it was we found that it was just the students that are currently english learners not the former english learners as well so it's a that's a big population that is um and then um coincides with my other two points and questions one is um can you talk to me maybe about um uh what we're doing or or what you're experiencing when it comes to recruitment and um while i'm not saying these are the only two areas they're certainly not but you know i think of that junior high piece and also the lower grades that stick out

131to me and again i'm not pretending the those are the only two areas uh you know there's there's a lot of areas that we were going to have issues with when it comes to recruitment but they certainly stick out to me when it comes to to this to this can i add absolutely please do just uh special education that's another um big piece because you know there's going to be a lot of dual needs is that number i don't know it's probably 17 18 percent if you include the you know former eels so yeah i didn't know if you wanted to talk about your exciting cohort work to help you with the recruitment yeah so right it is exciting that next week we're going to begin a cohort that's funded through our grant to allow

132current teachers that we have the ability to get an esl endorsement so we've looked at a range of teachers in grade levels and a lot of different practices special ed teachers included and you know teachers within special content areas to try and get a wide range to help us with that part so we're excited that we're going to start kind of building from the inside in that way and you know we also had done a lot of outreach to bilingual community members where we sent out information and did a large recruitment effort and we're still you know always always still looking for that piece too so that kind of ties to one of my questions i had how many current staff teaching el and dl hold teaching certificates versus special assignment certificate specialist i believe

133no i believe you're asking about whether they have their teaching certificate or whether we're having to go on their provisional piece right and i believe that everyone has their teaching certificate this year we have no i've double checked with ken but i believe that is true yeah i just there's i mean i have several questions like for instance when you have data i just like i'm struggling a lot the last time we had data i just checked the board docs was 2014. like i'm i'm struggling with a program that we expanded with no actual data to back it so i know that we went from icesat to park to fast bridge and star was in there somewhere but we don't how can we have a program that we expanded and we don't have any actual

134data to say yes this is working for us like i can see the data on a program that's run real well from somebody else at some other district but how does it run in our district how are how many of those kids with the seal of iliteracy were were k8 el or dl how many of them were never dl or el or esl yeah with the assessment i would i would love to see you know the continuum into former els um but we don't have that for any kids well we do districts we have data on kids we have we have the same data on the language kit so but well that's so that's kind of my point we haven't put any of that up here so the question has always been from way back

135in the day is this program successful which we have never been successfully able to answer because we don't have any actual data nobody's ever provided and said hey here's all the here's all the fifth graders from all over the district here's the ones that are you know this language here's the ones they're just here's the ones that just speak english and here's all of their information and there was a point in time where we were like well we're learning two languages and it's much more difficult so they will be behind but what i never got was actual data so you want long-term data so i want all data so you want so you want long-term data that shows those exiting and i agree so i think for instance we i've always said we should show

136like brokaw students what do they look like when they exit our system because um we should see what long term what some of these programs that students have um early on in their academic career what does that look like long term i don't disagree with that so looking at the high school students like how many english learners are currently at the high schools there's 246 between both high schools of those students students that are from our district that are still english learners in high school of them are students with ieps so we don't know if in any way their learning disability could be affecting their level of showing that they attain english also of those students came into the united states or after fifth grade so they're still in the process of learning english and

137then uh seven um of the students came to us from other districts after you know in junior high and high school so really there was a sprinkling there were seven students among both schools that were students who had been in the dual language program so that's telling me that the students in the dual language program are exiting but so back to the seal of by literacy how many of those kids were not in any programs how many just speak spanish at home or speak chinese at home because we have kids at west high who get ceo by literacy who never had you know what i mean like i want to know when we put up data that says this many kids got a seal of by literacy well if you're going to actually tie that

138to one of these programs i want to know how many actual kids were a part of that program and how many of them just speak that language at home i did like i i'm really i've been struggling for the last 15 years maybe not 15. it's been at least 11. i haven't been struggling the last 15 but we've certainly struggled the last three all right renee and i came in at a time where state testing had just changed and then we hit because we we sat in my old office we're like all right when we do this and then that spring of our first year was when we had no tests no statewide testing at all right so like i don't want this to come out the wrong way but we've been making excuses for

139the last 10 years and that's way before you guys have been here and we we just keep doing what we're doing and we have no idea if it's working none and then i want to right and the other piece i want to know is how many of these kids how many of these kids are dropping at junior high right how many of them are actually going to be my question because they go to one junior high so now all these kids who have all these friends in the neighborhood if you want to stay in dual language right you have to go to the one junior high so that was going to be my question because i also remember and it was one of the last meetings i think i went to right before the pandemic

