001That's right. Thank you. You guys are >> Tanya. Sure. I mean, [Music] >> okay, that's great. Are we going to call the meeting to order? We'll call Mr. >> M. Lint here. >> Mr. Graham here. >> Here. >> Dr. Montington >> here. Mr. Coffee >> here. >> Mrs. D >> here. >> Mr. Kennedy >> here. >> Mr. here. >> Please rise for the pledge of >> allegiance. Art time. Right turn. Hello guys. Oh. Oh. I pledge allegiance >> to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Oh, time. forward. Please be seated. Big thank you to our JRC doing a great job with the color guard. like to welcome all of our visitors, many of you in
002person and all those watching comment on any agenda item. M recent agenda. We have a motion to approve or amend. >> Make a motion to amend the consent agenda by removing um the 12 bills from the check register and also um would like to address the correction of the regular board meeting minutes of September 16th. And what is the correction? >> Um the the removal of the 10ear teacher Dan listed as a academy and your teacher. >> Um I reached out to legal counsel and it's fine. >> Yep. >> Okay. >> So do you want to keep that chain keep it as it is then? >> We keep it as it is. >> Okay. But still remove the other items. >> Correct. Thank you. >> Have a second. All right. >> Mr. Kennedy, >> yes.
003>> Mrs. Landon, >> yes. >> Mr. Fatrick, >> yes. >> Mrs. Gar, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Dick, >> yes. >> All right. Do we have a motion to approve the rest? >> Second. Roll call, please. >> Mrs. D, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Barome, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Motion passes. We're going to move on to recognition and awards, which is one of the main reasons why we're here tonight. Turn over to Dr. >> Sure. Um, I know we have our principles who are going to come forward um and do the recognition. This is one of our favorite nights of the year and
004we have to move our board meeting to one of the campuses because of how many students are getting recognized. So, we're very excited to celebrate with your accomplishment. Good evening. Tonight we are honored to recognize our students who excel both on advanced placement exams as well as on the PSAT NMSQT assessment which is the assessment used to recognize National Merit Scholars and Remended Scholars. So we're going to read off names. Students, we ask that when we read your name, please come up from over there on that side. that you can walk across the stage. If you want to stop so your family can take a quick picture, that's great. Stop here to get your certificate and then head down on this side. Okay. We do have the various um award criteria posted there for you
005so that as we're introducing the students, you see uh their amazing accomplishments. So, we appreciate you being here tonight. So I will start with rec uh students who are recognizing from the central campus starting with our AP scholars Almanan, Felix Arcan, Abriel Arianos, Omar Beltran, Alexander Calgaron, Madison Curry, Amber Davis, Emily During Espinosa, James Beagle, Johanna Figureroa, Carly Fostto, Fabian Garcia, Malcolm Green, Aiden Hadley, Shinashi Marquez, Liliana, Cheyenne Mendoza, Delaney Moran, Erica SS, Marjorie Santos, Kayla Stallings, Chloe Vaness, Uriel Vasquez, and Eric Silver. [Applause] And next we have our central students who recognized as AP scholars with honor. Amaya Crowder, [Applause] Terrera Rodriguez, Aiel Lara, Rory O'Hara, Abigail Shriner, Leo Smith, Evelyn Ventura, and Ella Wal. [Applause] And finally, our stealing students who are recognized as AP scholars with distinction. Eric Desai Jalona and Demetrius
006Cortez. [Applause] Now, Miss Parker will recognize her. Joy West. [Applause] >> Good evening. We are super excited this evening to recognize our awesome scholars at Juliet West. We will follow the same procedure. Please enter the stage to my right. Yes, my right. We will acknowledge our students who have earned the title AP scholar. Dishing Arbor, Mia Atkins, Jonathan Barrett, Sydney Barl, Mackenzie Barton, Leslie Combmes, Alia Delgado, Jessica Del Toro, Oliver Emma Philly, John Ferry, Addison Ballard, Fable, Michaela, Galo, Jonathan Hood, Elizabeth Hera, Olivia King, Ava Kennedy, Jennifer Law, Ava Loreni, Cassidy Malloy, Henry Masten, Renzo Mayfield, Aaron Moser, Jana Muhammed, Derek Go, Elijah H, Connie Elena Potakei, excuse me, Isa Dylan Rohan Ringhoffer, Gavin Rodriguez, Sophia Sarapia, Natalie Schustster, Sayia Taylor, April Torres, Sarah Bilamante, Penelopey Wagner, Callaway Walsh, and Ray John Williams. Let's give
007them a hand. [Applause] Let's give them a hand. Our next we are recognizing students who have earned the recognition of AP scholar with honor. We have Christopher Bakis, Connor Bergen, Christina Chow, Bon Craraven, Taylor Greenwood, Giana Harillo, Cara Kabichi, Elizabeth Blank, Julian Lopez, Maline Carol, Andra Mid, Aan Newman, Sierra Rapala, Annayia Robinson, Kevin Robas, Naa Sver, Joyce Seal, Ariel Smith, Elise Steven to Dylan Trainer, Zoe Walsh, Henry Young, and Selena Let's give them a hand. [Applause] Our next category of distinction is AP scholar with distinction. The following students have earned this recognition. Daniel Batista, >> Charlotte, Emily Diaz, James Gibson, Lena Gobani, Ava Alter, Haita Price, Yahara Ramirez, Emma Roberts, Marco Rodriguez, and Noah Tarter. [Applause] The next category are students have already received a recognition on the certificate they received but they've gone above
008and beyond that of those recognized by college board but they've gone on to be recommended through our national merit scholarship program. We have national committee scholars and they are Emma Roberts, Marco Rodriguez, and Dylan Trainer. [Applause] And for the first time during my tenure as principal, I am so elated to announce that we have a national merit scholarship program semi titalist and that is Caleb Price. Awesome. [Applause] to our principles. take five recess to come out and congratulate all of All right, we're going to call the meeting back to order. Uh, next thing on the agenda is superintendent report. So, turn it over. >> Thank you. There's no correspondence for a legislative report this month. Um, we have two presentations. Our first presentation is our essential survey. Um, in addition, we also have an overview
009of the handover culture and climate survey. So, I'm going to ask our principles, um, Sakara Parker and Chad Halham, as well as Diane McDonald to present this information to board. Good evening again. >> Um, as you are aware, this is a an annual u presentation that we give to share the results of our confess essentials survey that is given to students, teachers, parents during the month of February to March each year. The five essential survey is an evidence-based survey created by the University of Chicago. It is mandated by the state of Illinois that we do require the required survey. Um as stated previously, it is administered to teachers, students, and parents optionally. It measures the school's culture and climate and gives us information to focus in on in the areas of improvement. Within this uh
010University of Chicago has designated five specific areas um that they deem to give an indicator of whether a school is poised to make improvements on student outcomes. And those areas are effective leadership, collaborative teachers, ambitious instruction, supportive environment, and involved families. It's important uh for us to look at the results of this survey each and every year um because it does inform our improvement efforts. As stated before, it is a requirement through the state of Illinois that it is given and it is part of our school report card. Currently, it resides in the school quality and student success indicators and accounts for 6.67% 67% of the school summitive designation on the school report card but that is according to the participation of students who participate in the survey. Wanted to give you just a short
011history within the last three years trend data of participation amongst our teachers and staff. I'm sorry, our teachers and students. Um, for the responses from parents to be shared with us, we must meet a participation rate of 20%. Um, and we have not done so um in recent years. Um, our student participation there is a um prerequisite of 50% of our student body to participate in order to earn that that design and for the it to count towards our designation on the school report card. a few areas that we would like to identify um to celebrate. We are not celebrating in the notion that we have um achieved um a specific status but there are areas that we would like to highlight um from the results of our survey but they are still areas that
012we will continue to work in. Uh the first one is student teacher trust and this is what students have reported out in in the survey um both from central and from west. When uh you consider the work that we've done recently with um our efforts in creating a welcoming environment for students um the work that our teachers have put towards returning from the pandemic with establishing relationships with their students um and rebuilding this trust and disengagement um that happened after the pandemic. uh we this is something that we are happy to see in the place that it is but it will continue to be a focus of ours. So when you look at the first uh statement students responded in agree with the affirmative to strongly agree 95 students% of students both at central and
013at west feel safe with the teachers that they're in the school with in the classrooms that they're in. they feel that teachers treat them with respect and they feel comfortable um with them in the classroom. The second area that we wanted to highlight was uh schoolwide future orientation and you consider the work that we've done recently to focus on our college and career readiness, the implementation of our counselor curriculum, uh the new positions of career and college counselor implemented at both campuses. Uh this is an area of highlight as well. So when students were asked about their their interaction with teachers in their schoolwork and its future purpose, uh they were able to answer 85% or higher. Um that they agree and strongly agree that teachers work hard to make sure that they are planning
014for their life after graduation which is very important and we're happy to see those uh indicators from the results of those survey from students. The last area is that of academic press and again this is what students have reported out um regarding their content area the subject area the rigor um of the work that they're completing within their class classes both from central and west above 90% students agree and strongly agree that their teachers expect them to work hard they wanted them to become better thinkers not just memorization of facts but to become critical thinkers and they expect the best of them at all times. >> Hi again. As Miss Parker mentioned when giving an overview of the survey, one of the main purposes of the survey or benefits of the survey I should say
