001Sarah, >> yes. >> Chy, >> yes. >> Myself, yes. Andrea, >> yes. >> Tory, >> yes. >> Uh, the consent agenda. Can I get a motion to approve the consent agenda? >> Uh, so move. >> I'll second. >> Rick, >> yes. >> Sarah, >> yes. >> Myself, yes. Andrea, >> yes. board. Yes. All right. Up to eight. Principal's report. Mrs. Xanderson, she's so fast. Right. >> One minute in. Let's go. >> All right. Congratulations to our athlete of the week for the past month. Kobe High Tower for soccer, Jal Johnson for football, and Charlie Cox for volleyball. Also want to throw in here that Alex Fouch got second in sectionals and B not Bulls, oh my god, plays golf in the state tournament tomorrow. So, we're having a clap out for him in the morning
002and he heads for the state tournament tomorrow. So, it's super exciting. >> Where's that at? >> Bloomington. >> Yeah. >> Bloomington. Yeah. >> I'm not a golfer. Like, I'm sure they threw the actual name of the golf course at me and I'm like, cool. I don't know where that is. >> Homecoming was the week of September 29th through the 4th. The theme this year was Candyland. We started the week by having our seniors paint their parking spots. They looked awesome. Um, we have some amazing artists among our students. If you haven't been able to see them without cars in them, drive through when it's not so full. And >> how many kids painted them? Um, I think by the time we were done, we had like 35. >> Yep. Oh, yeah. Yeah. By far. Um,
003we then filled our week with hallway decorating, soccer, volleyball, football, Iron Man, powderpuff, dress up days, the parade, and various other homecoming activities. We ended the week with a win at our football game against South Fulton, and our homecoming dance on Saturday night. Our homecoming court this year, freshman attendants were Nvea Clewell and Cooper Stevens. Sophomore attendants were Josie Featherlin and Colin Jennings. Junior attendants were Jocelyn Camp and Carson Steel. Senior attendants were Abby Peg and Carter Stroo. And the homecoming king and queen were Anna Servin and Ben Jansen. I felt like celebrity driving Ben Jansen through the streets. No offense to Anna, but everywhere we we went in the parade, it was >> everybody feels great for Ben. >> Yeah. Like he he's Yeah, it was fun. It was a lot of fun. Um,
004thank you to Mr. Pebb and the student council for all their hard work they put into homecoming this year. Congratulations to junior class on winning the homecoming competition this year. Um, AHS will begin after school tutoring for students starting October 13th next week. That's technically part of our 21st century grant that we've got. We don't have a 21st century program coordinator yet. So Shelley is as part of ALOP is just going to go ahead and start that program for us because it was the most important piece I wanted to start as soon as possible. So she's going to go ahead and start the tutoring for us. She's already organized the people, got it going. So we're going to start that next week. So, um, and then I put some upcoming important dates. We have a
005blood drive on the 20th being hosted by the student council, picture retakes, parent teacher conferences. Um, oh, that Halloween part is not happening. You can take that off there. Um, and that's it. Any questions? >> Thank you, Mrs. Sherpy. >> All right. Good evening. Um, we are working on respect for our character counts for this month. Uh we are also um having our P perfect Perfect Pastries fundraiser that is going to be due on this Friday and orders will be able to be picked up on the 29th at school. Um our enrollment we've had four additional students um to heading. So that puts our numbers at uh 368. Halloween parties will be taking place on October 29th due to us having off the 30th and the 31st. Parties will be at 1:30, parades at 2:30.
006If you want to come see some kids dressed up and want to, you know, watch and parade around the block, come on over. Uh, parent teacher conferences will be held 10 uh 28 and 10:28 from 4:30 to 7:30. Signups are going um out to parents. Now, we have our students of the month for September. Kindergarten was McKenna Sen uh Snyder. First grade was Kaden Sergeant. Third uh second grade was Elena Miller. Third grade was Karev Moer. Fourth grade was Cora Fischer. Life skills was Justice Reed. The Abington Road Knights came to our school and presented um a check for $500 uh for student lunches. And Mrs. Mouse class won top attendance for September. So excited about that at 97%. Uh Landis Smiles came today, the dental program, and put on an assembly for our students.
