001Everybody's here. >> Yep. Go ahead and turn your mics on. [clears throat] >> All right. Welcome everybody. Thank everyone for for coming. We'll go ahead and call the meeting to order. Can I have roll call, please? >> And everyone just stand for our pledge of allegiance, please. >> I aliance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> I need a motion and second to approve the agenda. >> Second. >> All in favor? >> I. >> Motion carried. And we're going to First off, I just want to say thank you. We have a great showing tonight. So, thank everyone for coming out. Um, and we are going to go ahead and to move into public comments.
002Before we do, especially since we have quite a few public comments tonight, I just wanted to read something um, regarding our protocols for for public comment. It is protocol of this board to use this, [clears throat] excuse me, to use this board meeting to use the public participation portion of our meetings to hear from the public. Comments are limited to three minutes per speaker. We as a board 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 will use district's regular communications channels to share any information that may address questions or concerns raised here tonight. So, for first uh public comment will be Steve Jurgger. I have some comments. Let's focus on corporate special which excludes bonds
003and interest. The proposed cap levy would be 4.99% over the prior year levy barely under the truth and taxation threshold that would force a public hearing. But just because there is a ceiling on the levy amount, the district doesn't have to levy up to that limit. Looking back over the last six years, the average consumer price index was 3.9%. But the district's average levy was 6.3%. That's more than 50% higher than the rate of inflation. Why is the district's expenditures climbing faster? To put this into dollar terms, the cap levy in 2020 was 45 million and in 2025 it will be 60 million, an additional 15 million in revenue in just six years. I would suggest that the district use more of the fund balances to cover expenses and there are suffic sufficient funds. The
004district's current budget report shows estimated operating fund balances at the end of the fiscal year will be $42 million, more than enough to keep the tax levy in line with the CPI without jeopardizing the operations of the district. I know tonight's presentation will show a decrease in the tax rate, but that's only due to the bonds rolling off and to the everinccreasing property values, the EAB. It's not due to any spending restraint by the district. So, I ask the board to reject this tax proposal, the tax levy, and recommend that the levy not exceed the rate of inflation. The district needs to be fiscally responsible. The board representing the taxpayer needs to ensure this. Thank you. Thank you. >> Next, Alicia Han. Did I say the last name correctly? >> Hello everyone. Um, my name
005is Alicia Han and I use she her pronouns. I am the family and community engagement specialist for Birth to Five Illinois. In case you're not familiar with Birth to Five Illinois, uh, we are a department of INCRA. Um, we are a nonprofit organization that works locally to build stronger, more inclusive and equitable early childhood system. [clears throat] Birth to Five Illinois puts the family stories at the center of policy and program decisions. We were created to better understand how to help families with young children thrive in their communities. We listen to families and document their challenges and successes around accessing child care and early education opportunities. And some of those caregivers are residents of this school district. So we listen um we ask questions and then we share what we learn. As a part of
006our work, we share the feedback, the wants and the needs of the community to the leadership who br who who can bring about change. leadership including the regional office of education and the nine school districts that comprise King County as well as the local and state elected officials. Over the past two years, birth to five Illinois regional team has published an early childhood regional needs assessment, a mental and behavioral health report, and an action plan that not only outlines some of the challenges within our local early childhood system, but more importantly makes recommendations and outlines place action steps on how we can better support children throughout King County. Our birth to five Illinois team is currently working with providers, local community leaders, libraries and families to address the recommendations that they have talked to us
007about. Their continued feedback and input will serve as a road map for roadmap for our work. And we also work alongside our funders, the Illinois State Board of Education, and look forward to the new Department of Early Childhood that will encompass several existing programs under this new state department starting next year. As we continue to engage with local leadership, we also seek to engage with the school district administration. We know that school districts play a critical role in aiding parents and caregivers. We want to make sure that the school district administration understands the importance of reaching children in the community as early as possible, even as early as birth. That way, families can make informed decisions and access early learning and care opportunities for their children. I would invite you to look at our reports
008and that can be found on our website which is at www.birth to5il.com and look at the information that we have been gathering over the past three years. Thank you all so much for your text. >> Thank you. Next up we have PK Pere. Good evening. I'm PK Parak here to comment on school safety. Uh as you know two weeks ago federal agents were active in the vicinity of country trails and later in the day Prairie Nolles. Uh thankfully nothing happened at those schools or in front of young children. However, a lot of parents in the community remain concerned that the district's response did not address the potential that existed for the situation to escalate into a school safety event. The level of concern from parents would have been much lower, but the administration's judgment call
009in the moment was to keep kids indoors for gym and recess as a precaution. The uh secure action to use I love you guys foundation standard SRP terminology. While administrators confirmed if the federal operation was still in progress or left the area that would not have caused a major disruption, the school could operate normally inside the building while facts were gathered and verified. Staff would be in a better posture to quickly take additional steps if the situation escalated and they could return to normal without alarming students once the risk was cleared. So on behalf of many people in the community, I ask that you review the district safety protocols with fresh eyes and an open mind. Specifically, one, accelerate your review schedule for board policy 4170, which concerns safety. The policy was last reviewed over
010a year ago in July 2024 before the various scenarios we have seen this year throughout Chicagoland involving federal officers near schools. Two, that policy says the board or its design will annually review each school building's emergency and crisis response uh plans, protocols, and procedures, as well as each building's compliance with the school safety drill plan. I don't recall the board itself covering those elements in an open meeting in the past year. If it was delegated and from a governance standpoint, how do you know the district is compliant without a presentation or a representation by your design to you as a collective board? Third, look at the protocol for things happening near the school but not on school grounds. What if there's another federal operation, a ghastly chemical spill, a bear spotted 10 houses down from
011the school? Would a secure action or some other response make sense as a default response while things are being verified? Fourth, review why the district did not consult local law enforcement during the event and why the district did not notify the base after school program coordinator. Shouldn't those two things be part of the standard protocol? Fifth, review why communication to parents wasn't more prompt to say something happened nearby. It's over. The kids are fine. The pickup, bus, transportation, after school programs are all going to continue as usual. If anything else concerning happens today, here's the number to call to inform the district. And then lastly, look at how each building standard protocols are communicated to parents. Other school districts post a lot more information publicly and take steps to ensure parents know the safety protocols.
012For example, see what St. Charles and Geneva post on their websites. So, those are six ideas I could squeeze into three minutes. I will leave a copy of these remarks for your reference because I know sometimes they're more difficult to hear. And please consider them along with others feedback as part of a plan to improve school safety protocols. Thank you. Thank you. >> Next we have Ginger Romano. [clears throat] Good evening. Um I just wanted to comment about that incident from last week. I thought uh you guys probably didn't have any idea what was going on. So you you there was no reason for any kind of as far as I know based on what I read on social media um that there wasn't I think if there was concern you would have been contacted
013is all I'm going to say. Um and thank you. So um the listening tour I think that's a great idea. I'll do what I can to help. um rally up the people to to attend those things. And I'm in total agreement with Steve on the levy stuff. Um yeah, I noticed you it went uh to the maximum levy without having to go through the truth and taxation. Um I think the whole state's spending a whole lot of our money and we our pocketbooks uh incomes are shrinking basically because of all the tax we're paying between whatever you know all the things going on in this state and then schools on top of it. The county's another one um everybody's taken more out of our paychecks and it's somewhere it's got to end. I mean everybody
014here we're asked to tighten our belts but for some some reason government doesn't. So anyway that was all I wanted to keep it a little short and thank you. I think you guys are doing a good job. >> So thanks. >> Thank you very much. [clears throat] >> I think that was all I think that's everybody we have for public comment. So, next we will have the audit report for Central 301 and Northern Kane County Regional VOC Vocational System. >> Um, tonight we have Sheridan Jurgens here with CN um to report out both Centrals and Northern Kane's audit. >> All right. Good evening. Um, I will just spend a few minutes going through the results of the audit report for both Central and Northern Kane. I'll start with central. Um it currently is still in
015draft form. Uh we are waiting for some compliance information from the federal government in order to finish the testing for the federal grants that you receive. So once we have that, we will be finalizing uh [clears throat] the report. Nothing will change in the actual audit report. So um everything that I mentioned today will be as it is. Uh but there's required documentation that we have to do on our end um to comply with what the federal government is requiring. So hoping to get that soon. Of course, the shutdown did not help any of that. So we'll just see how it goes. So um just wanted to start off by saying thank you to Dana and everyone else in the office, all the work that they do uh for both audits to get everything we
016need. Uh they do a very great job throughout the year as well as at year end to get us information. So just really appreciate all their work. Uh the audit went very well. uh we uh were out here in August and uh issued the report or the draft in October. Um in the audit report, the first thing you'll see is our opinion letter and that's really the most important part of the audit report. Uh it's an unmodified opinion um under the basis of accounting that's allowed by Illinois. And what that means is that uh based on all the testing we did and everything that we looked at that we felt the financial statements were free from material misstatement. And so the other thing that it talks in there is about internal controls. And while we
017don't give an opinion on that, we do spend a lot of time looking at that. And so we look at cash receipts, uh, AP payroll, uh, year-end reporting, month-end reporting, as well as grant compliance and just making sure that everything is being done according to written policies and procedures. Also making sure that there's proper approval and um review of everything that uh goes on in the district. So there's no deficiencies or concerns with the internal controls that we looked at this year. Uh in the audit report uh we show the financial statements by each of the funds and on page nine you'll see the um total income for this year or for fiscal 25 uh was 2.5 million. Uh that was pretty much an increase across all funds. Uh operations and maintenance did drop about
018130,000 but otherwise the other all the other funds did increase for the year. In the rest of the audit report, you'll see the footnotes that gives a lot more detail on the various numbers that are in the audit report, long-term debt, fixed assets, etc. Uh there's really no change, no new standards this year that came into play. And so what you see is kind of similar to what you've seen in the past. And then in the at the end of the audit report is the um single audit, which is what I was referring to, the uh audit for the federal grants. Uh this year we tested the uh special ed uh cluster grants. Uh there was no deficiencies or concerns or compliance issues related to those. So that is central. Um and then for Northern
019Kane similar good news. Uh the opinion as well is an unmodified report. Uh same thing with internal controls, no issues, no deficiencies. Um in that report you will see that there was an increase of about 426,000 over last year. Um and uh similar to uh central just no issues. Everything um looked great. Any uh things that we found that needed to be adjusted were made and so there was no uncorrected uh misstatements as part of the audit. So that is a quick overview but I can answer any questions that you would have. Have a good evening. >> We're now going to move on to our consent agenda. Under the consent agenda is our minutes, our regular session minutes for September 15th, our executive session minutes for September 22nd, our treasurer's report, our payment of bills,
020our payment of bills um to Northern Kane County Regional Educational System, our personnel report, our approval of a donation to PB student council activity account, and our superintendent search update. >> I'm going to pull the search update out of our consent. Um, and we'll talk about that in just a minute. Um, so for our consent agenda, motion a motion and a second to approve the items that I just went over. >> I'll I'll make a motion to approve the consent agenda as modified >> and a second. >> I'll second. >> And any discussion? >> Questions? Roll call, please. >> Yes. Yes. >> Yes. >> Um I'll move into the superintendent search update. We are we've been working very hard to kind of go through our our uh superintendent search firm and we've done several interviews
