001Okay. We're just a few minutes behind schedule. Uh can I have roll call, please? >> Dorgan? >> Here. >> Forman? Hurst? >> Here. >> Rebecca? >> Here. >> Pappas? >> Here. >> Lawson? >> Here. >> We have a quorum. >> And if you could all rise for the Pledge of Allegiance, please. 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 justice for all. >> Okay, moving on to the approval of the agenda. Could I have a motion and a second? >> So moved. >> Second. >> And all in favor? >> Aye. >> Okay, we'll move on now to public forum. Thank you everyone for coming. We have a great attendance tonight. Um It is protocol this
002board to use the board to use of this board to use public participation portion of our meetings to hear from the public. Comments are limited to 3 minutes per speaker. We do not engage in discussion or respond to questions at this time. We focus on listening out of respect for our community. However, as appropriate and necessary, we'll use the district's regular communication channels to share any information that may address questions or concerns raised here tonight. So, for our first I apologize. I can't read the last name. Scott? >> I believe it's first name. >> [snorts] >> Is Scott here? >> Yeah. Okay. >> Who's this? >> Let me know whenever you are. >> Um my name is Scott Mann. I want to talk a little bit about my time with FFA and the FFA alumni.
003Um last time I spoke in front of this school board would have been about 15, 18 years ago. Um and it went a lot like uh uh uh I'm losing it here cuz speaking wasn't my thing. Um but FFA got me outside of my comfort zone. There was public speaking competitions and that allowed me to grow as an individual and be allowed be able to speak in front of you like I can today. Um just a few short weeks ago I spoke in front of about 270 at the FFA alumni banquet. And I've since overcome my fear obviously from high school. Um I graduated in 2011 and was fortunate enough to have 3 years of FFA and it was a life-changing organization for me. The FFA program taught me a lot and I had an
004awesome teacher and mentor who helped me so much. I learned a lot of life school life skills, met a lot of friends and connections through the program. When I was in the program, we didn't have a lot of outside help. We were brand new. As we talked to other FFA organizations in the area and we were trying to plan our first banquet, we realized we didn't have a lot of help or resources that we needed from the community. Where other people did and we realized that we could have a need for that. When I graduated along with other community members, we formed the Central Burlington FFA Alumni to give others opportunities I didn't have. Just by having an alumni, it opened us up to scholarships that I couldn't qualify cuz we didn't have one. The
005FFA FFA program did a lot for me, so I felt it was my duty to give back. And over the past 15 years, I have done that and seen this organization grow from nothing both the chapter level and the alumni level. It has been my honor to give back and help others and see the difference we have made by providing help with judging different competitions, help serving food, banquets, section FFA events and as well as donations for the chapter and events to provide financial support for convention scholarships and anything else the chapter may need. I would like to continue my support with the FFA Alumni and the um and I will yield the rest of my time to I believe Jimmy's up next. Jonathan. Thank you. >> [applause] >> Our next speaker is Jonathan Klein.
006>> Hi, my name is Jonathan Klein. I grew up going to the Burlington Central Schools from pre-K in this very building to graduating in 2015. I started in my I started FFA in my freshman year of high school and continued through senior year. During my later years in school, I was offered an independent study class through the agriculture program. In that class, I restored a tractor, managed the record book, and then competed against other people in the state of Illinois that kept similar record books to this. With the help of the FFA alumni, I graciously had a tractor, paint, tires, and other parts donated for restoring this tractor. Many of the alumni, with their extensive knowledge and connections, helped me through issues that I had along the way. This opportunity was an initial stepping stone
007to the 11-year career I've had in agriculture equipment service and sales industry. With what the alumni has done during my high school years, I felt the need to give back to the community by joining. As an alumni, I help with feeding the community members at FFA banquets, donating my time and equipment for the FFA alumni farm plot, volunteering at Ag Literacy Night, along with many other activities. Thank you to Thank you for the Sorry. Thank you to the board for letting me share my story and making the community aware of what the FFA alumni does for the students. Thank you. >> Thank you. >> [applause] >> Next up is Jimmy. >> Thanks. Hi, my name is Jimmy Dickoff. I was an FFA member at Central, class of 2013, and I'm now a member of the
