001talking. >> We will now call this May 19th Joy Township High School Board meeting to order. Roll call, please. Tanya. >> Mrs. Diff, >> present. >> Mr. Kennedy, >> Mr. Fitzpatrick >> here. >> Mrs. Lyn >> here. >> Mrs. Bar >> here. >> Dr. Huntington >> here. >> Mr. Coffee >> here. Can we please stand and join um us in reciting the pledge of allegiance and our ROC? Right face color arms. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Order. Our face forward. All right. On behalf of the Julia Township High School Board of Education, I would like to welcome all of our visitors in person and online. Uh your presence is
002greatly valued and your engagement reflects the shared commitment to the success of our community as a whole. At this time, members of the public may make comments to the board of education on any item listed on the agenda. Tanya, do we have anyone? >> All right. Thank you. I uh may I please have a motion to approve or amend the consent agenda A through D? >> Uh I make a motion to amend the check register, remove the Hopewell bills, and vote on them separately. >> Is there a motion to approve the rest? >> Oh, just kidding. >> Second. >> And now do we have a motion to approve the rest? >> So moved. Just kidding again. Roll call, please. >> Mrs. >> Yes, >> Mr. >> Yes. >> Mrs. >> Yes. >> Mr. >> Yes.
003>> Mrs. >> Yes. >> All right. Now that the excitement is over, is there a motion to approve the rest? >> Right. At this time, >> yeah. >> So moved. >> Second. >> Roll call. >> Yes. Yes. >> Abstain. >> Uh, yes. >> Yes. >> Thank you. >> All right. Can I hand it over to Dr. Guzman for recognition and awards? >> Yes. Uh, it's great to see such a full house tonight. So we have a lot of student recognition. Um I also want to say congratulations to our seniors who right finished your last day today. Right. >> Yeah. So, we are going to begin with our principles, uh, Principal Halahan and Principal Parker, um, to do the recognition for the Juliet Community Emergency Response Team training and participants. Because we have such a large
004amount of recognition tonight, we're going to ask that we hold our applause until all names are read in each category, and then we'll do a big huge round of applause for all of our students. Thank you. Also, because of the large number of uh people we have here to be recognized, we do have certificates for each student being recognized, but we'll get those to you in the next few days at school so that we're not filing through them here tonight trying to match them with names, but we do have those for you. Just wanted to note that. So, welcome. I'm Chad Halahan, principal of Juliet Central High School. As Dr. Guzman said we're going to begin with a recognition of our students who participated in the Joliet Community Emergency Response Team or Ct training. Uh,
005this training is part of a partnership with the city of Joliet and the Joliet Fire Department where our students receive about 38 30 hours of hands-on training on personal protective equipment, disaster preparedness, basic medical operations as well as many other things so that they are prepared and part of a team that can assist first responders in the event of of a natural disaster or emergency. So it is a great program and it allows it matches with uh many of our career pathways gives those students a great opportunity. So congratulations to those students. The uh Juliet Central students being recognized this evening for their participation are as follows. When I call your name, if you could please come up, we would appreciate it. Leonardo Castinetteda, Eddie Chrostimo, Dana Lara, Elijah Johnson, Adon Martinez, Micaia McKini, Abby
006Seno, and Kale Voit. Now we can clap. Likewise, Juliet West students who will participate in the SER program. When you hear your name, please come forward. Ethan Aguad, Mallerie Ber, Carelli Estrada, Jonas Pharaoh Venegra, Jesus Farah, Nicholas Fuentes, Sophia Fuentes, Yasmin Garcia de la Cruz, Caleb Green, Nadia Guzman, excuse me, Mason Hefner, Logan Lumis, Janiah Mlan, Hannah Monday, Angelo NGA Bueno, Madison Waganter, and Dylan Zager. >> There's one right there. Smile. One more in the back. For our next recognition, uh, we would like to invite Miss Tanya Aas to the podium to give a brief overview of the Will County Student Ambassador Program in conjunction with the Will County Clerk's Office. So, Hello, good evening everyone. Make sure this is really short because I know there's a long program, but I just want to thank
007JTHs board uh to the principles behind me and to Dr. Guzman for the partnership we have with the Will County Clerk's Office. We entered into our sixth year with the student ambassador program which is catered towards our juniors and seniors in high school. It gives them behind the scenes of the election process and gives them the opportunity to register voters as well as to work on election day as election judges where they can earn community service hours or they can earn payment and use that as part of their college resume and work uh resumes as well. So we're definitely looking forward to u celebrating with our students tomorrow for our ceremony but we definitely want to recognize students here today. um we have increased our program to 136 students overall in Will County um beginning
008from the first year when it was only 35 students. So definitely there is an increase in student uh participation and interest in the program. So if juniors in the room if you're interested um reach out to me after uh the uh meeting so I can tell you information how to join for next year. Thank you. And again students when we call your name if you could please come forward. Uh Juliet Central students who participated in the program were JC Carmine, Angela Guzman and Lilith Ventura. All right. Juliet West students are as follows. Please come forward when you hear your name. Laya Abbott, Summer Abdel Khalik, Uriel Agiri, Vera Barabora, Avita Babalosa Babalosis, excuse me, Evans, Angela Beatatric, Alexander Bartva, Yen Kabu, Alicia Casillus, Julie Castillo, Nicholas Davis, Emily Diaz, Vincent Dumdum, Abigail Fagan, Valentina Flores,
009Hope Garcia, Yarelli Hernandez, Miles Kenny, Andrew Marun, Leilani Mateos, Yaselin Monroy, Ethan Moran, Camiro Moreno, Christopher Palacio, Peyton Palish, Nicholas Rome, Roamos, excuse me, James Rostic, Natalie Schustster, Julia Schutz, Omar Silva, Aaliyah Ugalde, Ranak Verma, and Sarah Vermonte. >> Congratulations. family. You are welcome friends. >> Congratulations Thank you. I would like to ask um Chris McGuffy um to come forward to do our next set of recognition. >> The last one. >> Uh good evening. I'm Chris McGuffy, the CTE curriculum director here at the district office. Tonight, I have the distinct honor of recognizing an incredible group of career and technical education students from Juliet Central High School. This year, 20 of our dedicated CTE students stepped up to test their leadership, precision, technical skills, uh, and employability skills through a organization called Skills USA, our
010co-curricular chapter. Through hours of after-school meetings, rigorous practice, and community fundraising, these students have proven what it means to be truly career ready. It's my privilege to read the names of these 20 students who out represented us at state uh for Skills USA. And again, if you would hold your applause till the end. Noah Noah Ariano, Finn Bernhard, Alexander Cauldron, Lilana Chuparo, Carlos Carla Cisneros, Salvador Figora, Nathaniel Gabriel, Giovani Gonzalez, Nathaniel Wuarez, Ozil Lara, Aiden Leonard, Angel Ramos, Martinez, Juan Rosiles, Alvarado, Angel Rodriguez Martinez, Romeo Rojas, Isabella Sandoval, Kevin Santiago, Xander Schneider, Leo Smith, and Jack Strabing. While every single one of these students deserves uh immense praise for competing, I want to formally highlight a few extraordinary placements at the state championship, including Ozil Lara and Juan Rosales Alvarado, who placed second for team
011additive manufacturing. And Ozolara will be uh representing us at the national competition this summer. And I want to also make sure that we congratulate uh the outstanding staff who help lead these students. So if you guys wouldn't mind coming up, Mr. Dale West, Mr. Kenji Belera, Mr. Jared Batisto, and Miss Amy Wulmer. Maybe curve tell you what to do. >> Okay, perfect. out a little bit. I'm a little bit friendselcome. Congratulations. >> Great job, man. Now, not to be outdone, we have an equally stellar group of Tigers from Joliet West uh to celebrate as well. This year, 10 of our West Campus CTE students stepped up to showcase their ex excellent technical talents, leadership, and teamwork at Skills USA. They pushed through their comfort zone uh and made their entire community incredibly proud. So, I'd
012like to read those 10 names. Eliia Hail, Jazelle Huzier, Karina Marillo Ibaro, Kendrick Jackson, Sid Kis, Grace Orth, Nicholas Ramos, Juan Rosal, Velada, Nathan Torres, and Callaway Walsh. Congratulations. And of course, I need to highlight our champions. Karina Merrila Abara, who took third and for fashion design, Jazelle Huzier, who earned third for interior room design, and Callaway Walsh, who took the state championship in as first place again this year, and finally, Grace Orth, our state champion uh in medical assisting. She will also be competing nationally this summer. Congratulations, and our teacher leaders, Miss Ryan Hager, Mr. Noah Fabris, Mr. Joe Cruz, and Mr. Andrew Smothers. If you wouldn't mind coming forward. Thank you so much. pictures are welcome. Congratulations. >> One more. >> All right. And to wrap up our student recognition for the night,
013No, we got one more. Okay. wrap up my end of the student recognition for the night. Uh, I'd like to shift from the workshop back to the design studio. Each year, Three Rivers Education Partnership, or TREP, uh, challenges local high schoolers to design original posters that recognize the elements of safety hazards in the home, the workplace, and the school. It's a highly competitive contest across the region and multiple schools and multiple districts. Uh, not only will these students designs be published online, displayed in local businesses to promote safety awareness, but each of these winners will also be taking home a printed copy of their poster, a certificate, and a well-deserved monetary prize. Let's recognize our student uh winners from Joliet Central, uh, Yuriel Aila. And from Joliet West, David Adai, our grand prize winner, Jessica
014Gabbor, who won first prize, heaven Carter, Tiana Chandler, Lai Gibson, Himna Gonzalez, Demaya Hamilton, Jillian Jock, Christine Christina Les, Jesus, Cilla Lopez, Alexa, Alexa Magna, Annias, Maria, Leon, Rakan, Savannah, Hannah Robels and Helen Santos. A massive thank you to Mr. Donovan Smith, Brie Blackman, and Wra. If you guys wouldn't mind coming up to the teacher leaders, Congratulations. We'll conclude our student recognition tonight with our recognition of our student advisory committee. It is the second year of this committee. Students give up their time on school improvement days um for the betterment of the school, their school and the district. They um research problems, issues, prioritize and this year they prioritize three areas and then they presented their research as well as suggestions to administration. The areas that they researched were transportation course selection guidance and student
015ambassador ambassador/metoring programs. So if you are here please come forward when you hear your name called so that we can take a group picture. Um, so Catali Quueves, Helen Hammer, Eric Isai Hulumna, Demetrius Cortidis, Bod McInness, Fatima Muscatate, Abigail Shriner, Daniel Bautista, Bianca Campos, Evelyn Corona, Jennifer Escobido Garcia, Kia Garcia, Leslie Gonzalez, Navaro, Benjamin Jensen, Julian Lopez, Delila Martinez, Anna Mareno, Grace Orth, Autumn Powell, Dolores Sarpong, and Jordan Shell. You look pretty. >> Um, also I shy. >> Wait for Shel to come in. Congratulations. All right, we're going to go ahead and call a quick recess so we can congratulate everybody. Dr. Guzman, go ahead. >> Thank you. Um, there's no correspondence or legislative report this evening. Um, but we will start with our first presentation. We have the master facility plan update. So, I
016will turn it over to Dr. Hampton. >> Uh, yes. Thank you. Um, we'll have our great team come up of White and Company and Gil Bane. As you all know, they've been in the district for over 20 years and have been doing a great job in regards to our facilities. Um, last month we presented Joliet West Phase 4 and today we will be presenting Juliet Central Phase 3. >> Oh, sorry. Hello. Um, I'm Nisha. I'm the project manager at Whitening Company and architect working on this uh this project since we did the long range plan in 2022. I have an Piha who is our senior interior designer has been working since before that. She worked on the media centers um for both schools. And then everyone knows David Norris over at Gil Bane Pre-Ostruction. He
017has the last slide in every presentation. Um the most important one. All right. So um here to talk about central phase three. Um, so it's your central campus map. We're really going to talk about the TIN building, which you can see on the far right in the lighter brown area. Um, but we've been working on all those these areas that you see on the right and um the the new link edition, the Smith building, and the TNI um throughout these projects that we've had in the first three phases of construction. Um, just a reminder of kind of past projects and what's happening right now. Um, it's a little small here, so I apologize. But uh the first is you know the the link project that's happening and you can see the construction happening at Juliet
