001Mrs. Guerrero Numeare >> here. >> Dr. Huntington >> here. >> Mr. Coffee >> here. >> Mrs. Stiff >> here. >> Mr. Kennedy >> here. >> Mr. Fitzpatrick >> here. >> All right, we're going to move to the pledge of allegiance. Have >> our ROTC please stand. Arc time. turn. Oh. and >> I pledge algiance 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 order. I'm >> Ark. Right. Please be seated. Big thank you to our ROC. They always do a phenomenal job. Like to welcome all of our visitors in person, which we have many tonight. uh as well as those watching on live stream at home. Miss Rico, do we have any public comment on any agenda
002item? >> No, sir. >> Hearing none, let's move to the consent agenda. Is there a motion to approve or amend? >> Uh make a motion to amend the uh consent agenda item to remove the Hopewell uh bill from the check register. >> Do we have a second? >> Second. >> Any discussion? >> Roll call, please. >> Mr. Kennedy, >> yes. >> Mrs. Lynn, >> yes. >> Mr. Mr. Fitzpatrick, >> yes. >> Mrs. Gonomer, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Stiff, >> yes. >> Do we have a motion to approve the rest? >> Some move. >> Second. >> Discussion. >> Roll call, please. >> Mrs. Stiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Graome, >> yes.
003Dr. Huntington >> abstain. Mr. Coffee. >> Yes. >> All right. We are now moving into recognition and awards which we have plenty of. >> Yes. This is one of our favorite um recognitions throughout the year though we love all of our recognition. But I'm going to turn it over to Mrs. McDonald um to introduce our recognition this evening. >> Thank you. Thank you Dr. Guzman. Thank you board. Good evening everyone. I wanted to take a moment um to give a huge congratulations to the group of amazing teachers who have hit a big milestone in their careers getting tenure. It's not just a title. It's a way of celebrating their hard work, their talent in the classroom, and their dedication to our students. These three teachers have truly become a vital part of our school district.
004They spent years, so three or four years, building great classrooms, supporting our students, and creating places where every kid can succeed. Uh, their passion is what makes our school special. It's an honor to officially recognize their accomplishments, and we thank them for being here to celebrate with them. So, I'm going to go ahead and start with the Central Campus. I ask that you come up here um and then stay up here. We'll do a a group photo with Central and then West and if we have if we want all of them together. Okay. All right. So, come on up when I call your name and it's alphabetical. So, Caitlyn Brick, Central Campus, Sophia Chalk, Christine De Monaco, [Applause] Kenneth Gilroy, [Applause] Matthew Hurst, Amanda Johnson, [Applause] Josh Maurice, Stacy Moore, Sylvester Pamo, [Applause] Elizabeth Beth
005Perez, [Applause] Elise Piaenti, [Applause] Nick Reté, [Applause] Tanya Sheets, [Applause] Ignatio Torres, [Applause] Gabrielle Wilk and Steven Ziko. [Applause] >> Mr. Howland, if you could jump in for the picture for Central Campus. >> Congratulations. Now you go jump in >> and today was the first day of school so everybody's tired. >> Congratulations. >> Thank you. Well, thanks you guys. All right, West Campus, you're up. Mr. Nate Atkinson, [Applause] Jennifer Beckham, [Applause] Jeffrey Banerk, Lauren Brosman, [Applause] Joe Cruz, Serena Cruz, [Applause] Robert Elkins, [Applause] Noah Fabric, Elizabeth Gillespie, Amber Grazini, [Applause] Mora Kowski, [Applause] Angelica Lara, Kelsey Pollson, Andrew Smothers, Ryan Starovich, [Applause] Wanda Turner, and Susan Vera. >> Congratulations. Congratulations. >> We'll get a group photo >> and then we have one more campus. Maybe when I was Take this one. Okay, >> that's perfect.