015is that it allows us to identify areas where we need to continue work to improve. So I'm going to highlight a few of those and then we'll close by talking about how we use this data and those improvement efforts. One area we identified as an area we where we can improve this under student peer relationships. As you can see this is reported by students. The first question being uh they report that their peers don't get along very well and at both campuses 44% of the students responded that they agree or strongly disagree with that statement. Um and then second question reporting that their peers treat one another with respect. Higher scores there agree or strongly agree but still not quite where we want them to be. So again, with our efforts in creating respectful environments
016and restorative practices and having high expectations for how we treat one another, uh these are all things that we continue to work on and hope to see continued progress. Another area for improvement is in in teacher safety. It's important to note that uh teachers and instructional pair of professionals are are that's what's mandated by the state who takes this survey. So um when it refers to a teacher, it refers to both of those groups just for your understanding. So in in terms of safety, this is teachers reporting how much each of the following is a problem at their respective schools. As you can see in the areas of physical conflicts among students, disorder in hallways and student disrespect, we have areas we have room to grow there and continue to work to try to do
017better there. We absolutely need our staff to to feel that they are respected, to feel that they're in a safe environment and that students are are held to a high expectation in that regard. Lastly, this is uh about school commitment. The respondent here are the staff, teachers who fill out and parents who fill out the survey. As you can see, the questions are, I usually look forward to working each day at this school, 80 83% there. The two campuses, I wouldn't want to work in any other school, 73 and 67. then I would recommend that school parents seek to be a place for their child. While these numbers aren't low, they are certainly not where we would like them to be. We hope that all all of our families, excuse me, all of our staff
018are proud and want to work each day and they see it as a place where they would be happy to have their students go to school. So, um, again, these are areas that we will look at, um, have continue to have conversations with staff, uh, to try to delve deeper into some of the things that are causing these numbers to not be as high as we would like, and and then make plans to try to improve in these areas, which takes me to the last slide I have from five essentials. How are we using the results? Um, as you can see, who are building leadership teams? Sparkler and I share this report as soon as we get it in the summer and our teams begin looking it over and begin highlighting what we see there
019and what we can do better as well as what we can celebrate. uh last year when we did this presentation which I believe was the first time we went into some depth about uh efforts we're taking on both campuses to make sure there's open lines of communication and um a collaborative effort among staff and administrators uh to build a stronger culture and climate at our campuses at the central campus we call the culture and climate team and at the west campus as well the tiger staff leadership council um we continue to have those groups groups at our respective campuses. Uh there's representation uh from all areas. It's not just teachers and or certified staff. We invite all all staff to be a part of that because we know everyone plays an important role in creating
020a positive culture and climate uh for our students and for one another. So um proud of the work that we're doing there. uh did this last year after these these are results and I plan to do it again is to then take some this data to those groups and delve deeper into it and hear directly from staff their perceptions about why some of these numbers are where they are and what we might be able to do to get better. Any questions about the five essentials before we turn it over to McDonald for the candle? [Music] >> Good evening. Um I I wanted to this year we we We wanted to bring in our work with handover. We've been working with handover for a long period of time. We have a very strong relationship with um
021this research company. Um I meet with them almost on a monthly basis and sometimes um several times a month. Um we have multiple projects um that we work with them on. And one of them that we um collaborate on is our spring climate and culture survey. What I'll be sharing is longitudinal data from 2022 to 2025. So I want to briefly go over um some of the um information that um we've been provided by handover. So this data is over 15,000 respondents. um that includes students and JTHs staff. So they've taken this data um they've provide yearly reports to us but this overview is from 2022 to um 2025. So the four areas that they is it turned off? >> Um there's a delay. Okay, we can blame it on the outage yesterday. So we
022focus on four areas. So the school and building environment um safety, how people feel about safety, friendliness of our our um our facilities, we talk about the social environment, h how our students feel, how our staff feel, um our academic environment, and then how inclusive we are as a district. They take all these responses and they analyze it and they um provide us findings. I'm going to go over some of the findings um with the school board and then I will share how we're responding to them. So based on the findings, there's three big areas that um they recommend. The first one is that we should be sharing more um publicly with our staff how um how we've in like um it should be a celebration. So what they're saying is that we should celebrate
023more about how um we each other like appreciate each other. We um that we respect each other's perceptions. So that's one of the recommendations. It's about encouraging um staff to share out how they feel because that's an area of growth that we've seen. Um the second one is to respond to concerns about school cleanliness. I'll circle back to that because we had a student advisory committee um last year and that was a recommendation as well. and then expand opportunities for staff collaboration and growth. And I'll circle back to that as well as um I've read a lot of feedback from staff last school year um uh based on their professional development and one thing they consistently ask asked for is more collaboration time for their content areas. So some key findings um again the positives
024overall emotional safety are culturally responsiveness and instructional expectations so consistent improvement across years and I want to circle back to the cultural responsiveness. We started to implement this survey because we wanted to um gather data on our cult cultural responsiveness as a district. So this is where the survey originated from. So that is a huge celebration. Um areas again that they noted is >> I'm sorry you know the administrative support it went from 60 to 45. >> Correct. >> What would the reason for that be? >> Well I I'll circle back to that at the end. Mr. Fitzpatrick. Um, a lot of that has to deal with um providing um opportunities for staff to collaborate. Um, and then um and then that the planned list. So um diving into cleanliness and safety. So if you
025see the color codes um it goes if you look at the bar graphs top to bottom is 2022 to most recent. So, students perceptions of their common spaces. And then if you look at um 62% of our students feel safe at school, um 69% of our respondents feel safe going to and to and from school. And then 70% of our students feel safe at school, sponsored events, activities held at school. Um and then on the bottom, it asks if it points out that less students agree that there is not an issue with violence and theft at their schools. that has declined that has um increased so less. So that means that 4% more students um don't ag like don't agree with that and the the instructional climate and um attitudes again 2022 is the top
026and it goes down. So we've seen these areas gained improvement in regards to our attitude towards school. Um this is an area that we continue to work on. Part of part part of what I would say that um is the work that we're putting in with our tier one instruction um and our instructional playbook um leveling the playing field for all students, engaging them in the classroom. And part of that too is like we want them to come to school. um we want them to come to school and then ensuring that our classrooms are engaging and challenging and we're supporting our students. Belonging and discrimination again from left to right is 2022 and to 2025 percent of students who agree about feeling well at school. We've seen an increase in that. And then percent percentage
027of students who believe harassment and bullying rarely happens during disabil uh due to disabilities that has decreased. And then cultural response with trust. Um 73% of our parents, students, staff agree that cultural diversity is treated as a valuable resource and should be preserved. Um and again um staff perception of cultural responsiveness um has shifted a little from 95% to 92%. Um like Mr. Fitzpatrick pointed out trust and leadership has weakened from 2022 to 2025 and I'll circle back to that with um things in progress. So let's talk about cleanly cleanliness. Um Dr. Guzman facilitated a student advisory uh committee last school year and one of the one of the big topics was cleanliness of our facilities, our bathrooms, our common areas. Um the student advisory brought recommendations. So, um there are plan renovations to the
028bathrooms districtwide and they are um they have a system in place with QR codes that students that that will be posted in bathrooms and halls where students can submit real time feedback. So, if I'm in a bathroom and I don't find it like clean, I can like take a picture of that QR code, fill out the form and it goes directly to building trust in leadership. Um I want about that um that is the that is the work too that um the principles are working on with their climate and culture team. So that is a direct correlation. But one big thing too about staff collaboration. Um last school year we had um we we had the opportunity to train most of our classroom teachers on restorative practices and this um this structure didn't allow for
029a lot of content time. So like working with my colleagues in math and working with my colleagues in English um because of our commitment and our strategic plan to train all staff members. So uh I heard them loud and clear through their surveys. So this school year we have um structured professional development on our instructional playbook, but we are very intentional to ensure that there's content time as well for people to collaborate. Um and also with our strategy 4.3, we are recommending two plan periods for teachers to allow for further collaboration. >> So that's the picture. I know Dr. Guzman sent you the um analysis from this past school year and the infographic. Um I do share this with um Takara and Shad's team and they bring that within their leadership team and also um
