001308 board of education meeting make a motion to return to open sessions [Music] trying mrs doyle i mr cakewood president mrs johnson president sorry hi mrs corner here dr marino present mrs simonson president mrs swanson presents i heard someone say i need him please stand for the pledge of allegiance thank you ursula thank you i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all we now have the opportunity for the public to address the board of education with 4.1 public comment on behalf of the board of education i would like to thank the public for attending tonight's meeting we value the feedback we received from our residents and encourage everyone to take an active
002interest 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 to the board when the secretary calls your name i ask that you come to the microphone state your name for the public record and provide your feedback i will read up to three email comments submitted by students only please note that comments are limited to three minutes per person for a total of 30 minutes i have one public comment from email from vincent you dear board members everyone knows how tired teenagers can be in the morning but not because of them staying up past midnight buried in their phones rather an issue of sleep schedules and its conflict with that of schools during adolescence teenagers circadian rhythm
003their day night cycle is shifted back roughly two hours so instead of going to sleep around nine teenagers will fall asleep around 11 pm experts recommend teenagers get eight to ten hours of sleep an average of nine hours if a student was sleeping around 11 getting nine hours of sleep would have them waking up at 8am which isn't feasible under the school's current schedule if a student woke up at 8 got ready for the bus in 15 minutes and arrived 15 minutes later they would arrive at 8 30 and school would likely start at 8 50. note this plan would need school buses to arrive 20 minutes later relative to high school start times in fact both the american academy of sleep medicine and the american academy of pediatrics recommend that both middle and high
004schools start no earlier than 8 30 a.m which would require a one and a half hour shift back in all school schedules furthermore studies have shown that a later school start time can lead to better grades when a high school in seattle washington shifted their schedule back 55 minutes median grades increased from 77.5 percent to 82 percent allowing students more sleep can also help prevent driver deaths from drowsiness and a host of other benefits some may argue that transportation for elementary students may become more difficult however elementary school could be shifted in front of both junior high and high school starting at eight o'clock others claim that for students with extracurricular activities they may not have enough time to finish their homework however they could wake up when they currently do to finish it getting
005more sleep when they don't have as much homework the final argument would be that students may find it harder to get to out-of-school clubs but getting more sleep for all kids is certainly a worthy trade-off especially since for high school students school would end at 3 56 allowing more than enough time to get to out of school clubs which usually start after work hours i know many of you have children in our school district and i hope that you will choose to take action on this matter it may be difficult to reschedule but the long-term benefits for all students are well worth the effort and the student included citations so thank you isabelle from [Music] no can you speak up or move the microphone near you i don't think it's her i don't think it's
006here nice you try again what about this one nope he was hit brother he's trying in the regular room they could just use the table one yeah i'm fine with that okay can i speak now yes okay hello sc308 board members my name is isabelle and i'm a freshman at oswego east i'm here to speak to you about the inequities in our dress code throughout my first month at oswego east i've noticed serious issues of sexism and racism with how the dress code is being enforced i thought i would share a couple of examples with you tonight many female students have been dress coded for showing their shoulders by wearing tank tops and spaghetti straps this is supported by the official sd-308 student dress code which states that we should be that these would be
007a disruptive or suggestive clothing item though i do not believe that anyone's body should be deemed too suggestive for the public eye for just existing i acknowledge that the dress code is what it is for this year my question is why is this only enforced on female students students of any and all genders wear tank tops to school to beat the summer heat so why are only female students disciplined for this the dress code applies to all students not just girls another thing that is commonly dress coded at oe is when girls wear skirts that are deemed too short as one of our deans has cited multiple times that this is because one student could woke up another student's skirt while walking up the stairs why is the dress code the only policy cited to
008reduce sexual harassment this clearly brings up other disciplinary issues and moral conduct for the student who is staring up a young student's skirt this is not the student wearing the skirt's responsibility and students should never be blamed for their own harassment i've also heard of students being dress coded for the possibility of a wind hitting a young woman's shirt and therefore her under garments would show the current dress code does not state anything on the possibility of uncontrollable factors so why are deans dress coding these students under the policy of the board lastly some black male students have been dress coded for wearing dewraps which is a piece of clothing used to protect the hair of african-american people senate bill 817 signed into law by our governor states the students cannot i mean schools cannot
009prohibit hairstyles associated with race or ethnicity if we allow headbands why not do rats administrators open out okay administrators need to be brought up to date on current state law regarding these citations of the dress code i speak to you today to alert you of the inequities occurring i know many board members here believe deeply in equity and that's why i'm bringing this to you i have many concerns with that with what the current student dress section states and i urge you to consider these changes next year however as we speak many inequities are occurring without are occurring without any support from the written policy my ask of you is to please make sure the policy is understood by all school administration and enforced in a way that is equitable to all students i appreciate
010your consideration for future updates on the student handbook and dress code for next year thank you for your time thank you are there anymore okay so we'll now move on to board member comments i just wanted to acknowledge that the board does meet and greets now at each of the buildings and we had our first meeting greet at wolf's crossing and we had a lot of positive feedback from the staff and teachers and administration on our presence and so i just want to let the community know that we will be visiting all of our schools throughout the year that our board members will be scheduling times in these teacher cafeterias to just meet and greet and talk with our students about anything that they want to talk about i just wanted to um i've got
011the opportunity to meet with a lot of teachers and parents over the last couple of years and um is it on and um there is a collective sense of exhaustion a collective sense of um just heaviness in the air and i was so buoyed the other day by a story that happened via social media on one of the oswego moms groups regarding one of our students our one of our students in the uh he's got to speak right into your life speak right to it oh is this better and um i just i really wanted to say that even through all the heaviness of what is going on in the world and parents really advocating for their students whether they are advocating for one thing or another i'm very proud that this community came together
012i want to um thank coach allison and all of the students who really supported one of our students um that is what this is about that is what community is about and i was just super proud to be a part of our district thank you that's all i had i just wanted to um acknowledge hispanic heritage month that is about to occur and acknowledge all of our hispanic and latinx community we really appreciate all of our students and staff and community members from this culture and are excited to celebrate with you all right so we'll move on to the superintendent's report well good evening board and i have a few items to share with you this evening we are now entering the fifth week of school i've had the opportunity to visit the majority of
013our school since the start on august 18th and through my conversations with both students and staff schools seems to be going very well i had the opportunity to attend both the oe and ohs first home football games last weekend or two weeks ago now and i had the opportunity to watch our marching band at oswego east our cheerleaders our dance team and both football teams playing and both of the games were very well attended and it was great to see and feel the energy and that the sense of normalcy and the school spirit at both of our high schools really a great evening on sunday september 5th the school district participated in the prairie fest parade we had a great showing this year as the marching bands and the cheerleaders performed we had many school