006>> Okay, ready. One, two, three. >> Congratulations. [Applause] Pathways. Yep. All right. And our um last campus to be recognized is our Pathways campus. [Applause] Catrice Cologne, Kyle Countryman, and Jacob Neman. And then we'll do a group photo. >> Mine, can you jump in that one too since it's from both like kids from both campuses? Congratulations. >> Another round of applause for everyone. Yay. Well done. Thank you everyone. All right, at this time we're going to take a quick recess to come out and congratulate our staff. So, don't leave yet. We're coming to say congratulations real quick. Then we'll reconvene in about five minutes. At this time, we are finished with recognition and awards. At this time, we'll turn it over to Dr. Guzman for superintendent reports. >> Thank you. Um, no correspondence or legislative
007reports at this time. Um, we have a lot of reports and presentations this evening. So our first presentation is our annual harassment, intimidation, and bullying review presentation. So that's looking back on last year. And so I would like to invite Mr. Steve Lac and Dr. Brent Markham, assistant principles at their respective schools to um present this information to the board. >> Good evening everybody. >> Mr. Lock, I don't think it's on. I'm sorry. Thank you. I was just testing you. Okay. All right. Um Oh, good. Sarah's here. Um so our so our annual harassment, intimidation, and bullying report for the 2425 school year. Uh this won't take very long. Uh we're just going to hit some key points. Maybe >> it's on now. >> I'm striking out here, guys. I'm sorry. >> All right. That's
008strike two. I get one more. >> Two X's. That's it. >> I know, right? Okay. So, um, going with our first one in regards to prevention and our communication, um, with both Jolie West Juliet Central and Pathways Academy as far as our prevention plan going from policies posted on district website. Not going to read all of them. We do numerous things. Um, safety week isn't up there, but that's another thing where HI is promoted, coaches meeting, athletic meetings, new teacher orientation. So we really do and done a much better job I would say the past two or three years of making sure that people are aware of what harassment, intimidation and bullying is and how to report it if necessary. With our response plans, all formal complaints are investigated. Uh alleged victims and alleged aggressors
009are not their parents are notified within 24 hours in regards to a school day. And what do I mean by that? Uh if we get a report or an accusation on a Friday, we will respond by that Monday if we don't get an opportunity to do it on Friday. Um investigations are completed within 10 school days and victims are provided with resources as far as to handle it, especially when the situation is verified. One thing both campuses did do last year um and we with implementation with social workers um andor counselors following up with the victims regardless if it was founded I should say verified or not verified. Um very arbitrary number. We usually wait five to seven school days. um let cooler heads prevail and the counselors and social workers will call the aggressor
010and the victim alleged regardless. Have a conversation with them to make sure everybody's okay and it was very very successful last school year. Evaluations and assessments of the policy. Um collection of the surrounding victimization, observation of students, staff and family uh in regards to school safety. identification of areas where bullying um was allegedly took place or verified that it took place. Um we did do a better job which Dr. Markham will allude to and really separating the harassment, intimidation, bullying aspects because we do believe there they are different things and we need to categorize them as such and then bystander intervention and participation. >> So like Mr. Lock uh stated the state passed a bill uh a few years ago that caused us to really put a lot of more a lot of effort and
011attention to our harassment, intimidation, bullying policy. So, one of the things that the state's still working through, if I'm being honest, is how they want to collect and look at the data, right? I know we're all surprised by that. Uh so, Steve and I, I think we went to four uh meetings or adminies this year to try to really uh wrap our heads around it. We heard different information at all of them. So, uh, what we decided to do for our own purposes is to really separate out the three different categories. Uh, so this first slide is is a new one. If you've been on the board for a while and think back to our old presentations, we used to just report harassment, intimidation, bullying as one category. We felt like it was important to
012separate out bullying because that is a more uh severe or pervasive uh situation. And so we wanted to look at bullying separate. So here's a breakdown of uh our our bullying data from last school year. Uh, and then this is just to show you kind of the trend. We combined harassment, intimidation, and bullying all together just so we can get a a look at what that has looked like over the past few years. Um, and we'll continue to to work with the state, try to find out exactly what they're looking for in their reporting, uh, and update our presentation based on that. Uh, we always look at the locations of founded bullying cases especially, but also harassment, intimidation. Uh so what you see here is a lot of it happens on social media or uh