030their climate culture team. We we don't we can filter them by building and role. Um but that's as far as we can drill down to look at the responses um within the survey. Good. I mean, it shows you areas where we're growing and then the areas that we know are unexpected. Um, well, responses like we have things in place to respond to. Questions for me. >> Can you expand on climate and culture of committing to each campus and what that'll do for trusted leadership? I mean, it fell over four years, it fell 15 percentage points or 33%. At this point, we're 71% don't have or has weakened trust in administrators understanding teachers concerns? I >> I would start with first the climate culture and I'll turn it over to Shannon's part of Mr. Coffee, but
031the climate culture team um brings all stakeholders. So you're like it's an open invite to anybody that would like to be part of this team and they um they bring their their voice um and everybody is seen as equal at this table to provide input. Um I think that is an opportunity last year like this is an area that we've been developing on but I think that's the first level for people um are together to discuss um different things within the campuses and then act on them. I I can um relate to committees that I run like our school improvement committee where um everybody has equal voice and we give input on our school day structure with school improvement. So I think it it's having those different avenues, different committees, our parent teacher advisor committee,
032our climate culture where all all avenues can come to the table and have voice. >> But if we've already got a handful of committees and people don't trust us, are we why are we convinced that an additional committee where the stakeholders don't trust us is going to change that? Again, I I don't know if I'm saying this correctly, but but they they're reporting they don't trust us and we have committee and our response is to add another committee. So, I'm just trying to understand that. >> Just to provide a little more um information about the structure, the Tiger Pride Leadership Council and Juliet West and Central has not a cute name, but they follow suit. So our structure is that we have representation from every academy. Two teachers that their academy voted to be their
033voice at this meeting with me once a month. We have representation from our clerical um our instructional pair security. Um I'm um in addition to our myself and the principles, our athletic director is also a part of this team as well. Um during that communication, one of our rules that our our norms, pardon me, is that information doesn't stay in this room. So as they bring to us the concerns that have been shared by their peers, we give rebuttal or make plans for adjustment, clarify, um or create. we've in creating new processes, procedures, um as well as events, um that they have voice that they would like to see to help build back that trust, build back the community. Um they relay those messages back to their academy when they have academy meetings. So, the
034communication flows back and forth. It's going to take a while to build that trust back up. it doesn't happen. Of course, um as quick as we would like versus establishing a funnel of communication where people feel free to share openly and in a trusted environment that is received when they share because they see action taking place almost immediately around those objects. I think I'm probably just going to reiterate what Jakar just said because that's what I thought of that you asked your question Mr. the committee itself and providing a forum for staff to speak open and honestly is important but just that in and of itself isn't going to solve the problem. uh we have to provide that forum uh make people feel comfortable and trust us enough to be open and honest which I
035feel that they are but that what we do with that information and how we what we do differently how we act upon it is what's going to move that number and make that better. So again, it's not just the committee itself. It's us soliciting and acting on what we hear with those groups. >> I also want to reiterate um Mrs. McDonald said this. We utilized our entire professional development time last year for SIP time to focus on cultural responsiveness. Um and while that is extremely important and we wouldn't change that, it meant that we could not um we did not plan for our teachers to work within their content area groups in their departments. And that was something on the survey that we saw um and that the teachers let us know that that is
036something that they feel was missing. Um and so that's why we've pivoted this year to um have our SIP time focused on um more of the instructional playbook through the content lens. And we are doing cultural responsiveness as a separate cohort outside of the school improvement structure to to respond to that need. So at times sometimes the priorities um within the strategic plan or within um a certain context area might not align um based on what people would prefer or what they would um want to participate in. So we're trying to make sure that we're responding to that but still following through on the goals um and actions within our strategic plan. Um, and so that's just one example of like last year that was loud and clear on the school improvement survey that we
037got back. So we made an adjustment. Um, if it's okay, I I kind of wrote a few thoughts that I'd like to share the board. So as a board member, I wanted to take the opportunity to address the results of our latest culture and climate survey. This data gives us an honest four-year perspective on where we are succeeding and where we must act urgently. First, I want to wholeheartedly praise the dedicated staff of educators of Juliet High School. Our survey shows that the core human connections that define a successful learning environment are thriving. We see overwhelming positive results with 96% of our staff reporting that they have positive relationships with our students and 94% indicate that they make an effort to be familiar with unique circumstances of their students. This data confirms that our students
038are being taught by compassionate, culturally competent and committed professionals. This is the foundation of our success and it is powerful testament to the caliber of our teaching staff. However, the survey also reveals a clear and unacceptable crisis in leadership and communication that demands immediate attention. The lowest scores in the entire survey center on stakeholder confidence in both school and district administration. Only 28% of respondents agree that our district leaders are in tune with school level issues or concerns and a mere 29% felt that school administrators are in turn are in tune with teacher concerns. These scores reflect a significant and growing disconnect. When the vast majority of our stakeholders feel that leadership is both out of touch with the day-to-day realities of our schools and classrooms, we cannot expect to move forward effectively. To my
039fellow board members, we must treat this gap as an urgent priority. We cannot allow this breakdown of trust and communication to undermine the excellent work that our teachers are doing every day. I would like to see this board commit to reviewing administrative communication structures, ensuring that feedback flows effectively from the classroom to district office and implement clear tangible steps to reconnect our leadership with the core needs of our students and staff. I want to thank everyone participated in this survey over the course of the years. I hope that we will be able to use this information to foster not only a positive climate but a highly functional and responsive culture. Next, we have our advanced placement, accelerated placement, honors, and early college credit presentation. In the past, we focused um on our AP and we
040expanded this presentation to include um these other areas that really are helping us excel in both dual credit and advanced placement. So we have a large team presenting um and I want to thank them for their preparation. >> Good evening everyone. All right, I have the uh first couple sections here with advanced placement and accelerated placement that really connects with each other. So bear with me on that. Um first slide. So for everybody be aware we have right now we have 24 AP courses that we offer districtwide. Um AP African-American studies AP seminar and AP calculus BC are new this year. And then we're also looking at the possibility of employing additional AP courses uh possibly in the area of CTE that will be moving forward. um looking at the possibilities of offering those. We
041do offer quite a bit of courses in our AP context before we get into a lot of the data points. Um so 2425 was year one of our AP grant cycle. Uh the grant itself uh provides us with opportunities to support our teachers for students, provides professional learning opportunities um and then gives a lot of teachers and students the tools that they need to be successful on the AP exam. So we do spend a lot of funds for training um for professional development but also that planning and collaboration time at the campuses districtwide and then test prepping for students. uh we have an AP steering committee where we're bringing um people from we're bringing teachers from AP we work together to look at different issues that we need to address throughout the year to make
042our program successful. Um starting last year we did have our first group of accelerated placement students and I'll talk more about what accelerated placement is in a little bit but just to provide that context. So, we did offer accelerated placement and having um a lot more students enrolled in AP geography and then honors English, honors biology and then their honors math classes. Um we did see an increase in more teachers in those areas. So, supporting those teachers and then we also got to have some opportunities for advisories to help support our students who are getting accelerated. Um, moving down to the last bullet point, we did have over 500 practice exams that were um proctor throughout the end of the year, usually in the springtime. Um, that's been uh it's been helpful to have the
043courses now have more digital experiences. We are able to offer more exams and more opportunities for students to uh to participate in those. So, with that being said, um I want to get into the district data. before I do um we get our district data um in July and really it's kind of like for me I think a lot of teachers do it's like Christmas in July um because I really do like once the scores are released I'm in front of the computer I'm gathering all this data and we're really seeing some really excellent data that's coming from our students and from our teachers. So we're doing a fantastic job um in this in this area and I know we're doing some successful stuff in other areas that my colleagues will be presenting but just
044for AP alone uh this uh slide right here this chart what we want to make sure is that our AP uh our student demographics are reflective of what our district demographics are and we are making some inroads um in that in that in this area that we are seeing increased representation in all of our groups um especially in our African-American sub which was one of our um really our one of our major goals that we had with our program going into the amount of students who are participating in AP. Um just to make sure you understand 2017 is a great date for us that was the district of the year award. Um, so I want you to use that as a reference point. And then I want you to kind of throw out 2020 and