018Central. Um we are currently in construction here wrapping up winter um along with um the Smith building first floor. We're moving the administration to this area and we're updating the health services there as well. This starts construction this summer and is wrapping up in uh the winter as well. And then we are connecting two stories uh and you've seen this previously of from the TNI building to the Smith building. um as well as the first floor Smith building is getting a corridor and we're updating those CT spaces. So these are all the and that's starting construction this summer as well. So these are all kind of the things in motion right now. Um it's really exciting as part of our long-range plan to really connect these buildings on two floors because we knew about the
019congestion created by these bridges. Um just a reminder of what we kind of did at the first floor of Smith. Um you can see on the left side the Smith building uh the blue area is administration. So they're moving from the second floor and creating classroom space there and we're moving them to the first floor Smith as well as the um the green is the health services. So that's moving there as well. And there's two classrooms remaining. Um this little center area is a small link addition. So there'll be two stories. So we'll connect two floors from link the link uh the TNI building to Smith building as well as really updating your facilities. And this the core of what we're doing is um TNI was created in 1957 as a technology innovation center. We
020uh actually dug around the archive was kind enough to kind of look around for us and we found the um rec you know when when it opened and what the TNI was about and it was about innovation and creating these career pathways which I will talk about later as well. Um and this is really focused on that. So we have your child development spaces on the bottom left all your wood shops your auto auto um lab as well as metals and um some CAD labs as well. So, this is really about focusing on not just connecting the entire building, but creating a new TNI, an updated TNI that honors the past, but also brings us into the future. And a reminder of kind of some of the um visuals that we created for the TNI
021building. This is all first floor images um in that middle area where you see that twotory sealman is really a display area for um all the students work and what's happening at this building. Um this is part of this past project. So this is happening starting this summer in the first floor, but we are we did look at these the first floor and the second floor which is the next phase together to make sure we had everything that we needed in this building as a whole. And we kind of moved an entire CT program into one building. Um so project goals kind of what this next phase is. Um one is to update like we said the TNI building. Um we're also updating the envelope of the building as well. So that we'll talk about
022that later and making sure it's um airtight modernizing modernizing your learning environments um creating suite of spaces for collaboration um showcasing CTE making sure it's an arts and making sure it's on the forefront of everyone's minds and improving the hallway congestion um in the first floor and the twotory connections. Um this is the area we're working in. So this is the second floor of TNI for this next phase phase three as well as the Smith building. We will be updating that corridor and the stairwells as well as the bathrooms in the um Smith building. >> So our first step in this project was really to um go and see the existing spaces what is happening currently on both the first and second floors of TNI. And the teachers who are going to be moving into
023this building um are also a little bit in Smith and a little bit in the main building. So, there's some um swapping of spaces that's happening to reorganize um the technology and innovation um career pathways into the TNI building. Um and being able to meet with the teachers and understand how they do their instruction now, what they're envisioning for the future, what kinds of storage they need, all kinds of things, questions that we ask. It's always a great start to see their spaces as they currently are. And then this is that second floor of TNI um broken into we call it the north and the south suites of spaces where we're grouping together the fine arts programs. So your art studios, ceramics, uh photography um we did put fashion interior design in the the northern
024part as well. And then the CTE suite to the south is um business business incubators and classrooms, computer labs type spaces as well as health sciences um and then robotics, electronics and computer maintenance. So within that fine arts suite um at the center there, that yellow area you see in the center is a um circulation hallway where then it all of the classrooms open to a central space that has an art gallery. And then there all of the instructional spaces then are around that area. You have glass that gets to put learning on display. Lots of display cases, lots of 2D display. This is imagine all kinds of um art that is happening in this area and being created by all these students um in such a a robust program. We need space in the
025hallways in the classrooms to be able to put all that on display. So we'll run through some uh visualization of what these spaces start to look like. So here we're standing in the art gallery. um looking towards those art studios um and then we will walk into the art studios next. So here's what one of those art studios starts to look like. This room has um great northern and eastern light. There's clear story building or clear story windows within this building on both floors. Um and so by removing the ceiling in this area and leaving it that kind of open urban um uh industrial type feel, we actually get a lot more daylight into the space too. So, there's really great painting areas in this corner of the building, which is why we located the
026art um to this space. Uh as well as utilizing um islands and other areas where we can put sinks, infrastructure, all of the things that you think it's as much as it is beautiful, art is messy, too, which is a great um part of the process. Um but we have to make sure we have those sinks to clean up, too. And this is the uh second. There's two different art studios. Um at the at the other end, you see that glass to the center. We'll step into that space in between them in just a second. Um, but here you see architecture changes from one room to another. So, a different articulation of the same same u curriculum in the middle. Then, this is the ceramics pottery studio. Um, so this is a space that can
027be utilized by both art teachers. Um, and so in this area you have glass that connects the art studios into that central ceramic space. Um, and then all of these uh, you know, communal tables to the center. So you could do lots of things. Make another pot, put it up in the top, you know, keep going. Um, so there's just sort of a a rhythm to the space. Um, and an interconnectedness, really that suite of spaces of art. >> I'm frozen. >> I'm afraid to push it again. There we go. Okay, >> so this is the photography um lab. This is a combination of uh classroom and a digital lab in here. So they do digital photography as well as there is a dark room film development room all of the things infrastructure for um
028traditional photography classes as you would think um in this space as well as all as many cabinets for project storage and all of those art um pieces and large large paper portfolios and things too. Uh this is fashion interior design. Um, so you see here the sewing machines are around the perimeter with a classroom space uh at the the far end of the view here. Um, and then the large table that you see there, all kinds of supplies for fabric and cutting large bolts of fabric and things that you would think in fashion. Um, but also interior design. So space for grit to pin up um, as well as to display final finished artwork. Um, and then we'll move to the CTE suite. So at this uh end of the building um there are two
029business classrooms and a computer lab that can be utilized by the business as well as in the center there right along that yellow um hallway you see two smaller spaces that we call small group rooms or you know collaboration spaces um directly adjacent um and then we'll also walk into the robotics the computer maintenance and the health sciences spaces. So in this hallway now you can see um first of all the breath of the hallway that there is a lot of circulation space here to ease um a lot of the congestion that we know has been happening um on both floors. Uh and now we have visuals from the the business on the right into those small groups that you see on the left there. Um and if we stand between those small group rooms
030and look towards the business class, you see here more display. We know that robotics has very cool things going on as well. So there's lots of project work still happening at this end of the building. Um inside of the business classrooms then we do have an opportunity to have um an operable partition that can open up so that you can have larger groups um of students or staff to meet in this space. Um but when the partition is down it is acoustically separated. Um we actually were talking about how do we use that wall? Could it be writable surface? other things that we can be um you know doing on that center partition. Uh as an entire class or small groups of students are meeting um for different projects in the robotics and electronics space
031um having some workbench areas but also we heard um about the idea of a fab wall. So this is open conduit, open electrical boxes, things for students to practice wiring to be able to do those types of things. um as well as the exposed ceiling in this area. Put the cable tray uh and all your conduit and things on display here. See how the building is working. Um there's a flexible classroom between the robotics and the computer maintenance area where this could be set up as a traditional classroom for instruction. Um but also we're showing it in this version as um a robotics arena. So you see that center at the at the center there. the by having flexible furniture on casters and chairs that can stack out of the way, you have the ability
032to clear the entire floor to be able to battle robots or anything you want to do in the space. Um, and then this one is computer maintenance. So, here they're working on computers. Um, and that might mean that you have multiple CPUs or multiple monitors. Um, and making sure that you're pulling out pieces and putting back together um, different parts of the computer. It's a growing growing area. I'm sure Diane will speak to that too. Um that we see uh could be very flexible for for the future of all kinds of technology in the space. Uh and then this is health sciences. So um in this space think anatomy, think you know uh career pathway towards nursing or medical field types of things in this area. So, um, a little bit of a healthc care
033feel to a to a typical classroom, um, to really immerse these students in that atmosphere of what they're learning about and the spaces and the careers, um, that they may be growing into. And then for some, the most important of all spaces, the staff workroom. Um, this area is extremely hardworking, we know. Um but making sure that this is within that second floor. Um so that you have access to not only all the amenities for food. Um also restrooms in this area. These are hoteling stations that you see in the back there. Um so that you have the ability to come here and take a phone call or Zoom or be able to work um outside of the classroom. Um and then tucked around the corner to the left back there is actually a wellness
034room. So that's everything from a mother's room to just a private rest respit space for staff within this area. Um so we talked about the interior talking about the exterior. We know what TNI looks like now. This is a recent picture we took. Uh we did a lot of work already at the TNI building. Um few summers ago we replaced the roof and then um before that we did some structural repairs. So we want to make sure we're taking care of the exterior of this building. So everything we just updated in the interior is protected. Um, and you have, you know, no leaks or anything like that. So, um, part of this process is going to be to refresh. So, ah, thank you. Um, so we're kind of looking at an idea to refresh this
035exterior. One is we're replacing all the windows. Um, and all the doors. Um, a lot of the doors from the first floor are getting removed. There was a lot of them because of ex exit requirements because you didn't have an interior corridor. Because we added that corridor, there's a chance uh opportunity to close some of those up. But we're also kind of making a refresh, right? We're we're re we're kind of creating a new version of this building. So, we want it to be um updated. And so, we're taking kind of some of the tone tonality and the colors from um the link edition, the both new link additions and that warm gray tone that's pulled from the limestone um that's on the main building, but it's not that yellow dark color. So, we're really
036refreshing and creating we're adding more light. We're removing some of these mullions from the um clear story just to brighten up the space. and um we want to make it it's on a major street of Collins. We want to make it a new space. Um so here's the site plan. We are also updating the exterior site work here. Um we're during the the link edition, we did update the landscaping there. So we want to pull this all the way around the TNI building. So when you enter the visitor parking lot and the main entrance, this entire area is updated landscaping and um paving and things of that nature. So that's the process here. Um I want want to say that, you know, we want to thank all the teachers. We've met with them multiple times