007Um, I did not know this, but 42% of third grade students across the nation have the most cavities and abscess in their mouths. So, they passed out uh lots of toothbrushes, dental floss, toothpaste to the kids, so that was exciting. They were all enjoyed. Uh, Miss Maher was the Abington Avon Public Schools Foundation Teacher of the Month. Uh, Mrs. Gladfelt her and I attended the Wu career fair on October 7th to try to get some uh educational candidates to come to a town. Um and we had a whole bunch of Hokco uh week fun along with the high school. That's all I have. Any other questions? >> How' the career fair go? >> Oh, it was we had a lot of uh graduates from 27 and then 29. I thought it was I thought it
008was weird. Uh but we handed out at least uh 20 postcards of what positions were looking to be filled and information about our school district. So that was exciting. >> Great. >> Miss Carter. >> All right. I'd like to start with a big congratulations to the Avenue Middle School staff on receiving a commendable state designation for the 2425 school year. Um we also participated in homecoming week. Uh students did some spirit days that included class color day, twin day, um decades day, student teacher swap, and then of course we wrapped up spirit wear on Friday. Um many of our students were in the parade and or attended to show support for their classmates. Stacy Eert was our Agon Avon Public School Foundation's um teacher of the month for October. We got our new furniture in
009the 400 wing. It's been delivered and set up, so it looks similar to the other rooms in this section of the building. The art room furniture will be here within the next couple weeks. Sunday, October 5th, Katie Jennings and I went to the Avon Village public safety meeting to speak about the SRO program we plan to bring to the middle school. The committee did seem receptive of um having a full-time officer and bringing an SRO into the school, working with the village. um they are going to talk it through, ask questions, reach back out to us, and then um they have a committee meeting at the end of the month. Um so we gave them sampleous for them to look at from like Bushnull and other small towns so they could see what that looks
010like for them. October 2nd was custodians day. We appreciate all that Tim, Trevor, Allison, and Clo to keep our building shiny and clean. And the end of the quarter is approaching quick, so middle school students will change wheel classes. The rest of student grades will remain the same because they are only graded on their core classes through the semester. So, the only final grade they'll have is the wheel class. Everything else that you see posted will be their midterm grades. Um, at the end of the quarter, we'll do our gold, silver, or bronze card for incentives. Some of the incentives the students get is free admission to games, snacks, lining up first for lunch, and a lot of other various incentives throughout the quarter. And then I also included a list of upcoming events. >>
011Yes. >> No, I would fly. >> Was she a fly? >> Oh, >> I actually may have landed on you. >> All right. Any questions? >> Can I have an add-on before she goes? >> Yeah. >> Okay. Sorry. >> Um, my teacher of the month was Vian Euing, who is our Crosscat teacher. She's done an amazing job. She's brand new to us. >> What's her first name? >> Viance. >> Okay. Um she's an amazing teacher. Um and I also wanted to congratulate the high school on being commendable. So >> next okay >> um I sent all of the this my report to you so you could look at our counselor data so far. So this was the usage u report from September 16th which was launch day through September 30th. So just basically couple weeks
012and during this time as you can see staff had 18 accounts created. So this is the kind of reporting that I'm going to get monthly from counselor so that we can see how many students or or staff are actually using it. Of course it doesn't give us you know names or anything like that um but how many are using it? what um why kind of the reasons because when they um connect with a counselor on there, they have to put why because we have counselors of course that have expertise in different areas that will connect with them. And it doesn't show on here, but it will even tell us in the reports that we get like what days um it breaks it down into a pie chart what days have the most students. It just
013breaks it down into percentages of the days and even the times during the day. So we I could look and see that right now um it's Wednesday and Saturday that are the big days for it being used and the time frames were at 5:00 and also then at 10:00. And so I'm thinking that was pro that's probably on the weekend. I'm guessing they're probably not at school um at that point in time. And so that information is really kind of interesting to see, you know, when the kids are using it. But if you I don't know if any of you printed this off, but we had 30 high school students who have accounts created. 10 sessions have taken place during this two-eek time period. Um middle school students, 54 accounts created, 18 sessions took place.