0452021. Those really are reflective of where we were at. 2020 was very elevated. 2021 not as much as you can see. So what we're noticing though is we are um beyond where we were in 2019 right before the pandemic, which is great to see. So we have more kids who are experiencing that. And also too, we're starting to see a narrowing of the gap between West and Central, which is awesome to see. Next slide here is going to be the amount of exams. Again, we did see that dip um in 2021. We are seeing um kids taking more exams. But I think what we're also seeing too is kids are being more selective in the AP exams that they are taking. So even though we say like, oh 1790, that's a lot of exams we
046should be up to that point. It's also that we have 1724, but kids who are taking PR, they've selected what exam they want to focus in on and who are going to be that successful on those exams. And then what we ultimately want to see is students who are going to get a three, four, or five on an AP exam, which correlates into getting u college credit. So kids who are getting a three, four or five, um it's great to see that over 705 students uh did receive a three, four or five on a band than the exam uh this last year. So that is our high water mark um ever. Um so it's really good to see that. So the amount of kids who are we're seeing an increase in kids who are taking
047AP, we're seeing a lot of kids still taking a lot of exams. We're seeing that students are getting a three, four, or five based on the hard work that they're putting in as well as our teachers. And then this is also a point of celebration. Uh what we're looking at is again, let's look at 2022. 48% of our students um did get a score of three, four, five. Um fast forward to 2025, last year, 60% of our students, which is always our benchmark of 60% we were able to achieve. We're looking at that. So 12% increase from 2022 to 2025. So that is really exceptional what we're doing in the classroom, what we're doing in the campuses. So a lot of celebration there. Uh when we break it down by our subgroups, um so our
048race, ethnicity, um I wanted to focus in on our 2025 data. Um some things to point out there is um we are seeing increases in specific subgroups but we're noticing that the scores are really um so for example Hispanic subgroup went from a 795 to almost almost 100 give or take there but from a 2.7 to 2.69. So we're increasing the amount but really statistically it's not really changing all that much. So we're adding more people into the pool and we're still maintaining that degree of success. Um we are seeing you know kids who are we're seeing an increase in our our black subgroup. Um again a little bit of a dip but we did see an increase of almost seven kids who are participating for the first time. As Shannon Takara uh went through
049earlier today um our AP scholars our AP scholars of honors AP scholars with distinction. So we are getting again a little bit of a a snap back from where we were. Um so again the amount of kids who are doing really great things um is increasing on our data here with 124 AP scholars along with 56 honors with distinction with 55. So um I think what you should notice on the scholars with honors and distinction those are some of our best scores that we've ever had. So more and more kids are taking more and more AP exams and they're doing well on both of those. So it's not just a one and done. They're taking a lot of them and doing really well. All right. What goes along with um some of these numbers? Um
050I'll talk to you about accelerated placement. Um it really does impact what we're doing with our AP program. Um so what is accelerated placement? Why are we doing it? um actually as a state law that we are accelerating students based on um preliminarily uh what we're looking at is uh PSA data and where they have where they are at. Um and so we want to make sure that kids who are scoring at a specific um level with some other um variables included are having the opportunity to take accelerated coursework whether it's an honors or it's an EP. But as we're going to see with this program, we are starting to see more and more kids participating in this program, which for the most part, these kids wouldn't have been part of an AP or a
051program if it wasn't for this. So, it's been a bit of a challenge, but I want to take you through a lot of the successes that we are seeing. So, um this data right here, I'll show you in just a moment. Um we'll see where it's at from 2022 to where it was this past year. Just give me a moment. Um, couple areas though with our African-American black subgroup and our Hispanic subgroup. Uh, that's where we were in 2022. And again, that earlier slide showing district demographics um of 18% to 60%. We wanted to show a reflection. So, just see where it's coming from. And then also with our low group stat, low impact status as well. what we did um in order for this to to work um it is it is an undertaking.
052So what we're starting to see here in October is we're starting to get our PST results from our center schools. Uh we're looking at that is going to be the starting point where we're looking at specific um scores that are going to start that conversation. Then we're going to look at the data. going to send it back actually to the teachers at the center schools to make the recommendations based on what that data is representing. For the most part, probably 99% of the time we see that teacher teachers from the center schools are going to agree with that or make the recommendations for an accelerated um course. Um from there we'll put in for the course placement. This is all roughly around December time. And then there's going to be uh a loaded menu of
053options that we use for parent communication. Um admin all of our administration is responsible for calling parents to let them know what accelerated placement is to make sure that the placement that they are going into is correct and what they want to get into. Um there's also emails that go out. There's also uh text messages that go out office. So it it's an all the above approach. Um is it perfect? No, nothing really is, but we're able to really have those conversations for parents. Um, and we also have events that are coming up too in January and February, step up days and all that still in showcase. So, we really want to get that message out to make sure that parents know what accelerating is and that it is a really decision um for the
054most part for a lot of our students. And then um the last circle there is ongoing support and monitoring of students. How do we support kids that are going to be accelerated? how we monitoring our students to make sure that they are getting the support that they need and that is ongoing throughout the year. That also includes where we're at with our summer bridge program where we did have accelerated students who are coming in um this past summer. We're getting a little bit of exposure to what accelerated or honors or AP looks like. Um so those are some of the kids in the west campus um that ran at both campuses to get done. Like I said, just taste of that the impact of automatic enrollment or accelerated placement. So we are seeing that from
0552022 to 2025, we are seeing increases in our subgroups. Um we're seeing a slight decrease in our white subgroup, but we're also seeing that um our population overall is is just reflective of our other groups here. Um so we are seeing a vast rise in that. Sorry back. I'm sorry. Um, so every single area that if you look at the top part over there, uh, top left, you watch it there. Notice that the amount of exams that are going up, but then our mean score is actually going up as well. So, some may say like, well, maybe we're diluting things for our accelerated students. In fact, it's just the opposite. We're maintaining our expectations and students and teachers are rising to the occasion. um some of the data that we have for the number of
056students who were accelerated in those particular classes at the freshman level. Here's the breakdown of that and then looking at the percentage of students within A, B or C, semester 1 and semester 2. So students are again there's a raise a raising of the expectation but students are in fact um performing just as those who are automatically not accelerated were taking these same classes. So, you know, you're not going to see 100% any of you or see any kids who are not, but we are starting to see that kids are really stepping up to the plane. And then this is really what's um really interesting too is when we're looking at the AP exam for freshman students who are accelerated. Um we saw 51 kids um at central campus and 130 who took the test.
057Um, and one one thing that you should notice is these are students who probably never would have taken a huge geography in the first place, but here they are getting college credit, they were getting exposure. So even though they may have received a two, that's a huge chunk of kids getting into ready for their sophomore year, junior year, and senior year. And then when we look overall, um, EP hug the average was a 2.7. We're seeing our our accelerated kids do very, very similar work. So very, very proud of that. um where we're at with our accelerated program. We're continually um looking at how we can make that program better. Um so that's all in the works, but hopefully next year at this time we'll have even better data for you. So with that, I
058will hand it off to Dr. Thank you. Uh Dr. He and I are going to talk briefly about the AVID elective. The other elective is a class that students can take at Joey Township High School and it focuses on preparing students to be successfully academically while they're in high school while pursuing and researching college and post-secary opportunities. We're in our third year of offering that. So, we have freshman, sophomore, and juniors in the AVID elective. And next year, we'll add in uh senior students as well. The reason we're talking about it in this presentation is the AVID elective was identified as a support for students who are accelerated. If we're going to put students in more rigorous uh coursework than they may have been enrolled in in their junior high or middle school, we had
059to make sure that we were able to support them and the AVID elective was identified as a way that we could do that. And it also opened up doors with AVID because a strong AVID program not only offers the elective course, which we're seeing a lot of success with, and Dr. Hack is going to show you that in a second, but also their schoolwide approach to instruction. And that's our tier one approach with Wicker, our instructional norms as you can see up there and you've seen before. And it's also driving our professional learning and our professional our SIP days this school year. As you can see, we've sent a significant amount of teachers to training on the AVID approach to the elective and schoolwide instruction. All of our SIP days are within their content areas.