037throughout. Chris Mcuffy has been critical as well as Jeff and Steve Lockach uh meeting weekly if not um you know very often to make sure we get everything right on this building. Um and then um we are currently we're in the middle of design development. So that's early in the design. These drawings go out to bid in um October uh October of this year. So we're still very much in the design. We have a lot of it figured out and a lot of it before you guys went for summer. Um but there's a lot of development to still occur. So, um, I want just thank you guys for all of your effort and kind of working with us to get all the answers we need. I'll give it to Dave. >> Thank you. I've got
038my other spreadsheet for you. Um, so in this budget, very similar to Wes, we broke the budget down into a base bid component, which includes all the work at the TNI uh, second floor, the exterior work, but it also includes a few components of the Smith building, the bathrooms and corridors that Ney had mentioned. Uh, then we have two alternate bids. One is the classroom renovation at at the uh, Smith building, and that we kind of call light and bright. It's not a full like we're doing here a full gut. It's really replacing the worn finishes and components of the building. Um new lighting, ceilings, and then the other alternate similar to West is an alternate bid for the stage flooring in the main auditorium of the historic school to replace that. And and as
039before, we have the first line subtotal of construction, which are bricks and mortar of the work. Uh so for the base bid we're looking at 10,998461. For the Smith building alternate bid we're looking at 1,645105. And then for the stage flooring that that scope needs to be developed a little bit more but um it's probably more conservative of 225,000 below that line. We in construction were early in design as needed mentioned. So we're carrying escalation design contingency and then the carry us through construction for the unforeseen construction contingency and then as before the owner's cost of CM insurance staffing miscellaneous owner cost all the testing that's required for third parties permits and then professional services. So then we carry the total project cost of for the base bid of 18,167749 and then uh for alternate
040bid at the Smith building it's 2,856839 and then for the stage flooring 341,761. If you were doing it all it'd be about 21,366 349. And as needed mentioned, we do we we're looking at going out to bid in October this year, going to the December board meeting, and then we would start construction in June. This may say August, but it's a June start for construction with a December turnover. >> And I'll just like to remind the board um when we first had this discussion um I spoke of getting through four phase four um at West. We are at phase four which is the uh student center and the auditorium floor here at central. Phase four uh renovation of the PPS space and the locker room over at Juliet Central. Um we are on target financially
041um which is a great thing. um I believe in January of 2028 um we'll sell bonds about 25 million and that will um complete the support of revenue for um these four phases. So I appreciate the team, the staff for being patient, the community, students. We have a lot of construction um that's occurring throughout the district, but they're great projects for our staff, students, and community. So just want to thank the team Thank you. >> Thank you. >> So, um invite Mrs. McDonald, which I think works great with just seeing um the slides we just saw with a career pathways presentation update. Um and then which is aligned to the recommendations for the course eliminations, additions and changes that are um under action items. >> Thank you. We didn't plan it this way. It just
042fell in line like you know the stars align. >> Or maybe we planned it this way. >> Maybe we planned it. Thank you. >> Oh, this one doesn't work. Thank you. Uh good evening everyone. Good. Maybe not. Oh >> you're you're going to do Okay. Okay. All right. Um I want to talk about the connection. So, um really appreciate and the the uh the forecasting of what our buildings and programs um are going to look like. So, we're going to talk about what what could potentially happen within those new spaces. So the drivers for the work that I'll be sharing is strategy 4.1 which you'll hear about but this is this encompasses all the work that we've been doing um our processes that we have in place as a district with our curriculum coordinating council
043um which involves leadership uh uh leadership and uh teacher input um and then from a a branch of our CCC is our instructional leadership teams and then leveraging student analytics So just starting off with student analytics um we have um we leveraged our school link. So this is also connected to strategy 3.1 where our students are um developing their post-secary plans um from the moment that they arrive to us um embedding that within the the the school day within our courses. um we engage our students into career exploration um using the platform schooling. So that that um that data is something that we leverage u within the CCC. We also look at it um in multiple areas. Um but also Lycast captures. So school links is our student interest. LCAST is what what the um
044what employers need. So what is in the market right now? So we take those two things into account. For example, we're really excited. Uh, two board meetings ago, Hyundai Hyundai came and shared um what their commitments are to our area. Um, we just heard about their partnership with JJC. I was just at the board at uh a board meeting today for the foundation and their commitment to build um an addition at JJC for this um training. So we are already talking with JJC to make sure that our students um have the the um the credentials, the classes in those labs so that they when they go to JJC and further on their programming and then we want them to be marketable and like the best the best candidates for those um highpaying jobs that are
045moving into our area. So, we're gonna um with part of our work is we're trying to modernize our pathway. Um right now, my course our course efering guide is a PDF. It is on the website and we want it to be more we want it to be interactive for our students, for our families. So, we're shifting from that PDF um where it's living right now and into school links where students will um be able to map out their four-year plan and more specifically towards an area of their interest. So, whether it's in health sciences if it or if I want to move into a trade and and go into welding. So what I'm going to walk through are the pathways that have moved through our curric um our court our CCC council um and the
046structure is um what we currently offer and then what is the work that we are going to be lifting um upon your board approval starting this summer and into next school year. So um we we have five we have 15 more to go. So you'll be seeing this um into next year of the work that we're doing. So um finance and business these are our current offerings. Um and then on the next slide it shows you the what what we're recommending. So um as we discussed the changes to our pathways we always said what AP classes like because we're thinking about postsecary credit for our student. Do we have AP offerings? Do we have dual credit offering offerings? what what credentials are we offering? Um so we take that into account. So you can see
047that um we are um wanting to we're offering AP classes within this new business and finance pathway as long um as well as different classes um and these are associated with the memos that you have in your board packet. So our business and finance pathway went from very small to very robust. Um the college of board has really um embraced career and technical education by bringing forth additional offerings and we're excited to start bringing that to our students in the district as well. Next slide. Um and then when we make these decisions we always look at where are our students interests are and we want to point out that um business advice is a high interest of our students at the school. um we're seeing like with our success with um our CEO um capstone
048class exploring the entrepreneurship. Um so we really want to streamline that experience from the student from the beginning to the end. So again that's why we really just um we put a lot and thought and detail into each of these pathways. Next slide. Next one. It so you saw the pictures of our computer labs. Um this is what our offerings are and we're really excited about what it's going to be. Next slide. So starting with um the the capstone like look at that capstone the Cisco networking program that's a high interest it's a high need it's a highpaying um field. So that is where we want our students to end. But um looking at um even the freshman classes, students can go into either AP computer science principles um they can go into computer um
049uh maintenance one um or intro to business and then that credentiing with Microsoft Office. So another um shout out to the college board is um AP cyber security. So that is an ad. And then um AP networking is shadowed. They haven't pushed it out yet, but it's forthcoming. So as soon as they push it out, um we'll bring it to the board for approval. So really this is the field. It's not just tinkering with computers. It's giving the students a a targeted um goal. Um if their passion is targeting is tinkering with computers. So now we're going to give them a laser focus um so they have that post-secondary plan ready. So that's informationational technology and again it's a high interest for our students um in the district. Next slide. Culinary we we have beautiful
050labs right and this is our current offering right now. Um freshmen don't move into foods. They take orient an orientation class and they they don't truly experience a full year of foods until their sophomore year. Um we we're changing that. So our proposal um is to um engage our freshman students right into that um introductory foods class. So um we have a then we would have a four-year offering um for our culinary program. Um again, um shout out to Chris and his teachers for coming up with the ideas, but really it took everybody giving feedback at CCC as well as um just uh the the leadership team um to come up with with these ideas for um our culinary program and then um the art analytics. And then the next slide, arts and communication. Um,
051if you've ever gone to in some of our art classes, they're not we have a great program and that's and we we are not recommending any changes. However, um they're very confined. So, I'm really excited to see the the spaces that they're going to grow into um because we have a very strong program uh very hard um high interest. So really to see um what these classes are going to turn into in these new spaces and again arts and communication is a high interest area of our students um at both campuses. And then um our old education pathway again it doesn't start till sophomore year. And then we're looking into um changing it again, making sure that we are offering dual credit classes and we're engaging our students within um that freshman year. And that
052this is part of the education pathway is our child development classes. So West um has that renewal of their new lab. So again, that that and um the steel tots and the tiger tots um that they're popular programs. um our students um are very interested in this and and we um it's just further ways to engage our students um in the programs. And then finally, public safety. That's the program. There's there really wasn't a program for us to really think about um public safety. I know JJC um is working on expanding their public safety program for postsecary. So, we thought like what we need to do. We did have a law class um but we thought about like how can we better engage our students. So we took that law and we combined it or
053split it into two different law classes and some of the work that we've already done with psych psychology and so sociology but then tying it connecting it to our students with those established programs with law enforcement at JJC and fire science. So just bringing more clarity um for our students and families and again um that is a high area again for our students interests. And then health science this is our current program is quite robust. Um but the only changes that we did is to um to split that freshman class. So um and then we're making sure that we're offering a dual credit class as well. So, Project Lead the Way um is um it's a it's a recognized class similar to AP um but the the medical terminology and then the um honors human
054biology would be dual credit as well if the students went one pathway or the other and we have very strong programs with that and health science is our top interest area in the district. Um, and I wish we could like it's it's it's just the um it's the top and we need we need people in healthcare. Um it's just hard it's hard to uh get students their interested in it but um we're just trying better ways to engage students. So next steps um upon your approval of all these different changes um we'll go into CCC next year to review our current and proposed pathways. Like I said, we have 15 left. Um, our CTE team has a huge lift uh to revise curriculum and assessments and to develop new curriculum. Um, there's a lot of
055professional development for these AP classes that our teachers need to go through and um work on our end is to continue securing dual credit opportunities for our students. So, um I'll leave it with some questions, but that will transition right into the next presentation for strategic planning. So, I saw that there were several increases in dual credits, which is fabulous. Um, just concerned about the teachers need needed. Do we currently have teachers in place that can teach the dual credit courses? >> It it depends on which ones you're referencing. Um, the like I would say yes. Um, we when we had those conversations, it was um like there are some classes that we aren't offering because we don't have teachers. So, like I can talk to the honors biology or human biology and medical terminology.