014And like I said, staff 18 accounts created and three sessions had taken place. And like they said they had in bold on the report for the students, staff and middle school that importantly 100% of the individuals who had sessions reported they were firsttime care seekers who had never previously sought mental health support. So that just shows the importance of having this available for staff because they just don't have access to these resources otherwise. So I'm really excited. We're going to keep encouraging uh students and staff to that if they haven't signed up and nobody is forced to do this by any means, but it's available to them to use if they should want to. So um any questions about counselor so far? about what >> about counselor >> the counselor app and would you guys
015like me to share this information monthly with you just to kind of see sure okay >> um our curriculum committee we met last night with the AMS math teachers and discuss curriculum assessments assessment data and next steps for continued growth Sue Chidam from ULLC who's kind of our math expert that ULC sends us um she was a math teacher all of her career and then also a principal after that. She is going to be meeting with teachers um monthly virtually but also coming out to us in person on um October 22nd, 23rd and 24th to also work with both middle school and high school teachers. And reason for that being remember our funding for ULC comes from our community schools grant which is just for our middle and high schools. So, has she been one
016of the ladies that's been >> She's the one that's been keep track of all those. >> She's been with me. She was with me down here the entire time. >> Okay. >> Yeah. Yeah. She had in previous years she started working with um Sean and Kim. >> Yes. >> At the high school. And um they absolutely love her and have really done some great things with working with her. And so, um, now that we have continued money through the community schools grant for her to be able to work with middle school as well as high school, so we get some continuity between the two buildings. >> Yeah. >> I have a question. >> Yeah. >> We talk about this math and making changes over the years. I mean, we talk about test scores and that
017seems to be our main concern. Uh, which I could care less about. >> I know, Ricky. >> I I know they they mean nothing to me. >> I know. >> How long have we had Eureka math? We have had Eureka math at the it was right around 2018 2019 for >> well I shouldn't say that at the grade school it was purchased I think in 2017 the 2017 2018 year and then um the middle school in 2018 and 2019 correct me if I'm wrong that was the year they were targeted in math and in um special ed that 1819. >> In 1819 and so then that following year is when we purchased Eureka or the middle school as well sport to go on up through 8th grade. >> Okay. >> Yeah. >> Through all those
018years. I mean you go all of you go through the test scores but you you go I love it. >> Have we seen any bump in uh proficienc? Yeah, because we took I took the middle school when I was here. We went from lowest performing to command. >> Okay. >> So, yeah, definitely. And then we got we got target we were >> originally targeted or whatever you want to call it math and special ed. So, we took those scores and raised them up high enough to get >> here's an example of the the letter that was sent that has the scores. So, here here's 2018 2019 right here. And as you can see in 2018 2019 the grade school had it. So here's third, fourth and fifth, right? >> The middle school did not. >>
019Okay. >> Here we then we had CO. Okay. So there was nothing that year. >> Then here we had this is when we came back from CO and >> here we go now. Keep going. Keep going. Oh, look here. >> So we had a nice little bump from 23. to to 24 25 little drop there to there. Okay. Uh and you know and my my my question it really because >> we the state of Illinois is looking at other options >> because we know >> we Yeah. I don't >> Yeah. I I don't know what what the state of Illinois I mean we haven't heard >> but neither does the state of Illinois doesn't either. But Rick, I don't make the rules. I just have to >> I know you have I'm not saying that.
020Uh what I'm Has it ever crossed our minds that maybe Eureka math may be the problem? >> Well, that's a good question right there. First of all, those scores would show that not to be the case. Also, it is the most widely used curriculum in the nation for grade school kids and the second most widely used for middle school in the entire nation. And so it also comes as one of the highest rated by Ed reports uh curriculum um that's out there. >> So, but is aren't masks throughout the nation low? Yeah, but if maths throughout the nation are low, that tells me there's really nothing out there curriculum wise that would help us. >> Oh, I hate that thought. >> Yeah. No, I don't. And I will tell you, I don't think it's the
021curriculum, right? Because we're seeing the gains that we're seeing. Also, for us to really really know if it's curriculum or not, we have to get to where we're eliminating all the variables that are there and for teachers to utilize the curriculum as is because otherwise if they're not, do we really know it's the curriculum? >> Right. Oh, I'm not I'm not disagreeing with you. >> No, we don't. We can't we can't make a determination if it's actually curriculum if we don't have all teachers on board teaching the curriculum as is and um having some consistencies between grade levels on how they're using it. So I would say we can't tell for sure at this time if it's the curriculum. I don't believe it is. But what I do see is that our math scores are
022going up >> that the as of I mean >> yeah our math scores are going up last year consistently our math scores are going up. Yes. >> So my question to both of you once again how do we control the confusion that a lot of our kids are going through? >> What how do we fix that? of the confusion the kids are going through as far >> with with the math and basically the pace and all that. >> Well, the I don't know that necessarily it's confusion because K through five we've used Eureka for a long time and we've just >> that's the way it's been and they they do it just like it is and there's never really but that's what they got used to. >> In middle school things were a little bit