013in unstructured areas, right? Worth noting that the numbers don't always add up on these slides because locations can happen if it's repetitive, it can happen in multiple places, right? Um same thing on this next slide where it talks about uh basis of founded founded bullying. Sometimes uh the bullying is for multiple reasons, right? Uh oftent times a lot of what we see in our bullying cases is other unspecified uh and that's really just uh persistent teasing ongoing bullying of students without like a specific protected category uh being the reason for the bullying. So uh we we put a lot of effort into this last year with our PPS staff. So, one of the things that we want to try to do more and that we'll start to do as we go into safety week next
014week, uh, is make sure that all of our staff groups are aware of of how to report bullying. I mean, if you go back to the slide with the number of cases, uh, this year we had 102 cases that we investigated. Uh, but any any teenager that you talk to ever will tell you that they were bullied. So, I think there's more opportunity for us to talk to students and support them. Uh, so we want to make sure that all of our staff are aware of how to report that so that we can go through the formal process of investigating and supporting the students. Um, we we have updated our our data collection process and we'll continue to work with with Miss Rico on that to make sure that we're doing that in uh in
015the best way possible. Um, we always review the administrative procedure with our PPS staff. We did that uh during institute the last few days. Uh, and so we'll just continue to uh try to try to grow in this area and and work on making sure that we're giving students the support they need. >> Any any questions? Um again, this presentation does have additional data in the appendix in the back. Um but we're happy to answer any questions regarding what was shared during the presentation or what's in the appendices. >> I want to thank you guys for your work because I recognize a lot of the uh data you pulled out of there from the spreadsheet that the state provided us with. It's very very uh user friendly and very you know nice to use. Um
016but and I had a fraction of the data that you guys had and and how comprehensive it is for each individual incident. Uh thank you guys for your work because it's it's not a light task. >> Thank you so much. [Applause] Um, as you probably remember, um, at the conclusion of first semester, we had an attendance update. Um, attendance, uh, action plan 3.2 is one of our adopted action plans. Um, our principles, Sakar Parker and Shad Halahan are the leaders of that action plan. Um, and they are coming back to give that um, yearlong attendance update. Good evening everyone. Um, as as Dr. Guzman mentioned, uh, we gave a presentation in January. Uh, based on our first semester attendance data to give an update of where we were and what progress we may have been
017seeing at that time in improving attendance for our students, we highlighted some of the initiatives and new strategies, interventions that we uh had implemented for that year. Um, and as you may recall, we we saw some some positive semester data at at that time. Uh, but I'm getting ahead of myself a little bit. I apologize, but um, just a reminder, the strategy and the specific result uh, that we're here to discuss this evening. And I mentioned this, so our main focus for we had three main areas of focus for the 2425 school year. And back in the January presentation, we went into depth on each of these. We're not going to do that again tonight, but we will give you a kind of a brief uh overview or recap of that. Uh we wanted to
018expand communication regarding the importance of consistent attendance and using a common theme or message. Research shows that that's extremely important. So, we went to great lengths with um commu communications to families, uh signage and messaging around the school. Um Dr. Dr. Gooseman as I mentioned at at any event with the community talks to community members about the importance of attendance and trying to like make sure our families and parents understand that. Uh secondly, solidify and communicate clear roles and responsibilities. Uh improving attendance is is a is a monumental task and and it's a challenge across the country especially since COVID. Uh and while it is everyone's responsibility and everyone plays a role in improving attendance, we felt it was important um that we solidify clear roles for teachers, staff, administrators, families, etc. on how we
019can all contribute to trying to improve in this area. Um and then along those lines, finally, developing detailed plans for each unique challenge. So, um, you know, we we have students who unfortunately miss full days of school for a wide range of reasons, but we also know that we, uh, struggle with students who miss part day, whether it's coming to school late, um, or leaving early, whether that's excused or or warranted or not, uh, and arriving late, etc., or just missing a period here and there. So, as you may recall, we came up with specific plans for each of those areas. Uh so be before I get to this, I'm going to back up. Uh you may recall also in January, we were pretty optimistic about the data that we saw and we asked our
020technology department to to run some numbers and and we were seeing growth in all these areas in partday absences that gone down in full day absences and absenteeism rate. we have seen a reduction and and so we're excited about that but we knew and continue to know that you know we need to look at the full year because things can change. So then at the end of the school year, we once again asked technology to run internal data on on absenteeism for the entire year. And at that time, we also saw growth. We were pretty excited about that because there were a lot of efforts made uh as we've talked about to try to improve in that area. And then the preliminary school report card data came out and um that's what you see here.