008Central alumni. I grew up involved in 4-H, so FFA sounded like a club that I would enjoy in high school. I wasn't involved in Ag, and I'm still not, but I saw the value of the leadership aspects of the FFA. It's been cool to see the Central FFA grow so much since I've graduated, to include a few surrounding school districts, and also build an impressive vet program. Since joining the alumni, I've enjoyed giving back to the students by serving food, being a part of giving scholarships every year, and judging competi- competitions like parliamentary procedure, where students learn to run a professional meeting such as this. I do this in part to give back to the great egg education team at Central for all that they have given for us for competitions, activities, and conventions when
009I was a student. The skills and memory The skills and memories I gained here have stayed with me long after graduation and I'm confident that they'll do the same for today's members. Let's keep building on this great tradition together. Thank you. >> [applause] >> Matt Klein >> Good evening, everyone. My name is Matt Klein. I'm a 1985 graduate of Central High School, four-year FFA member during those years. I operate a vegetable farm in Burlington and two farm markets in Elgin with my wife, Chris, our three sons, and their wives. I I always felt that my experience for FFA was so valuable that after getting out of school and and coming back to the farm, I felt like I I I'd like to see other kids be able to to have that opportunity. And also knowing
010that participation in FFA is not just for future farmers. It's not and I think a lot of people already know that, but any student can benefit by especially the leadership qualities that that you learn through that organization. Um The alumni group was started every was kind of already gone over this, but after uh FFA was brought back to Central, excuse me. Um after many years without a program, our purpose was a completely separate organization from the school as a 501 C3 was to help fund activities such as judging contests, uh national conventions, state and national conventions. So, there's a A of travel expenses with those with those things. Uh so we started out doing a plant sale. Eventually we were able to use uh the 28 acres of land owned by the school to raise
011crops which helped with the scholarships and fund student activities and all without using taxpayer dollars. So we're grateful to the board and to be able to do this. We hope to continue with the at least the FFA chapter with future projects. One thing we'd really like to do eventually is a greenhouse uh for plant science uh experiments with uh regenerative agriculture which is um I've been farming for 40 years and there are things that we're learning now with our soil and interaction with soil biology and plants that excite me every day after doing it for 40 years and that that takes something. So um and I just want to say, you know, there's many opportunities in agriculture for everyone. And who knows, you know, just just an introduction one student introduced to something that might
012be that spark. So we want to keep that going. It's a very important thing for us. Thank you. >> [applause] >> And next we have Jean Meyer. >> Resident. In Illinois, a young person under the age of 18 cannot get a tattoo even with parental consent as the change is permanent. Yet many liberal organizations celebrate the entire June for Pride Month. This celebrates the permanent changes, sometimes sterilization, sometimes genital mutilation of young people. The celebration chooses to ignore the side effects of all transgender treatment and act as if the many de-transitioners who regret body altering treatments do not exist. As As recovered transgender from 1971, the sexless sixth grader as I was called, tormented by adolescents and hating anything feminine, I think I might have considered hormone blockers. Such a simple temporary, or is it
013temporary, solution to slow adolescence down um while I adjust while I adjusted. Stopping puberty changes the way a young person feels about themselves. And 98% of puberty blocker users transition onto cross hormone therapy. The United Kingdom banned hormone blockers in 2024 due to the lack of evidence on benefits and harms. And Scandinavia, once at the forefront of the transgender movement, has severely limited offering hormone blockers to adolescents as the psychological effects are not known and risks outweigh potential benefits. In the US, the organization calling for hormone blockers noted in a leak that the children they counsel to transition have not even had biology in high school. They do not have the development intellectually to understand the medical interventions they are undergoing and admit that many of the children transitioning have severe mental issues, other severe