014district personnel that were walking in the parade and we had some mascots from our schools we had flags representing all of our schools and a whole lot of teachers and administrators and uh with the parade route was lined with a lot of smiling people cheering people and it was just a wonderful family atmosphere and a well-attended parade uh now i'd like to share that the united states congress has designated the second week of september september 13th through the 17th as national arts and education week the high schools will be highlighting the importance of music theater creative writing poetry visual arts and dance and last week i received the congratulations from the illinois art education association informing me that oswego east high school has been named as the 2020 as a 2021 school of distinction and
015oswego east was only one of five schools receiving this prestigious award this recognition celebrates schools with rigorous art design and media education programs and the school of distinction recognize recognition extends from 2021 until 2023 so congratulations to the students and staff and administration here at oswego east high school i'm also happy to report that we have 32 students from both oswego east and oswego high recognized with academic honors from the college board national recognition program last week these students were recognized in the categories of hispanic recognition rural and small town recognition indigenous recognition and african-american recognition these recognitions and achievements were earned based on the students outstanding performance of having a gpa of 3.5 or higher and of except and having excelled on the psat nms qt or psat 10 or earned a score of
016three or higher and at least two or more ap exams the students will receive their awards in time to be included under college and scholarship applications and colleges know that students who have earned this recognition are some of the most talented students in the country so congratulations to all of our students who earned these prestigious awards and dr moreno as you can see there's a lot of great things happening in school district 308 and that is my report for this evening thank you it was definitely fun walking in the parade okay we'll move on to uh six point approved consent agenda can i get a motion i make a motion to approve all items under consent including 6.1 minutes of the board of education meeting on august 23rd 2021 open and closed session and 6.2
017to acknowledge the foyer request received by the district second mrs simonson aye dr marino aye mr gatewood aye mrs swanson aye mrs corner aye mrs doyle aye mrs johnson aye item 7.1 is financial statements does the board have any questions on what has been presented this evening item 7.2 is an informational presentation on the work we are looking to do as we identify our capital project needs for the district in the upcoming years two of the goals in our newly adopted envision 308 strategic plan is to develop a five-year plan to address the physical capacity of our building and program needs as well as reviewing the needs of general maintenance for the next 10 years dr petzke is going to present the work from several review meetings and discussions with our architects and the proposal
018for preparing a comprehensive facility management plan dr pesky good thank you dr sparlin um so board of education i'm very excited to share with you some information about a facility and maintenance improvement plan i've also i'll be presenting a little bit i also have rob allison sitting in the guest chair today who'll be addressing you as well so this is presented by me but prepared with a lot of support from rob allison and buildings and grounds eric simon who is an assistant in buildings and ground and dead nervous who does an amazing amount of work in keeping track of all of our projects and finances as well as charlie johnsos who is our district architect from kluber and clayton haldeman who is a second architect from kluber as well an interesting thing about this engagement
019both charlie and clayton from kluber were involved in the initial vision 2020 plan that we'll give you a recap on so it's nice to have that longevity and have the same people who were in involved in that process in 2014 also looking at doing that process now in 2021 so just to give you a little a little history on what was called the vision 2020 plan um that was that started in 2014 and the goal for that plan was really developing a deferred maintenance and improvement plan that would span two thousand fifteen to two thousand twenty twenty the process that was identified at that time was begin with the staff the principals the building engineers staff at the building who lived in those schools and could really give us a uh give us some really
020important information about what the needs in that building were um that also then lent itself to a facility assessment to take a look at things like the roof systems the hvac systems and things of that nature and the real goal was again to look at a deferred building maintenance recommendation plan based on the building needs and what was being talked about we also at the time included a building energy consumption how efficient are our buildings what benchmarks and what goals did we have for our buildings and that information was collected as well and then each of the projects that were identified kind of came with a project cost summary and what the architects really did for us at this point is they helped to group a lot of the needs into uh efficient packages that
021could then be bid on and we could realize the most cost saving from grouping those projects together so that was our vision 2020 plan and i'll give this slide to rob thank you dr petzke can everybody hear me all right thank you good excuse me uh the slide is actually an example of some of the things you'll see in the current 2020 plan architectural items would reference things such as roofing masonry and classroom case work i think the hvac plumbing electrical and fire items all speak for themselves site items would include projects like asphalt concrete and landscaping and those were on the agenda for from the architect when they talk to the staff they were given an opportunity to identify projects in all of these areas and what what they did it was about a
022three-month engagement that the architects did with every building and they came up with uh this is just one page of the vision 2020 plan if you look in the upper right hand corner you can see they you know this is for churchill elementary school and then over on the right hand side you can see the year it was built you can see if there were any additions they would be listed in that area it shows you about what the square footage is of that facility and at the time what was the enrollment of that facility then to the right of that information is a summary of based on this plan in this work you can see priority one projects were identified at uh you can see there for churchill a grand total of about 370
023thousand dollars priority one for the architects was really what is a one to two year uh project that should be completed priority two which was a three to four year project was uh was next and then there was a priority three which was kind of a facility improvement what should be added to that building and if you have some dollars to uh to do some school improvements what would they offer doing so you can see their churchill back in was about a 731 thousand dollar school with all the projects we had so then looking at the rest of this sheet kind of the bottom part you can kind of see the item number like you can see ar031 ar stands for architectural project then going down that column you can see an ml that's a
024mechanical project and then el an electrical project so they coded the different projects the locations um they had a little bit of detail about the uh the product and the components and then the condition fair was the best that they gave there was a fair poor and then unsatisfactory some unsatisfactory items in this plan were simply because it was an improvement that didn't exist for instance at one of our schools they suggested more video cameras there were no there were not as many video cameras as they wanted to see so that was unsatisfactory because they didn't have that at the time you can kind of see the priority number that they assigned to it which correlates to the upper right hand corner and then you can see what the cost for each of those individual
025line items were so that's just kind of a rough breakdown and they had this done for every school and i'll let rob talk about this one i know it's a little too tiny for everyone to see but rob walk us through this what are we looking at well this is actually a summary by school excuse me of the total estimated cost each build each building and the annual projected spend over the course of five years on the lower right you can see that the grand total of this five-year plan was projected to cost just over 29.4 million and i can say that to date we have spent about 4.4 million against that 29.4 on 20 20 plan projects some examples are thompson restroom locker room renovations cooling tower refurbishments at fox chase homestead and benarsik