021in the last couple weeks as a board and we're continuing with that. Um we we had some we got to see some great candidates. Um we were able to have two separate um both the board doing interviews and then community members along with stakeholders do interviews as well. And so we are extremely encouraged by the process, but we're still in in the process. So that's kind of our update at this point and we'll hope hope to have more of a a finalized update before our next board meeting. >> Excellent. So you're on the timeline that the board has set. >> We are on the timeline that we set from the very beginning. >> You don't need to approve that. No, that's just that was an update to be pulled out. >> All right. Next is
022I need a motion and second to discuss and approve um the tenative tax levy. >> So moved. >> Second. >> Any discussion? So, um, in your board packet, you have the 2025 tax levy, the memo, the presentation, the resolution. Um, you'll be asked tonight to approve the tenative, um, but levy, and then in December, you'll be asked to to approve the final levy. um as in past years, it's necessary to request a higher amount that we anticipate getting um just to ensure the full access to the dollars that we need for our new construction EA that comes on to our tax. Um the law provides that we cannot receive more than what we're entitled. Um but you can't receive more than what you don't ask for and then um you can't receive more than what
023was requested in each bond. So this slide here shows you the timeline, the levy timeline. Um there's you have to have your tenative levy 20 days prior to your final levy. Um so this kind of just shows you the timeline [clears throat] that we are going to meet the November board meeting and the December board meeting falls within that um parameter. And then we'll deliver the levies um all to all the counties and everywhere um after the final's been approved. And then the final tax levy for any taxing body um is due December 30th. So we will make those deadlines. This slide shows some history. Um, every year I try to review some of the historical trends with our um, equalize assessed value, which is EAV, and our new construction EAV, and then the school
024tax rate. So, you can kind of see from 2025 to 2020 2020 to 2025 where the numbers have been over the years. Um, since before 2016, um, Central 301's rate of EAV increase has been higher than CPI and the percent of the debt service payments. So that makes our tax rate decline. Um and then that only holds true as long as the EAV is higher than the um bond payments increases this year. You'll see later in the slides that there's a decrease. Um so that's um the decrease for the 2013 series bond payments are falling off in this levy. So there's a pretty significant decrease that I've been talking about over the last years that this time is coming. It's finally here. So um so we're estimating our EAV to be 1.2 billion and our
025new construction to be 24.2 million and our estimated tax rate would be 4.95. This slide is just a graphical um expression from the prior slide just to show you for a visual. EAV goes up and tax rates are going down here. Um, every fall, the King County um tax extension department post these online for every taxing body in King County. Um, it's a very useful tool that we use for our projections. Um, if you look in the middle, you'll see the rate setting EAV is that$ 1.2 billion dollars that um is referenced on the prior slide and then the total 20 million 20 million to 20.22 million for the new construction amount. So those numbers are what we put in for our projections [clears throat] and then based on historical trends um that's how we
026decide what we're going to um ask for. So also on top of this they they do this in September. So most school districts in King County have this tool in September. Um I personally reach out to the director in November right before this levy to make sure to see if there's any newer numbers. Um new construction did not change but the need to change a little bit. So this report is actually from November 10. Um so it's as close as projections that they can give us. So from that slide I just was talking about the September November um columns are the ones there's the 20 um 20.22 million and the 1.2 billion that I had shown on the prior slide. Um and then the projections that we are projecting that our new construction is going
027to go up to 24.2 million and the final EAV will be 1.2 um 68. So historically our EAV goes down. Um the last three years has gone down to 3 to [clears throat] four million. Um so that's where the projection for that drop is. But our new construction usually comes in um anywhere from a million um in 2023 it was 9 million. that was a huge anomaly. Um, but 2024 was a little over three million. So 3 to four million. So that's where the projections come from. So this slide shows actual variables. So last year's tax extension base at 58 million and the CPI that is used for the the levy is 2.9%. Um, and then the projected variables that we talked about in the prior slides are on on the right side. [clears throat]
028Um this slide I show every year it's commercial EAV. Um it shows you all the King County schools and um it's just the commercial um equaliz assessed value. So central's always at the bottom. Keland and Central have the least amount of commercial in our taxing districts. Um and that's why we have higher tax rates um on the residentials backs because we don't have the commercial that the 300 and 303 and them have. So I think Central was at 41 43 million. Canelin is the second lowest at 77 million and then your D300 has um 675 million. So huge difference in in those spreads, but it's just a it's a quick visual to see um commercial. So this slide shows um a bunch of numbers on here. This is a a really useful tool that encompasses
029all the information that you need to create a levy. Um we actually this is a a sheet that um our finance people um PMTA has put out that a lot of school districts use. Um and on the left side of the screen in the blue boxes that those are the actuals known from the prior year. So that's what we got last year from all of the levy dollar amounts by funds. Um and then the top portion in the middle the original assumptions that's where the you'll see the CPI is 2.9 and you'll see those projections of the 24 million2 for the new AV EAV new construction. Um the total EAV for the 1.2 billion. Um so then all of those fall into the levy amount for each one of the funds on the far right.
030Um at the very bottom you'll see the bond and interest. you'll see that our payment was 9.5 million last year. It's dropping to 1.9 million this year. Um so that's where a huge decrease is and um so that is going to affect the the tax rate total tax rate and then if you look in the green boxes in the levy amount as um [clears throat] in the middle there's by the funds the IMRF and social security and tort funds um those funds we are asking for less than what we anticipate the expenditures to do to be um so this is new this year that we actually are undering those funds to use up the fund balances that we have had in those in those accounts. So if the expenditures are 9 million or 980 some
031thousand um I can't read that little number up there but um for the IMRF fund we're only asking for 670 to reduce it. So um that is something else that is is playing into the formula to be able to keep it in that line which is what the community member brought up today. Um, so the recommended levy is 60,910,000 we're asking for. We're only expecting to re receive 60,860. Um, it is below the 5% so you do not need the truth and taxation hearing. Um, so the total new dollars that we expect to get from this levy is $2.8 million. Um, the bond and interest levy, you see it's the $1.9 million with [clears throat] a 79% decrease. So total all funds anticipated decrease would be a 6.93%. Our tax rates were anticipating to be
032uh from 5.87 last year down to 4.94. That's a 92% decrease in um taxes. Um as long as my assumptions hold true. So if EAV is less than it's projected the tax rate could go up a little bit. If it goes in higher then it'll come down lower. Um and then just to just to kind of explain the levy receipts there, it's very confusing. So right now we are we are doing the 2025 levy that we will we will see the money the early money in spring May of [clears throat] 2026 and then the following fall of 27. So the this levy that we're asking for is for funds for next school year. Um, but it's also in the budget that was just approved in September, half the year's worth. So, it it's levy year,
033fiscal year are like slightly different. And so I tried to put that in a graphical so you can kind of see how it crosses fiscal years and then just basically um we'll get final notice in usually April May um we get the final numbers of where we truly land and how much um and it should allow us to be able to get the money that we that's available to us. Any questions? >> [clears throat] >> No questions. Yes. >> Yes. >> All right. We have several presentations tonight. Um, so we'll we will start with uh Central District 301 summer internship presentation and I'll turn this over to Todd, Terry, and Nancy. >> Good evening, members of the board. Thanks for having us here this evening. Uh, want to give you some really great news about
034what the programs we ran over the summer. uh it seems like so long ago, but that we're already back in the swing of things for coming up for next summer already. So, go through uh myself as the director for Northern Kane kind of give everybody a little refresher. I know I've been talked to many board members a couple different times. Uh we handle all of the grant funds for all of CUR Techched along with helping all the districts in the region to prepare all their career teched programs. How do we build those programs? And then tonight you'll get a chance to hear from one of our partners uh with alignment collaborative. Uh and part of that job for me is to go out and find these business partnerships and build those partnerships for opportunities like
035you're going to hear from our students this evening. Uh and then along with uh we'll have Nancy Coleman from Alignment Collaborative speak and then Dr. Todd Stern uh who's our workbased learning specialist here for Northern Kane. So over the summer uh we've been working on this now for four years for our summer internship program. uh this past summer uh or actually started last spring. Uh we were able to serve 3,418 students with resume building workshops uh and that was done through uh both in-person and then online sessions for all of our students. That was across the region. So for all 11 high schools uh to have that happen. As we moved then into the summer internship program, we had 55 companies this summer that we worked with to offer internships and that included all four
036of our school districts themselves. Uh overall uh you'll see in a moment here how much we grew, but we had over a thousand applicants this year uh to apply for that program. Uh of those thousand applicants, 850 of them provided their resumes. Uh I think I killed a small forest printing out those resumes and going through all of those. Uh but then to go through and review all those, make sure they were in the right spot or even coach and counsel students on were you in the right spot? Is this really what you were interested in and being able to go from there. Uh the next thing was to have parent meetings with all of our students and their parents about what the experience would look like and what the expectations were for all those
037students going through the program. So applicant wise, we almost tripled our number of applicants since last year. Uh looking then on the far right there, you can see that while the agreement with alignment collaborative guaranteed I think 15 spots, we're able to provide 34 internships across the the district this year. And then looking at the breakdown of students that we had, we had a wide variety of students that applied, but it really when we look at the demographics, it really equaled out where we're at as a region uh for students. So really exciting news there with that. Internship spots filled, 243 spots filled this past summer. That was up almost 100 as compared to where we were last year. Uh when we think about this, there are roughly five of us that are going out
038visiting these students in person on site and checking in on them. So our month of June uh can be a little bit chaotic from time to time. Uh going out making sure we check in on everyone. Uh overall looking at our recruitment and growth, you'll see Alignment Collaborative is a great partner with us uh and helping find those business partners that are willing and able to have our high school students come in uh to this. And you're going to get a chance tonight to hear from some great students on how these internships have helped them grow and help them to guide them uh with where they want to go next. I'm going turn this over to Nancy Coleman from Lime Collaborative. >> Perfect. Good evening and thank you for letting us speak to you tonight
039about this partnership between Northern King County Region 110 and the Alignment Collaborative for Education. Just for your reference point before we jump into the numbers, the Alignment Collaborative for Education is a 501c3. We do not belong to any one school district but serve four school districts U46, 300, 301, and 303. This was a vision of mayor captain in the city of Elgen several years ago. We were very concerned about future workforce development and students graduating from high school not prepared for the workforce. And so the whole idea behind this internship experience is to give them that real experience so we have better decisions as we leave high school moving into whether we go directly to work, whether we go to the community college system or whether we go to the university system. Just to give
040you an idea of the community investment. When I say community, I'm talking region here. When you look at it, we had, as Terry mentioned, we had 55 organizations participate. The 243 internships are paid opportunities for the students. Uh that investment alone puts about $240,000 back in students pockets. What is even more powerful in all of this is the amount of volunteer hours that were invested. This is just the internship program. This does not talk about all the other work that alignment and region 110 do in the community. The return on investment on just this program with 243 students placed was over $700,000 back to the four school districts and back to the community. So overall, I can't say enough good things about this program. It continues to move Oh, you click for me. Perfect. Just
041to give you an idea, um you almost have to be a jack of all trades, uh in this job. My background's uh aviation and then it was mostly uh community college settings in Georgia and South Carolina. But as you see here, this is not just being in manufacturing person, you've got to know a little bit about everything. So you will see all the different industries where we place students. We have over 200 business and community partners that fit under one of those industry clusters. I want you to also notice the size of the districts. Uh U46 is the largest with 123 placed. 300 had 60 placed. Then 303 had 26. What's very interesting 301 is the smallest of the districts but had as a percentage of placement of population much higher which tells me that