023different. um this that's not necessarily what was has been happening was using the curriculum as is. And so anytime you make a change and you do something different than what you've been doing before, of course kids and or teachers are going to respond a little bit differently than they had in the past because that's not what they're used to doing. And so I think with just getting used to doing the curriculum as as is eventually they'll get on. But because I've been around a long time I can remember Yeah, I know. I've been around a long time. This is not new. This is not new. When we first got Oh Lord, a lot of years ago about this third year I was principal, we had no reading curriculum whatsoever when I started there. None. Um,
024so we brought in good old Pearson Reading Street >> and that's what the teachers chose at that time. And by God did we have people going bananas. This is too hard for our kids. Our kids can't do this. We had parents in these these this vocabulary and these assessments that the the reading is too hard in these books for our kids. They they can't do it. And you know it was really interesting by year two they could they could do it um because we stayed the course and they could uh same thing when we changed to to the new Saxon me >> um it had the same thing this is too hard for our kids by God it it expects our kids to know stuff that they should know um they're a year ahead all
025of our kids it it's teaching stuff that's a year ahead our kids can't do this Funny thing, by the next year they could uh it >> go ahead. >> It that's that's just how when anytime you make a change like that and that's going to up the rigor, you it's going to there's going to be some pains. It just it just is. >> I don't have a problem with upping the rigger. I don't have a problem with pushing them none whatsoever. >> What I have a problem with, I want to make sure that they're understanding. I know they do the end of uh module test. >> Yes, I agree. They could still do that, but is that a just way of knowing if >> Well, how we're measured um here, and I know, close your
026ears because you're not going to like to hear this. We're measured by the state of Illinois and we get our designation from the state of Illinois and then they decide if we don't do well enough and we're targeted like they were at that point in time then >> then they come in and tell us what we're going to be doing >> and we have no choice. >> We don't get improvement >> if we don't grow. Right. So we really would prefer that not happen. >> Well, >> um yeah, we really would prefer that not happen. And so to do that then we have I mean we have to continue to up the rare to keep kids growing because they we don't stay commendable just because we went up this year and we're showing growth. We
027don't stay commendable unless we continue to show growth. We have to keep showing growth every year. Otherwise we don't stay commendable. >> Okay. Now, we're in the states lowering the scores to be considered proficient. >> That was nice of them. >> What's that gonna tell? Yeah. Yeah. But what's that going to tell us then? >> Do we know? >> Huh? >> Do we really know what that's where they've lowered? >> No, they they did. They they lowered um it was minimal what they lowered the um cut scores or proficiency little. I mean, very little. We were talking like point or two. It It didn't make that big a difference. Uh but I don't know. They never really gave the reason why they chose >> It helped Chicago public schools. That's what it did. >> Honestly,
028that's what it did. >> I mean, that was basic. >> Yeah. I I'm not I'm not really why they chose to do that, but yeah. So, >> but we learned, you know, one of the things and Andrea and Sarah can comment on this. One of the things that was really good about this meeting is we know anytime we do up the rigor, we've got to look at some things that also have to change to help our students. And I think we got some really good ideas and comments from them about and Jess, I know it's going to work. I'm trying to build in some time for kids so that they can get extra help. I know you're also looking trying to get the 21st century tutoring going as well because it it is hard for
029kids when you're making that change and you're expecting that they have to do more difficult work um that they don't h there's not that extra built-in time for help >> and unfortunately us as parents don't know how to do that. >> Yeah, >> I I understand. Yeah. Well, especially like get to eighth grade. That math is really really hard. >> We're loving it. >> Yeah. Yeah. No, it's Yeah. >> because we're not We didn't do that. We were in school. So, >> yeah. So, yeah, I think we learned a lot from teachers last night about things that >> have a lot of good feedback from the teachers on what they thought would be helpful. Yep. >> What's the difference, Michelle, from what they're learning in K through five? Well, let's just say fifth grade. Fifth
030grade, then they go into middle school where you're ramping it up. How much pain? >> I wouldn't say well, Anthony, math really it it just builds on itself as you year after year after year. And you have to uh I would say in K through well really for the most part K through five I would say you're learning a lot of really foundational skills. Of course you know you're adding and subtracting everything place value by the time they're in fifth grade they're really working with fractions and decimal values of things. Yeah. And um once the once kids get into sixth, seventh, and eighth grade, that's when you start to really you have to really know those foundational concepts pretty well to be able to transfer into doing like ratios and proportions and linear equations and
031you know those types of things. Um >> that's something they may have missed out on before going into this that >> well it's quite it's quite possible. We have we do know that it for a lot of kids still they get up into fifth and sixth grade they don't have their math facts you know down verbatim. Um it may and it makes it a lot more difficult. I mean to do fra to multiply and divide fractions you got to know your math facts and so it it is a struggle for some kids. It really is. >> I got a question. >> Yeah. What happens if we have a kid coming into this district who didn't have Eureka math? How do we support that kid that is coming in brand new? >> Well, typically when when