026we also replaced the cooling tower at old post and replaced the chillers at old post in bednarcic and we did quite a bit of district wide asphalt work good thanks rob and i think it's important to know this was kind of a living breathing document so while they gave us this document what rob was referring to is we did some of the projects listed here but then through living in the building some projects came up that were not on this list or other other systems maybe came closer to a critical failure so we kind of balanced this plan along with some of the other systems and and things that were happening at that time i think it's important to point out on this we were able to use what you guys will um will be
027referring to as dsab dollars or debt service extension bonds we sold those in about 2015. it was a way for the district to borrow some money to accomplish these projects in 2015 we sold about 14 million dollars in dsub debt service extension bonds so we use that money for these projects as well as like rob said other projects that came up that needed to be addressed and i take that back it was about 10 million dollars was for operations and maintenance and 4 million was used for technology projects for our our technology infrastructure so the dsub dollars were a funding source to help accomplish these projects so that brings us to instead of vision 2020 now that we have kind of branded our envision 308 thanks to faith we're gonna we're going to call this
028the envision 308 facility and maintenance proposal plan and the idea here is we'd like to build on the success of the vision 2020 plan but with a focus on kind of a facility strategic planning mode what we'd like to do is we'd like to review that vision 2020 talk about the work that was completed what work came up in between the time the plan was developed and 2020 and what work remains to be done what we'd like to do in the previous staff engagements is we went with one building a principal and a building engineer and staff at that building what we'd like to do now is take the notes and there's some really great narratives and and about what some of the issues were at the buildings and to group the buildings together based
029on a common floor plan so why not have churchill talk to wolf's crossing and south bearing prairie point and say is there something common and i think that getting more voices to talk about the needs of their facility they might be able to identify some things or at least prioritize some things that are really key to that floor plan so we've done that work already uh identifying the similar building floor plans we'd like to update our facility assessment to make sure you know what what work has been done what work is uh is aging and needing to be addressed and then build a facility maintenance schedule so this was really a deferred maintenance plan and we'd like to instead of just focusing on the small parts what's broken and what needs to be done now
030we want to put it in context of a scheduled maintenance plan which rob has a really good sense of but it would be really interesting to balance his operational maintenance plan with more of a 10 year 15-year maintenance schedule to really find out what are those what are those big dollars those big projects that have to get done to keep the buildings running as efficiently as possible we do have an opportunity to update the building energy consumption uh benchmark and gold data we'd like to look at project cost summary to kind of serve as a financial plan but as you'll see with the envision 308 plan one of the big things that we really want to do is identify not just how much the projects cost but what are our funding opportunities to help us
031realize the completion of those projects and when we when we do this engagement we want to link the cost of the projects to where some of those dollars could come from and how to best utilize our revenue some grants other funding opportunities as well so here's just a reminder on our envision 308 the finance and facility portion of the the four-tier plan and you can see here the bottom two items review the needs for a general maintenance for the next ten years to alloc and allocate funds accordingly this goes right along with that goal and then also develop a five-year plan to really look at the physical capacity of our buildings and program needs and this also could be looked at in light of this engagement as well so it meets a lot of meets
032a lot of the efforts that we'll be doing with our envision 308 plan so our next steps our first step was to come talk to the board of education about about that tonight and have a discussion or see if there's any questions about that what i'd like to do is really review the envision 308 facility maintenance proposal in detail with our finance and facility advisory committee we meet on next monday september 20th and we'd like to use board and committee input to update the facility maintenance proposal to make sure it's exactly what we want and what we need and then we'll return to the board on the 27th to talk about the updates to that plan and then we're really excited to start engaging our our building facility groups uh to start talking about common
033floor plan needs so just wanted to share that with the board and see if there were any questions on that i have a quick question um and correct me if i'm wrong but this is how i heard that in that vision 2020 we had identified just over 29 million dollars worth of projects to complete over that five-year period and we actually only did four million worth of those because another 25 million worth of projects came up elsewhere like that's a little bit concerning to me because that tells me that we didn't do a very good job maybe planning um that we did not anticipate at least some i mean 25 million dollars a lot of facilities issues to have just like crop up unexpectedly um i can i can probably speak to that uh given
034my history versus dr petsky's um the big uh hurdle if you will to accomplishing that 25.9 million was funding the 4.4 that we did accomplish out of that came out of decent bonds so we didn't you're correct we didn't spend 25 somewhere else we just didn't spend it so we had identified 29 million but we didn't have 29 million to spend on it correct got it oh that i mean does it make me feel good but yes in this better than i did i guess yeah and ruth to answer that or address that a little bit too i think it's important to note that um we part of that 29 million was also um was also improvements so if you take out the improvements and i'll i'll have to get those numbers i'll break them
035down by pro 81 priority 2 and then priority 3 which were those improvement projects one of the challenges with our one of the challenges is we need to look at a schedule for a schedule for completing the the maintenance and the efficiency of the building so if we get off that schedule like if if we need to save dollars we can easily do that by not doing some projects that year but then this plan will help show us well if you don't do those projects this year instead of spending those dollars you think you can spend them next year but wait there's other projects right behind that that also need to be done so i think it will give the board a more comprehensive view of what a schedule looks like a project schedule versus
036just deferred maintenance what needs to be done the next five years versus what when's the last time we replaced the the roofs at churchill let's find out when that is that's a 20-year span and really laying them out and putting that in a schedule for replacement did we did we talked about at one meeting about using esser funds for some of this we did and uh the thing with esser is it's really esser funds are really focused on air quality and things that are related to the pandemic so we have to be real selective in what we can use us or dollars for the dsub dollars really are for more like parking lots and roofs and other projects that also need to be done but wouldn't fit under the esser scope but that's one faith
037and i have been talking about about what is the budget with esser what are our remote learning needs pandemic learning needs and then where could we use some of those dollars for some building maintenance projects i don't we never got the final list of what we were spending on what where correct correct we're going to provide that to you soon can i just i want to clarify that the assumption that you're making is that the board would vote to take out more decept bonds sometimes people call that a backdoor referendum i've heard that before um but d sub bonds are can you explain a little bit more about what they are and what they can and can't be used for yeah so uh debt service extension bonds the the school district uh way back when
038had a certain debt uh debt service and were able to borrow against that for some of these building improvement needs i would say we're not asking the board to take out more what i'm asking the board to look at is when we put this project list together really take a look at what is what is realistically able to be done within the borrowing limits that we have and uh and um rather than looking at 29 million dollars to do in five years maybe we do identify 29 million but we say you know what in the in this next five years we're going to issue some bonds to pay for projects that cover this eight million dollars worth of projects because keep in mind too we we have to go out to bid and we need