056Yes, we would lean on our science teachers for that. Um, the ones that we were just talking to with JJC, um, it's not coming yet, but the welding classes we would. So, those were conversations that we had because we are we do have classes that that we h we can't offer dual credit because our teachers did not meet those changing requirements right now. Yeah, >> I will if I could just add and a huge shout out um to Chris McGuffy who knows um the the pathways to alternative types of certification um very well for our CTE staff. Um so certification for dual credit is different for the core areas versus in the CTE area. Um within the CTE area and I know this sounds crazy and this is something we are working on. Um, so
057this is something for everyone to continue to talk to legislators about. I do currently right now a student who graduates, let's just say from ISU with uh a professional education license in the area of CTE. at this time they potentially cannot teach a CTE class for dual credit if they don't meet the 2,000 hours of work experience. Um so there is a problem um for all schools for all uh for career centers with that type of rule. We are working with JJC to try to lobby a change because that is a change that ICCB needs to make. It's not a change that ISBE needs to make. What we're looking for is the Illinois Community College Board to align to Illinois State Board of Education. With that being said, to your question, we currently have teachers
058that have their PEL NCT, but we also have teachers that have work experience. Um, 2,000 hours equates to about a year of full-time work. Um, and so in some areas it's easier to do that than others. We're also talking about can teachers do this over three summers. Can there be a pathway? So those are ongoing conversations that we're having with JJHC to ensure we stay um with the ability to have these dual credit classes. So that's one of the first questions we will ask ourselves when um we look to say well can we do this? How do we do that? and how do we expand in the future? So, we currently do, but there are some things that the state needs to continue to work on to ensure that we have the ability to do
059dual credit in the future. And that's not just a JTHs problem. That's a statewide problem we have to work through. >> So, you talk about having to send staff potentially out during summer to do some of these things. So, is there something in the CBA that allows for compensation for that? Um, >> there is. if we were requiring it, um we would associate pay with it hourly. Um if there's a cost, but then there's also a separate um a schedule that is specific for CTE um that deals with um certifications and I'll let Dr. Hampton talk about that a little bit more because he did the work on it. I think a couple of years ago actually um in conjunction with the uh the union we created an alternative salary schedule uh specifically for CTE
060or non-traditional teachers. >> So it it um allows for experience um work experience. It allows for different certifications so that they can move up and down the salary schedule. And it has definitely helped us um I think Chris can attest to this to actually attract and actually retain some teachers. One teacher resigned a couple of years ago. Now that we have the schedule, he wants to come back, right? Because it was about pay, right? >> So I think that has helped us tremendously. >> Yeah. I I guess I was just thinking in terms of not, you know, I mean want the current teachers to be compensated. I'm just thinking about like additional, you know, like, hey, we need you to go back and take XYZ classes or we need you to go work in this
061this factory for whatever. So, like there needs to be additional, not just from the pay schedule. >> Yeah, I think there's additional support for uh whether it's continuing education, alternative certifications. Um we've had reimbursement, tuition reimbursement, especially for those high needs, you know, areas. Okay. Um, we're definitely coming up with those incentives. >> Thanks. That's all the questions I have. >> Absolutely. Any any other questions? >> Any other questions? >> The only other thing um besides the uh additions in the course or the additions, eliminations, and revisions. There is also a graduation requirement change associated with uh the health sciences pathway. Um currently biology is a graduation requirement um for the school district. There will be alternative opportunities to uh take project lead the way bi biomed sciences instead of biology to satisfy that requirement.
062Um we looked at that. We all feel very comfortable. Even the prior science biology teacher feels comfortable with that. Um because it will accelerate learning for our students. >> Those students would typically take more than two years of science anyway. Correct. >> Many of them are probably taking five, six, seven. They're doubling up. So we're looking for ways to maximize the time they have with us so that they can get farther within to those capstone classes. Thank you. And our last presentation and why we have so many in attendance this evening, it's our annual strategic planning um update presentation. Um, so just before we have our teams come up, each year in May, we give a progress update to the board of education as to what we accomplished that year. And then there's an there's
063a action item associated with it with what we're recommending be operationalized, what continue in progress, and potentially what gets adopted. So last May the board took action and then after that I worked with the principles and assistant superintendent to ensure every action plan that was approved to be in progress had leader administrators associated and attached to it. Um and then we meet regularly throughout the school year. And what you're hearing tonight is the progress overview. Um, you also have the documents within the action item that has more thorough bullet points of everything. So, you'll see the highlights this evening. So, we will go ahead and get started. I can start us off. So, is the is the clicker working? So just a little background because I'll also give the timeline for the future. So um
064ational structure, attendance and academics and district resources. So then in the fall of 2022 um we had our action planning teams that came together and created action plans associated with each of those areas. And then that came to the board of education in December of 2022 for adoption and then we kicked it off the next spring with the work in the spring of 2023. So currently these are the action plans that are in progress for the 2526 school year that the board approved either to adopt last May or to continue on with progress. So we're going to go through these just in order. So, I will invite our leaders for 1.2 to come up first. Um, Shelley Clark and Patrick O'Neal. So, I want to introduce our action plan that we're going to be uh
065going into a little bit more today. Um the specific result that we'll be looking for throughout this action plan is establishing organizational procedures which are inclusive of all stakeholder groups and work to address current practices which result in disproportionate negative outcomes based on the race and culture of the student. Um and a lot of this centered around uh identifying um inequity audit for our district. >> Okay. So um we gave surveys to schools that have done equity audits um to see what the recommended companies will be. Curriculum management services um CMSI was the most recommended um company. We reached out to them um and spoke with their team about their proposal. Their proposal was about $74,000 $74,200. um and their audit would cover policies, practices, curriculum, climate, culture, and assessment systems. Um we currently have
066data systems that can address these areas. So, we found it fiscally irresponsible to spend um money on data that we already currently have access to. There have been additional um positions and revisions for current job descriptions to place focus and equity and inclusion. Um we also have student discussion forums on school culture climate um that we continue to run through the superintendent student advisory group and student climate and culture groups at each campus. Um and we consider this action plan operationalized. >> So our next steps for this action plan um and we just because we want to take this um internally we do we do take this very seriously. Um it is however that we have such a wealth of data um available to us through um Infinite Campus, our panorama, our student analytics, um
067the surveys we deliver our students um that we're able to analyze this internally and and we have been doing so over the past few years that we've had access to those systems. Uh we seek to operationalize that and make it a more routine process. Um going forward, um we will also be partnering with our school and equity teams to educate students on bias and cultural competency uh with a plan to bring this into our flex time um following next year. So throughout this year creating adapting those student facing lessons um with plans to deliver that the following year. Um and then for for action step five um part of the um action plan is to review our work on this year-over-year. We want to make this a routine process in terms of us bringing this
068to the curriculum council um to recommend any changes, overview the data that we're going to be uh re routinely uh reviewing each summer um and uh making sure that this is uh continued work for us going forward. to see if there's any questions about >> So what what are we once the data is collected? What are we doing with the data? What's the is it going to be a whole year of just collecting data or are we going to be doing a post-mortem of last year's data to kind of get information? The plan is to do a postmortem of the previous year's data. And so this is going to be something that we're going to be starting this summer um with the plan to um present to the first CCC of the year. And so
069that's going to be able to gear our plans throughout the year as we're working through, you know, creating new curriculum um instructional practices, things that we we talk about regularly. The data that we review during uh from from the previous year should be used to guide those thoughts going forward. and and we want to make that a regular process. So that's on our forefront. That's our first meeting every year. >> That meeting takes place in >> September the first Thursday >> and then it would be an annual presentation every September. >> So from from that September meeting, here's the data, here are the trends we're seeing, we are going to create an action. Okay. >> Thank you. Thanks. >> Our next team is action plan 1.5. Um, and that is Dr. Hackne, Mr. Lock, Dr.