042the 301 students are competing very strongly against all of these other school districts. So I think that's important to know. This actually gives you the breakdown by school all 11 high schools that are under the alignment umbrella and other under the northern Kain County region 110 number. So, as you see again, you've got high schools much larger and districts much larger, but Central is competing very well for those uh slots. And then this just gives you some ideas of some of the new programs. Advocate Sherman is a very large, very important partner to us in attracting more healthc care internships. We have pharmacy there, medical rotation, medical assisting. We also have Athletico. We started for the first time the first responder program with handover park a year ago. Moved it to Elgen uh this summer
043and did have students in that program from 301. But you'll just get a good feel for it. When you go to recruit, you've got to be sure you're trying to match up student interest across the board. Terry mentioned we had over a thousand applications. Over 350 students wanted health care, which is interesting for all of us to observe as we prepare students for the future. healthcare is at the top of their list. So, we will continue to work on those. And then this just gives you an idea of the responses. 78% of 222 at the time. The reason why that number is slightly less than 243, we did have a few students that were sophomores that served in this role, but they are telling us that this is making a significant impact in their decision
044makingaking process. Hopefully, it's saving mom and dad some money with students not going off to school and changing their major three or four times. We try to sort that out before they leave the high school, which is uh not the way it was a decade ago. So, we are working on that, but it's a pleasure to be with you. Um I don't want to take any more time. I'm going to turn it over to Dr. Stern because you're going to get to hear uh about their experiences tonight and that tells you the whole story. Thank you for your time. Good evening, Dr. Killer, board of education members. It's a honor to be here and introduce these four um outstanding student interns. So, as was mentioned before, this is a competitive internship program. Uh Central 301
045had 34 placements across uh 10 different career fields. And tonight, you're going to hear from some of these exceptional students about their internship experience. I think you're going to find that they really exemplify what it is to be a central Rocket that they um bring honor to the school district, uh to the board of education, to the community. I look forward to continuing to follow um their footsteps and their journey as they as they move on from their high school experience. As I mentioned, you're going to hear from um uh Nahar. Uh Nahar completed a marketing business business internship in her junior year. um with Rosati's Pizza, I'm sorry, with Winrust Bank. And then this year she came back and worked with Jay Rosati um to the Rosati uh franchise who has developed uh Rosati
046University and was able to train uh with him this summer. You'll also hear from from her sister uh neither who also worked at Winrust Bank as an intern in her junior year. in her senior year, they invited her back to continue to work with Win Trust Bank. And then, uh, Jesus Lauder, um, an intern with us, uh, good sheeperd pharmacy tech intern, went through the pharmacy tech, um, procedure and, um, working on getting her pharmacy tech license if you don't already have it. Let her talk a little bit about that. I had the honor to join her for a tour to the Midwest School of Pharmacy where I got to watch her firsthand do some compounding this summer which was very cool. And Yung Jun Chao uh Yung Jun interned with one of my favorite
047companies, one of our um companies that really focuses on giving interns a great experience. He was with Lake View Precision Manufacturing. If you're familiar with that company, it's South Elgen company, Elgen company, a female owned business, leader in precision manufacturing, and um really give the student interns a great experience with all aspects of the company. So, with no further ado, I'll let them answer the two questions that we posed to them about their role in the internship and their experiences that they've walked away from. Thank you. Hi, my name is another Thucker and for the past two summers I've been grateful enough to be called back to Winrust. Through this experience, I not only learned the basics of being a teller, such as cash handling, customer service, and also learning how to work with financial
048software, but I've also been able to learn more about finance, which is the field I p I can I try I'm trying to pursue further on. What I learned about finance is that it's not just about the numbers. It's not just about the math. It's about making those customer relationships. Because if you're trusting someone with your money, you must trust them, too. I also were was able to learn about more fields that I didn't even know existed before, such as wealth management, which really piqued my interest. It was a field that I didn't even know existed until I was working there, and got to talk with their wealth manager about what she does and what she has done in the past to get to that position. This experience was able to connect me with what
049I want to do in the future because it taught me about beyond the field. And these internships truly allow students to decide that and it also lets them to embrace every opportunity. As a part of my internship, they had a family and uh friends day which we didn't have to go to but me and my twin decided to go anyways. Through that experience, we were able to connect with other people in the industry as well and build things such as our LinkedIn, which is going to be very beneficial to me in the future wanting to go into a field that connections really matter in. That's why I believe that this internship opportunity truly is great because not only does it let people decide if what they want to if what they think they want to
050do is really what they want to do, but it also lets them get their foot into the industry. Thank you. >> Thank you. [applause] Hello everyone. My name is Nihar Thucker and I was honored to be chosen by Alignment Collaborative for two summer internships in the past two years. My first internship was a bank teller at Winress Bank and during that internship I handled cash. I gave great customer service and I just helped customers with great banking needs. My second internship was a social media intern where I worked for Rosadi's franchise. The first 30 hours of my internship, I was in the back, which meant I was learning how to make food. I was helping customers. I was taking orders and just getting to know the restaurant community. The next 30 hours of my internship,
051I worked with Jay Rosati, one of the owners of Pizza Rosatis, and his amazing marketing team. During that time, I created promotional calendar for marketing. I created social media posts that he ended up posting on his social media and just getting to know different marketing strategies and how marketing works overall for our business. Obviously, these two internships I've had were completely different. But from these two, I learned that communication is key. Obviously, these two were very different. and I didn't know what to do, but I stayed curious, asked questions, and I and I created great bonds with my co-workers and was comfortable asking them any questions I needed help. Both [clears throat] of my internships connected really well when I was learn. So, for one of my classes, Incubator, I created me and my team
052created our own startup business. And during this business, I learned marketing strategies. I learned communication. I learned teamwork. And these skills I was able to apply to my internships. I learned that it was very important that these internships needed these type of skills. And I learned that these lessons that we learned from school were used in real life situations. It helped me understand how life we learned in school actually work in the real world. These internships also very much influence my goals in the future. So I have currently major I'm going to be majoring in business administration in college and I feel like that um I love working in both marketing connecting with people and just like taking my creativity and impacting others which is why I love business administration and these internships help me
053decide what major I want to do because I was I'm a very indecisive person and I feel like this intern these internships I had helped me choose my true major and what I'm actually capable love. Thank you. [applause] Hello, I'm just Slaughter. Um I was a part of the pharmacy technician um summer 2025 internship. And first and foremost, I just want to explain how like astonishing and how astonishing of an opportunity this was for me. Um, as at a very young age, I knew I wanted to be a part of the healthcare field and pharmacy is probably one of the last things I thought of. It's not something that people typically think of when they think of healthcare. Everyone's always like dentistry, doctor, nurse, but pharmacy was something that didn't really cross my mind. So,
054being able to be a part of this internship was really amazing. Um we were able to visit um the college I forget the name but we were able to do a lot of compounding and everything. Working under the pharmacist at Good Shepard Hospital was amazing. Um I like the fact that it wasn't so much patient interaction. Um I work as a CNA, a certified nursing assistant as well. So, I do have a lot of patient interaction and I was looking for something where I could still be a part of the team but not have to like break my back in order to work really hard. Um, [gasps] I I um yeah, I wanted to be able to be a part of the team but not work super duper hard or at least not have it
055shown on my face. Um, I currently work as a pharmacy technician for CVS and it has been one of the best jobs I've had. so far in my healthcare career. Um, I really loved it and it is still patient interaction which is a bit much for me but it works out. Um, I really do like my job. Uh, um, >> yeah. Oh, yeah. So, um, just a second. Sorry. Um, so yeah, working under CVS, um, I've had a lot of experiences with working under pharmacists and they've even thought about making me a lead tech and that's really amazing since I've only been with the company for such a short time. Um, I've also worked I've also had um opportunities to join independent pharmacies as well, which is amazing um because I am still in high
056school, so I'm still relatively young. Um, also I am on the pathway to getting becoming certified as a pharmacy technician in the state of Illinois, but you know, I have to turn 18 first, but I'm on that route, so [laughter] just bear with me. Um, but if I haven't said it, um, this has really been an amazing experience for me. Um, it's something I can talk about during Thanksgiving, something I can talk about on and on and on. Um I really just wanted to be an inspiration to um like the younger generation and um my peers. Um my peers during the internship were so supportive. So were the mentors, my instructors. I seriously had such an amazing experience. I don't have anything negative to say at all. Um everything everything went exactly how they said
057it was going to go. Um and everyone was really lovely. So yeah, that's really all I have to say. Thank you. [applause] >> Hello, my name is Young Chun Cho and I would just like to first give a huge thank you for alignment and giving us students the opportunity to have these internships. And I will also like to congratulate these 30 who've had these amazing opportunities. Well, I'm over my in my internship, I kind of just claimed metal together and just [laughter] >> 3D modeling and such, but um I had the pleasure of working at Lake View and uh Lake View Precision. And my job as an intern was just to shadow uh several employees within different departments like uh secondary quality control, engineering, and actual machine shop floor workers. And um my focus was
058working with the shop floor workers. And what I did uh really helped me to open my eyes about the actual industry and everything that goes into the manufacturing trade. I feel like when people think about manufacturing, they think kind of like cramped, dirty, dark working conditions, but it's really this open environment where people can strive to work towards their technical goals and put out these products that they're proud of. And I really felt that environment there at Lake View where they really welcomed me and my other interns that I was working with and helped us integrate into their machine shop workflow. And something that I really popped out to me when I was interning there was the level of communication within the different departments. Every single aspect of their company was so integrated into one
059another. Each department could not survive without one doing their job. Everything supports one another. And that's something that really wasn't on my mind as I entered. But as I left, I understood the importance of building those relationships between people, not just the people that you work around, but everyone that is involved within the process. Um, and how this internship connected to my class and my curriculum. Uh, just for background, I take advanced manufacturing 3 at Hampshire High School through the pathway programs. And when you work in a classroom, there's a certain sense of control. And in when you're working in the actual industry, you have to be able to think on the fly and uh really apply your knowledge in a way that isn't so controlled in a classroom. And I found that really challenging,
060but also really fun and allowed me to use my abilities to the best and also learn from actual people who work out in the field. And it was just an amazing opportunity be to be able to work with such an amazing company. Uh, one of the memories that I will always hold with me is at the end of the end of the internship, the company threw a little barbecue for for all of us and and all the interns and we had just a little celebration to celebrate our accomplishments and what we accomplished at the place. So, yeah, I'd just like to say thank you for this opportunity to be able to speak on our experiences in front of the board. And thank you [applause] And none of this could be possible without the the support
061of uh our interim superintendents, without Steven Books as curriculum director uh working with all of us on this to go through everything. And you can see that it's uh the reason why we come to work every day to get those experiences for our students. So, uh we can't thank the board enough for their support through all this. We'll take any questions if you have any. >> I do have one question. How can businesses in the district or in the area um express interest um to have these entrance? >> Sure. >> How what does that look like? >> So, it's an easy email or a phone call to either Todd or myself or to Nancy. Uh we strive ourselves on going out and finding out more about the business before we just say yes. We want
062to find out why they want to have an intern, what the internship process would look like. We work really closely with all of them to describe those uh or particular those job descriptions for the internship. Uh and that way as some of the interns said they were you know told upfront kind of what it would be like and it was exactly like what we had said for that. So we want to make sure that we we continue that process. So >> I will make a pitch that we've had some architectural interns and we would love to have more and um I will give you [laughter] >> I might [laughter] just maybe thank you both. >> All right. Thank you very much everyone. You know, if I could say one thing, I've been in multiple high