021And and as you can see, our our data for specifically chronic absenteeism, which again is percent of students who miss 10% or more of their school days per year, um our data remained stagnant and and so at first there was some shock and we wondered like why that didn't match our internal data and and certainly a lot of disappointment. But uh what we were reminded is that um when we asked for the internal data, they're running that data by serving school, which means the students who arrive at our our central and our west campus each and every day and who were impacted by all those interventions and systems that we talked about back in January. school in the school report card and this is a case for pretty much all if not all of the
022data it it's based on homeschool which means all of your students even those who you don't serve at the respective central and west campuses are represented in that okay and that was where the discrepancy in what we thought the data was in and what the data really is for the report card um so I I say all that not to make any excuses or to say that we are not responsible for our students who Juliet Central or Juliet West is the home school and and they are serviced by schools outside of our area including some that we oversee. We own those students and and and it's important that we improve in those areas as well. I just want to make that clear, but I just kind of wanted to provide some context as to why
023like we thought the data was better than it actually was and Miss Parker's going to talk about that in a minute. So again, as you can see here at the central campus, it is the same number for chronic absenteeism as the year before. And at Juliet West, um there there was a very slight increase. And then we're also going to talk, this is just one piece of data, um we're also going to show some data on um average daily attendance as well in future slides. So I'll turn it over to Miss Parker. >> Thank you, Shant, for stealing my thunder. >> I'm It's fine. We've been talking about this and talking about this. It's hard to uh not continue the discussion on, but this is an actual breakdown of what our chronic absenteeism is for
024both um homeschool students who are within the boundaries of Juliet West and Joliet Central um which is what the report card data will show versus the serving school and the ver uh data. So if you look at central there was a decrease for serving school and these are the kids we have the the opportunity to have the greatest impact for when you consider the things that we implemented on last school year. These are the kids who walk into our classrooms. They come into our buildings. These are the families that we work with, our teachers work with one-on-one. Our PPS staff uh works with one-on-one. Um for Juliet West there was a decrease of 3.8%. And um we shared this data yesterday at our uh institute our faculty meeting during institute because it is a celebration
025of seeing the effectiveness of the things that we've began uh to implement and we are very encouraged that there will be greater gains as we continue on this path. One of the things um >> sorry can I ask a quick question? Um so just so I'm clear on this these are all so serving school would be any student that would be should be attending Juliet central boundary just for the year of 2425. So there's no there's no improvement there. You're just showing the internal students and the external students. Do you have the data from 2325 or 24 this broken out the same way or no? >> For serving school we did not pull that. No, from last year. >> To clarify, we we asked about that and because it's internal data and I I scoured
026CIS to see if I could find a way to figure out serving school data and I was unable to figure it out and I asked our technology department and once we have the rollover into the new year, they can no longer access the previous year by us the service data. >> Okay. >> So, I I understand your point. You're right. So, that 52.9 and that 41 We're considering baseline data and now that we know that the only way we can >> that I'm aware of that we can get serving school data is internally is that we'll make sure that we track that annually so that we can see apples to apples are we actually seeing improvement in the serving school category >> right so you're not comparing those two numbers you're just showing the difference
027in treatment yes >> if I remember correctly from January um the students who are in homebound instruction or medical ISS issues that's included in in this abs rate. Is it possible to see how many kids are like act you know if a kid has a medical issue they might miss you know 20 30 days of school but I'm just curious of like what percentage of kids is that in there you know what I mean like how is that how are kids with medical issues impacting the attendance rate like I understand with the state it's included and all but I'm just curious to um how that may skew the the data Yeah. >> Well, if they're homebound receiving services, they would count as being in attendance that day. >> Oh, they do. Okay. Okay. Then I
028take that. Sorry, then I apologize. >> But I think you I I took what you said to mean students who may like have a 504 who have a chronic illness that does require them to miss more school than the average student. >> Right. Right. Like intermittent well, so would intermittent homebound then be included in this or no. Depending on how it's coded services. >> Okay. Absentee is up though, right? >> From >> the pre >> from the previous year when you only look at the school report card data which it's different groups of kids but central was 57.3% last year and it's 57.3% this year. So it actually stayed the same which the last three years it's gone up. So it we're not celebrating that we're staying the same, but it stayed exactly the same
029with West. I think it went up.3. >> Any other questions on this? >> Oh, no, not at all. clarify, >> but when we last met um in January, there were impending uncertainties that we we discussed during our presentation um regarding um the uh uh questions regarding deportation and ICE. And we there were questions of how that was going to impact um our Hispanic and EL population. So, new to this presentation, um we included uh the average daily attendance rate for all of our subgroups. uh just to give an idea of the the impact uh that was that did or didn't happen. And if you look at each one of the subgroups, what we found was that the daily average attendance rate did not um fluctuate more in the subgroup of Hispanic or EL English learners