060We have 10 groups. uh for example all English one teachers are learning about instructional playbook and have it with English one teachers facilitated by English one teachers who have went by through this training and then at the end of that that professional learning about uh we've done wicker we've done what is added uh focus note takingaking so those are some of the the titles of the uh professional learning we've done the last 30 minutes so able to collaborate which is time that we know is so important and we're doing that with all of our core area teachers this school year. And you can see we have a list of teachers who we plan to bring to um to uh our next professional learning so we can offer this to our CTE world language and other
061areas next school year. I just want to say that this just today Mr. Australian and myself were in the aid elected freshman class because they're starting to do tutorials and you can see the real high level inquiry and questioning that our 14-year-old freshman students are doing at such a early part of their high school career. You can see the the impact this class can really have on students who participate even a fun job of sharing some of the numbers here. I want to point out quickly here before diving into some of the numbers though that the average elective class really is an example of the kind of community and kind of instruction that we're working toward for schoolwide instruction. Um you know Jeff mentioned Dr. mentioned that we've been at this for three years now.
062So the 23 24 school year was the year that we implemented initially with the advisory that the elected and so we didn't have full classation at that time. Um, one of the things that we're excited about in the numbers even then is that with the 48 students at Central and the 49 students at West, we saw 60% about 60% without those students passing all of the core classes. Uh, in addition to that, and I think this is where it's most significant, the chronically absent rates for those students 2 through 24 were at 10% at Central, 8%. And then now that we've expanded from the advisory that the 25minut block for advisory to the full class period of 2425 now currently 2526 what you're going to see is that we've increased obviously the number of students
063who are involved in our average elective each year. But in addition to that because we have the full class period now to really buy into and spend time together building the kind of community and establishing the kind of instruction that we're trying to push schoolwide. What we're noticing is that the percentage of students passing the core courses is even jumping higher than it was in 2324. So we jumped from around 60% passing those core courses to 80% at Central last year of students enrolled in an AVID elective and 94% of students enrolled in a AVID elective west. Um but then here's the interesting thing. students coming to school chronically absent numbers. Students enrolled at Central 2425, we're looking at 2% chronically absent. West was a little bit higher at 13%. But again, really good numbers
064or strong numbers in terms of looking at our chronically absent students. Again, thinking about the AVID elective as an example of the kind of classroom that we're trying to push schoolwide. Uh now here in 2526 obviously we're in October we don't have the full outcomes at this point but I do want to point out just a jump in numbers again in terms of enrollments in central we're at 128 students this year elected and then at west we're at 106 students um I'm anxious to see what those pass rates are for the core coursework uh and we'll definitely have those for you at some point uh you know as we start to wrap up the year but I do want to point out as of you know this week we're looking at again that absent as
065a rate students at Central this year enrolled in the abid elective are at 8% if we're chronically absent and at west we're sitting at 7%. So really exciting numbers again for using that app elective as an example of the kind of course um that we're trying to to build schoolwide for us and I also included just some quick numbers on uh achievement. So if we look at our star reading and our star math over the last three years and again we don't have the full numbers here because 24 25 were I'm sorry 25 26 of that school year obviously right now but I do want to point out um in terms of the urgent intervention numbers so students ending the year who are in a elected in 23 24 in reading at central we had
066five students who finished that class were still urgent intervention for for reading um 2425 that was six students. West Campus 232 24 with the two students. 2425 we had zero students finished the year at urgent intervention for reading. And then the same thing over here with math 2324 at central we had three students at urgent intervention. 2425 and five and then uh at west we had 2324 year two students and then 2425 zero students just a year in urgent intervention in math. So really exciting outcomes that I'm going to hand it over to the circ. So I get the privilege to talk to you about our dual credit opportunities for our students and performance last school year um across all of our different uh content areas. Uh before I begin, I do want to preface
067this with uh the dual credit data that you're about to look at. uh is uh the numbers are conservative, meaning that uh more than likely there are more students who earned dual credit that might just not have been captured in some of the data and some of the money saved that you'll see in there uh would likely also be larger because there's more students. Um and we'll talk a little bit more about that as we get into it. So dual credit uh as of last school year at UC we have up to 30 unique program unique dual credit courses that students participate in at Julia Township and that does include five dual enrollment programs on the college campus. That's moving to six dual enrollment programs this school year if we added one more. The duplicated
068number of students who participated in current uh early college credits uh is over a thousand students. And when we say duplicated, we don't mean that we are counting a student twice if they've taken two dual credit courses. Uh in that number, the actual unique number is around 750 unique students earning dual college dual credit. Uh and that is over four years time. Uh so you can see that college credit scored there and then the the cost. I do want to elaborate on that cost portion there. Uh is dual credit um is a minimal cost to our students. If you're familiar with the Juliet Jupiter Colleg's 12 by 12 x 12 initiative, that means that uh students by the end of their 12th grade will earn 12 credits at $12 per credit. So you hear that
069$12 per credit in there. Uh that fee is waved for our students who are on free and reduced lunch. Um and so that's why uh for vast majority of our students, it's that comes at no cost. Similarly to with our dual enrollment programs, those are paid for um by the district and donations uh and local and grant funds. Um so uh to go to a lot of our students here uh they're able to experience all that at you know which is great. The numbers here so each year we uh the curriculum directors do a dual credit presentation to prospective dual credit students for the upcoming school year. Um, and this is some of the data that we kind of showed them to kind of hook them in and get them excited about the possibility. And
070I really want to highlight there on the right hand side the uh typical tuition rate at Juliet Junior College that is the again conservative number, the cheapest college credit. There are more expensive college credits at JJC depending on the class you're taking. Um but at at that lowest number you can see the number of students who have earned college credits and the number of credits that they've earned and the net income sort of estimating the dollars saved using JJC tuition only. Um so you can see there pretty fantastic to see that we have at least a great handful of students on their way to half an associates degree as they graduate high school. Pretty fantastic. Uh and again we see the lowest cost there. So, just doing some fast math, $151 credit hour times all
071the credits earned, right? It's over it's almost it's over $700,000 saved by our students um by taking advantage of these opportunities and again at near zero cost to them. So, for our core areas, rhetoric uh takes the place of our fourth year English course for students. So, students are able to have elected or enroll into that course, get their prerequisites met. um before the school before the end of their junior year. Same similar with the uh the math classes there as well. And you can see we have a pretty robust uh enrollment there from our students and participation um for their for their core electives. for our um career and technical courses. We do offer a variety of career and technical courses certainly at JJC, but we've also branched out to some of our other
072universities. In the case of college page, joint junior college does not offer a fashion program, so we're able to leverage a different community college. We've branched out to University of St. Francis and Lewis University as we've built our education pathway. you do see a couple of zeros in there as though that's a fourthyear course or a senior year course uh for students to participate in the education pathway. So, we're hopeful to run that this year. >> And for our business ed and our tech courses, uh here I'll I'll note in our tech courses, vocational auto, right? Certainly an opportunity to to to grow and expand. Uh for students, we do see an anomaly where students are choosing not to participate in dual credit. Um and that's not just a JT thing. That does seem to
073be something that JJC is also acknowledged. we have a great deal number of students that are in a dual credit course but choosing not to take it. Um and so that's something for us to dive into. And lastly here I'd like to highlight our dual enrollment programs different from the dual credit. Dual credit is here at the high school taught by high school teachers. Dual enrollment these are senior year programs where the students are able to take courses on college campus. So you can see there are five programs that are running this year. And at the very bottom you can see our sixth newest program AET that kicked off this year. Um and again these uh programs come in at no cost to students. Those are dual credit. >> Good evening. We will talk about
074our transitional courses that we have here at Julia Township High School next. I'm Nicole Morris. I'm the curriculum director for math and I also have Susie Montana for English. >> So, transitional math and English. What is a transitional course? So, community colleges and high schools, we work in partnership to create courses that emphasize an authentic learning experience for students that are aligned with careers as well as life outside of high school. So this particular uh act originated in 2016 through the postsecondary and workforce readiness act. Here at Juliet Township high schools we have had a transitional math partnership with JJC since 2019 2020 and then our transitional English partnership has started uh during the 2023 2024 school year. Additionally, um we are able to send uh several of our teachers I know for the men