032somebody comes in from another district, we're going to use like star or star testing and they're going to be because that gives us a benchmark of where they're at. Okay? And if the STAR testing that they do it benchmarks them anywhere from the first percentile to up to the 25th percentile, they'll be able to get um services through our MTSS people, which is like RTI, same thing. And so they would be able to get services through them. And those typically like if it's tier two, they'll get um 20 to 30 minutes two to three times a week depending upon their need. And so if a student would test like I said below the 25th percentile, they will get that help um with extra time throughout the week. Having had two daughters that came in here
033that we had everyday math at both my last stops, they did a really good job here of giving them a diagnostic so they knew where where they were and how to place them in what classrooms and what support to the >> we couldn't have been happier for that. and and Juliet Graph was was my youngest's first math teacher. Knew exactly where she was. And then I think Jessica was Luhan was uh Alicia's and they they knew where they did a really good job with it. I I I think that's something we worry about that all the time. It was a different curriculum and >> and it is a little harder for kids to come in, you know, from somewhere when they do have a different curriculum, but that happens whenever a kid moves. I'll give
034you a little parent thing, too. If you're looking for an additional every module, if you go on YouTube, there's a teacher on there that's done the seventh and eighth all the way down, they do the lesson right there for you. They do it over. They go through it section by section their way, obviously. But it um so I I I was helping my daughter the other night and we I said, "Well, let's bring this up." And so because I I didn't want to embarrass myself and um so I brought it up and we did it together and she she >> it helped her and in in her um Katherine way. Uh but it it helped me because it gave me a resource to go to and I don't this isn't even affiliated with the company.
035If you go to YouTube and just put it in there, it can help it. It's very helpful. The workbooks that are provided through Eureka Math also have like they have their practice problems and then two pages before the practice problems are how to like it's like a parent page that you can read it look at it gives you a practice problem. >> Yeah. >> So it does have that. What were you going to say earlier, Jess about the teachers the meeting? You >> Oh, the teachers when we asked them what they thought about the curriculum, all of them said they like the curriculum. >> Every one of them said that >> every every one of them said that they liked it. So, that is something to >> Well, we have adjusted that curriculum too because
036when I was here, we had Eureka just Eureka math and then somewhere along the way we we transitioned to Eureka math squared which is the >> quote unquote light version of it. So it just takes off. What we found when we first took it on was it's very heavy. It's a very heavy curriculum and they were like it's so heavy we can't even begin. So then it took out some of the I don't want to say fluff but some of the >> Well, it just made it so they can teach it in 17. >> Correct. So um and they asked for that and we made that happen. We got them the lighter version to fit into the but it still covers all the Illinois state standards and what they need to cover for their grade
037level because it is state those. I wanted to add. >> Yes, David. >> So, Perry's a junior at Iowa State and he's an engineering major and he's a straight A student all through a town and and when we talk about challenging these kids, I am all for it because he's telling me he is not he's behind some of these kids that are in his engineering classes. >> Christie ran into someone who graduated last year at the football game, didn't you? >> Yeah. Yeah. So, well, as as a mom of a girl that's in college right now, I can tell you the same thing. chemistry about kicked her butt and a lot of it was that she didn't have a s significant science teacher who was teaching her like we didn't up the rigor there right
038well the other night at the football game I had one of our recent graduates just graduated in May come to me I'm like how are classes going what are you doing and she's like oh my god I already had to drop my math class and I'm like what what she's like I I'm failing my math class she's like I wasn't ready for for college math and I'm like crap okay like you know but those are the things I need to know so that I know what we need to do to up our game and help kids like her get and she's she's across Sam Hamburg. So I mean that's a local like a lot of our kids go there. That's concerning to me. So those are things that that I want to make sure that
039we're upping the rigor to keep them ready for that next step whether it's job, career or college. >> This may sound like a a pipe dream but I I don't believe any student should leave a town to go to college and have to take a remedial math class. I I that's my goal is that that doesn't happen. >> I had to. >> Yeah. But that's my goal. That's my goal that that doesn't happen to other students >> and I think we all want to challenge the kids. I think it's how we >> how do we do it to where >> they feel comfortable and and >> well they're not going to be well understand the curriculum and it's not going to be comfortable to begin with. I'm just going to tell you because anytime that