014mental issues. In 2022, the FDA actually issued a black box warning for puberty hormone blockers. Um young girls were developing severe brain swelling, even causing loss of vision. Hormone blockers can cause geriatric type skeletons, causing permanent damage in teens. >> [snorts] >> Parents signing a waiver for their children to take part in a study by the National Institute of Health to observe the effects of hormone blockers, read, "If your child starts puberty blockers in the earliest stages of puberty and then goes on to gender affirming hormones, they will not develop sperm or eggs. I'm so glad I was 1971 as a transgender and not now. Do not ignore the growing number of de-transitioners who have suffered irreparable harm. Do not ignore the serious side effects of black box warnings. Black box hormone blockers, District 301
015should not celebrate Pride Month. Thank you. >> All right, now we're going to have a recognition of our seal of bi-literacy students. >> Um good evening. My name is Tony Meyer and I'm the assistant principal of student services at the high school. It is my honor to recognize our graduating seniors who have earned the Illinois Seal of Bi-literacy or the State Commendation toward Bi-literacy. The Illinois Seal of Bi-literacy is a recognition given to graduating high school students who have demonstrated through testing their a high level proficiency proficiency in both English and in reading, writing, speaking, and listening in another language or languages. The seal is affixed to the diploma and designated on the transcript and Illinois public universities award two years of world language credit um to students who have achieved the seal designation. The
016State Commendation toward Bi-literacy is a recognition given to graduating high school students who have a demonstrated significant progress toward achieving a high level of proficiency in both English and another language or languages. Represented on these lists are both students who have achieved biliteracy through their world language studies here in District 301 and students who have learned multiple languages outside of school. Seniors receiving the state seal of biliteracy this year are Olha Astrabsca, Spanish. Iliana Barajas, Spanish. Alina Bobrova, Russian. Amaris Garcia, Spanish. Caleb Goldenstein, German. Suneh Gulati, Spanish. Paloma Hernandez, Spanish. Hannah Ibañez, Spanish. Demetrios Karavasis, Spanish. Sreejit Mylavarapu, Spanish. Cooper Mylott, Spanish. Lars Olander, Spanish. Natalie Paschco, Polish. Eva Poledis, Spanish. Connor Poles, German. Natalia Quesada, Spanish. Sofia Rodriguez, Spanish. Rebecca Sanborn, Spanish. Daniel Serna Saucedo, Spanish. Sohan Shah, Spanish. Getsemani Vie Gomez, Spanish. Amelia
017Ying Orjuela, Spanish. Olivia Zupanc, Polish and Ava Zenaya, Spanish. Seniors receiving the state commendation toward biliteracy this year are Lubov Astrabsca, Spanish. Lillian Clark, German. Emily Crab, Spanish. Gabriel Cunningham, Spanish. Aidan England, German. Valeria Galvez, Spanish. Rowan Gorman, Spanish. Zachary Hartwig, Spanish. Zachary Holtgreive, Spanish. Demetrios Karavasis, Greek. Demetrios also received the seal in Spanish. Ryan Kersting, Spanish. Jane Petkovich, Spanish. Natalia Quesada, German. Natalia also received the seal in Spanish. Arohi Raghuwanshi, Hindi. Esteban Rodriguez, Spanish. Madelyn Scott, Spanish. And Rohan Shah, Gujarati. Congratulations again to our 39 Seal of Commendation recipients. >> [applause] >> All right, before you start with the consent agenda, just wanted to make a few comments to our presenters. Jean, thanks for coming in again. It's always good to see you. And for our FFA folks that are here, the Alumni Association,
018I had a Jean and I recently had a a nice opportunity to meet with you. First time I've ever met you. Great group. We really appreciate the partnership that you guys have had with the district for a long time. Uh Scott, I had the same public speaking issues that you spoke of. Uh don't think they ever go away, but you learn to manage them better. Um and we're looking forward to hopefully getting that uh our agreement to continue to work for the benefit of our kids, but all of your work is not unnoticed and we really appreciate it. So, thank you. >> Thank you. All right. The next item on the agenda is the consent agenda. In the consent agenda, we have our minutes from our regular board meeting on April 20th, our treasurer's reports,
019our payment of bills, um our personnel reports, our school lunch fees, the approval of financial depositories for Central 301 and for Northern Kane, the appointment of an audit committee for Central 301 and Northern Kane, approval of a student activity funds treasurers, appointment of a person to prepare Central 301's tentative budget, appointment of person to prepare prepare Northern Kane's tentative budget, um a resolution authorizing payment of custodial and maintenance salaries and utilities from the operation and maintenance fund, the approval of supplemental retirement contributions for tier two TRS and IMRF administrators and approval of board certified delegated authority for Central 301 and Northern Kane. So, with that, can I have a motion and a second? >> Motion. >> Second. >> And roll call, please. Are any discussion or comments or questions before? Roll call, please. >> Okay.