030for differently between our other subgroups of white, black, two races or more male, female. Um a better look at this uh is the next slide for central. You look at that is all students average daily attendance rate versus those two subgroups to see the impact. And we firmly believe that uh a large portion of us not seeing a great impact was due to the support of our board and our superintendent and the messaging of supporting and welcoming all students to our campus and making it very clear that we are welcoming and inviting to all and we support all students. So we do thank you for your support. We thank our teachers, our uh staff, we had clerical parah who have uh found our families have found trust in throughout this ordeal. Um, and they have
031been able to consistently um, strive to come to school and receive the resources that they need. And this is the uh, average daily attendance for West as well. A comparison of all students versus our Hispanic and Eon populations >> to um, the questions that both um, Dr. Huntington and Mrs. Lynn asked. So, one of the things we talked about um as we're looking at our data is over the last six years, we've really delved into like graduation data, graduation rate data to understand like what is going on, what is causing it. Um and you've seen that presentation and we'll do it again for school report card and I do think that that has helped us um improve our graduation rate. Um, and again, the school report card won't be um, released until later, but um,
032one of the things I shared with staff at the opening day institute is um, Joliet Central is over 80% with her graduation rate last year, which is the first time um, in as long as the report card has been in place. um and that in in every single subgroup and Joliet West is at over 86% which is the highest it's been. So since the inception we our staff because of the work we've been doing over six years we've improved in every single area and so I think we just we keep looking at the and we keep trying um where graduation rate its credit recovery it supports we put in place we're going to keep trying with attendance and I know there I'm not going to steal their thunder on what we're doing next year but
033that's our approach is you you continue to improve and you figure out what's working, what's not working, and if something's working, you keep doing it. And if it's not working, we tweak it, pivot, or try something new. Um, and that has been serving our students really well. And um, and that is something to be proud of. And I made sure we let our staff know that. >> So, as Dr. Houston just mentioned um you know we are always looking at our our our approaches, our strategies, our systems and looking to improve regardless even when we're seeing growth but especially when we saw that we remained stagnant when it came to um chronic absenteeism rate. Uh it it kind it accelerated or um increased that need to say okay what more can and should we be
034doing? Uh and so working with our teams, um we we have some new strategies and approaches we're going to take heading into this year on top of uh continuing the things that we already mentioned and we discussed in January and and even expanding on those to a greater degree. Um which is actually the third uh line there, expand targeted communication with students and families. Uh we did that was a huge um effort this year and and we're going to continue to look at ways to make sure that parents and students are even more aware and more frequently communicated with about how often they're missing school and the importance of being at school etc. But moving back to the top things new for this year, excuse me. Um, and you'll see there's a few changes or
035a few differences between campuses and we'll talk about why, but we're going to pilot a few things at the respective campuses. Um, and we'll provide the rationale as well. Um but something we're going to do at this at the central campus specifically is um when I I saw that data from the score report card I immediately ran it from CIS and and I won't bore you with all the details but I I was trying to like look at different ways to dissect the data and one thing that we were able to do um Mr. Villa floor not we was able to do is identify how many students like had of those students who had missed 10% or more how many and put it kind of in bands how many students missed 10 to 14% of
036the school days how many missed 15 to 19 how many and so on and so forth and we learned a few things from that one and this our our teachers and staff here um and at home will account attest to this because we've heard it anecdotally is many times our students who are missing school are missing school a stop um for a wide range of of reasons. And so what we found is that um of the the 51% at Julia Central of students who are chronically absent um a a good percentage of those students are missing over 20 25% of the days of the school year and and so that presents a different challenge and we need different strategies to address that because that could be a wide range of things whether it's um seal
037or school avoidance or or things of that nature. So, we're not um giving up on those students. We're we're going to work hard with our behavioral health teams and all the resources we have both internally and externally to address each of those students unique needs. But what we're going to focus on at the central campus are the students who were just beyond that threshold. So we ran a report of student of those students, broke it down by grade and um what as administrators we are going to take on essentially a case load of about 10 to 15 targeted students um that were in that 12 10 to 12% range. We we narrowed it down to 10 to 12% and essentially create a check and connect program with those students. Uh so I'll use myself as
038an example. I'm going to have 12 to 15 students um that I'm going to target. I'm going to connect with those families. I'm going to let them know that I'm going to be following, you know, your students attendance as well as their grades and performance and behavior and other things. And and I'm going to be reaching out and and I'm going to be checking in and and just to provide one more resource for those families and those students. aid to know that there's there's one more person who, you know, cares about their student and wants to see them there and notices when they're not there, but also to connect them with other resources or other things they may need if there are barriers uh in place that are keeping them from coming to school. So