040something gets harder it isn't comfortable. I mean, think of anything you do as an adult that is more difficult than you've done before. It's it, you know, working out. It's it when it's harder, it's not comfortable. So, they're not going to be comfortable at first. And you know what hasn't changed. What you got to understand is the curriculum itself hasn't changed. What they're teaching has not changed at all for several years. They're teaching the same things they taught the kids last year and the year before that and the year before that. It's the exact same content. The only difference that is happening is that they're taking the end of module system which is more it is more difficult but it the reason they're taking it is because it is the types of questions and aligned
041with the types of questions they're going to have on I the questions that they get on like the topic quizzes that come are lower level questions. There's something in education called depth of knowledge. And so you have depth of knowledge levels on the questions that you have on assessments and they go one through four. Depth knowledge one is your most basic knowledge level question up to four where you're doing more of an analysis. And on I you have a mix of all of those type of questions where and same thing on an end of module assessment as compared to like the topic quizzes that come with um Eureka as well are all level one and two. And so it's fine that they give them if they want to force some formative assessment, but it's not
042going to prepare kids for the type of questioning that they're going to have to have on I just don't think it's fair to send kids to here, go take AR, but we've never given you any experience on the types of questions that you're going to have to or we're going to see on there and they have to answer on there. And so we want to kind of put them put them in a good position to be able to do their best when they get to that test. And it also it gives us a lot of information on if kids what kids are able to understand and do. And I do believe, you know, when looking at the reassessments that most of the kids have done, they all did better and they all did quite a
043bit better the second time around. And that's what math is. Math's a struggle. And that's how you learn with math is through struggle. And I think if the kids become used to this is just the routine of I'm going to learn this. I'm going to do my best to learn it and do my and again when I get to that end module assessment, I'm going to do my best, but I know I have that opportunity to reassess if I don't do well. I think that's going to make kids feel comfortable going into those end module assessments knowing if I bomb this I have that other opportunity that I can work with this material a bit little bit longer and I can try again and we're seeing all the kids that are trying again doing that.
044So I'm pretty optimistic that this is going to work. I also think when they get to the second time around of taking it into module, kids knowing now, okay, this these are the type of questions I'm going to see and this is what I'm going to have to to do to be able to get this test. I think we're going to see better results. >> And did we put out to the parents about those practice questions >> because I wasn't aware of until we had our meeting, >> right? We talked with the teachers last night. I think the teachers were going to be putting something out about those practice problems themselves. Um because all of them do something a little bit different. Yeah, they all do something a little bit different with homework and how
045they do that. And so I didn't feel like that should come from me because that needs to come from >> we kind of determined there was a lot of miscommunication amongst the teachers themselves and >> between and between me um that they they thought something >> they they took they took directive that I had given them a literal bit too literally. Yeah. >> And I think I think once they get together and determine how they want to proceed as a whole, all of them on the same page >> and I felt like they felt they feel more comfortable as you. >> I felt like it was a very productive meeting. >> I do too. >> I walked away from it feeling much better about how they were perceiving everything too. >> Yeah. Me too. >>
046So instead of optional, why don't they just make it you got to do it? Because I know maybe as a kid I you tell me optional >> and that that was something too. Michelle talked about that. >> Yeah, we we talked about that last night. >> We had one teacher who was getting all of their homework back every day and the other teacher was getting no homework back because I think it was a difference in the way they were >> presenting it. So once they all get on the same page, >> I think it's going to be a lot better. Right. And that's what we tal, you know, I'm all for teacher autonomy and teachers having, you know, being able to make some good use their professionalism and make have good teacher decision- making, but
047there are things and I think we you guys found this out last night that we have to come in and get them to get together and get them on the same page and we have to tell them this is how it's going to be done because otherwise what happens is you get everybody going in different directions and you don't have consistency and that confuses students and parents alike. Especially like if you have student in let's say you had two students in the middle school and their teachers are doing something totally different it and they're grading something totally different. The grades then become meaningless and it becomes very confusing. And so this is why we need to come in and make sure that we're having some consistency between all the grade levels on how they're doing
048things, how they're grading, what they're what they're giving, if they're giving homework, how they're grading the homework, you know, is it required, all those types of things. >> I can take this home. >> No, you talking for quite a while. >> Thank you. Thank you. Section 9, superintendent report. >> I was going to say, does Andrea or Sarah have anything else they want to add from last night? >> I don't I think I just said everything. Do you have >> I'm really glad that we brought the teachers in. I think that >> we had a productive meeting. >> We very much so did. And it gave them an environment >> explanation. Appreciate to talk. Yeah. >> Yeah. Thank you. >> Okay. Superintendence report discussion. >> Okay. Sent mine out uh this week. Uh just I