039to make sure that um uh the projects are done in a timely manner uh that takes a lot of coordination so rather than saying here's 29 million dollars worth of projects we do want to show you the scope of the work but we want to put that into a funding model or start aligning a funding model that's within the district's capacity to be able to accomplish so i just heard you say issue some bonds and then i heard you say also just use the bonds we've already issued and just keep using them no no we're we're paying off this year we're paying off the d sub bonds that we issued in 2015 which um will allow us to have the capacity to borrow borrow dollars towards future capital projects as well so these would be
040new issues these would be new issues correct thanks for clarifying dr petsky when we are looking at um students in buildings i i'm sure you'll provide updated numbers because i know just by looking at my home school that that is incorrect but also can we show capacity as well so that we understand where we're at with um capacity of these schools so enrollment and yeah capacity and it'll be nice i'm glad i've got a seat at the table in both these capacity because when you talk about student capacity it's okay there's four rooms in this building and each room can hold 25 kids well that's 100 kids but there's also an instructional capacity correct is 25 the right number is it only 20 and if those four classrooms can hold 100 kids what if the
041lunchroom is only scaled to hold 80 kids so there's the classrooms there's the ancillary spaces there's a lot more to capacity than just square footage so that's a conversation that we've had in the past but i i think we need to revisit that and make sure that we're in agreement on what is instructional capacity um that uh that we stole my my thunder there because that was what i was getting to was perfect the educational outcomes for those students in the buildings um knowing that you know there is there is that so thank you i just would like to see that present in the updated document so thank you and speaking of implications when we're talking about priorities when we give the the report um could you give clarify just clarify and you may know
042some of this already given that this was you know five years ago what percentage of projects have now moved to priority one and then what are the implications if we don't act on those projects right away because again if you if if you named it in a technical term i may not know what it is in order to to know that that's a priority yeah and then based on those priorities given the percentage of of dollars needed to accomplish that will also help us from a budget perspective knowing what we need in the first two years versus the year three four and then five and beyond yeah and that's what's interesting about where we are in terms of a district and our maturity now too it's you know you look at when oswego east was
043built you look at when the additions were put on the buildings the wheatlands homestead several other buildings we're right at that age where we're at that 20 year old mark and that's where we really need to look and say we're not building new facilities anymore but we do need to put some dollars into keeping our buildings running efficiently so and the architects will give us that extra set of eyes to let us know is this is this uh really something that needs to be done now or are we end of life on this do we need to look at five years rob when i sat down with rob the first time i appreciated his kind of analogy said john schools you know they live from the time you acquire a like a boiler and they
044give a life to it and that end of life and you know a couple years before that end of life we start looking at it and saying you know what is our history with this been how reliable has it been sometimes things last a little little bit after that end of life and sometimes they start failing a little before that end of life and some of our systems we're in that part where rob is living in end of life to critical failure and we're doing what we can to keep those systems up and running but as we don't do work more things go from you know three to four years approaching end of life to now they're two or three years into that critical failure mode and that's a very stressful place for anyone to
045live yes so we wanna we wanna help bring um we wanna help bring some efficiency back to the district or at least find out where we are in that overall life cycle yeah and that's why i pushed a little bit because you you were so eloquent when you said to make sure they were running efficiently but i wanted us to get to the point of thinking about it from a critical failure standpoint just like the cooler we just had recently at what school was that boulder hill boulder hill yeah and it was a significant impact to student learning so i want us to make sure that we understand what mechanicals are at that critical failure because it could impact our schools and our students significantly i have concerns um so the you know the previous
046study was done it seems like it produced the you know the pie in the sky this is what we would like to do and it's going to cost us much money which we know we don't have and so we spent a tiny bit on what we needed to do now in what i'm looking at i don't see i did not see a single priority one listed i saw twos and threes that page was just a sample of the whole so it might not have shown priorities oh yeah this here this was a fair and unsatisfactory that's just a sample of about uh about 30 or 40 pages in this plan but the point still being is those are you know lower ranked ones as eugene said we have to go back and look at what
047we've missed but if the if the study can't be implemented then it doesn't help anyone and we really need to think about where the funding is coming from our our district really a big piece of how our district got to where it is now financially was through this huge expansion and now not being able to maintain our buildings and so it just it makes me a little bit nervous thinking we're just going to keep borrowing and borrowing um and so i i would love to see that calendar of how we're going to do this lay it all out and i just um in in this this slide here it's kind of hard to see but you'll see that is the blue column is the first year so 2015-16 and 2016-17 and that does have priority
048one projects you'll see it's about seven million dollars the first year and then about 6.3 million in kind of critical things that needed to be addressed and then the the next kind of salmon bars that you see there's 2017-18 and 18-19 then we go down to about another six million in priority two 5.6 million in priority two the next year and then the final year those are all priority three are kind of improvement projects that's 4.4 million so you can kind of get a sense of where we were with those dollars there but we really want to flush that out more and like like rob said our our intent now is instead of just saying here's a bunch of projects and this is what it costs to do it we want to take time to
049really delve into our financial situation and say what is our what are our capital dollars that we can afford without any borrowing how much of this can we do and then where is that tipping point where we do need to borrow some money to address some of these projects and what does that cost so we really want to delve into what rob is calling a what did you call it just a this is instead of a spending plan this is going to be a funding plan well and i'd like to see us explore um just additional sources of revenue whether that's grants whether that's corporate sponsorship whether that's community fundraising i think we have to also look at where can we bring more funds in where we're not just borrowing yeah i agree so good
050other questions or ideas robin i really appreciate you uh taking a listen to this and all of your questions and i'm really looking forward to rob and i are both on the finance facility committee and we'll we'll bring this to that group and have another conversation as well thank you dr paxty thank you rob appreciate the presentation 7.3 is an informational item regarding the district dashboard and the calendar of annual reports for envision 308 we feel it's important for us to share our progress with the community and board on the initiatives outlined in our strategic plan on a regular basis by sharing the progress of the work we are able to tell our story and how well we are accomplishing the board uh what the board has approved us to do in the classroom we
051ask our teachers to formula assess our students how they're progressing towards their intended goals the district dashboard will serve as a form of a formative way of assessing how we uh while we are accomplishing the work at the district level in a transparent methodical way so faith aquest is going to be covering the various components of the dashboard that will be used to report the health and progress of our initiatives faith all right thank you for this opportunity we want to talk tonight about the big pieces that would go on to our website that the community staff students would be able to refer back to as we chart our progress and it's important to note that there are different kinds of dashboards as you view other school districts there are some that are just numbers