063schools. This this is just so impressive what you guys are doing. So, Todd, great job. Terry, great job. Nancy, this this partnership with the Alignment Collaborative is just I think I told you the other day, you want to bottle this and sell it outside because it's just schools would die to have something like this. And for us to have it be a trends setter in 301 is is really a testimony to the work. But you kids were outstanding. I mean, it's just it's reminding me of what I didn't have at your age. So, nice work. appreciate that. Good job, >> student. Thanks. Thank you so much for coming and talking to us. It's awesome to hear about your experiences. Thank you. >> Thank you. [applause] >> All right. Our next presentation will be on girls
064flag football uh by Mike >> Sutter. after listening to those four stories. I feel like I was a slacker in high school [laughter] guys. Since I've got a captive audience, uh my name is Michael Sitter. I'm the athletic director at Central High School. I also oversee activities. Um uh since I got to here, I'd like to do a quick review of some uh things that have happened this fall at Central High School that are really outstanding. Um first of all, cross country program uh joined the big boys as a 4A school for the first time and both the boys and girls programs got out of regionals and into sectionals. So that was quite an accomplishment. Um, our football program finished with a record of 10 and two, advancing to the quarterfinals and representing Central High
065School quite well. Boys golf won the Fox Valley Conference Championship and a regional championship and sent Tyler Saman down to state. Girls golf had a record 20 girls out for the program and freshman Olivia Cavaleri qualified for sectionals. Boys soccer set a record for the most Fox Valley wins they've ever had since joining the conference until lo and played well until uh lost a championship in the regional. Girls volleyball won their second consecutive regional um and played in the sectional championship game. And then on the activities front, we have three new clubs that have gone through the approval process and been approved for probationary status. We have an investment club where students will study the stock market and other investment strategies as a group. We have a history club which was uh the proposal was
066very unique. You know, I when I saw it, I thought it was going to be based on, you know, I I I I pictured a bunch of students going over World War II strategy. Um the proposal was very localbased. They want to study Burlington history and the history of of Burlington schools and that as part of their focus. So, I thought that was very unique that was approved. And then finally, we have a Dungeons and Dragons club that has started at Central High School. So, uh, trying to increase a sense of belonging throughout the building, and I think these three clubs will help do so. What I'm here for today is to give a proposal to the school board about possibly um, adopting girls flag football as an IHSA sport for uh, next fall for
067the 26 27 school year. Um, so girls flag football already exists throughout the state of Illinois. There are about 200 schools that have flag football for uh for females. Um, in our first year we would offer two levels of competition, a varsity and a JV team. And in that we would hire three coaches. There'd be a head coach and then there'd be a varsity assistant and there would be another assistant who ran the JV level. And this would align us with the other nine schools in the Fox Valley Conference who already have girls flag football. Uh it is a fall season, so it would start with the other fall sports, football, volleyball, all the sports I just went through. Um in early August, [snorts] you must have two weeks of practices before you can compete
068in the first game. Of those two weeks, you uh each athlete must participate in nine practices before they're deemed physically fit, ready to play their first event, and you can play up to 25 games in a year. Uh most schools play about 20. The rules are set by the NFHS, a natural national federation of high schools. Uh Illinois does adopt adapt their rules to fit the needs of the local schools, um such as length of halftime and playing time, things like that. Fox Valley also changes some of those rules to to adapt to to their needs. So, in the first week of school, we had an assembly uh for each class, four assemblies during a school day. And in that time, we gave a survey to all freshman, sophomore, and junior students. They downloaded a
069QR code on their phone um because we knew they'd have their phone. Maybe not their laptops, but they'd have their phone. And this these are the results of the survey. When asked the question, if offered at Central, what sports would you be interested in joining? So, I was here a couple months ago and I had talked about some of the the uh logistical strengths and weaknesses of each of these. Um, you can see flag football did very well here with 106 respondents being interested. Some of the challenges we're going to have in adding a team to our fall lineup at Central High School would be space. It looks like we have a very large campus, but when you add an elementary school, a middle school to it and all the existing structures already on it.
070It is it is kind of limited. We would have to have our fall program share space and look to create new space possibly out of a baseball outfield. Um, finding qualified coaches is difficult. was part of the process that added lacrosse uh to a high school several years ago. And adding a new sport like that, you don't get older coaches. You don't find 55 year old people who coach who played that sport when they were young. A lot of the coaches are young and they they need a lot of training. And that's where I will come in in giving that training, providing clinics for these coaches each year to attend and get stronger at their sport. Um and then just making sure we have enough players. Like I I showed you in the last survey,
071there's other ways to also make sure we're going to have enough uh participants in this sport. Uh CFL already has a flag program that started very small last year with 12 participants and is up to 50. We had a powderpuff game during homecoming this year that had a 139 participants play in that. And Central Middle School had a had a meeting for any female students interested in playing next year just to see what the numbers would possibly be. and 31 girls attended that meeting either before school or after school to get more information and show their interest. So these are the estimated financial costs to start up a sport. Um the flag football itself requires only the flags uh the belts in order to be played. Helmets are optional for this sport. Um, my suggestion
072would be to purchase the helmets no matter what so that every athlete if they chose to wear them could. I would hate to have a young athlete who wanted to wear one and we couldn't provide that for them. Um, uniforms. Uh, a base jersey is just a blue and white set. We would need to purchase home and away sets. Um, and usually we would go with a a a upper tier uniform such as Under Armour or Nike only mostly because it lasts longer and there is a total cost for the startup for the first year and then annual costs. [clears throat] >> Those numbers are based on the 26 27 school year for referees for coaching. You know, when you think about uh flag football, it it doesn't it's not really a comparable to tackle
073football. I would I would say it's more comparable to lacrosse. This length of the season, the number of games played in flag football, they can play three games on a Saturday. Okay? So, it's a little different. So, in looking at it, the estimation I I would suggest that it gets put at column H for a head coach and column F for assistant coaches. And then the travels at 10 or 12 away events per year is calculated there also. So, at the end of the year, it'll be up to myself, the administration at Central High School to measure, was this successful? Did flag football meet the needs of our athletes? And and a lot of times that goes beyond the winning. It goes back to the social emotional. Did athletes have a good experience? Will they
074remember it positively when they leave Central High School? And there's a lot of ways we do that, and I listed a lot of those here. Next steps would be to ask the school board to approve this at their December 15th meeting. I would notify the Fox Valley Conference that we're ready to step in and become the 10th team with this sport in the conference. Um, we would garner student interest. We'd sit down with the CA to create a salary structure. Human resources would post the position. Uh, and we would begin the hiring and training of staff and hopefully in time to create a summer camp schedule and uh, fill a fall schedule for next year of non-conference games. Are there any questions for me? >> It would be the Fox Valley League. >> Fox Valley
075Conference >> conferences. Do all the schools in that do they have enough athletes to support a JV anniversary? >> They all do this year. Yes. Some have some. Yes. Some have more than that where they're playing at third level and trying to schedule a third level. >> Okay. >> How many players are on each, the varsity and the JB or would we allow? >> So I I put 30 there. I would say it's about 15. You want to keep it a level. Seven athletes play at a time. Now the best athletes will play both ways, offense and defense, but most teams keep around 15 per level. Um, and then on the slide that you had for the student interest survey recap, um, large portion of none. Was there like an option for [clears throat] kids
076to write in what they'd be interested in if it's something outside of, you know, the given flag football, tennis for boys and girls? >> There was not. >> Okay. >> Those are the those are the sports that have been brought up to me in the six months since I've been in the district. Whether it's by athletes or parents, they've reached out with that interest. So, that's what I included. Okay, >> Mike, how many other um schools in the Fox Valley Conference have girls flag football right now? >> All nine besides us the only one who don't have it. >> Thanks. >> Well, thank you for your time. If you think of any other questions, please shoot me an email and I'll be glad to get back to you. >> Thank you very much. It's our
077hope that if there's any if the board's okay with this, we would bring it back then and ask for a formal action item on this. You guys are good with it, we'll be back here in a couple weeks. >> Okay. >> If there's any questions you have that pop up, you can just email it to me. I'll get [clears throat] >> or to Kyle. Yeah. >> Great. >> All right. Next presentation will be uh CF elective survey results by Stephen Books and D. Thank you. >> Oh, goodness. >> Forgot about how cold you guys like to keep it. That's crazy. >> You guys [laughter] wear my perka. >> [laughter] >> Thank you. >> Really? [snorts] >> [snorts] >> Okay. office. So, [clears throat] is that okay? This is in board book. I don't actually have
078your presentation. >> Thank you. Okay. >> Oh gosh, you got that small. We can't do slideshow mode >> for that part. >> Oh no. Okay. All right. Um, first I'll introduce myself. I am Hill, part of Central Education Foundation. I am the president. Um, I also have two students in the district, one at the high school, Lana, and one at CMS Elise. Um, and I'll let you introduce yourself. >> Uh, my name is Lucas Gooff. I'm a junior at Central High School. Uh, I'm the executive student council president. Uh, and I'm also involved in a variety of other clubs here as well. >> All right. So, for those of you that are not familiar with the Central Education Foundation, we have actually been around since 2008. Um, and we are actually the first organization of
079its kind. Um, what that means is that we actually provide funding for all seven schools. Um, a little bit different than some like the PTO's or PTC's where they're kind of designated to a certain school. We actually fund raise for all seven schools. Um, so what we do is we partner with the superintendent. Um, in this case, it's Kyle is the one that we're partnering with and he kind of lets us know like what are some of the things that we can probably get back behind, you know, back and for. And so that's kind of how we are are able to kind of partner with our district. Um, other than that, other than the students, we also help the staff and the um the educators. Uh, recently we established an educator grant. And so you
080might have seen recently that there was a Barnes & Noble book fair where we helped to partner with the librarians on that um and the numbers are still rolling in, but I know that um particular day that was um everyone was in person, we raised almost 11,000 in sales. So that's something that we partner with. And so what educators will do is they'll um let the foundation know about different things that they want to get behind and basically help to grow their classrooms and then we decide as a board with that. So that was the most recent thing that we did was the Barnes & Noble and soon we're going to have an author come to our district more coming on that um that we're also going to help fund as well. Um our mission
081is to offer you know communitywide support for innovative programs and equitable opportunities for all of our students um by identifying and distributing alternative resources. So a lot of times a district obviously can only provide so much funding and so what we do as a foundation is we will raise funds to help um basically back curriculum based programs which is what we're going to kind of talk to you about today. Next slide. Thank you. So just um kind of let you know some of the things that we've done in the past. So we provided funding for the incubator program. You heard that recently. One of the students was part of that. Um also the vette program as well as mobile maker. We have three scholarships a year that we give out. Um, I like to pat
082myself on the back. One of our scholarship is the highest that our district actually gives out, which is around 2,000 that one uh individual can get. Um, and then as I mentioned earlier, we have educator grants where the educators are able to come to us and ask us for backing on certain programs that they're looking to do. Some of our fundraisers, I like to say past, present, future. Some of you might have heard of Trivia with a Twist. That was the foundation. Back to the Hill. Um, that we've done for four years with the exception of last year. We've also been behind. I just mentioned the Barnes & Noble Book Fair and it's coming soon once I find the barn. Uh we're gonna try and do Boots and Barnes Bash. So that'll be another fundraiser
083that we'll be looking to do. >> As I mentioned earlier, one of the things that we like to do is partner with the district to figure out what are the [clears throat] different innovative ways that we can help um provide support. So recently, as Mr. sitter had mentioned we they did a survey um which we were actually a part of. So not only were they looking at the different programs that they could provide, you know, tennis and flag football, but we also had a couple of questions in there about curriculum to see [clears throat] what would interest the students. We' heard um more than once that there were certain type of curriculum that we didn't have in our district that students were really um wanted to see. So what we decided to do is kind