075for math. Uh JJC offers an annual dual credit transitional math summit for teachers to come and have professional learning as well as networking opportunities with other transitional math teachers across our state uh but specifically in our area. And typically we get to send several dual credit math teachers as well as our transitional math teachers so that they're able to collaborate with others across the state. So at both campuses, Juliet West as well as Juliet Central, we typically have multiple sections of our transitional math course. We currently um have the STEM pathway course which runs at both buildings about a 100 students per campus as you can see uh the data here from 2425. At the central campus we had about 115 students of which 62 uh students of that 115 earned something called portability and
076I'll explain that in just a minute. And at our west campus, we had 82 students, of which 54 of those 82 earned portability or 66%. So, we currently have anou in place with JJC. uh in regards to our transitional maths diff course which we call transition to college math. As long as a student uh is underneath that curriculum from the beginning of the school year to the end and they uh complete the final exam at the end of the the school year as well as something that's new this school year is requiring each student to earn at least a C or better or 70% or better for each semester that they are in this course. And as long as they continue to do that, if they successfully complete those tasks, at the end of the
077school year, they earn something called portability. So, I'm responsible for working with that teacher or those teachers districtwide to create a list of students that have met those requirements. And then at the end of the school year, I send that information to JJC as well as working with our technology department to ensure that those students have the portability code for STEM math on their JCHS transcript. What that actually does for students, I think, is really, really important. And that uh enables students to attend a Illinois community college and not have to go through testing uh for for math. So at JJC it's for example the Alex test those students would automatically transition into a college during math course without any remediation. Um so for the transitional English class this is offered to every senior that's
078taking English. So almost all seniors except for those who are taking an AP course or the dual credit course will take the transitional English class their senior year. So that's why our numbers are so high at both campuses. And um at Central we had 82% um earn affordability and at West we had 68% affordability. So those numbers refer to those students who got that college credit. And just as uh Nicole was saying, this guarantees students placement into a college level English 101 class that's credit bearing and they won't have to remediate English. And just a notable program that we do offer here at Juliet Township includes the project lead curriculum. This is a national curriculum uh that was built in collaboration uh across the country with career uh career experts as well as education. Um
079and so the LTW program, you probably heard of it um a whole bunch of different times. pretty great program um that does uh carry the weight of that college readiness. Um as many colleges and universities do recognize this as some form of credit to enter into the program. That comes in a lot of different ways. Sometimes it's let me see your grade. Sometimes let me see a portfolio or artifacts of your success in that class. It does equate to uh that instances. We do run two programs here at Chile Township. uh one is in the biomedical side. Uh so for those students that are interested in the healthc care pathway, it is a four-year sequence and we do have a lot of students uh participate in that. It is a successful four-year sequence. If you
080know anything about electives, that's pretty tough to get kids four years in a row. Uh and so we're able to run that um across those four different programs uh each year. Uh and our PLTW of engineering program as well. So that is a three-year course sequence program. It's got our two introduction courses and that capstone uh portfolio course at the end as well. the engineering design and development. And again, you saw there the early college credit experience. All right. High school class at the center schools. >> All right. The history. So, our eighth grade students attend the first period honors math class at Juliet Central and Juliet West. I've been here 10 years. This is my 10th year. And I remember uh prior to working here at GTHS, I worked at Juliet 86. and we
081had several students who would come to Juliet and Juliet central for first period honors math class. Um since that time we have created some very strong partnerships with all of our center schools but we do have an understanding with both right now Elwood school as well as Rockville school. That understanding has been in place since the 2016 2017 school year where uh students take a first period algebra 1 honors and geometry honors course could be at either of our campuses. So, for example, right now during the 2526 school year, we have students that are taking algebra 1 honors at our Juliet West campus first period and also algebra 1 honors at our Juliet central uh campus. So, sometimes it fluctuates. It depends on who the students are. Um, and then students, as I sat here,
082I was actually feeling like a bomb listening to some of the names being called earlier because some of these students I remember when they were in eighth grade and they were here with us taking some of our honors math courses. So, it just warms my heart to hear their names and them taking AP courses. And so all of this is very important because it's this group of students where they're able to transition to us from their center school into either geometry honors or even advanced algebra honors which then frees up space uh later on in their schedule as well as uh expo gives them the opportunity to take get ahead classes in the summer and they can also get to some of the AP and dual credit opportunities so that they can also graduate with
083additional college they need us. So, currently we have in place policy 6 through15 which allows students um to earn high school credit being in either the seventh or eighth grade. And so this policy allows a student who successfully completes a course in uh while they're in seventh and eighth grade that's a high school math course and still earn high school academic credit for that course. um we have a procedure in place um where the courses must be a part of our current course offering. So as you can see there are several of our courses there not only math but also English as well as science and foreign language classes. Um during the 2425 school year um we we were working with Joy Middle School. uh they are still currently act teaching our geometry honors class
084where then those students would transition to us uh in high school for ninth grade to advance our honors. Those students also come here and they metriculate through our honors math courses and actually do very very well. Again, some of these are the students that I heard their names earlier mentioned that as well as our 2526 school year. Um Troy school is now uh teaching our algebra 1 honors for this school year in addition to our honors geometry. So both of those classes and then uh looking ahead to the 26 27 school year um we're in conversations uh with Troy to then adopt also our English curriculum. So, this is all great news and again it helps our students get to some of these classes that we were celebrating students um and earning credit and dual
085credit credit earlier in the evening. any questions before I go ahead. >> I um I just want to say that the data that was shared tonight um just illustrates the hard work that has been done through the systems and structures that have been put in place. I want to echo what was said earlier about our teaching staff, our support staff, and I know our staff has heard me say this before, our staff is second to none, but I want every administrator in this district to also hear me say that you are second to none either. You do an amazing job. Our administration and leadership is the strongest it's ever been. And we are far from perfect, but the fact that our graduation rate at both schools is the highest it's ever been. We have more
086kids passing AP tests. We have more kids earning dual credit. Juliet West has been on the the US World Report for two years and it's the same curriculum at Juliet Central. It takes a village and our leaders are part of that village. You can leave me out of it. The other 43, they're the best. And I just want to say that I I want to say thank you to um team educational services. Um I just I'm just so proud um of this team and the work that we've done and and just like I keep saying like our students can like our students can um we have to provide them the supports and the structure. Um and and this where and where did this presentation come from? Um you hear like we bring to the board
087all our recovery programs. So it's always after the fact, but we wanted to emphasize um in addition to our advanced placement all the different programs that we offer our students districtwide of how we support them. Um, and we challenge them and and it's and it's it's showing and it's and it takes a lot of work um from from the bottom up and the top down and I'm really proud of where we are and I'm really excited about um where we're going. So, thank you again. [Applause] >> That concludes our superintendent reports. >> Start with action items. Start with action item Agreement between Billy Touch High School and Sunb Belt Staffing LLC. We have a motion to approve some discussion. >> Mr. Kennedy, >> yes. >> Mrs. Lint, >> yes. >> Mr. Fitzpatrick, >> yes. >>
088Mrs. Brown, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Dip, >> yes. >> Motion passes. Action item B resolution authorizing intervention of various county order second >> discussion hearing none to roll call >> Mrs. Stick >> yes >> Mr. Kennedy >> yes >> Mr. Fitzpatrick >> no >> Mrs. Lynn >> yes >> Mrs. Brown >> yes >> Dr. Huntington >> yes Mr. Copy. >> Yes. >> Motion passes on the action item C breakfast after the bell mandate. We have a motion to >> motion. We have any discussion. Roll call. >> Mr. Coffee. >> Yes. >> Mrs. Stip. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Lane. >> Yes. >> Mrs. Brown. >> Yes. Dr. Huntington. >> Yes. >> Motion passes. Aisha item D.
089Disposal equipment. Motion approved. >> So moved. >> Second. >> Discussion. Hearing none. Roll call. >> Dr. Huntington. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. Dip. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Lynn. >> Yes. >> Mrs. Gonir. >> Yes. >> All right. Motion passes. Action. Item E, donations. There's a motion to approve. >> So second >> discussion. >> I just want to say thank you to um Almart donated a few court ellipticals to July West fitness center as well as Robert Boland class of 1997 who made a donation to Joy essential science team. Thank you. >> Thank you. Thank you. Thank you. Well, please >> Mrs. Gome. >> Yes, >> Mr. Coffee. Yes, >> Mrs. Ste. >> Yes, >> Dr. Huntington. >> Yes, >> Mr. Kennedy.