049think I just want to uh reiterate Alex Fouch what he's getting done here to get the state in this state uh in golf is a big achievement and to shoot breaking the school record I just my hats off to him and I know he works at it. I know he plays a lot. So my hats off to him. I want to thank uh thank our all of our admin and our buildings. One thing I like to see during during uh homecoming is that we build memories for our kids. And I had some teachers that sent me pictures from the parade of the kids getting of their kids getting candy and having a great time. And then another one sent me a a film of them at the game and all these good things. So I
050just want to thank everybody for creating help create memories for our kids. And I know it's a stressful week for our admin. We started a little slow, but you know what? we picked up momentum and recovered and did really well. So, I want to thank them for that. >> Um, just to give you a little uh update on >> we have tried with the SRO situation to to get here on this campus to work through Fulton County uh and we are getting nothing. I've talked to three other superintendents within this county and have all had made suggestions to their sheriff's department in Lewon and they have no interest in partnering with us. So that's why we're going the local route here in Avon. Uh and we hope to get something done with that and we
051are very close to having one at the high school. >> Actually, I got told today that or yesterday that um we have hired the gentleman we interviewed. I don't know if I can put his name on. Bob Schwarz is his name. >> Um he is currently the um >> Gailsburg >> director of security. >> Yes, director of security. He is he was an SRO. He's now over all the SRO's in their in their district. So um years of experience, years and years of experience. He will be starting with us November 2nd. >> Why does he want to come here then? >> He's like a superintendent. >> I think he's looking for a place to like not have so much because he's in charge of all of the schools of all >> and all not just
052SRO's but all the safety all of the like everything the fire drone the whole nine yards and he's just he's like I can help you guys start a new program here is it's fairly I mean it's new to us and you know put a lot of things in place that you don't have currently and that's what he's excited about is building that for us >> have any connections of anyone who would want to work down here >> um yeah I don't know that but I guess we could try that many Yeah. >> Will he be heading in the high school? >> Nice high school. >> Have boobs here? >> Not to say he wouldn't respond. >> Yes. If there's something in the heading he needs to go to, he'll go. >> Absolutely. Yeah. It's not
053like he's barred. >> No, you can't go. No. No. But um he'll be stationed at my building. >> Sure. >> How's he dressed every day? Does he wear a uniform or is he >> He was wearing >> I told you full tactical gear. >> No, he he wears a radio to my knowledge. A radio and a polo and dress pants. And um that's that's it. >> Taser >> soft clothes. That's what they call soft clothes. >> No taser. >> Um October 19th is principal week. So honor your principles. October 19th. It's that week. I guess we'll include the curriculum director. >> I don't know. You're going to do how long? >> Yeah, that's it. >> Okay. Um >> any questions for me financially? Everything's pretty stable right now. October is a great month. Budgets in
054um we're uh working on our audits and uh we're moving in the right direction. So we'll have uh we next month we'll have we always wait a month and then we'll have a budget update of where we're at right now. So what I have action items 11.1 consider approval for turf works quotation. I have a motion. Don't >> move. Second. >> All right. >> What's this for? >> This is a >> Start it down here and then you can >> It's a It's sport of baseball and softball fields and it digs up It does a number of things other than drag the field. It goes behind the gator. Uh it can dig it up so we can don't have the grass on it. Then it also smooths everything out to a nice level balance. The
055good news with those is we won't and nobody in this room will have to worry about getting another one. They're very uh very durable. They work very well. Jay Stevens did the the work on that and it is for ba it can be used on baseball and softball. >> Again, what fields are this? >> Baseball and softball. >> It's it's allin-one grooming, working anything for the dirt. It'll take care of anything for the dirt on both fields. >> Yeah. Right now they use a piece of fence I think to drag. >> Uh it's really not very very Yes. >> Hey, good. >> After we do this though, we need to go back to new business. Chanty just brought it up. >> Okay. >> Sarah brought it up. Oh, Sarah brought it up. Okay. >> Oh,
056sure. Gotcha. >> We'll finish this. >> Appreciate it. Yeah. >> It's a good investment. >> Yeah. Plus, if we ever had if for any reason we would have a different surface, they they're very these things sell very easily. >> We're buying something or we're just >> buying buying it. >> Okay. That's what I'm missing. >> We're buying. >> Okay. And who who does it? You're saying Jay will do it? >> Jay and and uh Rodney. >> How often do they do it then? >> Well, it's every game they drag it. And >> that's what it's for. It's for It's for preparing dirt before the game. It's for >> Okay. >> chewing up the weeds out of the field. It's for dragging the field. >> Get you a little deeper cut there. It's pretty good. >>
057It does anything that we need to do to the dirt. This machine will take care of all of the aspects of it. >> Okay. >> And while we're using that city ballpark, it needs to subject. >> Yeah, >> it's another discussion. >> I know, but I wanted to throw that in. Thanks for putting that in there. >> Probably like send your dad out to fill the field cold air winter annuals. >> Okay, David. >> Um, Anthony, >> yes. >> Andrea, >> yes. >> Sarah, >> yes. >> Chanty, >> yes. >> Myself, yes. Rick, >> yes. >> Corey, >> yes. >> Motion carries. >> 10.1. >> All right. 10.1. New business. I apologize. I skipped over that. current openings. >> Special ed >> third grade. >> Any additional new business to discuss? >> Okay. All right.