084of partner with the athletic program here department and add two questions in the survey and one of those questions was what do you want to see? What are some of the things that you would like to see our district get behind? So, 726 students answered that survey. Um, we also sent out a similar survey to our parents and 322 parents answered the survey. [clears throat] Um, not too bad numbers. This just went out to high school parents because it kind of influences them right now. Um, but and obviously the high school students. So, we'll be able to see if they're similar in what they wanted. Um, But I will say that they we did highlight they really want to see culinary arts um and digital marketing graphic design and I will let you talk to
085about the survey. >> Um so as Dean mentioned at the start of the year we pulled students students were able to select three classes that they would like to see offered at Central High School. Uh the number one leading response was culinary arts with over 60% of students selecting that as one of their top three options. Um followed by fitness and personal training uh and then digital marketing and graphic design. Now I do want to caveat um currently [clears throat] we do have a we'll call it graphic communications one and two course um which is similar to what we're seeing here with the digital marketing and graphic design. I do kind of want to add to that um from what I'm understanding from students what they want to do is kind of enhance that current
086program. So some of the things they're wanting to see are just explore how graphic design would support branding, social media presence, digital marketing campaigns. They want to learn about key concepts such as target marketing, the marketing mix, buyer behavior, advertising, promotional strategy. So, it would kind of just take this course, this curriculum that we currently have, and take it a step further and also be able to hopefully provide um some collaboration with local businesses where some of our students may able to actually be able to partner with them on some of these ad campaigns. So, we I do want to say we do have a graphic communications one and two, but this would kind of enhance that a little bit. And then as far as the the other one that we have here is fitness
087and personal training, just to kind of add, we do have an individual personal training curriculum right now, but this would take it a step further where the curriculum topics would include exercise science, functional anatomy, athletic training principles, injury prevention, uh rehabilitation basics, sports nutrition, sports medicine. It would it wouldn't just be the individualized personal training that it is today. It would take it in another direction. So it would be more of like a CTE where then students would be able to you know actually figure out if they want to do this as a you know as a profession [clears throat] and then um we also pulled our parents uh as we mentioned and uh the top three responses for parents were culinary arts which he which we saw for the students. Uh then the second
088answer was wood shop or welding um and then followed by digital marketing and graphic design which again was one of the top three uh for students as well. So for the foundation, the next steps for us would be, you know, first we obviously want to bring this forward to you all just so that you can see what some of our students and parents are looking for as far as curriculum to be added. Um we already know that this isn't something that's going to happen tomorrow. What [clears throat] we want to do is partner with um our curriculum directors in the district as well as the board on just figuring out, you know, what is feasible, what makes sense. um and just identify opportunities where maybe we can pilot a program, maybe we can add a
089little bit more to the curriculum. Um you know, based off of what we've heard from the students. Um the foundation is here to help financially. And so we would obviously partner with our curriculum directors on that or some things that we can help with um to help launch some of these programs initiatives. Um but it's really going to obviously be a short and long-term goals here. Um but I think we've got something to work towards. >> Any questions? Any surprises? >> Not a lot of love for orchestra in there. >> No, [laughter] I'm sorry, honey. I'm sorry. Um, no. Yeah. Yeah. >> No, this is great. This is great stuff. Seriously. >> So, what are some of the next steps? And Stephen, maybe you talked to this on kind of implementing some of what the
090students are looking for. Well, I mean, part of that is going to come down to where do we want to go as a district, uh, and and also recognize the constraints that we're living in right now. Um, but not hold ourselves back to the fact that we have students in the pipeline. And what opportunities can we rightfully give those students before they exit our doors? Um, I don't want to stand in front of you and say like, well, we just have to wait. Uh, it's it's not respectful or reasonable to our current families and or students that are in our buildings. Um we we we've dealt with tight conditions for years. Uh that's a fact. So part of this is what is reasonable that we could actually move forward with. I I think what is
091nice it highlights that uh there really is a a need there. There's an interest and a want out there um not just from students but parents as well. and and then while how do we take that [clears throat] and find a place that we can make steps forward and uh I I was able to speak with D earlier about there's there's there's stuff on um the one chart and I I'll just give you an example okay because this is not scientific of of what I'm doing but um on the student uh survey which is number five >> for example you know I saw child development listed here Okay. I I think about our pathway programs that we have partnerships with other school districts. Currently, education students travel to Hampshire High School and we're grateful the
092fact that we have the opportunity for our students. But there's also interests that start showing up on these type of surveys saying like, oh, should we also consider a class that would bring back to central inhouse an opportunity? So now I'm talking teacher lensure. If we had a teacher that was hired as a family consumer science license, they're able to offer both of that. Now, not only do we open the door to what maybe is possible, we have a classroom space to cover it, but also those students don't have to travel that are traveling and give up an additional period. So, how do how do we really look at the data even more global to find out what really is going to work? Um, and while it would be great to go with the number
093one thing and and culinary and and and that thing, we have to be realistic about what does a space like that class look like and and what would it take? It's not I'm not going to tell you to know. Um, because it's culinary is not what it used to be. Like when I traditionally went through culinary and it was called homeback and and how it was all kitchenet designed that that that actually that boat sailed. The the classrooms don't look like that at all. So I I would say that that's not even a no. But we would have to with a realistic plan to be able to come with true numbers and and really see what is possible. Um, but what makes me happy is that and hearing students earlier tonight is, you know, this
094is what's changing their lives. This is what is the the meaningful thing. So, it's it's we need all not everything, but we need to bring the whole picture together. Um, the young man that was talking about manufacturing, you know, It's everything that goes together which is the same in education. So our core instruction married with some of these opportunities to provide the expertise the students want to have experiences with so they can make better informed decisions is what I see are our final goal. So um that's kind of where my take is. >> Okay. >> Uh can we take some movement? Yes. But I think we'll have a discussion later about that based off my presentation from last month. >> Okay. >> Thank you. Thank you. >> Thanks. Thank you very much. Thanks, Luc. >>
095All right. Our next presentation will be the 2425 achieve achievement presentation by Steven Books and Kim Ballis. See if mine works. [clears throat] All right. So, uh we're gonna present we present this annually, but I do want to give some fe uh kind of background information on some of because some of you maybe haven't heard past year's presentations. So, I don't want to make assumptions on the fact of like, oh, you were all sitting here last year. Uh, that would be wrong of me. So, uh, this is based off, uh, what we're kind of performing at on a nationalized level. Uh, so I've been up here before. Uh, I'm Stephen Wils >> and I'm Tim >> and we make up the curriculum department here and and cover the entire EC through 12th grade curriculum. So
096the first thing to understand when it comes to [clears throat] uh designations because we're going to talk about that is what makes up the sum of designations and understanding that if you look on the slide the left hand side is uh kind of describing elementary and middle school bands or grade levels versus your high school on the right hand side you should see some key differences. So your elementary middle school, you'll see your ELA and math group makes up 25% each making 50% of what the designation is. You'll also see a division of of the climate kind [clears throat] of chronic absenteeism, other areas uh that go through that including math proficiency and math uh and ELA proficiency. So some of these things okay collectively together are let's call it weighted different to come up
097with the finalized number for summitive designation specific to the elementary school. Whereas when you shift to the right side of the screen traditionally this is how the state has done this you'll see the high school has the composite graduation percent that is on a four five and six year uh number because we do have students that take more than four years to traditionally graduate. So that is part of But it really has to deal with successful completion of high school and us being able to support them as a district on that. We we are a district that does this very well to be honest for graduation rate. So, but that's 50%. Then you get back into math, ELA proficiency, science, all those types of things that make up the high school one. So, I just
098wanted to give you a little background information. Um, and that's for this year's designation. Okay? This is going to change next I want to be clear this is how this year's has been calculated. So this is wonderful news uh and we've got to give credit uh where it's due. You can see that uh we have four schools that are exemplary uh three schools that are commendable. We are we are moving the right direction. Okay. And you can see this based off uh the scores on the left hand side there. Um there has been some movement on how things are rated, but we are super happy with the direction we're going. And you know, it would be great if we were all exemplary. I think everyone would be like that's where we need to be, but
099we have to be reasonable, too, that we're we're trying to manage the the the classroom environments. Teachers are in this every single day, you know, all day long. Uh you know, an elementary teacher maybe having the same population, you know, throughout the whole day. Um It's a tough thing to teach in today's era and time. So, I'm not I'm not going to say that this is this is an easy task to do and we should be really proud of all of our people that are doing this. I think it also reflects bigger than our teaching staff. I mean, our bus drivers, our food service, our our custod staff on the environment because part of this climate that the district itself is is doing a good job. So it while the bulk may be on the
100shoulders of the teachers and I want to recognize that I also want to be honest and be like it is a a group effort you know um but given a lot of this is test scores and that I wanted to make sure I was clear on that this is our same slide we've used for can't even remember how many years now that talks really about our enrollment so if we're talking about how we're comparing you can see central And again, last year's data, not current data. So that's the one thing I don't want people confused and going like, but we have more students than that today. I know we we report that out. That is correct. This is about last year's population data. Okay. And if we look, we're at 5,8. You can see where
101we're at. We've passed Bavia. We've already did that. Geneva. So we're moving that direction. We're all aware of that. But I'm just going to highlight again. What's the big difference? the ones that are listed up there are our demographic breakdown. If you look at our enrollment and you look at percentages going down 57% uh white. If you go across, you got a 79, you have a 69.8, 74. That means every other population in our district is larger. Okay? And we're performing. So just keep that in mind. So that's really a good thing to be considering. >> It is. So, now it's my turn to talk about the AR. Um, so the the new I data just so everybody knows and this these are I know that you guys um could know this, but just putting
102it in here for everybody that they've right- sized it and Illinois did this right. So we historically have looked at our cohort data and followed like third grade to fourth grade to fifth grade and etc. We can't do that anymore and the reason is oh well this is our first baseline. It's this year. So we've um Illinois right sized it. So they took the lowest two categories and they've made it one category now. So they don't care how far below you are. You're just not there. You're just below proficient. Now, the other thing that Illinois did was they adjusted the bar for what proficient was. They looked at um they did this through um national studies. Um if you go online to the um Illinois website, it'll say state all the things that it did
103to rightsize it. So, their their goal was to give us more accurate and meaningful data. And with that, they had you know the the four things that we need to keep in mind is that this is a new starting line. So, we can't go back to the old cohorts that we had. Um, the one thing that we wanted to stress is that this is no change in schoolwork. The curriculum's still there. All of those types of things are still in place. It's just the the cut score on the the AR that changed. They did this to say that they wanted the um I the two the science test and the ACT SAT are all have the same four bands now to to look at those. So you've got above proficient, proficient, approaching, and below. And
104they they looked and they said, "Okay, well, what test scores look like at a or what what were grades and being success at a college level look like?" And so then they adjusted that bar to match reality. So those were the reasoning behind what um the state did. I have to apologize on the next slide. I only put means in because when I did this, I was looking at the meats data. We actually and exceed. So I did make I new copies for you guys here. So they they will be a little bit better. So meats um are pro kids that were prof proficient at third grade are 48% but above proficient were at 17%. So that brings us to a total of 65% on ELA. So for fourth grade it was at 50% proficient.