070Markham, and Dr. Riley. >> All right. Good evening everyone. uh you hear from us quite a bit so I don't want to take too much of your time tonight but just to review action plan 1.5 specific result talks about inclusive and restorative practices within the school district uh we've been spending a lot of time on this and made a lot of progress so we're happy to share that today go ahead Mammoon uh so just to over an overview of some of the work that we've made some of the progress we made uh a lot of this has been going on for three years uh so our parent teacher advisory committee is a key component of this action step. Uh we meet with them annually. We've updated that process uh quite a bit over the last
071few years. We've incorporated data reviews now during both semesters uh to help drive those conversations and it's been very very positive for us and brought some positive change into schools. Uh we we are recommending after this year that this action plan is operationalized. We feel like the procedures and the processes are in place to continue to to grow. The work's never done in this area. Um, but it's it we feel like we've developed those processes in a way where now we're just going through it on an annual basis, responding to to the challenges that we have and and and trying to create better outcomes for our students. The one action step that we haven't completed in 1.5 uh aligns with some of the work that you'll hear about in 2.2 uh and so we're going
072to we're going to combine efforts with our 2.2 team to review additional programming to support our students uh after the 2627 school year. So upon approval, this will be moved that action step seven will be moved to um action plan 2.2. So we wouldn't um lose that and it would become that body of work and that's where the progress would be. Any questions for 1.5? >> All right. Thank you. I can talk to that. >> Um there was Miss Stiff did have a question about the microaggressions form. The microaggressions form the anom anonymous reporting mechanism is in place. Um it stays in place. It's also loca it's located um we changed the placement of it so that staff could more easily find it. Um, and then when that comes in, it goes to the principles,
073the um, superintendent, the assistant superintendent. Um, and so we all get it and then we determine how to investigate and how to respond to that complaint. We, um, do not get a lot of submissions, but we do remind staff of it at the start of every school year. Um, and that is something we plan to keep in place. Um action plan 2.2 is large and it has um two different portions of it. It has a special services as well as a multi-ingual um services side. Um I believe yes we are starting with our multilingual. So we'll go ahead and we'll turn it over to um our team. >> Thank you. Hi. So, um, one of the reasons why we have this split is because with 2.2 split between multilingual and special education, 26% of our
074students are, um, English language learners. So, that's one of the reasons. And our specific result is to provide supportive programming that improves success for all students subgroups to increase graduation rates and post-secary success. >> Good evening. Um can you go to the next slide? Thank you. Um so we are going to continue to develop our multilingual program using the data that we've collected back in 2023 24 um to help refine our instruction and strengthen support for our multilingual learners. Um and to better meet the academic needs of our multilingual students, the multilingual instructional leadership team was established this year and there um a lot of the things that they did were meet monthly to review data, analyze learning pathways and to ensure data-driven decisions that are aligned to our students needs. Um also multilingual coordinators
075were added at both campuses. Ariana Faras is going to be at West and I, Mariel Diaz, will be at Central. And our goal is to support the SCOP imple or the implementation of SCOP to strengthen instructional coaching and to expand professional learning. Um, we're also gathering preliminary data throughout um by conducting walkthroughs and teacher surveys to help build relationships and guide the development of our multilingual MTSS um that will hopefully be aligned um with AVID and instructional norms. Additionally, during SIP days, a literacybased ESL curriculum was developed in collaboration with our CTE staff to ensure rigorous relevant learning for our students. Um, family engagement is going to continue to be a priority through BPAC and the Alansa de Padres's workshops focused on post-secary success. Um and then the Excel program is going to provide or
076continue to provide credit recovery for juniors and seniors while a new CTE connect connected newcomer literacy um course is going to support targeted instruction and career pathways for our newly arrived students. Thank you. >> Hello everybody. We wanted to include this data there for you. Uh this is uh part of uh um our uh partnership with ECRA, part of the uh EEL uh consortium. And this data, I want you to just hone in on the on the green and blue because it really does uh um highlight growth for our students. How this is different u is that this is growth as it is compared to other districts around the state that are part of the ECRA consortium. And so when you look at our um when you're looking at that data, it is a testament
077to the work that this strategic plan has supported. Um it also highlights how um the need for structures and supports that we have put in place um um was necessary and the some of the new additions that Marbel is highlighting um will be vital and pivotal in in making sure that some of those yellow and uh red ones are addressed as well. You hit the >> Thank you. So, as Marbel was saying, we do have the addition of the multilingual coordinators who are going to focus more on that articulation process as well as the MTSS process for those students that are struggling within our program. But we feel pretty confident that we uh that we are going to make some strides in the next couple years. Uh we are recommending to keep this uh plan
078in progress. uh we will continue to do our our parenting programming as well as our professional development for for our teachers and then as we typically do with our ILT we will continue to address any needs within our program. Any questions? >> Yes. Any questions? >> Nice job. The next portion of this is our special um services portion. Um and Mrs. McDonald is going to uh provide an overview. So this um as um Susie alluded to, this is a very um large action plan um for serving not only our special ed students but our multilingual students. And just pointing out that um our district, we're at about 14% um of our students that are identified as needing special education services. Um and then I would say about 240 students um are duly identified with with
079as multilingual learners that need special ed services. So it is a very shared partnership um um in serving the students here at JT. So, um, some highlights and I'm gonna have to move closer because that's really small print. Um, that's really small. So, some highlights for this year and and just my active involvement um with working with special education, the special education team for the last four years. Um, this year we had a lot we had some wins. Um we um rolled out our formal consult model at both campuses where at the sophomore level where we were um students were um their uh continuum of services shifted from co-taught to consult um and at um for 10th grade um and what we received feedback from our students and also from our teachers that the the
080student perception is that the students see it very valuable. they they appreciate working um individually with the teachers. Um the data that we've received um it shows is very favorable as well. Our students are doing well. Um with that with that support removed from the actual classroom, but they're receiving it in that um in that consult model. Um we um we actually um that was a big highlight. Um another thing is that we rolled out at the pathways campus um uh using an online credit recovery program through subjects. So looking at the success with our multilingual learners um we provided it with our special ed students at uh pathways and what we found is that it's very difficult to um when students um don't come to school every day and for teachers to engage them
081in the day-to-day lessons. So, if I'm a sophomore and I and I have to still take um my freshman English class, um we we found that it's easier to engage and students on an online program where they have where they can experience success. So, if I'm here on Monday, I engage in the learning with a teacher in the classroom on English one, but if I'm absent the next two days, it's hard for a student to jump back in. But with this program, um, with the teacher in the classroom, they pick up right where they left off, and that's hard to do in a traditional class. So, we we've tried that. We've seen success. We've we've um had our students um earn credit. So, those are two big highlights. Um, another continuation this summer is we're
082taking another team of teachers um to Tampa to get trained um on um the this on a with AVID. Um so that way we will be pushing out the consult model um into next year. So some really big wins um for our um our special education teachers um and teacher leaders. So that's something that we'll be looking forward to this summer. Um again um and then working with um our curriculum director for math and curriculum director for English. Um bringing clarity to our in our core content areas in English and math. Um so um and then um planning a lot of professional development for next year. Um so that things that I've brought to the board with um really with our um return on investment um data analysis bringing that lens onto the co-eing model.
083Um so we'll be providing professional development to all administrators this summer on co-eing and STI. And then we'll be providing professional development to our special education um educators and our and our co-eing pairs into next year um to to refine those practices. And then really um really um hoping to bring some um some needed stability to the special ed team moving into next school year. So again, um for next steps, um we're we're going into our audit, our sec cyclical audit for next year. Um we will move into that programmatic reviews. Part of it is what 1.5 shared um the special education team will own that that stra that um component um and work on it for hope to bring to board and for implementation for 2728 school year. >> Thank you. >> Would also
084recommending >> that this stays in progress for 2627. Are there any questions about this action plan? >> When's the cyclical audit scheduled? Is it are you guys on cycle for next year? >> Yes. >> We already met with the IEP managers to go walk through the whole rubric. Um our our incoming executive director met with them and myself, so we are familiar what to expect. um she went through that just recently. So she um has some resources for us to navigate and what we learn is whatever you learn is then what you adjust or you address. >> Any other questions? Thank you. Our next action team is um 2.4. This is another large team. I don't know if everybody is Everybody is coming up and so I will turn it over to them. >> We
085always show up. >> Uh action plan 2.4 four focuses on building aligned uh social, emotional, behavioral and academic uh systems uh to ensure a successful transition um for our eighth grade students as they come and join us here at Dolott Central and Juliet West. um kind of over the years that we've been working through this plan, we've evolved from kind of isolated events uh to a more cohesive and year-long um we like to call it onboarding program for our uh for our freshman students as they transition from from their feeders into uh our schools. Um next slide. I'm just going to keep going. um uh onboarding begins, uh kind of through our feeder school visits really early in the year in their eighth grade, um in their eighth grade, uh careers. So like it starts
086almost right away getting them uh into our programs um having conversations with our student with our future students about uh their programs and programs of study, about classes and electives that we offer. really starting to get that excitement and engagement into um into being a high school student here at JT. Um you'll have to excuse me, Diane, show the way. I I see kids using using their phones for their notes. Um and I realize I am not a kid. Um uh onboarding begins early through uh feeder school visits. um January experiences. We want to build awareness, excitement, and early academic planning. Um that's a big part for our students and families. Um we do have signature events. Um our Steelman Tiger Showcase um and academic open house provide both uh engagement and personalized pathway uh
087guidance, ensuring students and families make informed decisions from the start. Uh thank you. Move next slide. Um kind of uh in the spring, summer and start of the year. Um these supports uh ensure continuity through registration which is a big part of what we what we're doing actually right now. Um getting our students properly registered into school. Uh family engagement and orientation, reducing barriers, and strengthening those connections to school from day one. Um this creates uh kind of one of the terms we like to use is a continuous pipeline of supports um from their eighth grade programs and from their feeders into our into our schools. Um all the way from their eighth from those early eighth grade experiences into their freshman year and beyond. um reinforcing uh belonging uh readiness um and certainly access
088to opportunities um knowledge of those opportunities is really the beginning of access to those opportunities and that's something that we really do focus on um in this uh onboarding program. Uh next slide. Um kind of our next steps. Uh we continue to align our structures um including all of our departments. A lot of departments you you'll see here um we'll talk about here including counseling um behavioral supports, multilingual services, athletics and activities. All of these departments are really part of um part of the onboarding process and part of that transition. um successful transition along all of those uh facets, social, emotional, behavioral, and academic as they move from um their from being a 13-year-old eighth grader to kind of being our 18-year-old graduates. Um the uh in addition to that, um part of this action
089plan is also about communication and collaboration with our feeder schools. Um, and that is a big part of putting all of these things together. And that's all of our feeder schools. Um, certainly our larger ones, District 86 and Troy, um, and District 86 with all the individual buildings. Um, it really has taken a lot of work um, with a lot of the district people to really not only ensure that we have that level of collaboration, we are kind of welcome into their buildings and they're really part of that transition process. And that's kind of a big part of that including um uh transfer of data and transfer of those materials, transfer of uh testing materials and uh things for proper placement. Um IEP uh IEPs and and uh EL uh information. All of that and