020First? >> Yes. >> Okay, perfect. >> Yes. >> Travis? >> Yes. >> Ward? >> Yes. >> Dugan? >> Yes. >> Forman? Lawson? >> Yes. >> Motion passes. >> All right. Our next item is the elementary report card adjustments for 2026 and 27. And before we can discuss I need a motion and a second, please. >> So moved. >> Second. >> Uh Kim is here to uh to talk a little bit about it now beforehand. Um we did receive some questions uh from the board table, so um Kim is going to stand up here and if anyone has any questions on the discussion, feel free. >> Um so, most of you guys know, well, maybe you do or maybe you don't, we changed the elementary report card for this year. Um so, I kind of did
021started doing some digging um and I found that in um 22 and 23, those are the years, um Shane started looking at changing the report card. And then um I couldn't find any more information on that and then this fall it was implemented. I'm sure it's there, I just wasn't good at da- data digging um in this. So, um one of the things that when I first took this position in July, the teachers started asking questions about the report card. We'd moved to trimesters and we also moved to having some standards-based grade and then a hybrid for our third through fifth grade. So, in our K2, it was just standards and then once it got to 3-5, it was standards and letter grades. So, the teachers had to do both. Um so, I told them
022that I was not, you know, they they we were going to live with this for a year and we were going to do some very big discussions. And so, we did do that. I pulled out the dates that we've talked about this. We've actually talked about it all year starting in um August 29th was our institute day. I asked them to start talking in team discussions and keeping track of the new report card and the questions that they had moving on to um throughout the year and then I did a pullout day on the April 21st. And in that review day, we all got together that the teachers um I didn't say elected, but just chose individuals from each grade level. We had two people from each grade level across the district come here to
023district office and we really worked on trying to figure out, you know, what our purpose for report cards was. And so, we worked through those types of things and then based on that feedback, we came up with the recommendation to um eliminate the grade piece in third through fifth grade. So, that's kind of where we're at right now. Um we did a lot of research on other districts. We were the only district that was doing it or is doing it that way. Um and it did cause, you know, the teachers to have and parents to be confused on some things, you know, like you're oh, they got an A, but they only got a one. Well, you know, cuz grades traditional grades are a culmination of a lot of things, whereas the mastery of a
024standard is comparatively to that standard. So, we look for um comparing students to the standards that we're trying to teach, not uh grades. So, that's kind of where we're at. That answers a few of your questions. >> [laughter] >> That answers a couple. >> I know. It's okay. >> Um in some of the other questions that I asked you, can you share some of those and kind of answer them so that the other board members can kind of hear them. >> Yes, hang on. Let me bring >> I wasn't able to read the email yet either, so I'll just be hearing them for the first time too. >> have you're here. >> Yeah, um yeah, and I was doing it on on, you know, you were probably driving here. Um you asked what specific problems
025that we were trying to solve and um why do teachers want it? Um then I said traditional grading combines things um other than ask academic mastery. Um sometimes it takes into account effort, participation, homework completion all averaged together. Our third through fifth grade teachers explicitly advocated for this change because providing a letter grade and standard numbers was confusing for families, like I just said. Um parents will be able to see just exactly what standard their child needs help with, and then we'll be able to target that. You asked how this um better supports student learning and comparing comp- I'm sorry, parent communication. It focused the shift from earning points to those mastering concepts. Um in a traditional system, um if you got an early poor test grade, that can bring your grade down for a
026long time, maybe even permanently in that in that grade, whereas if you're comparing it to the standard, you know, you always have that opportunity to improve. So, say multiplication of whole numbers, you know, if you started out as a one in in maybe September, but right before you got the report card in your first trimester, you start mastering that, that can become a two or a three at that point. What specific student outcomes are expected to improve? Um I believe it'll it'll bring um ownership and equity. When students know exactly what they're aiming for, that's not a moving target anymore. They know what they have to work on, what they have to do in order to get a a better score instead of a grade, it's a score. So, how they they move on that
027mastery scale. Um how do we prevent grade inflation or compression compressin- compression? Um or club as a proficient, I would actually probably say teachers, it's human nature to look at how many A's you give, how many B's you give. Um, I don't think they'll do that as much in a standards-based grading because you're comparing the student to a standard, not to anybody else. So, that student is just getting compared to what they know and what they can perform and do. Um, so I would contend that that actually will >> I'm going to argue with that. That actually studies have shown that most teachers give that like meets standards proficient area more than the higher and lower marks. So, I'm wondering how that and that's another question for you. How do we then tease out those