105Add in another 23, we should have had 73% proficient or above proficient on ELA. Fifth grade, that goes up to 82%. Sixth grade, that goes up to 87%. Seventh grade, we add in 21 to get to 77 and in eighth grade, that takes us up to 82%. That were um so that would have been the old meets and exceeds category. So, but now they just call them above proficient and above proficient um the math side of it. So, we at 54% we would add in 16 and so it go 69% in third grade, 58% in fourth grade, 54% in fifth grade, 65% in sixth grade. Seventh grade is 54% and then eighth grade is 58. So, um it shows you that um we have the the difference between the ELA and the MAP where we're
106at [clears throat] questions on that data. Okay. >> Okay. There you go. So, we have shown in the past where we kind of rank and compare it to our surrounding districts. And you'll see here that uh for our ELA proficiency, you'll see a 78.2. Uh and you'll see us in the other areas for the surrounding districts. And do we see something that pops out right away? >> We're number one. >> Okay. So, ELA, uh, you know, is is really digging in and getting it done. And we want to continue continue to see that. We still want to see growth. We still want to see movement. Um, you know, that's just in these surrounding ones and and we want to make sure that we continue to to move forward. But it's also important when we look
107down ours on the left hand side, the bluish column, you know, where are we at within our sub populations and make sure if there are things we're doing that need we need to identify and work on, what can we do? So you can see here that, you know, for example, our ML population, wow, we're we're blowing other people out of the water when it comes to that score. Our IEP, we're right there. But what can we do to maybe go up a couple more percents to to make that happen? So we do use this data to kind of set goals and those types of things. If we move into our math proficiency, uh we've talked about this, you know, in length. You can see we're at a a 59.9 St. Charles is ahead of us.
108We're tied with Betavia. Uh and and we're we're beating Galen and uh Geneva. Uh but as we go through the different levels here, again, we're still able to pick and choose where we're at and see, you know, 60% compared to 70% at St. Charles. What can we continue to do to move forward? We know we can do better. We can do better. We've we've asked you for approval of now textbooks. We've we've moved forward with that, but now what we have to do is implement and we have to, you know, watch what we're doing. We have to, you know, figure out what we're doing in our classrooms and we've got to get our teachers professional development to support those resources of which we got. It's not a book that's going to change the outcome. We
109we got to we got to do the full support also with our staff members to make sure that movement occurs. And you know, there's some accountability there. We got to have we got to have real conversations. So that that's where we're at there. U in the ACT and this is this is specific to this year. Okay, meaning this spring we took the ACT. This is junior class, okay? This is not 9 10 11. Next year our data performance is based off 9 10 11. This is solely on one grade level. You can see here in ELA uh we're at a 70%. Okay. And again, think about earlier my statement about how we were doing on ELA, but then when we look at this, this is why we have to keep moving forward. And I get
110it. It's a shift um going from the SAT, which we have been giving to the uh ACT, but so did all these other schools. Uh and so we're not going to stand up here and give you excuses that this is the best we can do and and that kind of stuff. um we just need to get to work. You know, we've got to make some adjustments to be able to get there and move forward. We also have to identify uh some of the sub populations. So, you can see down here, you know, in some of those those numbers, we're we're aware of this. Our IEP population, we got to find a way to do something different to be able to service the populations that are in here and use that data to our advantage, okay,
111to make some changes. and and what those changes are. I can't stand in front of you today and tell you what they're going to be, but that's clear. We got to make an adjustment right there. Okay. Um so, we're going to keep on math. Um this is not new. Uh we've been below for the last couple of years. Uh we are happy about the adoption of new curriculum, but now we've got to really kind of rubber meets the road now and we got we got to step it up. Okay. put some stuff out there uh in a supportive way. This should not be used as an attack against the professionals that we trust with our students. That's not what we're talking about. This is what do we do to make change and move forward. Uh
112so, you know, 56. Yeah, some of you might be like, well, St. Charles East, we're we're within four points, you know, Betavia, you know, Kalin, you know, but where do we want to be? And I think the fact of like we have to recognize this and move forward. >> So where do we go from today? Like Stephen said too, you know, we are going to continue to monitor our 301 growth and all of our demographic areas. Um that piece, that professional development piece is going to be really important. Um our instructional coaches, we're in their second year of a three-year cycle with our base camps. Um the base camps were peak performance, peak strategies, and peak pros. So looking strategies. Those strategies the PE um peak strategies were the um SEAL piece the IEP you
113know servicing all kits and peak performance was um is really targets those building thinking classrooms and that um which is also leads us to the minds in motion and the writing revolution. So we've we've adopted those books we do um intensive PD with that as well. um this last fall, just a few months or a couple months ago, uh we implemented the new I Ready curriculum and we have been pdinging teachers at least twice a month um through morning meetings plus every um institute for SIP day. We've we brought in consultants to work with with the teachers on on that piece. We've also um implemented a new well we purchased the math books for the 68 and the curriculum that goes with that and actually it was December 2nd I think no or third one
114of December 3rd we think is um the PD from the from the manufacturer from the company that's going to work with them on that um and then science we're working on getting the date for them in as well uh educate the administrators and um prepare the teachers for those future your proposed report cards like Stephen was talking about. Everything that you're seeing this year um is going to change with the report card for next year because they're changing things. So, >> and and just to be really clear, I mean, some people may question where does this data come from? This is this is from the state report card. This is, you know, we're getting, you know, all of it, but what a little bit of the comes from our other dashboard. Yeah. But the rest
115of all this data that's out there when we're comparing the other districts, that kind of stuff, which is embargoed until October 30th, that's the normal data of every single year. So that's why this presentation ends up in November. But this is public facing and that's why we're we're a we're not we're not scared of the data, but we need to address where we see deficiencies to be able to move forward, you know, because anyone can go find us. So, and they rightfully should. Questions? Not necessarily a question just and you probably don't have it off hand but if you do it'd be nice but how does like our a professionally proficiency match with like last year like where are the numbers compared to last year? So, as Kim was describing the change in categories, we
116went from a five system to a four level uh by the state plus they the state moved the benchmark ratings. So, it's not like they just took the bottom two, scrunched them together, and then every other benchmarks did the same. They actually relocated every single benchmark along the way. So that's why we this is kind of a benchmark year of like we can tell you this data now and then next year we could compare to what we're sharing tonight >> but we can't per se say >> this is where we're at to go to last year's and say oh look we only we we did we went up >> but did we because the benchmark percent actually changed for where they're saying is proficient. So I don't know if that makes sense. >> Yes. And
117so that's the truth behind that, but we're going to have to come up with where we're at and move forward and set some new goals. >> I think individual par parents can go on and look at their child indiv. We can't do it as a school, but like you can go on as a parent look at the old cut score and then look at the new cut scores and then determine that. But as a district as a whole, we don't have that data. It's individual student. But if the profession cut score was lowered, you think our proficiency would have gone up. >> Correct. >> Yes. You're understanding that >> it really did. So all of this is even though we have four exemplary schools, it's all based on these scores. >> Correct. >> So that's
118kind of misleading too in a way. >> Well, so understand that there was a from the state's perspective There was a misleading concept of past practice. Students were per se maybe not being rated as high, but they're getting into college and being successful, but they're saying they're not proficient based off the old >> system. So now they're that's why they're calling it right sizing saying they did this study to figure out who is being successful what is successful like and now changing where those benchmarks are so that it more accurately helps the individual be able to move forward but you're still accurate with what you're saying on it moved you would think a direction would have gone but I think what it's supposed to be having is more accurate reflection on what these terms So
119I guess you'd have to look at the data and say if you're proficient, what percentage goes to college to to higher education, I guess >> and then how many of them are successful in college with earning a C in I think is what their criteria was. >> So 56% are proficient math and 40% are proficient and doing well in college then that's an issue. But if you know 56 continue and 90% are doing well then that's a fine score. >> Yeah. >> So more data. >> Yeah. It's it's it's all data and you're right you know but we also know the number and percent of students that want to go off to college and have that goal and we can't have a deficit there of like we already know students are not going to be
120successful. That's that's inappropriate. that's on us >> to to step up and make sure we get to that level and then some. >> The same argument goes we can't go back 10 years and look at ACT data from 10 years and compare it to next because we've changed tax. >> Correct. >> We're going to get that question a lot from high school perspective. And I know you're ready to answer that. So >> park and all the other changes that have occurred live through. >> Yeah. >> Great. >> Thank you guys. All right, our next presentation is our facilities report from Dan. [laughter] >> Hey, we stayed for you, Dan. Thank you. I appreciate that. >> Have the walk up music next. >> Yeah. Um, so just a quick update um on our uh architect firms
121and how they're doing. Um, I'll be providing that update monthly. We'll kind of see how things are progressing as they start getting into things. We'll bring them back every couple months. But um W is diligently working on their uh facility assessments, putting together uh their facility assessment package, which HTR will end up using. So that's kind of the first phase. So they're coming every Thursday working on the exteriors. When they get that stuff done, then they'll move to interiors. They're looking probably Februaryish they should kind of start to be wrapping some of that stuff up. Um STR is currently working on background information, gathering background data um for their uh master facility plan. So everybody's working, but it's kind of at a slow behind thescenes pace. So as more information's they have more information, I'll
122bring them in to share that. Um kind of where we're at on capital projects wise, um we're still working on um updating the the budget for the track project. I was hoping to have that to present today, but we're still trying to get some contractor information and stuff. Um, so I'll bring that information in December and then we'll be discussing if we want to move forward with that bid. Um, we're also updating um some of our other budgets on our capital projects so I can bring updated information on that. A lot of the data that we've been sharing are projects we've been carrying over three, four, five years. So, I want to make sure we have fresh data and fresh numbers so we're not talking about things pricing from that long ago. Um, kind of
123holiday breaks that's coming up. Kind of another busy time for us. Um, working on a few projects, some flooring, some painting, some things like that. Um, window treatments. Um, doing our HVAC PMs. So, as everybody else goes home and relaxes and enjoys the time, that's when we get in the buildings and do most of our work. So, our staff will be doing that over the Thanksgiving and holiday break. We appreciate having those three weeks of no students and staff because we can get a lot of that behind the scenes stuff done. >> That's short and sweet. Any questions about anything? >> All right, moving on to information items. our foyer report uh information is included in the packet and moving to old business which is our discussion items. The first one being uh listening tours
124for board members and superintendent and I'll open it up now for discussion by the board >> that was added I know a few months back you work with just given the the the happenings of of the community in the district, I think it'd be good talked about it. I'm conflicted both ways though after going through the superintendent and um process and having a town hall with school districts of 5,000 students. We had what, seven people show up. That was pretty discouraging. Um we had pretty good survey results. Um, I just think it'd be something maybe to give uh the community another outlet more oneon one. Um, we don't see a lot of emails. I mean, we hardly ever get emails from the community. So, it would be something that I would be interested in trying.
125Um it I think it would be an alternative to sharing of of of factual accurate information as opposed to social media. Feels like that social media platforms have become kind of the source of of of information and that's not necessarily accurate and so I think this would maybe be an opportunity. So I would be willing to do it. the the districts that I have seen in you're absolutely right a board member and superintendent superintendent uh will show up and you'll get one or two people a night that will come in but we still at least have to give them the opportunity to have that face to face once a month an hour hour and a half coffee shop school whoever it is something we should be doing >> I think as a board we have
126a responsibility ability to engage our community and um in some extent to successfully engage a community you've got to meet people where they're at but um where most people are at and want to be met is on Facebook and we can't do that as a board you know without violating so I think something where we can whatever that looks like where um some of us can get out and engage with folks who do want to ask questions. Um, do want to hear a little bit more from us in a way that we can't really respond to in board meetings. Um, would be helpful. I'm will I'm willing to to to see where it goes. >> I think it's a good idea. I think our superintendent need more to do. [laughter] >> Perfect for Kyle. Absolutely.