090all of those groups are part of this transition and part of making sure that every student is ready for um is ready and excited about coming to JT. Um that being said with all of this I don't know anything to add agree >> of course not um anything to add they're very good notes small small font um >> when we were talking um as a team and we were preparing and sort of closing out the progress that occurred um with this over the last couple years. We talked about that we are recommending this is operationalized and going back to I think it was the 1.5 group. You're never done with this type of work. You're always looking to enhance it, improve it and tweak and just tweak it to make those improvements. But what we
091wanted to start off and the work that has been done, it's it's that like tier one. What do we do for all students? like and then then as we move forward, okay, what do we need to do for this group of students or this group of students or for a individual students? But where we think this action plan got us is okay, counselors go out twice a year. This is when we're going to do the showcase because of the timeline. This is when we're going to look at test scores. This is when we're going to have this meeting. So, it's that calendar of events of what adults are doing to support the students and families for when they're coming in and and what we've seen is, you know, those those showcase nights are very well
092attended. Um, you know, it's it's hard to get through the hallways. instilling pride in making sure that we're having our students from uh their clubs and activities and sports teams, recruiting students to, you know, not only in the curricular side, but the extracurricular side. And so there's a lot of moving pieces in here. Um, but we'll look to continue to improve it, but this is basically a highlight of what that year and a half to two years of calendar looks like for that onboarding of what adults are doing and what um, students and families are doing or invited to. And it's really I just want to say thank you for the hard work done in this area. >> Any questions? No, I do want to um comment. I happened to be at a feeder school
093recently in kind of the parent waiting area and saw the posters that you guys made that are both in Spanish and English that have both of your contact information. It's like class of 2030. Here's what you need to do. There's it's really bulleted. It's well done. So, good work in getting into the schools, but then also having like the materials right there and ready for for parents. It's where the kids come in every morning. So, as the eighth graders come in, they get to see it. as parents are sitting there waiting to pick up their kid or whatever, it's right there. I'm like, "Hey, JTHs, nice job." So, nice job, guys. >> Thank you. >> 3.1, which has a lot of work associated with what the team just talked about, but I would say it's
094once they get here, what are we doing with them? Um, and it is a very large action plan. So, not to steal their thunder, but we are not recommending it's operationalized, there's more work to do. Um, but we are making steady progress. >> All right. So, action plan 3.1 is um ambitious just like 2.2 is large, 3.1 is ambitious. So, um it's what we do. It's what what what high schools are for is to prepare students for their um their life after high school, college and and career preparedness. So, since we had the pleasure of updating you all in December, I'm just going to highlight the highlight highlights, the very top ones. We have finished our college and career website. So, if you go to the district website, you'll now see that it encompasses more
095information uh to a bigger group of our students to make sure we're really getting all career pathways focused on. And we also had monthly FAFSA events this second semester uh switching campuses each month. Those were especially beneficial to our students um who needed language support because we had quite a few families that came out and wanted some support in Spanish. So those were very well attended events and those are going to continue on next year. >> Good evening everyone. So the next steps, next slide please. The next steps is is that we want to take all of the things all the work we've done and build that into our flex time that will be created um a year from now. Um so we already began to work on some of that stuff. One thing that
096we be we are currently working on is our sophomore year lessons which will still be delivered through content. Um again will be also moved through flex time. U we also want to strengthen our collaboration between special services and our bilingual programs here u because we don't want to make sure we want to make sure that we're not leaving students out. And then lastly we want to uh increase the development of our personalized plans. right now that is already uh in progress and and visible in school links, but we want to make sure we get the word out and people are using them more thoroughly. Um we recommend that this action this um action plan remain in progress continuing to next year. >> Any questions? You guys are wonderful. Thank you. Good evening again. Um Sha,
097Mr. Halahan and I are the owners of action plan 3.2 which is a part of strategy three which focuses on sp supporting the whole student. Um but we specifically focus on the result of gaining or increasing our attendance rate to 90%. This year um you can click to the next slide. This year uh as we shared during the summer we implemented two major things that I want to highlight which was the support student support table in the morning and c each campus students who are late to school are greeted by members of our administration. We do want to thank uh both our building and district administrators for serving time during those hours uh first and second period every single day. Um yes, thank you. We appreciate your time and dedication to it. Um, it served
098to benefit us greatly. Um, our students um, didn't enjoy the conversations at the beginning of the school year, but to see their progress as the school year went on. Um, it was a heavy undertaking, but definitely necessary. Um, the second thing I want to highlight is the implementation at the W West campus. Uh we piloted our tardy sweeps uh for uh students who are not in class by time the bell rings are sent to the auditorium and escorted to class um by one of our teachers uh or administrators or security during uh during the school day specifically focusing on our lunch periods. Um next year Central will adopt this process um amongst their construction but they will adopt the process for next year. Um and we are working with them in creating the the plan
099for that. So next steps for action plan 32. Um we've discussed this before everything we do impacts attendance. um a nice buildings, beautiful facilities, opportunities for um you know these classes that we offer, connection to postsecary, the giving students a why and a motivation for to why they want to come every day. So our first you know uh plan here is to continue to implement the things that you've been hearing more about today because the better we do those things, the more likely we are to get students to uh to want to come to school. Uh we're also going to refine our system for tracking and following up on period and partday absences. That has been a focus. Uh but it will continue to be with a more narrow focus and utilizing some different reports
100to uh expand the scope of those interventions and conversations with students uh back to the classroom teacher as well as administrators and deans. So everyone is involved in in ensuring that those students are in class and if they're not following up about uh why they were not and then um as was already mentioned continuing to implement the support table which we've had success with at both campus and then the expansion of the tardy sweeps as Takara mentioned to central uh just because of the data that they they've seen uh shows how well that is working as well as anecdotally from their staff how much they appreciate how well that's going. So, and then our recommendation is to uh keep this action plan in progress heading into next year. >> Any any questions? >> Are we
101are we do we have preliminary data to see like the improvements or >> I was actually like I look at it often. I was actually looking at it a little while ago. uh the the challenge we have is the with the formula that the uh we still have not been able to identify a way in our systems to replicate the the way that the state tracks uh chronic absenteeism which is each period accumulates. So that is along with refining the system for tracking those period and partday absences. We're going to continue to look for a way to do that because it is a challenge that we want to address is being able to see in real time how are we doing. Um Panorama provides that and last year we were very optimistic because pan what
102panorama provides showed growth and then we got the numbers from the state and it didn't match. So we're still working on trying to figure out a way to do that. >> What we are going to do um is we're moving the annual um attendance presentation and it will include tardy data too. um into the July presentations. Um if you remember, we were doing some presentations like updates in December. It makes sense to do it at the end of the year. What did we see this year? Um so we do have data um as to the pilot at West. Um you can see um the tardies in comparison to the year before. Um, but then too, we'll be able to move forward and have that annual presentation each summer to really see where we're at. Um,
103and hopefully see us trend in, um, an upward, uh, you know, sort of line. We need to keep talking to our parents, to our community. Um because I know you've heard me say it before, we have wonderful programs and we can control things to a certain extent when kids are here with us, but what we can't control is who is walking to school and getting on the bus or going to school. And so what we're focusing on right now is okay, you get here, student support table. So you get here, if you're not on time, intervention for that. um you get here, we need you to go to class on time. So that's where we've sort of um put our energy right now um because as um Mr. Halahan said, our data last year really
104remained like the same in comparison. So um we will share that data um what it's showing on our state report card. Um the report card is changing. Student attendance is still a component of it. They renamed it. It's still chronic absenteeism. I I have to learn the new name. It can help you. It can't hurt you, but it's still something we're going to track. So, we'll make sure we incorporate it. Thank you. 3.4 is Dr. Riley, Dr. Hack Hackne, and Mr. O'Neal. >> Good evening. So this action plan is focused on grading and as we all know grading is very personal. Uh for everyone who's gone to school uh you've been assigned grades and and have dealt with grades at some point in our lives. And so um because of that we all have different
105views and ideas about what that should and could look like. Uh and so something that our team has wanted to be very clear about is this action plan uh is focused on educating staff on equitable grading practices and implementing equitable grading practices schoolwide. Um, and equitable grading practices is a discipline that has a large body of research. Um, and so there are very specific things in terms of what it means to implement equity based grading. And so because of that, we've tried to be intentional about how we're rolling this out. Um, and so for for this uh particular year, what we did is we wanted to kind of get a baseline of where we're at. And so we worked with our instructional coaches. We worked with our curriculum directors and we created a a survey
106essentially to reach out to staff um who are on our instructional leadership teams to give us feedback on what we're currently doing and how we can get tighter and come closer together uh for the 2627 school year in terms of again that baseline of where we're currently at. Um, we got some really good feedback and so there's some things moving into already for next year that we're able to get closer on. Uh, for example, like remediation timelines, uh, late work guidance, things like that. And so, um, that's kind of where we're at for 2627. I'm going to hand it over to Mr. O'Neal to talk about next steps. >> Hi. So, um, as Dr. Dr. Hagney mentioned um grading is a very personal process for many of our teachers staff um and so a big
107challenge or a big step forward that we need to make is generating buyin. We need to make sure that our staff are well educated on this topic so that they can administer it in their classes and we need to make sure they're on board. um rolling out any largecale plan in any school um heavily relies on on that buyin process. And so the the first step in that we are going to be establishing a committee um that's representative of our our teachers, administrators um and instructional coaches. Um further evaluating those grading practices um planning for staff development on equitable grading practices. further researching um based on those those books by Feldman um Shimmer um and then planning for um learning for our parents and families um to make sure that they're well equipped to understand
108um a a change in the grading policy um because grading needs to be able to um showcase how a student's doing in class to families as much as it does their students. So, we're the recommendation is this stays in progress for for next year. Um, and we continue ensuring well and we do have some things in place. Um, and we've had some things in place and I I recently got to meet and I'm not going to name who was at the meeting. Um, but in this arena, we're in a better place than than some districts are in many district districts. um with our common curriculum, common assessments, common um practices that we've put forward with summitive informative um and really establishing that this year will get us to hopefully the next place where we can
109have those indepth discussions about what next and what what can we do to ensure that our grades are representative of what a student knows um and is able to demonstrate, right? Um and so we're continuing to go to summits and symposiums to see what other schools are doing as well. Um this continues to be an area that um every school grapples with. Um and so we're not in a bad place, but our goal is to get into a better place. >> I have a question. Um, what type of equitable grading practices are you talking about? Because that could mean many things. So, I don't know, is there a particular practice that you're following or you want to follow? Um, and like what you're doing now, like you know, I guess what are you doing now?