028who are struggling versus those who are also higher achievers? >> We are working One of your questions was on professional development and we we did do some PD this year on standards-based grading and we will obviously continue that throughout next year, too. You know, this is We, you know, I I'm with them, not to them on this. We are working through this together. Um, and working on the PD that they need to help better themselves on looking at those standards. Um, and and what the students need. Yeah. And about Yeah, model rubrics um, is another thing that we absolutely do. Um, you asked about the accelerated learners based on our new accelerated program. We actually have designed a new specific report card for that because it's a new class and since it combines fourth and
029fifth grade, there will be standards on that. So, obviously they will also need the twos, you know, ones, twos, and threes on that. Um, just in a crystal ball-ish type of thing, I could see that, you know, they're going to be tending towards that two and three, um, you know, always because that's just the type of student that they are and that's where they'll and they'll work to get that. Um, our struggling students, I think it'll actually help diagnose and help some of our interventionists and our service providers because now when they go to a reading teacher and it's citing evidence um that is that's going to show through on their report card and that interventionist or specialist will be able to help them work on those knowledge gaps that they have without just saying
030I'm failing in ELA. You know, so um they obviously will still do their diagnostics and stuff like that, but you know, it might give them that that insight right away. Um we talked about how we're going to communicate this to families. Um I we do recognize that this is a shift. Almost all of us here work traditional grades and that is a big shift for parents and community members alike. Um we talked about creating a companion guide that goes along with the report card for next fall that kind of walks parents through a little bit more in scenarios and pushing that out in the fall when it's closer to report card time than trying to do anything now and then, you know, not doing anything else in the fall. Um How much more time will
031this require for teachers? I actually it'll save our third through fifth grade a lot of time. Um so our Skyward, Otis, all of those things have rubrics built in those and those rubrics um have those standards attached to them. So when they do grade on that rubric or they do grade in Otis or they take a test in HMH or i-Ready, it automatically puts that into their um the column that it is. Um we are looking into whether or not we want to weight those. That's still a discussion that's going to continue to happen and then continue as we involve evolve through this. Um What training will teachers uh receive? Like I said, we're going to still continue with our PD. Um There and I think that that will actually decrease the um US about
032inconsistencies. I actually think that the standards-based will actually increase consistency and get away from the inconsistency because if you're measuring to that standard, students can add and subtract within 10. You've got evidence that that can do that. Um and it's there. And handling transition to traditional sixth grade, um I believe that this is really kind of where in looking at surrounding districts, this is a very much where districts stop at fifth grade and not go to middle school and high school. There is no plan whatsoever at this point in time to move this any higher than fifth grade. Sixth grade is when they start changing classes. They have, you know, they have science and social studies every day. They have their encore. It kind of lends itself to that. Um you know, maybe we can
033work with um the fifth grade teachers and sixth grade teachers on on how to transition that a little bit. Um so, yeah, I think we need to kind of keep talking about that. Um I don't think I don't see it as a wall that we can't climb, but I do think that we have to have those up and conversations with those teachers. >> Okay. >> What were this year as they were trying to do the hybrid between the two? What were some of the um What was involved with it and what were some of the challenges the teachers were facing with it? >> The challenge was, like I said, the the our systems do talk in in they we've got the standards aligned in there and they were able to talk and assign it a
034one, two, or three based on the the percentage that they earned, but then taking that and then trying to attach a grade to it. So, um then they had to go back and they had to look at was it an 80%? Was it a 70%? What was it that gave them a two or a three? Um so, not just the the number, but the percentage. And then, you know, the the traditional grade is an average of that. And so, sometimes that brought their grades down a little bit and when they were looking at that. And it was very time-consuming for our third through fifth grade teachers. >> Daniel, what are your thoughts on it? >> Thank you for asking. >> [laughter] >> Um I I actually am happy that you guys are doing this. And
035and here is one of the reasons why is because when we look at kids and we want them to excel in school. But having that thought of, oh, am I getting an A? Am I going to get a B? I think having it by standards is just clear for them and clear for the teacher. Um versus having elementary kids be worried about whether they're going to get an A, B, or C, whether they're going to pass. So, I like it standards-based and I think there should only be one. There shouldn't be both. Um I'm sorry that it's been like that, actually. Um I do like the standards-based again for elementary. I do think that once you get to middle school there is a certain type of like you you have to grow up a little