140with the junior high dual language families because there have been some pretty significant concerns about the inability to fully staff that program at the junior high level so students weren't receiving a true dual language education correct me if i'm wrong but there's two parents that were there i think sitting here um but i believe that i'm remembering it correctly that we didn't have an ability to keep bilingual staff on staff to adequately support our junior high program and we have no program at the high school we just have spanish so right so the dual language program as we currently have it here is k-8 with the theory being that it can take 10 years to master a language from what i remember and if i'm wrong please do correct me because i clearly this is

141not my field of expertise it's just what i'm kind of remembering um but my understanding is that in order for it to be effective you're now saying that we should have five to six years so i guess my questions would stem more around what are we going to do to make that that be a value add to our english learners and our students who have been participating in the dual language program in those junior high years to actually make this a functional k through eight program rather than a functional k through five program with a few years you can optionally add in yeah so the last two years we have had instead of just two dual language teachers teaching three grade levels and two courses we've had three dual language teachers plus we've added a

142coordinator that is helping to coach as teachers and help them with their curriculum and their teaching engagement and those are the positions that we often still see unfilled so even if we have allowances for them are they actually being able or do we have full staff i i do see okay okay good because that was the change i think from when i had last spoken with you about this pre-covet to now is that we weren't having fully hired staff at that time that were bilingual and able to provide support for the program um like everybody else i also would love to see data to see that what we've seen in this report and this research that was published in 2010 has borne out it calls to mind i know faith and i had had conversations

143and we have about class sizes in 2014 class sizes mattered and currently now unless they're less than 15 we're told they don't so a lot can change in just a few short years um i'm not following with the less than 15. uh that class sizes unless you're going to reduce class sizes to less than 15 students i'm so sorry um and that's what our new research shows so i'm curious what new research shows in the last 12 if there has been any and really more importantly are we um providing a dual language program that can promote those benefits that we theoretically could see which is why it was chosen in the first place so yeah we'd have to answer that question for any program yes that's exactly right i don't seem to have to answer

144it for this one well any el program right we'd have to answer and that's what i'm saying my suspicion is that um we're doing as good as we can um we're getting better every day at it um and i believe that that research probably holds true i haven't read otherwise you guys probably have spent a lot i know you've spent a lot more time on this um topic specifically but i'm curious how how are we performing at that 50 proficiency level not even compared because we can't really compare we don't have the same kind of amount of students or the same percentages of special education in non-dual language as in regular dual language however or the value or excuse me the native language additions type of instruction but we do have data of how our

145students have achieved over time and while it's not consistent completely due to those tests we do have some that are pretty darn consistent that we've seen in all of our other areas that we could maybe look at that and see at least our students achieving anecdotally we we think we know but could we look at that instead of comparing to other types of programs just how are our english learners doing and and be with the idea that it has to be because if we looked at third grade you see what i'm saying yeah i do you know it's got to be yeah and it has to include former yells and that's where the problems have been is yeah just just yells not including former yells how are our kids doing is what i'd like to

146know right are they achieving yeah because because we're not going to be able to find right ten years ago um the seal of biliteracy because well and what's this literacy might not actually speak to our actual english learner program right you can earn that without it right i know you were going to say something you were going to say something thanks i was just going to say that with assessment though right we need to look at the former english learners and track them and see how they're continuing also not just the english learners at the time because again that's a that's a moving target that's like testing a kid running the mile while their leg is broken right once their leg is healed now you're not testing that right right that makes sense so now

147it's piecing together those names that we know who's a former english learner and looking back at their data through the years you know when you do the dual language ones i also want to see the english speakers who are also testing i don't want to just see the yeah that makes sense okay yeah i just i have a so i'm a newbie so this is all although i've had the privilege of having this uh presentation we're talking about el and dual language which one are we required yeah okay so but no no you're not required to have a dual language program in spanish i'm sorry yes right right and spanish it's the only one that qualifies right now okay when you're asking for when any of the board members are asking whoever wants to answer

148for data what are you what are you looking for that we are doing it properly how are their reading scores how are their math scores how are their all of the scores that we test all of these are english levels listen i understand what you're going to say to me you're going to say they're behind because they're learning it in two languages but i still want to know like how do you relate how do you relate to your peers at the same level at the same time no what i want to know is long term i just want to know if we can see that in our district girls are learning math at a less advanced rate than our boys and in english our girls are learning at a more advanced rate if we can