110Because two teachers can grade the same test and be off by a point or two. >> Um, so I'm just What do you mean by equitable grading practices? >> Yeah. So, um, Carla mentioned that we we do a lot of things really great in terms of having common assessments, right? Um, having, you know, systems in terms of our 8020. Um, but systems only go so far in terms of grading because it comes down to how a teacher is delivering it within their classroom. Currently, what we put into place, um, we have remediation built into our built into our, um, all of our content areas. All teachers know the expectation. and it's firmly in place that um how teachers should be delivering that. Um so that's a big win. We have our academic integrity process which
111is restorative and built in for students so that they have opportunities to um be graded for mastery rather than for compliance if there's any opportunities for them to uh you know retake any of those processes or any of those exams or assessments. Um, I would say where we are aiming, um, we're we're still working on that a little bit, right? We want to make sure that we have something that is not only palatable for our staff and students and our our families, um, but it is um, equitable. We make sure that all of our students have um, opportunities to um, show their mastery multiple times based on standards within the classes that they're uh, that they're taking. um and making sure that all students uh kind of have a fair shake at the classes that
112they're taking. >> Is there a grading model you're looking at or is it just you're still exploring them all? So, are you talking like um power of zero? Are you talking about standard based grading? I'm just kind of wondering like are you still gathering that data or are you leaning a certain way? Um >> we we are still gathering I'm sorry I didn't mean to cut you off. We we are still gathering that data. some of the research that we're going to be going into. It's we're going to be diving into some books and some learning to make sure and and building that capacity is a big big part of this year. Um, grading for equity, Feldman, um, grading inside out by Tom Shimmer are going to be two pieces that we're going to be
113researching to develop. Um, Shimmer highlights standardsbased grading, which is absolutely an option, but a very large shift in grading for high schools. Um, so like and when I mentioned palatable, right? That's one of the considerations we have to make. Grading for equity, there's pieces in there that are are much more so, but it you have to go through and and pick out what's what's going to work for the community. >> The But to your specific question, like the power of zero is something we have been talking about that we continue to talk about and that we recently talked about. Um, so that is absolutely an area um to continue to delve into. Um, and you can imagine with the hundreds of staff members we have um everybody's in a different place with that. And so
114that's where the research, the you know the the professional development, the understanding um because the buyin is is essential um to make sure we're understanding and implementing things in the same way. Does it did we answer all your questions? >> Yes. >> Okay. It's it's this is a um one of probably the hardest areas um in education to talk through because everyone has their own experience >> and um and it worked for them or they felt a certain way about how they were graded. So they either do that or they don't do that based on that experience. and and so it this is a big undertaking and that's why we when we looked at these steps we're taking them sort of in order um and saying these two steps are what we can do very
115well this year and then we're going to add this step on um and so the goal is to have those refined procedures and guidance um but that there's buyin when we do that from our instructional leadership teams to make sure that it's implemented Ed with fidelity which also goes to your equity question. >> Yes. >> Thank you. >> 4.1 Dr. Hampton and Mrs. McDonald. So, you're going to find that um the two um steps in this one really don't match at all. Um so, um what we found is that there was a lot like like what um what J.R. said, you know, that it's they're a lot, you know, it's just there was a lot in regards to what people brought when we worked on the action plans and and there was a lot of
116respect for um different views and different ideas that we didn't want to release them. So, we kept them part um within strategy 4.1. So, I'll I'll briefly Sorry, I was trying to click um I I went over this already. So this is where the the pathway work came out of uh was part of it. So there was two parts about um analyzing student interest about alternative um core classes and then elective classes. So that's where we leveraged the student analytics. We brought that focus to CCC this past year um and that's driving our work actually for the next couple years um with CCC. Go back. >> Hey, one more. >> Forward. One more. >> Two. >> There you go. Uh, the second part of 4.1 um essentially is the implementation of a a school-based health
117center. Um and essentially we started that process um to provide uh health services for our students. Uh we have a strong partnership with VNA, a community-based healthc care uh company. Um we actually as administration uh visited East Aurora. They have a uh a facility there. Um great facility. Um great opportunities for actually students and staff. Um the issue is it's um state funded. Um so we are essentially waiting in that holding pattern right now until it's actually funded. Um we have identified a space. Um the infrastructure is in place. It's actually in the new link edition at uh central. Um so we are ready to go when they are ready to go. Um Dr. Guzman and I we've been in just recent uh conversation. Um I know the representatives were in Springfield because it's budget
118season trying to obtain funding. Um so we in fact I think we meet next week or the week after um to get an update there. But we continue to uh partner with local health organizations to provide uh health services for our students. Um recommendation is to operate operationalize for the 26 27 school year. Any questions? >> Thank you. >> And last but certainly not least um 4.3 which is our new school day committee which as you know a lot of work was accomplished this year. Um so they will provide some highlights. >> Yes. the most exciting action plan for last which is a new school day structure that provide pro provides f flexible scheduling options for our students. Mimmude for the next slide. So we had a we had a very productive year of course
119we approved a new teacher contract and for in the 2728 school year we will have a new school day structure which is extremely exciting and going to meet the needs of our students. We immediately got to work with a huge committee with flex time. 70 people showed up for three three-hour meetings to really get to work. So, we have a structure that we've agreed upon. We have um priorities, we have a menu, and we have a plan for summer and next year's planning because it's going to be a big undertaking. Of course, an infinite campus. These kids need to be scheduled because every student will be scheduled and have a specific location they need to go to and they will be take attendance in those locations. So, we had a really great year in 4.3.
120Next year we're going to be planning and communicating and uh we for that reason we will stay in progress and we can't wait to implement >> planning and communicate. >> Yep. >> Do you have any questions for 4.3? >> So Mmood if you could go to the next slide. So to just sum up um as we bring this presentation to a closure um we have the action plans that we are recommending tonight be operationalized and that's 1.5 2.4 and 4.1. We have action plans that were already operationalized last year. So you can see um the progress we're making um with our plan. And then the last section on this slide is the are the action plans we're recommending to stay in progress. Um and and just to point out 4.3, 3.1, um you know, 2.2,
121these are huge action plans that include a lot of steps, a lot of moving parts. Um and so there's a lot of work that has been done, but there's also a lot of work um to be done. So, when we look at um our recommendations for additional RA action plans, um I'm recommending that no additional action plans be um adopted going into next year because we need to stay focused on um preparing for the new school day um and finishing up the things we're already working on. Um, and I think if we we adopted anything else, it would distract and take our focus away for where our focus needs to be. Additionally, um, we have our new cell phone policy that we're going to be implementing. We're expanding um, the tardy uh, sort of plan
122for both schools. We're continuing on with our student support tables. So when we were really looking at this as a team um like we want to make sure the things that we're doing we continue to do very well and enhance upon before we adopt anything else. Um, and so then if we go to just our strategic planning timeline, which is our next slide, the 202627 work would continue on that list of action plans that we're recommending stay in progress, but then next May, that's really the conclusion of work that h will have been done before we enter in strategic planning again because our strategic plan is a five-year plan. The current plan was adopted in 2022. So, we would be starting the strategic planning process again. So, next summer, we would go into strategic planning
123with a large team again. And during that year, you're actually still implementing the last year of your plan while you're creating the next plan. Um so you're you're always working um on the direction that was approved by the board. We have already reached out to our previous um facilitator um to uh see if this work is something she's still doing. She is um she gave us some new data books and some updated documents that we're looking at considering um for use. So um sooner rather than later um I will be bringing a recommendation um to the board for our continued facilitation. We feel like the process um that we used in the last um cycle worked very well um and was facilitated well and it is the progress we've used for many years with a
124little bit of tweaks. Um and so then in December of 2027, the school board would have a new strategic plan to consider with um progress and and how we're going to move forward um starting on that plan in May of 2028. Um so again, we're doing a lot right now, but we're really proud of the work that's been accomplished. Um, and we appreciate the board's direction through the strategic plan and allowing us to stay on focus with the strategic plan so that we can really concentrate on it. Any questions? Again, I want to say thank you to our leadership team. They are the leaders. They bring in a lot of other people to um to complete this work. Um, it takes a village. Um but the leaders are part of that village. So I just
125want to thank you for your hard work on that. Thank you. And that concludes our superintendent reports. All right. We're going to go ahead um after all that awesome discussion uh to action items. Item A, strategic plan progress update and action plan adoption. May I have a motion to approve? >> So moved. Second. >> Any discussion? >> Roll call, please. >> Mrs. >> Yes. >> Dr. Huntington. >> Yes. >> Mr. >> Yes. >> Mrs. >> Yes. >> Action item B. Agreement with Juliet Township High School and involves Inc. NFP. May I have a motion to approve? >> So move. >> Second. >> Any discussion? >> Will we get invited to the uh end of the >> Of course. >> That's one of my favorite summertime options. So thank you. >> Roll call, please. >> Mrs.
126Lynn, >> yes. >> Mrs. >> Yes. >> Dr. Huntington. >> Yes. >> Mr. >> Yes. >> Mrs. D. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Right. um agreement with Joy Township High School and redeemed connection ministries NFP. May I have a motion to approve? >> Second. >> Any discussion? >> Roll call, please. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. D. >> Yes. >> Mr. >> Yes. Item D, update to concussion protocol policy 7305. May I have a motion to approve? >> So moved. >> Second. >> Any discussion? >> I just would like to thank um Kevin Fitzgerald, Steve Milsaps, uh J.R. Randic, and Gabriel Garrett um for their leadership and bringing a robust team together
127to look at our procedures and protocols. Upon approval, this uh procedure will become part of our administrative procedures. Um, and it was really great work that was done. >> Okay. Um, roll call, please. >> Mr. Kennedy, >> yes. >> Mrs. Lynn, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Brown, >> yes. >> Dr. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. >> Yes. >> Action item E, agreement between JHS and Guardian Angel Community Services. May I have a motion to approve? I'll make a motion. >> Second. Any discussion? All right. Roll call, please. >> Mrs. Stick, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Brown, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> All right. Acting item
128F, tax resolution for Elgato. >> I'll make a motion. >> Second. >> Uh, any discussion? Uh yes, in 2019 uh the board of education approved a three-year 50% uh tax abatement. Um the construction uh building construction and related improvements are now completed. Uh so the next step is to instruct the county to abate taxes. So the uh so the recommendation we have is that resolution. The amount is $10,364 each year for three years. Roll call, please. >> Mr. Coffee, >> yes. >> Mrs. Stiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Baron, >> yes. >> Dr. Huntington, >> yes. >> Uh, item G, special education out of district student transportation services. May I have a motion to approve? >> I'll make the motion. Oh,
129>> uh, discussion. >> Uh, yes. Uh, first I would like to thank um the union and Julie Edelman um for their leadership. I know this was a um a tough decision um probably as a union as a district, but over the past six years uh we've rece uh experienced a significant decline in the number of drivers. We've gone from about 140 to 88. And despite the reduction, our current staff continues to provide um exceptional services for our students. However, um the increase of the additional routes um has put us considerable strain and on our staff and operations. So, as a result, we came together to determine it was in our best interest to provide support. Um and that was by outsourcing uh selected specialed transportation routes. Um we've identified 90 students with 17 locations uh
130for outsourcing of our transportation services. Um our current expenditures is about 15 to 18% for these routes um which is between about 1.5 million to 1.8 million annually. So as a result u we place bids we receive four bids. Um after comprehensive review we are recommending First Student Inc. as the vendor for the special ed out of district transportation services. The contract is for two years with a thirdyear option. >> I I do have one question. Are they allowed to use like vans and >> Yes. >> mini buses? Okay. >> Yes. So, um, combination of type A buses, so smaller buses, vans, um, and we would work in collaboration with them to identify which type of vehicle we'll use for those routes. >> It's definitely a cost savings to be able to use vans for
131some of the further routes with one student on it. So, >> correct. >> Great. Thank you. >> You're welcome. >> Roll call, please. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mr. S. >> Yes. Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. >> Yes. Item H, graduation requirement recommendation. May I have a motion? >> So moved. >> Second. >> Any discussion? Roll call, please. >> Mrs. Mayor, >> yes. >> Dr. Huntington, >> yes. >> Mr. >> Yes. >> Mrs. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. >> Yes. Item I, course eliminations one and two. May I have a motion? >> So moved. >> Second. >> Uh, discussion. >> Roll call, please. >> Mrs. L. >> Yes. >> Mrs. >> Yes. >> Dr.