036bit more, right? Because when you get to middle school, we're preparing you for high school and then preparing you for college, right? So, where you get those actual grades where you're earning those actual grades, right? So, I do like the standards-based. I guess my only question that I wrote down is that because I do think of when you're looking at the standards-based, how are we measuring it so that the students that are on the lower end are not falling through the cracks, I guess. Because I know that the students that are maybe in the middle or on the higher end those students are more likely to succeed, right? But what about the students that are on the lower end? Like how is that being measured or what rubrics are we using for that? >> And
037I think we need to really continue to look at if they're getting a one, what what MTSS services can we can we employ in that, you know, where are they and what are we going to look at in that piece. Um I do think we have some work to do for that that piece. Um and I also agree that I think measuring against a standard gives that student the thought of where they're at and not just worrying about what their friends got or what they've got or and that. So, I think it'll alleviate some stress with that. >> Do you guys really think like so when the standard-based grading, like do they see that they got a two or a three on whatever the assignment or the test is. So, don't you think there's still
038going to be some like just like, oh, I want to get an A or I want to get a B and you're what did I get? What did you get? And they're going to still be asking around for that same thing with the two, the three, the four, whatever it may be and still have some of that there. It's just switching letters for numbers. >> I think the What how do you guys feel about it? >> I'm I'm not the only I have not been in a classroom when those kind of conversations are going on and I don't know if anybody here is is as as able to talk about that. But yeah, >> [laughter] >> Amy Amy might be able to. >> Um I can speak a little bit to it. So, I currently
039am in a district that is standards-based K-5. We are also grades 6-12, right? And I was part of leading the transition to standards-based about eight years ago. And so, we've seen this through. It's been a process. Um so, what you would just asked that question specifically, I would say yes, there is still a comparison. The difference is though, when you do it appropriately, you're able to then say, I might have a two on this part of what I'm learning, but I'm a three on this other part of what I'm learning. And it's a different kind of conversations. So, on an assignment, you might get um a one on this part, a two on this part, and a three on this part, and you might average at a two if you were doing it overall, but
040you're able to see what you need to break down versus on when we were in school, it was just like you got all these, you know, you missed three of 10 and now you're a C no matter what. I now know I'm just progressing on this part of the standard. I know what I need to work on. And that helps families to be able to see what are the specific areas that they need to grow in. Um I think when it comes to standards-based grading, the biggest difference is in elementary, we want kids to know where they need to grow. We don't want to shut down their love for learning, right? And so, what it does is it allows families to see more into what their child can do versus um in August, they might
041have gotten an A on this and then all of a sudden a B in October and then a C in November and then all of a sudden we throw in some more A's and we're averaging this all together and they're they're about a B, but we found that they actually were really doing really well on some stuff and we couldn't celebrate that because it got hidden in the B even. So, it helps those that are achieving as well because you can start to highlight the kids that are that are excelling. Um, I think the other part I just wanted to bring up, I know you brought this up a little bit um this word, but the part about our kids who are maybe with IEPs, 504s, intervention students, um they get hidden in grades sometimes.
042And so, when the and it's no one's fault, it's just it happens. So, a child who might be struggling couple years below grade level might be getting a B or a C in a class and a class and that's hard for a parent to understand sometimes. And so, what standards-based grading allows is you to kind of break that down a little more and you say you're beginning, you're getting a one on this right now, but we're giving you these supports to help you in order to get you to approaching and you're moving along on that. So, it's going to help some of those conversations. But, what you're what you're asking are the right questions. It's going to take time. Um I know I've been able to go visit six of seven of our schools so
043far and um at each of the elementary schools this has come up as a conversation about it being very difficult to provide a letter grade and the standards-based grade right now. And so, it's a struggle that they're having um because it feels like sometimes it's competing um because I'm giving a two and then all of a sudden I give you I'm going to give you an A on it, you know, whatever it might be and that just that's hard for someone to do. >> Another question for you. How have you seen in your district going from the K-35 in the standards-based to then transitioning over to traditional grading? >> Yeah, I I think they actually jump in middle school. It it's a natural transition because all of a sudden you have credit bearing courses. Potentially,
044you have courses um that kids might be in eighth grade trying to get high school credit. So, they start to feel that I need to do better and so, by sixth and seventh grade um and some kids that are accelerating maybe in seventh grade who might be getting high school credit as a seventh grader, um they just it they naturally start to transition. It's it's been it's been fine. Now, we've done a lot of parent education in my district. We had a companion of what does this look like? We had a rubric that were very transparent so families could see when you get a one, this is what the one means. Here's what So, I don't know I can't speak to the work that's been done there yet. So, we will make sure that that's