052like student achievement and attendance data and all of those things are important there are other dashboards that are more of a narrative where there is a story and there are updates and progress the approach we'd like to take is both of those where we are sharing the news both in our numbers and things that are easily measured but also some of our narratives of the progress that we are making on some of our plans so we want to get into a rhythm that every year we have a calendar of reports that become part of our process where we update the board and our community on progress in key areas at previous board meetings we've shared this calendar of annual reports where if you look at facility plans like dr petsky was just talking about we
053could get into the routine of every october we would see that and then see those updates november after student learning data becomes available in october we would always be looking at student learning and achievement data followed by the budget and get into this routine of these are the plans that we've done over the year these are the next things that we would do that does it doesn't mean that we couldn't change the order of these things or that additional reports would be made but instead of waiting for community or board to say how are we doing in a particular area we would be proactive in providing that schedule on the updates this next piece and if you can't see it that's fine the next few slides break into this and i really want to thank
054um scott fidel and theresa komitas that they've put some mock of what this would look like and i'll go down just to the bottom piece of that for each of those gray tiles that is that annual report of calendars that i just showed you two slides ago so we'd have an envision 308 review tile there in 2021 of august and then climate for learning which i'll be doing later on this evening in september followed by special education facility plans all of those pieces and what we are thinking is that after we give this report we would provide a link to either the board report the slide deck or video that people can go back to and look to when they want to revisit progress on those pieces in addition to having the tiles and those
055linked we'd like to highlight that what we're suggesting is at the time of each of the annual reports it would be evaluated for the amount of progress so the evaluation would be done by the administration and the board at the time of that report and we would jointly decide is that making adequate progress is it making great progress and then color code that tile with the corresponding amount of progress we're suggesting that we start this in february because a lot of things are just now being put in place so it would be hard to say in the first month of school how much progress has been made so i thought that might be a little hard to visualize so i'm going to go through and do just an example with that so those are the
056color coding with the making great progress being that kind of sd 308 blue and then making progress holding constant and regressing so for example if we were going to do that tonight on the climate for learning framework we would give our presentation and then we would make a recommendation on the amount of progress that we think is making and is it appropriate or not and then we would jointly decide which color we would turn that tile and then also put in the link and or the slide deck or a video that goes along with that that community members could look either right after the board meeting or they might want to review it four or five months down the road and then they wouldn't have to hunt through all of the board meeting reports so
057that was the first section where we were talking about an annual report i also wanted to highlight a second section of the dashboard that we are wanting to include and this would be a separate section just on key scores and state comparisons and goals the sections that were looking about would also be jointly evaluated at the time that we have this data and say are we making adequate progress toward where we want to go or not and the six areas that we're looking at right now are the percentage of students passing state reading tests the percent of students passing state math tests the percent meeting with state s.a.t scores the percent of freshmen on track to graduate our graduation rate and the percent of students taking dual credit or ap courses now this data can
058be desegregated and it would be as part of the student learning report but these are some of the large numbers that are already available on the illinois report card that community members would see and we put these front and center and keep track of these as major milestones and mile markers of the progress we'd like to make questions that sounds cool it does sound pretty cool doesn't it i guess i have one question in regards to the jointly deciding the amount of progress appropriate appropriate is there a way or can we predetermine benchmarks and timelines and automatically update the progress based on those so that it's a little bit more definitive and objective versus subjectively figuring out i'm thinking this through at the same time i'm saying it because like for the student for the
059student achievement i think it works if we determine what percentages are needed or what percentages are our our goal and each box or you know segment is updated color coded accordingly is there a way to do the same thing for the other areas i would say yes and no first on the student achievement piece where it does appear a little easier percentage of students passing reading and math tests as we want those to climb that gets up pretty easy when you look at graduation rate where you're already at 96 percent or 97 showing that you're going to make great progress there isn't a whole lot of room to get better than that so it might be hard to have many different ranges of what adequate progress would be but that could be ascertained with the
060pieces around i don't know pick professional development or what that would look like i think after you do the first year or the first report where we say where do we want to be by next year that becomes easy but to say right now here are the measurements over the next five years that are going to be there when we haven't done the staff survey to get through we haven't asked our parents or the students about what that would be it might be a better place to stay at the initial baseline when we do this to project out what adequate growth would be for the next year and the year after that and kind of agree at that time would be my suggestion or my recommendation rather than us coming to you with what all
061the adequate progress would be in the next month here when a lot of this is still being built for the first time in my life i'm also a little about student learning data because as covid and things come back it's going to be very hard to predict what amount of growth or where we're starting from hopefully we will be leaps and bounds and make great great gains but then after that you might you might not have as many amount of percentage growth five years in a row especially if we come out of the box doing really really well also my experience would tell me that when you start a new instructional practice in a regular time not a pandemic sometimes you see a little dip in instruction and achievement data while everybody's figuring it out
062and how to teach it so you wouldn't want to say well we to slice the next five years in equal amounts and say well we're not making progress so yes i think we can do that but my recommendation would be to do it at each of the times that we make these initial presentations to say what are we looking for by the next year and then do it that way guys maybe not a question maybe more of a so the illinois you guys can everybody at home can get most of this information that she's talking about already for and literally any school district in the state it's on illinoisreportcard.com right so literally i guess my question is would it be better to color code it the same way that they're coding it or are we
063just anticipating that our parents aren't looking there well and they don't look at what is necessarily the adequate amount of progress for our district as to you know what our attendant what our graduation rate is or what freshman on track you can compare it to the state um and there are some pieces of what that growth would look like but we would set our own targets for where we want to be in the percentage of improvement so i just like i would question that like right now i'm looking at it and it says we've got a 96 graduation rate 94 of our ninth graders are on target to graduate right so like i i caution setting our own numbers for somebody that's really looking to move into this district maybe and wants to look at