132Huntington. >> Yes. >> Mr. >> Yes. >> Mrs. Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Active action item J1 through 19. May I have a motion to approve? >> So moved. >> Second. Any discussion? Roll call, please. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. >> Yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. St. >> Yes. >> Mr. >> Yes. >> K. 1 through eight. May I have a motion to approve? >> I'll make the motion. >> Second. >> Any discussion? Roll call, please. >> Mr. Kennedy. >> Yes. Mrs. Lynn. >> Yes. >> Mr. >> Yes. >> Mrs. >> Yes. >> Dr. Huntington. >> Yes. >> Mr. Coffee. >> Yes. >> Mr. >> Yes. >> Action item L 2627 non-bargaining wage proposal. May
133I have a motion to approve? >> I'll make the motion. >> Second. >> Discussion. >> Roll call, please. >> Mrs. Smith. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Patrick, >> no. >> Mrs. Lyn, >> yes. >> Mrs. >> Yes. >> Dr. Huntington, >> yes. >> Mr. >> Yes. >> Um, action item M, donations. May I have a motion to approve? >> So, moved. >> Second. >> And, uh, discussion. >> I would like to thank all of our community partners. as I was going through our donation list and there's a lot of them. They are just staple businesses um within our community and a lot of them just uh locally owned and um not all but a lot of them are and you know I appreciate them being a part of the community and
134reaching out and helping us. So some of my favorite places are on this list. >> So it's exciting to see places I visit all the time on here. So, I'd like to thank uh Raising Canes, Mickey's Tire and Service, Honda of Joliet, Joins's uh Slammers, Chicago White Socks, Mr. Sub uh Mr. Submarine, L Steakhouse, Darcy Auto, uh Abree Credit Union, uh Juliet Park District, Babes, Super Cuts, Haunted Trails, um again, Raising Ka, uh Kane's made two donations. um Miss uh Scarcelli and all the JTHs staff staff who uh came together and made a donation and various gifts for that West Decision Day and that's absolutely amazing that our staff um donated like that and to everybody just again all my favorite places are listed on here so thank you for being um a community partner.
135>> Absolutely. >> Thank you. >> Roll call please. >> Mr. Yes, >> Mrs. D. >> Yes, >> Mr. Kennedy. >> Yes, >> Mr. Fitzpatrick. >> Yes, >> Mrs. Lynn. >> Yes, >> Mrs. >> Yes, >> Dr. >> Yes. >> Action item N one through three, second reading of review and monitor board policies, policy 2240. May I have a motion to approve? >> I'll make the motion. >> Second. >> Roll call, please. Oh, just kidding. Discussion. >> Not roll call, please. I promise you, I'm not even in a hurry. Dr. Huntington. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Lynn. >> Yes. >> Mrs. Two and five. >> Uh, yes. There's he um action item O second reading of rewritten board
136policies. Policy 2240 one. >> So move. >> Second. >> All right. Any discussion? Roll call, please. >> Mrs. Mayor, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. >> Yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. >> Yes. >> Action item P, second reading of updated board policies, policy 2240 1-20. May I have a motion to approve? >> I'll make the motion. >> Second. >> Roll call. I'm just kidding. Again, discussion. None. Roll call, please. >> Mrs. Lynn, >> yes. >> Mrs. Brown, >> yes. >> Dr. Huntington, >> yes. >> Mr. >> Yes. >> Mrs. Dick, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Patrick, >> yes. >> All right. Action item Q, personnel reports, policy 530, 5180, 5185, and 5210 1-13. May I
137have a motion to approve? >> So moved. >> Second. Any discussion? >> So, we have one retirement of uh Mr. Wellman, a music teacher. He's uh he's been here a long time. It's a big job. Um congratulations to him. >> Yeah. >> Roll call, please. >> Mr. Patrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. >> Yes. >> Dr. >> Yes. >> Mr. >> Yes. >> Mrs. >> Yes. >> Mr. Yes. >> All right, Dan, please take away uh item R, student discipline recommendation 7190. >> After receiving and deliberating the information contained in the hearing officer's report, the board of education is charged with deciding one, whether or not a policy was violated, two, whether removing the child from his or her learning environment was in the best interest of the school. Three, whether
138the specific duration of the recommended suspension was appropriate or other discipline should have been applied. and four, whether the continued presence in school would either a pose a threat to the safety of other students, staff, or members of the school community, or b substantially disrupt, impede, or interfere with the operation of the school. The board of education must then convene into public session to formally vote on the motion to suspend if suspension is the consensus arrived at during executive session. I make a motion under case number W2526 SH01 to upheld the uphold the suspension. >> Second call. >> Roll call, please. >> Mr. Kennedy, >> abstain. >> Mrs. Lynn, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. >> Yes. >> Dr. Yes, >> Mr. Coffee. >> Yes, >> Mrs. Unfinished business. Do we have
139any? >> All right. New business. Do we have any? >> All right. Board reports. Board reports. >> Yeah. Went to NHS, the beginning of the NHS uh induction because then I jetted down to Central to make it to Ivy night. Uh that was at the same time. Both were really well done. Unfortunately, I didn't get a chance to make West Senior awards this year. I had something come up last minute. Um but I heard that that went off really well as well. So big thank you to all the work that you guys do to honor our students. Um made the top 25 dinner as well. I mean, our kids just blow me away with the things that they're doing in high school. Like I couldn't even imagine doing that stuff in college, let alone the
140stuff that they're doing as 18-year-old kids. So, thank you for all the work that you guys do to offer them those opportunities. >> I too went to the NHS induction at Juliet West and um I I have to say really was studentrun and student led and I was I was pretty impressed with that. Um one of their counselors um Miss Justice was their guest speaker. I thought that was really nice. Um so it was it was a well-run um event. >> Yeah. Any other board reports? Um, just congratulations on another KMS. Uh, I'm sad that the community couldn't get uh be involved this year, but I understand. Um, also congratulations to um, Alonza and their end of the year ceremony and also for the 30th anniversary for the Juliet Township Child Care Center. Um, everybody
141was there from Judge Colette Safford to Vincent Cornelius. Um, just people who have been in the program. I saw people that I graduated with in high school I didn't even know were in the program. Um, their children who are now graduating from JTHs and graduating from college. Um, that was pretty awesome. Um, also I just want to mention I was at Latino Unity Day during some of the events you were talking about. It's actually a couple of days and it was really cool to see so many JTHs um graduates uh they're leading panels and just um and there were all these legislators there and listening to them and their thoughts and a lot of social justice initiatives uh especially by uh Griselda Chavez who graduated from Juliet Central um and she runs um she's the
142something like the director of environmental education services for warehouse workers for justice and she led had a panel there um and brought uh students. So that was really cool. Um so yeah, JTHs kids really getting involved in social justice and environmental initiatives is awesome. >> I attended the retirement reception last week where um our retirees were acknowledged and it was um a very nice and short and sweet event. Carla Le and the CEO Capstone project which was at um Joliet Mall a couple of weeks ago. I attended um to to um check out the students uh projects um in their uh quest to be entrepreneurs. It was really nice as well. >> Spent a lot of money at that too. >> So did I. >> Oh yeah. Um just a couple things to share. First
143of all, I want to congratulate um Erica McGee. Um she was board approved tonight as the district alternative programs and pathways coordinator. So congratulations and welcome Erica. I also want to congratulate J.R. Randic. He was approved um to become the AVAC um transition coordinator going into NEXT YEAR. UM I ALSO uh I was able to attend both um senior awards. They were both fantastic. And I just want to say thank you to all of our donors. Hundreds of thousands of scholarships between the two buildings were um distributed which just makes such a difference. Um so very great great job to our um leadership and counselors for doing all that work. And then also thank you to our donors. Thank you to Tanya and Christine um for helping with the retirement dinner. It was wonderful. Um
144I echo the CEO program and all the money I spent um on that. And then I also just want to do a shout out um to our students as well as our staff who helped our students. Um we I think we placed more students in internships um than any other school this year and it became more competitive because more schools were added. So um I want to say we're close to 35 students um districtwide um and they're competing with more schools now. And so just really proud of our students and thankful for our staff for the support that they're giving to them. to add on to what you just said that um I was talking to the coordinator and she's in one of the positions they had 700 applicants. So the fact that 35 JT
145students were chosen is a big deal. >> That's a lot of competition. >> Thank you for saying that. Yes, I think there was 125 total positions. Um and this is a huge region. So um and thank you to the employers for doing that and obviously the CED for the work that they do. um Kayla and Jaden Jaylen they they um again both alum um and they tag team the um onboarding process for uh the interns for the region um for the county and it was very well attended. So we thank them for their continued work with our students too. >> Thank you. >> Any other Okay, any announcements or public comment? Yes. All right, I'm just going to read this little thing. At this time, members of the public may make comments to the board
146of education on any item concerning the district. Please note, this is not the opportunity or the venue for the board of ed to engage in conversation or provide responses. Um, but we respect and value the information delivered to us during public comment. Your comments should be to the board and all in attendance must conduct themselves with respect and civility towards others. And uh please conclude your comments in three minutes. And can you call our Hello, good evening. My name is Shayla and I would like to read you guys a statement I have prepared. Physics to some kids can feel boring or often times confusing. Formulas and problems on a whiteboard. But going to Six Flags will bring these formulas to life. Bringing back the physics field trip to Six Flags isn't just about the day
147of fun or a day off. It's about making physics fun and understandable. In class, we talk about potential energy and kinetic energy. On a roller coaster, we are able to use that information while on a roller coaster to describe what it feels like to have potential energy in one area and kinetic in the next. When you drop 20 ft, you aren't just reading about gravity, you're experiencing it. Using websites to recreate a simulation is boring. Why have a simulation when you can experience it yourself? A theme park like Six Flags isn't just an amusement park. It's a giant laboratory. It is much easier to remember how different forces work when you felt it pulling you into your seat during a loop. Hands-on learning helps students understand difficult topics faster and remember them longer than a
148standard lecture. A trip to Six Flags proves that physics isn't just for textbooks. It's the reason why the world's machines work. It gets students excited about physics and learning about physics, engineering, and science. Showing them that that career in STEM can just can be just as thriller as a roller coaster. As for the situation of buses, I understand that there aren't enough. But maybe if instead of the bus driver staying at Six Flags and waiting to go back to the school, they can drop us off and do their normal routes at the end of the day and then go pick up the students again. As for paying, students can help pay for the transportation and their tickets so the school only helps to provide for the buses needed. A certain grade requirement should be required
149to go like a C and above and less than 15 cumulative tardies. Physics is the study of motion and there's no better place to see motion in action than Six Flags. Reinstating this trip is an investment in our students academic success in future careers. We move beyond the limitations of a tra traditional classroom and provide students with the memorable high school impact. Understanding the laws of motion, we request your support and bringing back this fun tradition to help inspire the next generation of engineers and scientists through the most engaging experience of the year. And I also would like to add that I did have I do have some petitions. I do have like a petition sign that I have. >> Probably my favorite public comment of all time. >> She did very well. >> Yeah.
150And waited the whole time. Very well. >> Yes. Your patience is amazing also. >> Yes, >> true. >> Um, we just want to say one more time, thank you so much to everyone that uh provided their presentations tonight for the action plans and every all the time and energy and learning and teaching that went into all of that. All right. Anything else? >> All right. >> Make a motion to adjurnn. >> Okay, you can do that. She said second. All right, we're good. Roll call, please. >> Mr. Kennedy. >> Yes.