039with approximately 12 13 administrators, 12 to 15 kids a piece, there's like about 150 or so students that we're going to build relationships with and try to like personally um work with those families and those kids to improve that attendance. So So that's something we're going to we're one of the things we're going to do um at the central campus this year. Uh the student support table, you've heard that about that before. Again, thank you Miss Lynn. We always have to give you credit for uh for bringing that to our attention. We um borrowed that from from Bowling Brook High School. Uh we're set to to implement that beginning next week. I believe it is >> the 25th, right? >> Yeah. And um I know you're aware of what that is, but we are going
040to have primarily administrators again, but also other staff um greeting students as they arrive if they arrive late in the morning and check in to It's called support table for a reason. It's not nec it's not just it's like punitive. It's what's going on. Can is are there things we can provide and things we can do to help that are causing you to be late. You know, we did a pilot at both campuses in May. And um I I talked to staff about this the other day, like um there were several times I would talk to a student and they said, "I know, I'm sorry I'm late, but I I take an Uber to school and we have to drop my brother off at this grade school first and then my sister at this school
041before I can get here and that's why I'm late every day." Um now, not every student has a situation like that, but but many do. And so it's important to know that so that we can work with those students and those families and try to support them as best we can. Um but just also know that not every student who's coming late to school is doing so because they're just not getting out of bed or they're, you know, they're not motivated to get there. They have some real challenges that they're uh working through. So and and I already talked a little bit about the expanded targeted communication. Um, and I'll let um, Miss Parker talk about the tardy sweeps, I believe, at the West Campus. >> Yeah, at the West campus, we'll be piloting tardy
042sweeps. Um, during the discipline conversation last month at the board meeting, I believe Dr. Markham shared some information about um, us taking on tardy sweeps this year. This is not new. Um, I believe it was the first year of the full student body return from COVID. We implemented tardy sweeps um uh throughout the entire district and we found them to be pretty effective um in having those conversations immediately with students who um are late to school. So we've implemented procedures for teachers to follow um so that uh once the bell rings because that is the expectation that you are in class uh students will be swept into the auditorium um by um security um administration and deans where um quick conversations will be had. Um we will be tracking their uh attendance within the tardy
043sweep and they will be escorted back to class. We will be walking them back to class. Um if students um find themselves within the tardy suite multiple times throughout the day, we've developed a tiered system to to respond. But immediately making parents aware of the impact of the choices um that students are making. We are looking at that third through 8th period time. Um for us specifically at West um the lunch periods are when we see the highest number of tardies that changing of periods between lunch and advisory. So we're really targeting that portion of the day uh to address the um notion that some of our students feel that lunch is not a class and advisory is not a class. So the effort to urgently get to class is not always there. Um, so
044we're this is going to be another heavy lo lift from our administration because the expectation is that we are assisting our deans in the auditorium and in the hallway during this time but we feel that it's absolutely necessary. And the last thing u is our uh implementation of the ALOT program through the ROE. Um we um both have had an opportunity to meet our student advocates. um they have carry a case load of 32-ish students with that they'll be working with oneonone. Thank you Dr. Huntington for that uh referral and sharing that information. Um we're excited about the possibilities of that program um and the impact that they all have with our our students and families literally being an advocate for that student with their teachers and their classes but then also that direct communication
045with families updates that personal cheerleader. um and then connecting them with resources as they see necessary. >> So, uh we can interrupt real quick. >> Absolutely. >> Uh as I'm listening to you guys, I'm hearing a lot of you the you guys say that the admin's taking on this role, the admin's doing this, and I appreciate you guys taking on this role and not just passing it down to teachers or passing someone on, but being an active participant in it. And I appreciate that. >> Thank you. Yeah. Yeah. Uh so we were also asked to discuss uh dropout rate and share some data about that. So we're happy to do that this evening as well. Uh I'm not going to read the definition to you, but this is directly um from the school report card
046uh in Isby um just for your reference. Uh and so here is here's the data uh for the 2425 school year for the respective campuses as well as uh a comparison to the to the previous year. Uh as you can see uh the we did see some improvement at both campuses a reduct reduction of 0.5 at the central campus and point4 at the west campus and and then you have the the demographic data there there below. Uh so again, we're we're always happy to see uh progress being made and and the data showing improvement, but but we also know that there certainly is is work to do uh in this area as well and we'll continue to do that. We also wanted to show uh the data broken down by withdrawal coach. So, anytime a
047student withdraws from our schools, there's we assign an exit code and the exit codes um are uh designated by Isby and the ROE and we use the same codes that they do for their collection of data. Uh just some things to to point out here um or and and also perhaps explain is that um like moved out of the United States or moved not to be not known to be continuing You know, we have high mobility rates at our respective campuses as you know and oftentimes we have students who drop u and and we don't get as much as we try, we don't get a lot of detailed information about what their next steps are. And then especially if they if they leave the country, if we don't get a records request um from wherever