064the whole picture i'd just like to keep it kind of the same right on those two examples that you gave when you're already at 96 percent i'm not going to say we're going to be at 100 yeah in four years um well there is no data for covid for the reading and the no this year is going to be have to use be used as a benchmark data and then move on from move on from there as faith said so that's where i was kind of going as well so what are we basically saying that we would use start this dashboard a year from now since we're not going to have the data i'm wanting to what we were suggesting when we talked about it in cabinet is starting in february with all of the
065reports that are here we will still be doing a student learning presentation in november but that would be more of a baseline of where we're at setting goals and things for the next school year partial and and for ali's point that report card i i think is what two years off two years behind or is it some of it is up to date two years off there's different pieces of data that are available okay what other feedback and questions does the board have oh one more narrative can you give me an example so would it be just an anecdotal story of when you're saying providing the narrative as well because i think stories are great to tell but how would we incorporate that so part of what we are wanting to do is conduct interviews
066with students conduct those types of pieces so that when we come back and we talk about not only here's what the staff data or the survey data had we have some of those anecdotals of are we improving in engagement and instruction with students and not basing it just off surveys but talking through that it might be some feedback that we received in narrative form from staff or from parents but something that is more of than just hard numbers from survey data and it could also be here's the progress that we've made and just showing some of the things that we've done as far as professional development training pieces that are more of a checklist or a story of the year than it is a score or a percentage and you may not be able to
067answer now but i just want to make sure that we have that those stories are representation of the whole so that it tells the entire story even if it's a story about how we're about an area of improvement but just telling the whole story so that if anyone looks at that video they won't feel like it's sure she only could put in the good stuff exactly oh i'm thinking what a great opportunity for our student ambassador committee he's making homework for himself i am any other questions okay all right item 7.4 is an informational presentation on the climate for a learning framework the climate for a learning framework incorporates seven different components needed for perpetual improvement in the areas academics social emotional learning and many others faith's going to share the seven components and just
068talk about how they fit together to provide a comprehensive education experience for students so i'm very excited to talk to you about climate for learning climate for learning is this vision of where we want to go of incorporating all of those pieces that are so critical to making a learning environment it's not just instructional practices and a standalone it's not just behavior and a standalone sel and you can't have people working on three different pieces of all of those things without combining it into a common vision that explains how it goes through so just an example from my own teaching career i had a year where well behavior management was not the greatest and i had a month where i really struggled my math vocabulary was phenomenal in the instruction but if classroom behavior isn't
069there it doesn't matter how great my math vocabulary instruction was so this is a vision on how we are going to go through all of these components so the next few slides just break this piece of the climate for learning down into its different components the very first one is social emotional learning standards need to be taught within all of our classrooms and also reinforced and where it really comes home is when we give students an opportunity to reflect on how they're doing on learning those pieces and kind of monitoring their own social emotional health and their own social emotional standards as they react with others the next one is expectations or behavior believe it or not we wrote this well before covet happened but oh these last two pieces have been so critical as
070we've come back together and we really have to teach our students um what are the expectations for behavior uh and then reinforce them and with positives and those kinds of things and making sure that we're all in agreement and have taught what our behavioral expectations are and then the next piece is having social emotional learning targets you'll see later on in the presentation that we talk about academic learning targets but eventually we want to be really upfront with the students and sharing with them what it is we want them to learn and practice with social emotional and how it integrates with what we're teaching the next piece with youth voice and engagement is really what will drive change if we get a lot better at honoring and elevating not just the aggregate but the individual
071and the range of our student perspectives both at the classroom at the school level we will become better at our instruction we need to you know encourage our students to become leaders encourage them to not only identify problems but help us solve those problems and then help make decision makers not only will it make our system better it will also be great practice for them as adults for they can be civic minded and advocate for for themselves and we're excited to to work more in this component five i'll apologize in advance i could probably spend four days giving institute on this on what this looks like but it's having this type of learning environment that is really supportive culture responsive and i'll talk a little bit more about what that looks like have to have
072strong relationships and then instruction needs to be challenging for every student but it also needs to have a time in every day that is students can have success it needs to be engaging so i'm going to talk a little bit more about cultural responsive instruction because there's been a lot of talk about that and i believe that there may be some misunderstandings so culture responsive teaching is an approach that we want to weave into every aspect of student learning it really focuses on students from their assets and then what do they bring to the classroom so i talk about how this is more about how do we support students than sort students and know what their successes are and then build from that and it has to raise the expectations and make all of our
073learning materials and our instructional practices relative for all students and finally it means that our students need to see themselves in our curriculum so some examples of what that means here from the literacy framework that we have at k8 we really need to examine our current curriculum and make sure that our reading selections reflect our students diversity some examples we need to examine our practices and make sure that each student has success and challenge if you look at our own reading data our girls outperform boys by a lot and this was pre-coveted and when i walked classrooms some of that is due to instructional practices at the elementary level people tend to teach the way they learn elementary teachers are predominantly female so it is not shocking that you see a lot of instructional strategies
074that are geared more toward the female brain and the female learner there are ways to adjust to that and not have girl to be student achievement go down but to bring boy student achievement up alongside there are districts that we've already done this in and it can be really successful another way to look at this is we have white student achievement that is higher than our black or hispanic achievement some of this is due to instructional practices or the type of material that we choose if a student can't see themselves very often in the material it is not very relevant or engaging to them i included at the bottom of this our differentiation statement and our diversity statement that is actually on the one page literacy framework and you'll see how strongly the committee felt
075as this was authored about making sure that as we choose instructional practices and as we choose materials we are choosing with all of our students and each of our students in mind the next example is with math and as you will see in sd 308 our boys outperform our girls in math when we walked classrooms we saw a lot of instructional practices that was more geared toward how boys learn and this can be changed by including more discussion work and again when i've done this in the past that doesn't mean that the boys aren't doing as well we just raise the instructional practices to meet the needs of all students another way to look at our data and to make sure that we're being culture responsive although i know when i talk about this with
076staff we often just take culture off and say responsive to the needs of the learners in front of you our low-income students perform much much lower than our non-low-income students and research would say that's because we're not spending enough time on explicit math vocabulary instruction if we change our instructional practices it won't cause our non-low-income students to do any poorly anymore wow my mother the mathematician would be excited for that one they would not do poorer is that the right word they would not do as well they won't go down but the other students would increase with what that looks like another example if we spend a lot of time in math or consumer education and we're talking about checkbooks but we're not talking about debit cards we're not being really relevant so it's about