090>> Yes, >> Mr. Fitzpatrick. >> Yes, >> Mrs. Lint. >> Yes. >> All right. Motion passes on to action item F, JTHs stipen update. We have a motion to approve. So second >> discussion justice is this a continuation of the stipen committee recommendations for this school year to add um musical assistant director and musical director and then there are two corrections um in regards to the lane changes >> I I have a question I I just am struggling with why we can't give a year forear credit of girls versus boys football. I I don't understand why if you're coaching two years of flag football and then you go over boys football, why you're only given one year of credit for coaching? >> Yeah, this is a recommendation that came from the athletic directors in terms
091of the season uh the number of students that participates uh participates on the team and a lot of the other responsibil associated with American football versus flag football. Um, this was also communicated to the union and they agreed you actually changed it from one to three to one to two. >> Right. Last time I voted no for it because of that reason. I just think there's an equity issue here. Um, and I would be concerned about a title n like inequity with >> Yes. >> versus boys versus girls. >> Yeah. It's not a title n issue um in regards to stipen. Um title n is associated with opportunities for um males and females to have the same type of opportunity. You're doing that flag and doing that forward. >> Do you don't think an argument
092could be made that if you're not compensating the coaches for the time that they're, you know, using could be considered. >> We we can take it, we can take it back to committee and talk about it, but this is the recommendation. We we meet yearly throughout the year and some back and have further discuss and the the committee is a joint committee between administration and the union. Um so it is worked on it jointly >> further discussion >> roll call please. >> Mrs. Lynn >> yes >> Mrs. Mr. Baron, >> yes. >> Dr. Huntington, >> no. >> Mr. Coffee, >> no. >> Mrs. Dick, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> no. Motion passes on to G personnel reports with a motion for one through nine. >> Second. >> Roll call,
093please. >> Mr. Fitzpatrick. >> Yes. Mrs. Lynn, >> yes. >> Mrs. Brown, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. D, >> yes. >> Mr. Kennedy, >> yes. Motion passes on to action H student. >> Yes. After receiving deliberating the information contained in the hearing officer's report, the board of education is charged with deciding one whether removing the child from his or her learning environment is in the best interest of the school. what the rationale for the specific duration of the recommended expulsion, whether all appropriate and available behavioral and disciplinary interventions were exhausted, and 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 or interfere with the operation of
094the school. Board of Education must then convene in the public session to formally vote on the motion to expel if the expulsion is the consensus arrived at during executive session. I make a motion under case number W252601 recommend expulsion till June of 2026 placement of week school. >> A second that motion roll call, please. >> Mr. Kennedy, >> yes. >> Mrs. Lynn, >> yes. >> Mr. Pitpick, >> yes. >> Mrs. Mr. Gome, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. St. >> Yes. >> Motion passes. >> I make a motion under case number C252602 recommending expulsion until June of 2027 and placement at Lincoln City. >> I second that motion, please. >> M. >> Yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >>
095yes. >> Mrs. Brown, >> yes. >> Dr. ington. >> Yes, Mr. Copy. >> Yes. >> That concludes an action item. We move on to unfinished business. Does anyone have any unfinished business? Move on to new business. Anybody with any new business? Move on to board reports. >> I do want to I do want to say something. Um, I've been on this school board for six years and um, I am an advocate for our entire school community. I take pride in being on this board. While we are not perfect, no school district is. I haven't seen one yet. I am a former educator. But what I have seen is growth in this district, positive growth. I applaud our administrators, our staff, and our students. One thing I know is that if our students are excelling, we
096couldn't possibly have terrible administrators. The two don't go together. While there may be a disconnect, while there may be some growth pains between teachers and administrators, we have done a remarkable job in my short tent. I've seen a terrible superintendent. He was with us for seven months, sleeping at the desk. along with other things. Our administrators here, they work hard. I've seen them. I work with them in my professional career. 7:00 in the morning on Zoom calls, 8:00 at night in the office. So, I applaud our administrators. I applaud our teachers. And while right now we may have some uh challenges, our entire school community is doing a fabulous job. That is why our students are growing. And that's all I'll say. Um I just want to remind some folks about a few things. Um
097first of all, ELLL words for July Central is tomorrow. Um the last one last week was amazing at West Take back the night um which honors um the women and children that have been um murdered um via domestic violence that will be this Thursday. uh principal for the day is Friday and I'm mentioning that because that's filled with many many Julian Township High School uh graduates and I'm excited to participate in that again. The council is now turning 15 years old. That's another JTHs graduate um run program all volunteers is at on Friday which is at Cass Collins. Um another JTHs graduate le program um which is ran by letter all Julia Towns High School graduates um will be at Jacob Hendry mansion on November 7th. I want to say thank you to warehouse workers
098for justice again led by JTHs graduates Spanish community center um over half the staff JTHs um graduates and then South Suburban Immigration Project because they are right now folks that are keeping many of our students safe. And with that, I want to remind people that we keep us safe. And thank you to our administrators, especially Shad Halahhead um and Miss Lopez for reminding our students this past week, that they matter, that we want them at school, that we care about them with all of our hearts, just like our parents and our teachers, our secretaries, and our security. And it takes all of us to keep our students safe. So, thank you to everyone that's working on that together. Thank you. I have one more thing. Uh, our superintendent just received the Athena Award from the
099Joliet Chamber and I think um that's an indication of a wonderful job that's being done here as well. >> Um, other things too, we had uh West and Central's homecomings, the parades. I was able to fortunate enough to attend both of those, see a bunch of our community out. Um, it was really fun uh to be a part of that. And I was also at the community connections expo down at Central. Uh, big thanks for everybody who was involved in that. It was a phenomenally run program. A lot of community partners getting in, letting our kids know um things that they can get connected with. I know we heard a lot of stuff about um CTE. I know the trades were there. So, it's really good that we're pushing kids into that because there seemed
100like a time where that was kind of a fall back instead of a hey, that's okay to go into that. It's a good thing to get into. It's a good career to have. So, I'm glad to see that we're a district that pushes that because every kid's going to do something different, but all the jobs need to be filled for us to have a successful community. Thank you guys for that. Um, I attended a couple of our football games and I went to it was a way game at Lefield Central and the um visiting stands were just as filled as the um home stand. So that was kind of cool to see how many people are out there supporting our team. Um so thank you for everyone that showed up and um you know enjoyed
101this beautiful weather we've had this last month. It was great to sit at the football games and I thoroughly I was only able to attend the Juliet West um parade, but I just love the fact that we put that on and put it on to the community and it's so fun to see all the kids out there and you know our future students that are going to come here and see the community support throughout that. I just want to say that um I do know several staff members over the years that either retired early or left to go to other districts. So in saying that, I think we should challenge the people in charge as to why that is happening. We have been losing a lot of staff members. The other thing I'd like to
102say is that I believe it was last month, I do know we had an $18 million surplus and I do believe that we can use it for the staff. >> Um I just want to um share and I did share this data with the board last month. Our retention data for our certified staff is 93% at both campuses. It's actually the highest in the area or tied for the highest. um we have been that way for the last five years. So um I just want to make sure we have that accurate information. That's according to the school report card. And then the retention for our support staff um hovers around 86% which is comparable to where other districts are at. Um so there's not more staff leaving um as shown by our data. >> I'd
103like to add thank you for all the admin. Um yes, every school has areas to improve upon. Um, but we wouldn't have that retention rate without our teachers feeling supported by the admin. And no matter what school you go to, you will find the negative if you so choose to, but we have so much positive here at JTHs. We have so much to celebrate and public comment. We do have public comment. >> Um, so public comment, we will give three minutes for public comment. Uh, I'm going to steal a line from my dear friend, Mr. Frank Edmond. It is a meeting in the public, not with the public. So, it's not a chance for us to engage in dialogue with you. Um, so you'll have three minutes. I cannot g people down. I'm not a
104big fan of that. Um, but when you get to three minutes, if you're still going, I'll ask you to kind of finish up your thought from there. Then we'll move on to the next person. So that is going to announce first things. Uh just whoever was announced for the name, please just have the person who was announced. >> Whoever was announced for public comment. Everybody else needs to return back to the >> guys. Whoever was announced for public comment, please come up. Everybody else back in the seating area. >> Thank you. >> Yeah. Yeah, you can stay here. >> Good evening. My name is Yolanda Alexander and I'm a driver in the transportation department for the district. I serve as the union president of asking local 197 which represents drivers, dispatchers, and buses in the