048it is that that they ended up moving um then we they're considered dropouts um and considered non-graduates when we do graduation rate and and so that's something that that is a challenge we face um you know when our students are moving on. Um but as you can also see that's a small number of the students. So I just wanted to point out those some of those definitions or the situation. Um >> um sorry Mr. Shayen. So like erroneous enrollment and um moved out of the United States transfer to home school those wouldn't count against you but some of these other ones would correct or are these all numbers that count against the graduation rate or dropout rate? >> So all of these That's a good question attorney. All of, and that's something that jumped out
049at me as well, all of these students count as dropouts, but interestingly, not all of them count as non-graduates if if if they're coded that way when they left. So, for example, transfer to homeschooled is a decision that a family has the right to make. Um, and we do have students who or families who make that choice. Um, but if a student and parent calls and says, "I'm going to I'm gonna withdraw shad and and I'm gonna school him at home," it's considered a dropout for Juliet Central's data purposes, but then when the graduation rate is calculated, it doesn't count against our graduation rate. So, um, just an interesting, um, I don't know what the right word is. Well, I I I think just think it it it makes it really important to make sure
050that those those codes are entered correctly. And so when I look at I mean there's some pretty significant differences between >> central and west in certain categories. So who who makes the determination or is there discussion to make sure that you guys are on the same page? >> So >> go ahead. >> The family. the family will indicate to us exactly what their plans are for the student when they notify us that they would they requested a drop. >> Yeah. For the home school, but I'm looking at like students who did not reenroll. Central has 43 and West has zero. >> Correct. >> Yeah. So that um and this was the first time we looked at this data being honest in this much depth like by code >> um by withdrawal code I mean. And
051um once again the we had some discrepancies in data. So in the school report card we had a number of 174 for the central campus but then when I asked our techn when I went back and looked at the reports that we submitted to the roe which were required to do quarterly um the number was and you're going to make me do math whatever 174 minus 43 is. So um 131 is that right? >> Yep. >> All right. So, uh, and so I asked like, um, technology, why don't those numbers match? And what I was told is that if we have students who, um, leave for the summer and then do not reenroll, they're not on the report that we submit to the ROE because we don't know their status, but they're considered drops for
052school report card purposes because they didn't reenroll at another school in Illinois. >> Okay. And so then when so Takar and I learned that and so that's how we I was able to determine that 43 number because that's how many I had left. But then when Takara ran her data um >> her numbers matched. >> So like that's something we need to look at is are they doing something different in the registars's office or getting information we're not >> that's happening to your point. Yeah. >> So that the coding those students who did not enroll need to be coded somewhere. So Wes is coding them somewhere. Right. >> Central is >> hoping to find out where they're roll. Right. I think it's probably that you're just waiting to see what you hear and maybe Joliet's
053looking. >> We have more kids though at Juliet Central. Um because I did talk to Tino about this and we know it at the beginning of the year. There's more differences in kids that we weren't expecting show up at Central and kids that we thought were coming don't show up. Um and so there is more mobility just the mobility rate between west and central is different. Central is higher. I'm not suggesting that um it's it's that's the only reason for the difference, but we do have students that were expecting to come back and then they don't and we don't know for sure. But >> considering that the population, you know, at Central, just in our EL population, newcomers, new to the country, like that's bigger at Juliet Central, too. That's over 30% right now. And
054so that's one of the differences between the campuses too. So again, we talked about this very similar to graduation rate. Okay, we have this data. We're going to continue to trend it and see and we we talk about just like we talk about consistency with attendance um and how we code things. The same conversations are taking place, but Mr. Villora and Mr. Omnarduchi work like very closely together and are talking about things constantly. So there is somewhat of a difference just with communication from families at Juliet Central when they leave and when they don't come back. >> Yeah. And having been in the principal role for 10 years now, um I I can say that our we have gotten a lot better and we've really cleaned up like our use of these codes and and
055making sure that they're accurate and going back and and correcting them when we get new information. Uh there's still work to be done. Absolutely. And and as Dr. Gooseman said, there's also a much higher level of collaboration between the campuses to make sure that we're being as consistent as possible with how we're using those codes and when. So again, your your point is well taken. Like we need to find out why there's 43 at at Central and zero at West and and make sure that that's not simply a um an error in coding and something we need to address. Um but we have made strides in that area. Any other questions about that? >> How did I How did I get to the >> I don't know what happened there. >> Yeah, he'll pull up
056mine. >> I'm not sure. It was It was um ending with just strategies of how we're going to get to the next places. And it's, you know, our portions of our strategic plan. Um, you've seen you've seen this before. It just reiterates we're very focused in this area. Um, and we're gonna we're going to continue to work at it. >> Thank you. [Applause] >> Um, our next presentation is our educational services credit recovery presentation. Um, and presenting is Miss Diane McDonald. >> Thank you. This is our annual presentation. that summarizes the supports that we've put in place for the 2425 school year um uh in regards to credit recovery. So when we think about credit recovery, it is um for students that were not successful in their academic classes that may have received an F.