045there. But, I think it's been it's been very seamless cuz middle school is a natural transition. All of a sudden, you go from one teacher or two teachers depending on math and how that's going to be too. I have seven, eight, nine teachers. >> Right. That's like one of my concerns in going to middle school is like is this now one more thing that's kind of getting thrown at the kids that they have to now adjust to as well as already it's kind of tough to adjust to middle school at times, too. >> Yeah. I think that's something we have to work with our sixth grade teachers on you know next year to help them be able to help them understand and also fifth grade honestly in the spring just to help them understand what's
046coming, but kids adjust. They do. Parents are used to you know letter grades right now and so it's it kind of goes over a little easier. >> What are some hiccups that you kind of maybe experienced in the beginning with it that you could then kind of help us smooth through to make that easier if we choose to go this way? >> Yeah, it's the parent education piece for sure. That was a huge part that we had to really put some time in. So, when the first report card or even beginning of the year, what does this look like? What are the changes? Why the change? We have to put it in parent friendly understanding and words and communicate that. And then when the report cards come out, what does this look like and videos
047of explaining and what does this mean and how do I get help and support? So, it's going to be parent education for sure is the biggest lift. >> I guess my only add on to that is that as as long as the important piece here, too, is like teacher training. >> Yeah. >> Right? The teacher training is going to be the most important right now because what we're putting in front of them, they're going to put in front of the kids, right? So, the teacher training to me would be the most important thing if we're going to go forward with this because they have to know what they're doing in order to grade the 30 kids that are in their class based off standards, right? And And I'm not for sure how it looks in
048every classroom in the at the elementary right now, but are there standards up on in every classroom and every Cuz I know it's the report card standards, but like the standards in the class. >> a unit, yeah, I yeah, they they a lot of that times they're a a student-friendly language, I can, you know, of the I can statements in which lead to the standards. >> Okay. Okay, cuz that that part to me is huge, too. >> Yeah. And I think with that training, too, it is also the rubrics that are going to be attached to it. That's That has to be there cuz teachers need to know what to score. So, if I'm the teacher and she's the teacher, we should at least be able to say this is what we're doing and how
049I'm going to, so it's consistent. And that takes some There's some um hiccups there, too, at first. >> Anything else? >> Any more questions? Discussion? >> Thousand. No. >> [laughter] >> That was that all? I have nothing for you? Thank you, guys. >> Thanks, Cam. >> Thank you so much. >> Thanks. [laughter] Thank you. Thanks, Cam. >> All right. So, we have a motion and a second. Can we have roll call, please? >> Move it down. >> Yes. >> Cahill? I'm so conflicted. >> [laughter] >> I'm going to go no. Ward? Yes. Dugan? Yes. Gorman? First? Yes. Ward? Or Watson? Yes. Motion passes. >> Before we move on to the next one, I just wanted to take a minute to recognize. So, in our consent agenda earlier, with our personnel report, we had the hiring
050of our a new assistant principal for Prairie View, uh Tim Shermack. So, I just wanted to recognize you and say congratulations and welcome. >> [applause] >> All right. Next, I need a motion and a second to discuss and approve the FFA overnight trip. >> So moved. >> Second. >> Any questions, comments, discussion? Roll call, please. >> Abbott? >> Yes. >> Warren? >> Yes. >> Sullivan? >> Yes. >> Gorman? Hurst? >> Yes. >> Rebecca? >> Yes. >> Watson? >> Yes. >> Motion passes. >> Uh Mr. President, I'm recommending that we pull the recommended changes for the '26 '27 student parent guardian handbook. Um there's a few minor additions we want to make uh that we'll make next month and also I'd like for us to have a wide group [clears throat] of presenters that were involved
051in the changes. So, next month we'll be doing it as about 95% to 98% exactly what you're seeing. You might see a few small adjustments in it that are added um to it uh based upon some recommendations that came from the administrative team. So, this will be coming back to you in in uh June. Thank you. So, we'll go ahead and move with that in we will table that for now. >> Yeah, and we'll put it on the June agenda. >> Okay. All right, next we have our committee reports. The first one being our CAT committee. Do you have any update for that? >> [laughter] >> Thank you, Brian. Appreciate it. >> Thank you. You got CAT and DLT, right? There you go. Hey, we've got we've got a whole bunch of people that were
052here. Um [laughter] So, on the CAT Right, that's what I'm starting with? >> Yes. >> Okay, good. Uh You know, we did with the parents that were here, Um, ran the meeting. He went through, "Hey, what are what are the strengths, what are the positives of the last year. Um, kind of went through some of that and from the parents, you know, they had the October trunk or treat that were run I think at CT. Or was that all the district all the schools, do you remember? J- high school did that? Okay. Um, you know, the addition or the building of the CTE CTE program with the nursing and um, that they started this last year, the aviation that's upcoming. Um, some of those things with the ALP math program that will be implemented for