127>> Kyle said he loves doing this for [laughter] If I can make a suggestion, the timing of this is really good because you have you're on the precipice of announcing a new superintendent. >> That was my fault. >> And this could be more of a like go to different buildings like only two of you with the new superintendent and just make some business. It's a good way for them to have touch points in the community. It's a good way for you guys to spread the wealth a little bit. Of course, Kyle and I can join you as well, but it's a really for that new person to come in and actually so by July one hits people will already recognize the face and see that they're here. So, um, the timing is perfect to to
128to talk about. I'd be more than happy to sit down, try to structure it so it's it's workable and doable, but I would just suggest don't overpromise and, you know, don't over promise and say come with everything. You know, maybe you come on out and you want to talk about, you know, X or Y and then maybe have an open session afterwards. But, um, it's definitely something that if you want to engage the community, this is a really, really good way to do it. And the timing is spot on. >> I think it has different by you know, elementary. >> Yep. >> So, unfortunately, >> Jeff, with your experience, I guarant you could probably name what's going to be coming up a lot. I get that. I do. >> But it's very exciting for you
129as a board to uh go on these tours with with a new face. >> Yeah, I'm >> What's that? >> Keep talking about it. Yeah, I'm for it. I think it's something that's important. Um I'll kind of make a statement at this point just because it was brought up by a couple of board members and it was brought up in our public comment. Um the social media aspect is is always going to be present um from here on out. It's here to stay. It's not going to go away. And we can't we as a board can't directly respond to um issues on social media or concerns that are brought up on social media, but we do pay attention. We do we do listen. Um I will say this, our school safety for this board, I
130think for every board, for our community is always the top priority. our students, our kids, um their safety always is is paramount. Um I will say and I've I've already asked Dr. Kilray to hit me if I say something I'm not allowed to say. So it's not if that happens, you guys know what what happened. >> Um here you can have this if you'd like. Um [laughter] there is a difference between a an actual threat to our students and a perceived threat to our students. And I will say that I I would like to take a moment to commend our superintendent, to commend our administration specifically um for Country Trails, for our principal at Country Trails and the way that they responded to um the perceived threat that was in our our community. Um, I
131know that our superintendent and our principal was out was outside with our students during that that they walked the neighborhood during that incident. Um, and to me that is I I mean I cannot thank our administration, our teachers, and our our principal enough for the calmness and the professionalism that they showed during a time that could easily have become chaotic. Um, I know that it was mentioned in public session tonight that the board has not sat down in open session and talked about uh safety procedures or protocols. And I I think that if we were to sit down and talk about our safety protocols and procedures, it would be counterintuitive to safety and security of our students. Um those those protocols are kept secret for a reason because um if you look in our if
132you look at things such as swatting calls that that some of my colleagues here understand there there is a tactic to simply create panic and chaos in our schools. And sometimes that's simply to see what our what our response is going to be. Um, and I again I cannot commend our district enough for the professionalism and the calm that they exhibited during this incident. Um, and I think that sometimes we forget that the biggest threat to some of our students and our kids is panic and fear and chaos. and some of these incidents I think we as a community um need to really come together. You know, it's it's been it has been extremely exciting the last six months or even more than that now that I've been a part of this board to watch
133people from every background and every culture and and every belief system come together and just focus on the kids. But inevitably, there's always going to be something that distracts from that. So, I would just like to encourage our community, continue to encourage our district to keep the focus on the kids and to keep the focus on working together for our kids. Um, and that's I'll leave it at that. I didn't get hit. So, okay. Is there any more comments or discussion on the listening tours? The only comment that I'd like to make in reference to what you were talking about is some of the perceived threat versus an actual threat. I'd like to remind us and and the community that these were professionally trained federal officers, not armed suspects walking through a neighborhood. And these
134armed federal officers would be the same ones that would respond to of our schools. The thought that these agents are not there to protect the community, that they're a perceived threat, I think is backwards. >> You said everything. >> All right, we'll move we will move on. Um, next is the language requirements for 2829. >> This is a discussion item only. This is a non- action item. I was asked that before the meeting. >> I'm And if this is for you guys to discuss, I'm here only because I gave the presentation last month. uh that way in case I need to respond uh based off your questions I can do. So >> does does everybody remember what we're we're talking about here with our Okay. >> So any discussion? >> Don't think so at this
135time. Um, you know, I I I think you may maybe it's just it with the number of times this board has been meeting over the last month or so, forgive me, it feels like it was ages ago. Um, you know, if there is a specific recommendation of staff and admin, I think I think the board at least I would like to make sure I refamiliarize myself with that before I action. >> So, the the the concern is timing. Um, as of right now, we're sitting on the edge of decisions being made for our students for the following calendar year. So, as we move forward, we need to consider the fact of and this I'm not trying to I'm just being honest, okay, based on timelines, uh, students will start signing up for courses. Um, and
136then the impacts of those. This is not like I agree discussion needs to occur, but if discussion happens three months from now, you're talking about not fall of 2026, you're talking fall of the next year. So, um, just keep in mind that the requirement for the foreign language is just that was there to be upfront. We know it's coming. As of right now, we we base on the factual information, not what could happen if the state changes or that type of stuff. So, do we want to be ahead, for example, hiring practices or do we we can wait, we can, you know, um the extra period was calculated just to give you ideas, rough ideas on what those estimates are, but it was across the entire package, right? Um that does not mean you can't
137discuss and say hey what we can't do it all but we could do this seems reasonable. Um and and so I would say what I'm looking from from my perspective curricular wise and and I think teachers who have put in endless numbers of hours honestly um on committee work and and not just this year I I want to remind you past years of of times in our middle schools um sometimes I'm trying to think how many years like lots of time just to be respectful I I hope you will consider having some more conversation about what this decision means uh for our students starting next year. Um it's your decision, you know, but um this is a great time to ask questions or or or try to move forward with if there's a part or
138piece that you're thinking we need to discuss and and move forward with. I just don't want you to ask me a question in January and be like, "Well, that already happened. We've already signed everyone up. We've already done X, Y, and Z." And somebody didn't tell you that. You know, our kids between now and uh our high schoolers going to start in December. Our middle school starts in January, early January or end of December. I'm looking for some clues. Context clues. So, you know, that's where we're at. But we have to make the decisions for for planning and how we do register students. It's not as simple as like we can't go to a computer hypothetically and redo a schedule to have kids sign up tomorrow. It actually you have to build a whole background
139piece in the computer to make some of these things function. So I just want to be clear on that side. Um it big decisions but at the same time please ask questions if you have them. >> So I have a question in regards to the language classes that we're looking at. I know that there was some hesitation for adding a lot of new languages and a fear that it might take away from our current classes. Have we looked at instead of adding two, have we looked at maybe just adding >> one and what the what um I guess what the pros and cons of that would be and since we heard some really good presentation on ASL, maybe looking at that one as our front runner. I >> Great question. I I think the one
140thing we have to remember is when we look at our curriculum guide, we have lots of offerings. That doesn't mean they actually run. >> Okay? >> Uh and I'll be honest, the roll out of our foreign language, even if you were to say as a board, we want to move forward with the uh two-year mandate that the state is outlining, and we expect the class of whichever year to do that. We have to think bigger picture and we have no intent, zero intent of removing current staff. Okay. So, for example, you bring up the American Sign Language, there's a possibility it a possibility it could run, but for one grade level, I can be honest in front of you and say it won't run. >> It won't hire an employee. Therefore, French, you know, is
141less popular than German based off the research we've gotten. It won't run based off that. If we cannot hire an employee, it would be fiscally irresponsible of us to offer that programming. Those are decisions we have to make by the numbers. And so, our priority is what we have. If other courses could write, okay, but we're also kids that are in the pipeline. It's not that they get to now deviate to a different one. You know, the offering goes to students that are coming in. And so, um, just keep that in mind that it may sound like we're offering all this stuff, but by the numbers, we're kind of showing the community we're listening. They expressed these courses and we've been honest with them that if enough kids sign up, yes. But if not enough
142kids sign up, the the true honest answer is no. Just like any other academic course that we currently have. This is not a specialty situation that some somehow we would be giving special exemptions just for foreign language. You know, if there's not enough students, we won't have a French teacher because we have to have the numbers. The same with ASL. We may end up a German and Spanish only school district. That's what we offer right now. Even if we were to have the numbers, HR has to go find and hire a person, we could still get stuck in a situation that we couldn't offer it. We tried a couple years ago, and I don't want to go too far off on this, but to get another Spanish teacher because we were short. We failed at
143that. We had students in a online Spanish um instructional course. This was a really It was a solution at the time. It did not end well. We have no interest curricular wise to head down that path of online instruction um for that language set to be just genuine with you. So there's also the other scenarios what if someone doesn't we don't find that employee students would then still have to choose between what we have available if that makes sense. So, I just want to provide just that clarity because that's a really good question. Like having them on as an option does not actually mean them actually coming true, >> but lead time wise in order to adjust the schedule if it did has to happen several months prior is what you're saying. >> Just from
144a hiring standpoint. >> Yeah. Well, yeah. Well, scheduling is different than hiring, but like the the scheduling question, remember that was because of like overlaps. It's not just foreign language. It has to do with the structure of our building. Imagine spatial utilization of rooms when there are conflicts of rooms and somebody is double booked. Let's say that room then we lose a period being able to access that space. It also ties up our faculty being able to service our populations because of their schedules. It's not just a physical room. It it goes both ways. Uh so just keep that in mind that as you open up a structured schedule, meaning those equal number minute periods, there is a change to how we can utilize our space and our people differently than what we're doing today.