058Now, we'll jump back down to 11.2. Consider approval for tankless water heater for Avon campus. Can I get a motion? I'll make the motion. >> Second. >> All right. Are these these are two separate? >> Yeah, they're two separate. two separate bids, >> right? >> So, one would be an 18KW water heater that'll produce five gallons a minute. The other's a six and a half KW that'll produce two gallons a minute. The two gallon a minute is $14.99. The five gallon a minute is $3,200 and you need roughly a $200 $200 thermostat for each one. >> Correct. >> Guys putting it in. >> Mhm. It's covering a grease trap. >> The the old one is, right? >> Correct. >> That we can't get to. >> Right. So, you can't get to the grease trap. Just
059to let you know, you you have to we get the other ones cleared annually. Um, and Trevor told me he doesn't remember that one ever being cleared since he's been here. >> So, we need to we need to get it done. >> I would go with the laundry. Well, it's it's sitting on top of it so they don't see it, >> you know. That's >> I'm not sure why they did that. I just They did. >> so is there we got to pick or is it We got to have two. Which one? >> No, it's just there. I would suggest a 3200. He just gives you a couple of books there. >> Which is the bigger >> the bigger the bigger capacity. Yeah. >> Yeah. I assume we go for the bigger ones. >> Okay.
060I agree with I agree. >> Better to future proof. >> Okay. Any additional discussion? >> David. >> Johny? >> Yes. >> Myself? Yes. Rick? >> Yes. >> Anthony? >> Yes. >> Andrea? >> Yes. >> Sarah? >> Yes. >> Oric? >> Yes. Motion carries. 11.3. Consider approval approval privacy screen outside of the fence for heading. >> I would like to table that because I have not shown that to buildings and grounds yet. So if I could get a motion to table for next month. I'll second. >> We will table that motion or do we have to you have to vote on the table? Yes. Second. All right. Myself, yes. Rick, >> yes. >> Anthony, >> yes. >> Andrea, >> yes. >> Sarah, >> yes. >> Monty, >> yes. >> Corey, >> yes. Motion's tabled. >> All
061right. 11.4. Consider for approval the proposed change to the AHS code of conduct. I have a motion. >> I'll make that motion. second. >> Okay. You want to tell us a little about that bill? >> Yeah, sure. We've been kicking this around a little bit. At least I haven't. And uh I guess I had talked to about to Brad about it and then I waited and then Christie and I I it's something that's been on my radar for a while. I do this I've done this at two other districts. Uh the academic letter is for uh we need to honor our kids that are getting good doing well in the classroom. It's our purpose for being here. It's it is the reason uh we exist and it honors those kids with a we give them
062a letter uh it be a varsity letter with a lamp of learning on it uh to designate what they're getting for that they're a good student. uh and then the addition they can add bars to that uh as things go on. But it is always something well received is I think uh we're very proud of our kids as per the discussion we've had about math tonight uh that provide our kids that do well in the classroom and it's uh this would give us that uh power to do that. >> Would that be like retroactive for a senior? >> I will do it for the entire correct. Yeah, we'll have quite a few here. >> Yeah, the first one will have a lot. We'll have a lot. So, absolutely. Absolutely. We'll take care of those kids.
063>> Any questions? >> David, >> Anthony, >> yes. >> Andrea, >> yes. >> Sarah, >> yes. >> Chanty, >> yes. >> Myself, yes. Rick, >> yes. >> Corey, >> yes. Motion carries. All right. Do you is there we we do need to go to executive session. Um do you need to do you have anything for executive session? >> No. Just >> do you have anything for executive session? Okay. All right. Can I get a motion to go into executive session? >> Don't move. >> Do you need any of us? >> Um unless you want to talk about the personnel report. No. Okay. Roll call. Uh, all those in favor by saying I. >> All those opposed. Anthony, >> yes. >> Andrea, >> yes. >> Sarah, >> yes. >> Chanty, >> yes. >> Myself, yes. Rick,
064>> yes. >> Cord, >> yes. >> I don't know why you guys stand out. >> Do you have a motion for >> I'll make it. Do >> I have a second? >> Second. All those in favor >> I motion carries.