105transportation department. I am here tonight along my colleagues to express our deep concern regarding the recent decision to outsource several of our transportation routes. This decision was made without adequate notice meaningful collaboration with the union transferring work away from dedicated careerminded district drivers and aids to private contractors who are already compensated at higher rates. not only undermine our workforce but also send a discouraging message to those who have committed themselves to serving this district for some over 30 years. When employees feel dis devalued this place, they leave. They don't stay. We are concerned that this action will worsen not result resolve the driver shortage. If this plan moves forward, we believe that district risk increases the very shortage it aims to address. This will also add stress to our students who have in many cases
106developed relationship and trust and respect with these assigned drivers, the aids that stand behind them. For some of our students, the routine key factor is the daily learning process of our drivers and aids that help set the tone for the students to start the day and help relieve stress for them on the way home in the evening. Our drivers and aids are invested in education of our students and their employees. We respectfully urge the board to reconsider. We are ready. We are willing to engage meaningful discussions to find solutions as our members maintain service quality and above all prioritize the well-being of our students. Thank you. Next is going to be Sarah. [Music] Good evening. My name is Sarah McMoran and I'm the president of the par professional movement 204. I would like all the
107parro to stand because I don't know if it's in history realize care and the concern and the protection that we offer the kids at both campuses. We have been rallying because all we want, all we're asking for is a living wage. Some of our pair of pros have to work other jobs just to make enough money to pay the rent for their families. And they probably said, "Well, why don't you go get another job?" Well, some people love kids. We love to educate them. I'm an old person. I retired and came back and fell in love with working with kids. And don't ask me why. Always I'm with the kids that are special. It takes a special person to work with special needs. I don't know if any of the board members or any of
108y'all ever did it, but it takes a special person. But I really feel you need to be compensated for what we are doing. We all in here are taxpayers. We're paying your wages. We're paying ours. And we're paying them taxes to the school district so that we all can help educate our kids and give them what they need to succeed. Thank you. Thank you. [Applause] [Music] Tim Shriver. Good evening folks. Uh my name is Tim Shriber. I'm a security guard here at Julia West High School. Uh this is my third first school year with the district. I want to thank the community, the union, and the board for letting me speak here this evening. And I just want to touch on why it's so important that we get a fair competitive wage. Um some of
109the things we do and I'm going to mention three of them. You don't want anybody who's not engaged, who's not competent, and who's not caring to do the job. Um in my opinion, the number one thing most important thing we do is we secure the outside doors. And we do that by our using our cameras and by going through our our beats, if you will. Um, we check those doors by hand every time we go by because I know you've all heard on the news and you've seen the reports what can happen when somebody comes through and unlocked or unsecured door. We won't have that in this school. We won't have that Juliet central. Okay, sorry about that. That's your um but we won't have that in in the D schools. Uh, second thing I
110think we do that's most important is we break up these altercations. And it's important that we get there as soon as we possibly can. Problem is, it's hard to get people to do this job at this wage. Okay? So, instead of having a security guard every two or 30 hundred feet, we might be going 1,200 feet to get there and you try to get there through a crowded hallway, the kids got their cameras up. It's not happening. you're not getting there quickly and there these kids are going to get in here and so are the security guards and any teachers who might jump in to try to break it up as well. So we need a wage for we need a comp fair competitive wage for that mental health issues as we all know the
111students in these schools they have some of them have some mental health issues and again when we're walking our areas we might see kids sitting on the floor and we ask them well my teacher let me sit out here and you can ask a couple questions and you know that's completely legit. On the other hand, we'll come across a couple students for a student and you can ask her after a couple questions. You can see this kid needs some help. I need to get a social worker or counselor, a dean, whoever this student will talk to. He's not going to talk to me. Back up and you call somebody he will or she will talk to you because if we don't get that person some help, something bad could really happen. Okay? You need a
112competent, good person doing this job and you're not going to get that $15.58 an hour. Okay? We need a fair wage, a competitive wage, and a wage we can hire people on to to retain them as well. Okay? So, I ask the community and I ask our our my fellow union members to demand of this board this this contract an an immediate $5 amount raised. Okay. A $3 raise after the first year of the contract and a $2 raise after the second year of the contract. That is a fair wage for this position. It keeps the students safe. It keeps the people in the school safe. and it just going to happen. >> Thank you all for your time. >> Just leave. That's okay. >> Appreciate it. Good evening. I stand before you today, this
113evening. I've been in this district almost 30 years. We as pair professionals have never had a decent raise in the almost 30 years that I've been here. The most we've ever gotten is 5%. And then that 5% was taken away when the insurance went up. So we got no raise. Every time you offer us like the 3.5 or 5% that's 67 cents. What kind of raise is that? We don't even make cost of living. We have students that have gone through these buildings that we have helped get an education that are making more money than us starting wage more than what our starting wage is. You have people that work in this district that are washing buses that make more money than us. But we're with the kids in the classroom in the hallway. Brought
114the ones that they come to and talk to. I challenge any of you to come sit in a classroom with these students and see what you can do with them. If we're not in the classroom, you will not have a hard a good time with them. It will be hard for you to sit there in a classroom with 15 students that have emotional problems that are ADHD. See how well you can handle them in a classroom like we do. You sit there and you think that we're not worth what we're asking for. We're only asking to get what any decent person is supposed to get. a cost of living to live out there in this world and have enough money in our pockets to pay our bills, not have to sit here and work two
115different jobs to make a cost of living. These students go out of this building every year and graduate. They're going out there and they're making $20 an hour their starting wage. How is that? We help them. We sit in the classroom with them every day. We teach them how to add, count, read. Without us, our special ed students would not make it out there. We help them understand what is needed to be out there in the world. Thank you. >> Megan Good evening everyone. My name is Megan Heckler and I'm a special education teacher at Juliet Central. I've also had the opportunity to teach at Juliet West. I've also had the opportunity to teach at Jeep uh at Juliet 86. I've been working in this community for 16 years. I'm speaking to you tonight not
116just as a teacher, but as a colleague who works side by side with pair professionals and security every single day. Our classrooms could not function without our pair pair of professionals. The safety of our buildings could not function without our security staff. They all support our students with the greatest needs. They build relationships. They keep things running smoothly. And they do it all with care, skill, and professionalism. But let's be honest, their pay does not reflect their value. Many pair professionals and security staff earn wages so low they have to work overtime for our district's after hours events on a regular basis, which without them, those spots would be hard or nearly impossible to fill. Again, their pay does not reflect their value. that it's just not unfair. It's unacceptable. We cannot talk about equity
117or student success without talking about the people who help make that success possible. If we respect the work, we have to respect the workers. It is time for fair wages and real real recognition for pair of professionals and security. They deserve nothing. Do better. Thank you. [Applause] Hello, I am the mother of a senior in the A senior in the AE program at Juliet Central which we have found to be amazing. My son is intellectually disabled and has autism. He is verbal but his communication skills are very limited. I am here today to support your approach and security at JTHS. I sent him to school daily to learn academic and life skills. And while his teachers are amazing, they cannot fully meet the needs of all of their students on their own. Pair professionals are
118vital to help him learn as well as help him regulate his emotions, try to help him express his feelings and needs, help keep him safe, all while making him and all of the other students in the class feel safe, supported, and cared for. There are a few who communicate with me, which is so important to me because he cannot tell me anything that happens at the school. I depend on these bear bros to let me know important things that are going on or just to send me a little picture of him having a great day. And I can also give them information they might need about what he's not feeling or if something's on. I don't know that many of the parents in the program, but anytime we're in the school for anything, I see
119all of them greeting him warmly by me with a smile. They all know all the students. I can't imagine what school would be like for Adam and other students in special education without parro. These dedicated professionals work so hard and deserve to be paid so much more than they. And I know this because I'm a parro in district 86. I know what it's like to work hard and put everything into the students only to be so discouraged on payday and as the cost of living increases and see that little amount go nowhere. I shouldn't have to say this but as a parent of course safety is a big concern as well and I do support the security being paid as well. I want him to know that he is safe and happy at school and
120even though he's a senior, other kids deserve better. Thank you. [Applause] Our public comment for tonight. Thank you all. I'll entertain a motion to >> move. Second >> without objection. Hearing no objection meeting.