077knowing what students need what they want and their learning styles the third and final example i'll give is we need to make sure that all of our students have a trusted adult at school our high schools have been doing some work pre-pandemic and we'll do some more again this year surveying students and if we have students at school that do not have one trusted adult we can put all the great instructional practices in place but if you're not coming to a community that you feel accepts you and you have somebody that trusts you it's not going to happen so we also have to be responsive to that need about building relationships and and feeling connected and by creating these types of classrooms we hope to address many of the needs of students that we currently
078aren't i want to take just a minute and talk also about critical theory it's unfortunate to me that critical race theory crt also can be culture responsive teaching and the acronyms have been used interchangeably critical race theory just so that everyone knows is an academic concept that's over 40 years old the core idea is that race is a social construct and that racism is not merely the product of individual bias or prejudice but it is something that is embedded in our policies and our systems critical race theory is a very complex topic it's reserved for higher levels of education often in graduate school critical race theory is not being taught in sd 308 so just a side by side comparison again culture responsive instruction or if you just want to call it responsive instruction is
079an instructional strategy that we are embracing that really mandates and makes it imperative that we get to know our students we know their backgrounds we know their aspirations and we are doing our best to tailor instructions so that they can be successful that is being implemented in sd-308 critical race theory it's a concept that's sometimes used in college and graduate programs to study the constructs of race that is not being taught in sc308 all right then um this slide i'm also really excited about this is a component of the types of classrooms that we want and this affects staff and students because i'm asking administrators to join me we were a little hokey on august 6th and i got down on one knee and gave them engagement rings and said will you engage with me
080and you know we did all this because that engagement and creating and designing around this we can model it for our teachers reinforce it for teachers and so that teachers see it and then call attention to the teachers that are already doing this with students we will see more and more of this and what this is is just what's the district administrator's role in creating and designing these types of environments what's the building administrators the teachers and the students and the critical area is incorporating learner autonomy do we have some choice and some different differentiation in that and then collaborative structures you need to have engagement with people talk to one another and structure that so the learning really has an impact you need to be explicit about what learning instruction is going to be
081with learning and targets and how it will be assessed we need to spend a lot more time on inquiry and less time on memorization in doing those things where students are applying whether those students are teachers or principals or third graders what does that look like and how do you apply that and finally and critically we have to have a level of trust and safety between all of the members of the learning team or people can't learn and be at their best and then component six is staff social emotional learning if our staff aren't taking care of themselves and are very stressed out or are not where they need to be they can't possibly teach at their best so we have to continue to provide ways for our staff to take care of themselves but
082for them also to cultivate and develop their own cultural competence their own emotional confidence and maintain that they have a strong community and then the seventh piece of this is supportive discipline so i talked about how we have to have behavioral expectations and be very clear about that you also need to have consequences but you have to have discipline policies that are instructive and restorative so that when they come back to school from the consequences or those pieces you're still building that community and then working together to find solutions to make sure that this doesn't happen again questions on the climate for learning framework i don't have a question but i'd like to say thank you for clarifying crt for all of us um i know many of us understand but it's important that we
083as a community understand it and i just wanted to acknowledge that the this work of the district and faith knows and a lot of other people in the district office were a part of a presentation that was done nationally and this work of ours is being asked for around the nation so thank you dr sparlin and faith for for the work it was the presentation with the midwest naked woody plain center yep actually yep yep we're getting a fun few follow-up phone calls how do you do this i was just gonna say the exact same thing that you did latonya i appreciate the clarification hopefully that can help going forward and i think i know for me if i know that somebody cares about me then i'm more likely to care about what that person
084is talking to me about and i think that's fairly universal so when our students know that they have people that genuinely care about them as a person i do believe that that will help improve student performance so good stuff absolutely um i would just want to talk a little bit about the student column specifically that the kind of first and second well all of it to be honest with you but really talking about student efficacy when it when we're when we're looking at engagement making choices and taking ownership you know that really is um i think like with it the first but the students and the teachers those go hand in hand they can't really be you can't have one without the other teachers designing classrooms that are student-led so it's really you know what
085are we what we're doing to set up students so that they are creating their own goals achieving their own goals because we know that student efficacy increases when we do do that so it's nice to see that i just wish we had that language more student-led and student efficacy driven just to make sure that we're capturing that okay but again i this is incredible work and when it comes to student achievement and efficacy incredibly important in what in what you're doing so thank you one of the things that i met with some parents a couple of weeks ago and i think this is a very important distinction to make as well but there is a concern or an idea out there that social emotional learning is a vehicle through which crt critical race theory is
086delivered can you touch a little bit upon we know that we know what social emotional is but i don't know how that distinction happened or that came up with that but i think it's very important um and i think it's something you know that parents are worried about and they should we should provide them with that answer right and i'll i'll give you an answer but they're also if parents are like well i don't want to go on what faith allquest says um there are social emotional learning standards for the state um that are linked to our website that they can go look at and and scroll through by grade level to see what those standards are and you won't see things in there that are related to critical race theory at all social emotional
087learning is not something new we've always talked about the importance to having rules to talk about how we would set goals for short term and long term how to manage your own emotions how to understand someone else's perspective how to take care of your own physical and mental health and know ways to de-stress all of those things are critical pieces of social emotional learning um that didn't have anything to do with critical race theory thank you i think the um the framework is great it's really beautiful and hits on so many different areas of what we want for our children the questions i have and they might not be answerable tonight but my next thought is what you said okay how right people are calling you how like how are we implementing it what does
088it look like in the classroom and then how are we supporting the staff and implementing it and providing that professional development um you know especially when i think of restorative practices that's a whole mindset change well we're not trying to do all seven components at once by october okay um so one of the things that we worked on over the summer with junior high and high school staff is developing training for learning targets with key leaders and department chairs and those were delivered in the first couple of institute days and then we're getting ready to do all of our classroom walkthroughs we start next week where we'll be looking at learning targets and this isn't an evaluation time of staff this is more of formative assessment how are we doing so we know whether we