053next year. They wanted to highlight the fact that we're moving forward with some of that. Um, they really enjoyed the Friday focus emails. Um, they felt uh, couple of community members weren't parents. Uh, but they liked the information they were receiving from that. Um, and they liked uh, taking the community survey uh, from that as well. Uh, area of focus for the upcoming year, some of the things they hit at uh, strategic plan. Uh, classroom spaces in mobiles currently. Uh, the continuing work with the architects, reviewing timelines, putting support divisions for the board to move forward with whatever we decide that the board decides to move forward with. Um, high school parking. Um, safety in buildings they thought was good, but they want to be opportunity for conversations for improvement. Uh, did I miss anything
054else from the five of you that were four of you cuz you weren't there? Um, okay. So, let me pull up Kyle's notes for DLT. Thank you. Uh, any questions about CAT? >> Did you want to do DLT? >> Okay. Um, again, Kyle did the same sort of format. Um, first thing the people said as far as one of the positives, we survived with the interims interims. Um, and then moving forward with uh, future leadership. Uh, they felt the negotiations uh, DLT or this one's DLT. This is with all the district folks. They're appreciative of negotiations for both unions, for the teachers unions and see the best union. Gains at elementary with math and I ready. The CT celebrated some of the work they did with multilingual testing out the access testing out. CT also
055felt they did well having eight classrooms in mobiles. Going through. Transportation had nine new drivers. You know, and on and on. I mean it's there's it goes to the letter Q. I don't think you guys want me to read all of them. Some of the things going forward talked about some of the changes coming up in HR with our transition to our onboarding system and some of the training opportunities that they will have for substitute teachers. Try to think anything else. >> I just wanted to echo what was said a big thank you to Kyle. I just wanted to extend that to you as well, >> Thank you. >> And you did it was not seamless but >> [laughter] >> And that is thanks to you and Kyle. So thank you very much. >> I
056appreciate that, Cara. Very much. Oh, e-learning. That was one of the things I wanted us to work on for our next year or as the the work with the board uh to work through and try to establish a new learning plan going forward. Yes. Right. Yeah, we've got a an abundance of subs but the teachers just wanted them to have a little more training coming into their classrooms. Thank you very much. >> [applause] >> That was little impromptu. Thanks, Brian. We really appreciate that stepping in. >> And next is facilities. Dan, did you want to >> Dan, do you want to add anything? I know we have the written if you there's anything you want to add. One thing I will I will add, it's not really directly on the facilities report, but it is
057related to our facilities. Um I think I told the board this, but I think we should go on the record. Um STR, our lead architect, uh is Jennifer Costanzo and and um also Alan Armbrust. And unfortunately, Adam uh passed away or Alan passed away um recently. And so, we will have another uh lead architect assigned. Um but just again, Alan did a lot of work here um and he was very well respected in this field. And so, um we wish the best to his family and hope that um hope that the firm is doing well. And we'll see uh Jennifer here in in uh June. >> Yeah, it's a tremendous loss. I knew Alan from earlier in my career and he was very dedicated to us and to all of his clients and co-workers. Thanks,
058Amy. >> [clears throat] >> All right. Next we'll move to new business, which we have the March 2026 board policy updates. Which will be Are we going to discuss those or are they just going to be for next >> You know, it's it these are going to be coming next month. These updates, most of them they're going to be coming are legal citations. Um they're not substantive changes. And so, you we will run those through the board, uh but wanted to make sure that we put them on your radar because it we're going to start start seeing this on a more regular basis because we've moved to Press Plus. And so, we want to get used to the cadence and I don't know how Amy's going to want to do this, but I don't see
059every meeting as doing board policies. I I I in my former districts, I did it quarterly unless there was something absolutely pressing that we needed to get done immediately. But otherwise, you're going to get them trickling in and it's better to do it in chunks. >> Mhm. >> So, that's my recommendation, but Amy, you'll be sailing the ship, so whatever you want to do. >> All right. Next we have our information items, the FOIA report, inner enrollment report are both included in the board packet. And now we go to our agenda items for the June 15th board meeting, which right now we have fuel bid, paper bid, the architect presentation, policies update that we just talked about, and check signers, and then can we just add again, I know that we won't have a lot
060of committee meetings in the summer, but can we add just a discussion for the board on kind of updating the committee meetings and who can attend and who's going to be assigned cuz we do have some newer board members that would like to jump in. It's a good suggestion. Any other things for next month's meeting? Okay. Um we're going to be moving into executive session now. Before we do, um there's no action items after our executive session, so if you're staying around to hear a vote, we won't be doing that. Um so before I ask for a motion and a second, uh the appointment, employment, resignation, compensation, discipline, performance, or dismissal of specific employees of the public body, 5 ILCS 120-2 C1, collective negotiating matters between the public body and its employees for their representatives,
0615 ILCS 120 two, sorry, 120-2 C2. So, can I have a motion and a second? >> So moved. >> Second. >> And all in favor? >> Aye. >> We'll be moving. Thank you everyone. >> Thank you. >> Mhm.