145>> It be helpful the board if we come back with the actual timeline recommendation. >> Yeah, I feel like we need a little more to specifically react We need to come in with a specific wreck and and a timeline for it. You and I have spoken about it at Nauseium. So, I think we have a general idea as to what is the best way to launch, you know, and maybe should probably hear that because we've just been in the idea stages talking back and forth, but maybe, you know, what do you think? >> Yeah, I I agree because to your point in the presentation, there was a lot of >> whatifs. >> Yeah. um >> every scenario in [clears throat] order to accomplish that. This is what the study would look like. >> If you're
146asking me for my professional recommendation on what I would do or recommend if the board isn't willing financially to take the whole thing at once, okay, my recommendation, you know, because I'll be honest, that is my recommendation. I I I'm here to service all kids, so I can't lie to you in front of you and say, "Oh, like that's that's really what I want." But I recognize the board probably is like you're you've lost your marbles. We're not we're not going that big that fast. That's that's a big strain and probably unrealistic to be successful. I would say at minimally, okay, I can honestly say sixth, seventh, and eighth grade, they need a change schedule-wise. Uh it allows an opportunity for us to move forward right now with the nuts and bolts to address some
147of the issues. This is not just the CTE teachers saying students need more choice. It's it's the community. It it is parents. It is other core instructors saying, you know what, they do need this. Uh so I I also want that to be not part of that. If if we could solve that problem for our middle schools for another period, have the ability to maybe come back in December and say this is what the schedule very closely would look like. I'm not going to lock it in stone, but I believe the amount of conversations our principles in those subcommittees have had, we could come back with some more really concrete information to be able to say this is really what sixth, seventh, and eighth grade will look like. If that means we have to revisit
148and we can't do the whole thing for high school, that gives us some time. >> Can you have that ready by December? >> Absolutely. I I I believe the efforts that have been made by the faculties actually across all the board they're they're they're ready to make move. I think also the high school has they've mentioned they have some solutions that if they don't get it passed the that the middle schools are sitting in this crunch of like they don't have the students making choices and and and picking and selecting like high school high schoolers get to come up with like a four-year plan and they get to load things earlier or later and that type of stuff. So if if if I'm putting the pitch out there and and and I have to go
149as small as possible, I guess I would ask for sixth, seventh, and eighth grade, uh being allowed to pursue an additional period and having a schedule change that allows for that opportunity. Uh with a reasonable expectation that, you know, we're not going to come back 12 months from now and be like, "Okay, we did that. Now we're coming back to town with a bigger ask for four more grades." What year was this wanting to start? >> If this change, it would be for fall this coming next year. >> So 26 >> to solve the problems that are occurring in the building. >> But as far as the language requirements for >> the language requirement is still on the table. Um that's separate from what I'm asking for scheduling. Um, if you want me to come
150forward with the the scheduling, I guess I can separate that out as a different requirement because that is a graduation requirement that we're asking to be adjusted. That technically doesn't have to move forward. My only point there was the longer we delay the population of people being able to hire creates what I would call even more HR constraints in a in a topic subject area that is hard to hire in the first place. I'm just bringing that forward so that >> the entire state's going to be doing the exact same thing >> at the same time and that and we already have openly tried to hire teachers and not always been successful. We did that on like that's why I'm bringing those things up like it's it's a real topic >> and these two languages
151are like all languages these two in particular are >> they're they're matched they're hard to find >> and that's going to be the struggle is not necessarily so even if the other languages didn't have the numbers to run the two existing Spanish and German it's the struggle is the staff because now everyone in the building has to take the requirement as opposed to now it's have to. >> Well, I would I would like to mention we do have members that do speak German, that teach German, that are not fully at capacity of only teaching German. We have someone who's cross-certified teaching other subjects. So, we have growth space for German. Um, Spanish, yes, we are we're maxed out on our Spanish. We would have to go out for that. Absolutely. Um, >> you set up
152personnel now to actually start this and then the year after building. >> I'm saying Spanish and German. We we the German we still have capacity to put some sections in. We are not we have the staff that are employed teaching in one of their other areas that they're allowed and licensed in to be a full-time employee. We can add those sections. Spanish we are at capacity. Okay. So either way, no matter what way we go, we will have to post positions to attempt to go out and hire. And the sooner we make that decision, I'd rather respectfully put a posting out in February at the latest to try to be uh, you know, on par with the competitiveness of other districts. I think that's the right timeline, but earlier is better. And so that way
153our staff, because I'll be honest, we have to respect the fact of that whole HR process as well. faculty are involved. It it's it's it's not just a one day and boom, we're done. You know, the whole foreign world language department is going to be included in that selection process of the staffing because they're part of their department. >> Yeah, I think you should personally I think you should move forward with that. I mean, not adding another language >> but being able to accommodate the two that we have. >> Yeah. Like basically another Spanish teacher. If kids are forced to take a language, they're going to take just because it's one of the easier languages to learn. So, we'll need another Spanish teacher. Um, personally, I'd keep it the schedule separate. I was very concerned
154with middle school just because of ELA and math. That was a major shift from what 66 to 44 minutes or something like that. >> And I I did do the data dive into that and the data shows that it did not impact the growth that would be expected to get out of it. >> Right. So yeah, obviously our proficiency numbers haven't gone up. So it hasn't built the structure or the basis for the middle schoolers to come into high school with a better understanding either. So I mean there's that, but maybe something not so drastic or what can we do? >> 66 didn't help. Will 44 be enough or will that matter or you know I don't know. Well, I I think that discussion of the minutes like that really gets put at the hands
155of the committee and the principles and the the faculty like we don't actually come to the board to say how many minutes of a a schedule is that's not really what we're looking for. We're looking for a decision on, for example, if you would support us moving forward with and my proposal. Now, if you're asking like if I have to cut it down to like the nitty-gritty, I I believe we need to go after our sixth, seventh, and eighth grade as soon as possible. And then if we have to wait, if that's what you're telling me, I'm I'm okay with waiting and then making the adjustment, putting the curriculum that needs to go into those spaces that would occur and then coming back with in a year or so what the results are. so that
156you're aware of the decisions that's made and then if it's not a year or two before we go after the high school with another one if that is needed at that point um that would be part of the movement >> so why don't we come back in December >> and we'll uh we'll have something from your recommendation that it's just going to be an A+ >> okay >> so I'm what what am I bringing back are you going to send me a message on what I'm bringing back. I just sorry I just >> I know in your presentation you had a couple >> different recommendations. Um I think to be able to see those again and then a little bit deeper dive because like you said you have answers to the questions that that we
157had was hey what's the impact going to be of taking a class that's longer and dropping it down and what was the impact when we made it longer like like Jeff said if >> if we didn't see an increase when we added the time to it then maybe that's not as >> you know big of a hurdle as we're looking >> well and there was a shift like at that time that really it it was it was a little bit more complex than it wasn't really adding. There was still a decrease occurring >> to get to 66 minutes, at least based off what my information tells me. Like it was really a double 290 or a 90 minute situation with a 45 and a 45. So from my perspective, minutes were reduced. Um but the
158the level did not actually kind of move the direction that it was anticipated to move. But is your limitation on Spanish now? Is it >> schedule or staff? Like >> So the limitation is if if we move forward with the schedule that we had today and and foreign language were to become a requirement. Hypothetically I come back in December and say, "Hey, we we we have a schedule. Every kid in eighth grade will only be in a foreign language." They will have no art, no elective, none of that kind of stuff. So the reason for the additional period was to allow students to have some type of exploratory option and kind of the examples of these kids coming up here talking about like the more opportunity I had to have a realistic scenario starts to
159guide me on my decision-m >> as opposed to it's only foreign language >> as opposed to only foreign language. It's not that and foreign language is needed in the careers of the future. I'm not I'm not saying that's not a part or connected to careers. I'm just saying as I think about the the four individuals that came and spoke, how do we continue to have that exploratory option and not cut it off for a year and then turn it back on in that planning? So I can come back in December if you're saying hey focus more on sixth, seventh and eighth grade that sector because we're you know and have a little bit more concrete information for you. Um that would mean that I would not be moving forward with the high school. Okay? because
160the high school's going to start signing up for classes. I get that. And maybe they have a plan to be able to solve that. But then if I can present enough information to you in December that a decision can be made, we would be able to make our adjustment for the sign up for sixth, seventh, and eighth grade in January and be successful on some type of movement forward. Is that an agreeable uh timeline for you? Your your recommendation though is the whole thing through high school. >> I you got to remember you got to ask for >> you got to ask for the >> million the the sky here, you know. So I'm just being honest. Yes, I will stand in front of you and say yes, give it all. But >> unfortunately, >>
161so but I'm happy to come back with sixth, seventh, and eighth grade. Like if you're saying you can't have it all, but give us something that's more reasonable that we can move on. I'm going to go sixth, seventh, and eighth grade. That additional period. >> Yeah. I I think from our perspective, um we as board members, we we need a recommendation that takes our fiscal reality into consideration. It takes what our teachers are thinking into consideration and um you know, gives us something specific to um to react to and talk about. So, that's what I'd like to see. >> I guess my question is with the language with six, seven, eight, always going to take language in sixth grade. I think it starts in ETH, right? >> Correct. >> So, I know there's quarter, if
162I recall, there's like quarter um electives. >> There's nineweek electives in in the sixth and seventh grade option. >> Okay. >> At the eighth grade, they have art for a semester and they have uh two nineweek uh PLTW courses. So if you're just saying if they take the language in eighth grade, that would be high school credit for the mandatory two years eventually whenever the state puts that in place. >> Correct. Set us up for success to make it count. >> Take that art and the other ninth or the other two nine two nineweek courses. >> Yeah, they wouldn't have that option. >> But if they only need two years, then they could take more electives in high school. So my only fear and I'm fine with your proposal to come back in December, but
163my fear is I mean how early do we want to start h preparing these kids for life in third grade? I mean sixth grade seems a little early in my opinion where the core curriculum is a little more important at that age and maybe seventh and maybe eighth grade also. So that's where I'm wavering. So that's why I like Yeah. information too. >> And and maybe I need to go and bring something forward to show like when decisions are made, you know, like second graders start deciding if they're good bad math. >> Sure. >> You know, so the same thing happens for career exposure. If a student does or doesn't have exposure to it, they may not know it's even out there even though they'd love it or they may get turned off by it
164because a total different experience that wasn't realistic to what the job is. Again, career exploration at the younger level is more about what type of careers are out there. It is not about um developing you're going to be a CAD drawer, you know, it's really about, you know, that's that's a field that's out there in existence, you know, and so I I do want to clarify that point. And when we get to high school, we do want to start when a kid does identify be able to provide them that skill >> specific >> level. But at the other part, there's not enough time, you know, to to give kids exposure to careers in today what we're doing. Um, so while it's impressive, when you start, you step back and think about our students here that
165did the internships, we shared and had 34 out of the 20 >> 33 >> 43 that they had. Um, how many students of ours graduate every single year? The majority of our option to provide our kids with the unique experience to identify their career is through this exploratory and high school experience or the rest of it is happening after they walk across that stage and their foot with a bill. And I just want to do better to be honest. I just want to do better. So I will come back if that's what you'd like. Eighth grade or sorry I'm going backwards now. sixth grade, seventh grade, eighth grade, a little bit more definition on what that would look like. Uh, and ask very specifically to see if you can approve that. Uh, and and I
166will you want separated foreign language is what I heard. >> Yeah, I would. >> Okay. But set it up for success. The one thing I don't want to do is build a schedule that we got to come right back to and be like, "This doesn't work based off a mandate." Right? >> So, I'll be honest. it is going to be considered to not put us back in a conversation of like why. Okay, is that fair? >> If you want to do a third thing, you can do a high school schedule more filtered [snorts] or more uh not as broad I guess >> or maybe do that for January if the schedule is still >> high on your priority list. I guess that was a lot >> of expense on there and like you said, you
167got to ask for the world and you know it's kind of like taxing. You know, we go out for everything because we're not going to get it. So >> yeah, >> I understand that too. >> No, I >> but I mean that still has to be addressed that topic. You know, we can't just okay, forget about that for a few months like you said. We got to, you know, look at that. But we will still be able to set ourselves up schedule-wise to support what some of our teachers have stressed, move forward that then still complements us making a decision. If you want to pause on foreign language, if you want to move forward on foreign language because of hiring and and the pool, you'll you'll have that decision on when the board gets to
168decide graduation requirements. And the only way we can get ahead of that is by picking what year meaning the year the students are going to graduate. We have that expectation. Is that right? >> Yes. >> So and then we have to do the best to fulfill that. Thank you for your my >> Thank you very much. Appreciate it. >> All right. Now we're moving on to agenda items for the December 15th meeting. >> I have flag coming back. Stevens is coming back. >> Oh, yeah. For facilities with that. All right. All right. Now I need a motion and second to adjourn open session and go into close session. So move second >> the appointment employment resignation compensation discipline performance or dismissal of specific employees of the public body 5CS120-2C1 and litigation when an action against
169affecting or on behalf of a particular public body has been filed and is pending before a court or administrative tribunal or when the public body finds that an action is probable or imminent 5CS120-2C11 and roll Yes. >> Yes. Just so everyone knows that here there will be