089need to go back and do professional development for lots of the staff or a portion of the staff and then looking at what are the next pieces collaborative structures we were just talking about today once we get learning targets in places collaborative structures and pieces of that what does that look like and is that a next piece of this and then social emotional learning we had brand new curriculum and materials to get out to our staff and they all received training k-12 on social emotional pieces and are now putting that in place but we haven't said social emotional learning targets yet you know there are other of these pieces because you need to really get in success builds on success so you have to do some of these pieces well and then go a little
090deeper but we thought i'm a believer that you also have to know the whole picture of where we're going so that a new initiative isn't one more thing that's not we do death by initiative and education a lot and unless you tie it all together into where you're going it can just feel like a whole lot of disjointed things that don't make sense the literacy framework fits into this the the math framework fits into this as the high schools were working on their behavioral expectations for the first time that fits into this so different levels or different schools even are in different places and we'll have to differentiate that instruction but we are going to have minimum expectations for the whole district as we move forward so that no one's left behind in that progress
091and if you want to talk about it more or chart it out more i'm glad to do that too so i i see and it's this and envision 308 really have to be like yes and then yes that's your golden thread to follow in making your decisions correct how is this tying into the sst days at the high school so with the student support time that you're talking about then there are that differentiation piece now the first few are really getting out some of the big components of that everybody needs to know about how do you work navions how do you do you know those pieces where it is instead of taking time out of every second period that's happening but what we're looking at for that success piece or even that relevant piece some
092of our students need a lot of intervention and i know there's different ways and you've shared some of the things about that your high school is doing but this also is a time that if students are not needing intervention that it could be let's go work on making this really relevant what are some things or projects that you want to really do that are going to get you excited about school or connect to school and could also be that application or inquiry piece of what you've been doing in regular physics class and how that would and students will have some choice and some autonomy to make those decisions and it wouldn't just be for our struggling students and hopefully by giving students choice and places to really practice some of those skills it flows very
093nicely into what we're attempting to build here with the climate for learning but i just like i found it as a as a teacher i found when you said death by initiatives like very hits home for me so i guess my concern is more particularly at the high school because i have a kid in high school so i see all the meetings that they're going to right so like i guess my concern is that we're we're not putting more on the staff without training right or like you know like my fear in general is that you know like we just keep adding and adding and adding and piling on and on top of everything else that we're doing now we've got to implement social emotional learning and i will tell you that there may be
094some staff members out there who are not comfortable with that so my my fear is that you know not only that we're pushing them out of their comfort zones but what happens when they don't do it well because it will happen depending on and with anything that we roll out we have some people that do really well at it that could probably get up and teach it already to others uh and then we have um staff that are struggling with that and part of that is being really clear on what the expectation is and the training that is needed and then just like at the classroom level you do a formative assessment and you look and you see by walkthroughs or by discussions at department chairs is this three or four people that need assistance
095i'm going to pull them aside and do what i need to do if it's more than half boy we're not you know we need to back up and we need to spend some more time at department meetings or institute days and kind of you have to be responsive to the learners whether it's the teachers that are there or the students and then react to that and some of that is knowing their stress level knowing where they're at we have you know just at the high school level different departments are in different places and embracing learning targets because some of them have been doing it for a while or doing some of it some of it's brand new you're going to have different discussions with them based on what their background knowledge is and where they're
096ready to do that you have to meet the learners where they're at right i just if you're going to get student buy-in you've got to get staff buy-in yes right and so when we talk about designing for engagement this isn't just hey teachers go do this for students we have to do that for the types of learning environments for teachers when i talk to principals i got to do learning targets i got to have collaborative structures i need to give them time to interact with it and apply it not just sit and get meetings or sit and get professional development i mean how are we making sure that's happening i guess would be my next question well one of the things that we've done is i've created a staff evaluation piece and when i did
097the learning targets for the department chairs i had them grade me okay for uh for principal autonomy or for teacher autonomy how do i do for the level of inquiry how do we do so then we're reinforcing this and giving evaluation of ourselves and then as our principals have been doing trainings like this with their staff they were encouraged also to use the same assessment tool that i gave so they're getting feedback on how they're doing because part of it's being authentic and being real with where you're at and not saying that you're an expert on everything but here's where we're going along that progress i think that's how you get teacher buy-in anything else before we move on good okay 8.0 action items can i get a motion for 8.0 action items 8.1 8.1
098approval of bills for payment i make a motion to authorize the payment of bills in the amount of two million four hundred and three thousand three hundred and thirty thirteen dollars and seventy-two cents as presented mrs corona aye dr marino aye mrs johnson aye mr gatewood aye mrs swanson aye mrs doyle motion passes 7-0 can i get a motion for 8.2 approval of resolution to join jewel settlement i make a motion to approve the resolution authorizing litigation against manufacturers distributors and sellers of electronic cigarettes and vaping products second can we describe this before we vote on it yeah this is the litigation where um school districts are targeting are focusing on jewel because jewel targeted youth with their vaping you know watermelon flavors and things like that marketed toward youth and the schools see a
099huge disruption in the academic program we see discipline problems we see supervisory issues we see a lot of we see a lot of negative impact due to vaping in the schools and so this would help us to recoup some of the funding and the resources that we put into countering some of those activities just want to make sure i didn't know if we had talked about it okay mr gatewood all right mrs johnson hi mrs doyle hi mrs swanson aye dr marino aye mrs simultan aye mrs cloner aye motion passes seven zero eight point three approval of intergovernmental agreement with kendall county food pantry can i get a motion i make a motion to approve the intergovernmental agreement with the kendall county food pantry second mrs toriel aye mrs swanson aye mrs cloner aye mrs
100simelton aye mr gatewood aye mrs johnson aye dr marino aye motion passes 7-0 can i get a motion for 8.4 approval of recommended new board advisory committee members i make a motion to approve the recommended candidate candidates for the equity policy and legislative and the teaching and learning board advisory committees second mrs croner aye mrs johnson aye dr marino aye mr gatewood aye mr swanson aye mr storial aye mrs simonton aye motion passes seven zero can i get a motion for 8.5 approval a personnel report i make a motion to approve the personnel report as presented second a second sorry mr gatewood hi mrs johnson hi mrs dorial aye mrs swanson nope dr marino aye mrs simonson aye mrs corner aye motion passes 6-1 can i get a motion to return to closed session i
101make a motion to enter closed session under statutes 5 ilcs 120-2c1 the appointment employment compensation discipline performance or dismissal of certain employees and individuals second mrs krohner hi dr marino aye mrs johnson aye mr cate boy aye mr swanson aye mr storiel aye mrs simonton aye we now enter closed session