149tell that and we see that in presentations i want to know how our english learners are learning compared to our general education learners that is that's what i would like to know and i do understand it is harder because we don't track our students once they enter the general student population once they leave an english learner program for whatever reason or whichever program they're going to be not counted in that group but we do have a lot of automated statistical systems that got us to the rest of it so i'm hoping that we could find a way to be looking at this yeah long term and in proper context in proper context yeah that's what i'm saying yeah right are they achieving i mean and i don't know the ins and outs but are they

150achieving yeah and then my the rest of my question was for dual language um is it my understanding that it is a lottery to get in not for the el population okay forget if you're not an english learner student right so as a measurement of success i happen to live in hunt club so it is a dual language school and it is like the fury to get in um when they're signing up so is there a reason that we haven't expanded it beyond where we're at and hiring bilingual teachers is not just our district issue it's a district across it's an issue across the country but beyond that is there a reason that we have sure you take the calculation of how many spanish-speaking english learners you have at a grade level and then you

151want to make approximately 50 of just the english learner only so i mean the english english-speaking students and so it depends on that number of english learners that kind of drives how many understood understood thank you that now seems really obvious i think an important point for that this board would want to to consider is it's it's literally the only program that um strives for that serves the educational and social emotional um needs of el students it's the only program that's proven to do that it's the only program that's integrated into the building um it's not segregated and it's works it relative to any other el program and i why this is like 15 years of research no that was the reason i was asking because i literally was consoling a mom because her kid

152didn't get in years ago before i even understood you know the the whole why they couldn't get in and i just wasn't well why are why can't we expand it now it makes it total it would have to be like a world languages type of right and it's very expensive tonight was how do we promote our district that's awesome okay anybody else wants to say anything on that subject thank you so much for your patience we really appreciate it okay 8.1 action item approval of bills for payment can i have a motion please yes ma'am i make a motion to authorize the payment of bills in the amount of three million eight hundred twenty eight thousand four hundred seventy five dollars and fifty nine cents as presented second mr cyrone aye mr gatewood aye ms

153johnson aye mr ploger aye ms swanson aye ms doyle aye ms simonton aye motion passes 7-0 action item 8.2 approval of minutes from previous meeting can i have a motion please i make a motion to approve the minutes of the board of education meeting on april 25th 2022 open and closed session second miss doyle aye ms swanson aye mr cirone aye ms simultan aye mr gatewood aye ms johnson aye mr ploger aye motion passes 7-0 action item 8.3 approval of 2022-23 board of education meeting dates can i have a motion please i make a motion to approve the 2022-23 board of education meeting dates and times second miss simonton aye ms swanson aye mr plogger aye mr doyle aye ms johnson aye mr sirone aye mr gatewood aye motion passes seven zero action item 8.4

154approval of superintendent evaluation tool can i have a motion please i make a motion to approve the superintendent evaluation tool as discussed and presented second mr cerrone aye ms johnson aye mr plogger aye mr gatewood aye ms swanson no miss doyle no miss hamilton aye motion passes five two action item 8.5 approval of building administrator contracts can i have a motion please i make a motion to approve the building administrator contract as presented second mr gatewood aye mrs doyle aye ms johnson aye mr siron aye ms simonton aye mr ploger aye ms swanson aye motion passes 7-0 action item 8.6 approval of district administrator contracts can i have a motion please i make a motion to approve the district administrator contracts as presented second miss simultan aye mr kloger aye mr gatewood aye ms swanson

155no mr cyrone hi miss doyle aye ms johnson aye motion passes 6-1 action item 8.7 approval personnel report can i have a motion please i make a motion to approve the personnel report as presented second miss doyle i miss swanson no mr cerrone aye ms simelton aye mr gatewood aye ms johnson aye mr ploger aye motion passes six one can i have a motion to go into closed session please i make a motion to enter closed session understand could i interrupt with just one second we missed uh six four oh i could just that information item i thought we did totally about it i i feel like i had asked six four and dr sprelin had said yes six four i thought we covered it but there were no plans we covered it yeah sorry

156all right but we did i remember that part we did kind of a motion to go into closed session please yes i make a motion to enter closed session under statutes 5 ilcs 120 2c10 the placement of individual students in special education programs and other matters relating to individual students 5 ilcs 120 c11 litigation when an action against affecting or on behalf of the particular public body has been filed and is pending before a court or administrative tribunal or when the public body finds that an action is probable or imminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting second miss simultan i ms swanson aye mr pluker aye ms doyle aye ms chance