057Um and um it is all the different programs that our staff and administrators have put in place to help them recover the credit and get them back on track for graduation. So before we go into the different strategies um that were used last year, uh just a few like everybody can take a second just to read through these um with our belief statements from our strategic plan. And when reading through all our beliefs, I felt like these are the ones that really resonated to the whole purpose of our credit recovery program. With a last statement, all people can learn. So, uh, every year we offer winter and spring credit recovery. It's considered an extension of this semester. Um we we budget time for about 20 hours for students to um complete a core class for
058credit. Um the priority is always given to English then math because we know that students need four years of English for graduation then three years in math then science and social science. The timeline is either during winter break. So that means that students and staff come in during break or they come in after school is out um and work with our students. This is supported through our grants. This past year we used title one and the stronger cor uh connections grant. This is also a written um report that I submit to the board um for also um just to review. Um you have the spring credit re report with you um in the board packet as well but it shows the number of semester credits earned for each semester. One of the questions that the
059board asked last time and the data that I brought is like how then how do students do? So if we think about the 23 24 school year and the students that participated in winter and or spring credit recovery, how did they do last year? because we we only can go back a year. So here's the distribution of grades of our students. Um if you are what if you were so if I was a freshman in 23 24 my then it would be my 10th grade grades and and so forth. So um this is a distribution so that shows that our students are successful in their academic classes. And another question that the board asked was how do students do if I'm in recovery for math? How do I do in my subsequent math classes? um
060in both semesters 90 90% of our students pass their math classes. So it the um this is very beneficial to our students. And another question I didn't know if the board wanted to ask but I had it ready is what classes then are they failing? Because if we have 19% fail that sophomore class, what class is it is English two? And then junior year it's US history and then senior year it's it's English um four. So if those are classes that um demand a lot of writing and you know when when um this group of our students that need this intervention um they they also have that that absentee issue. So when you're not in school and getting that um those um classes that demand a lot of writing um and engagement with text that
061that's a I looked I'm like what class was it? So as major like majority those three areas. >> Um Mrs. McDonald can I just ask and there's percentages there but what what number are we working with like a total number of students that did credit recovery winter spring and 2324 >> then these would be the percentage of those students. So do we have a a number? >> I don't have that un number it well it would I would have to look at my previous reports. So it's I would say I do believe it was like 311 students >> total. >> Okay. So my concern was like if you're talking about 10 kids 19% would be >> it's on it's on par with like each year it's about the same number of credits that are earned.
062So like for example this year in winter 199 credits were earned. Okay. >> Um and in the winter and then in the spring 153. So right around like it could be >> half credits or full credit >> half credits. So each one. So that gives you a ballpark figure of it >> number of students got. Yep. >> Okay. Thank you. >> Um another program that we offer and this is um during the school year. So our assistant principles build this into the daily schedule. Um these are for 10th grade students who have failed a nth grade core class. Um the program we offer it during semester 1 and semester 2. It is part of our staffing process. Um and the evaluation is like how do students do? So um 37 of the 37% of our
063students who participated in gap 10 their freshman year graduated with their their current class of 2025. Um 48% of the students were no longer enrolled in the district. That goes back to our our dropout rate in the information that >> or transfer rate mo it'sility mobility 4% transferred to a GED program and um approximately 3.4 dropped out. So um I dug into that data compared to last year where there were some questions um gateway to graduation 1.0. This is um a program that we offer outside of the school day for students that are credit deficient. The targeted audience is seniors first semester and then we open it up to all students second semester but the primary focus if you look at the breakdown below is our senior students. Um it is grant funded. Um again
064for 12th grade students this past year 137 semester credits were earned and then you could see how this impacts our graduation rate of these stu and remember these students needed this class. So they had a full load and this class outside the school day and how it impacted our graduation rate. So for this year, we're continuing to offer it and fund it through our grants. We are just going to um target 12th grade students. That's our focus for this year. And then Excel was new for this um past year. Our new multilingual director um brought this program um to fruition last year. Uh we targeted students that had interruptions in their um education. We target targeted 10th through 12th graders. Um it was grant-f funded. Again, they were completing the courses outside of the school
065day. So they had a full schedule and additional classes. We approached it as almost case management where we had some of our bilingual staff um um like almost consult with the students that are taking these classes through this new program, subject.com. um and followed up with them on a regular basis if they weren't making progress or if they weren't coming to school. So um they they found it very successful and they're continuing um with it for this upcoming school year. And then gateway u graduation 2.0 I know remember we came up with all these names um during co and I blame this gateway to graduation on Brett because he's the he is the naming um person who started this gateway um 2.0. This is for our senior students um predominantly senior students who um like
066need the these credits to graduate and there can't be any deviation from it or they won't. it is embedded into our staffing schedule. Um you could see the evaluation of the program of how many students graduated who were part of the program and we are continuing with that for this upcoming school year and and when we do the board presentation on the school report card and even with the data that um was shared at opening in institute day the impact is very it's visible it's it's you can see it in the numbers and then finally our golden grads this is our last chance for our seniors who um still needed approximately two or three credits to graduate. Um our three three gateway graduation teachers work during the summer with students who didn't graduate with their
067class. Um we have a timeline of um I think before July 34 1st. Um so they can get counted and they can be part of their graduating class this summer. um we graduated 36 students out of the 46. And again, this isn't this is um I mean these students are working during the day. They've and and so they're they're attempting to navigate um life and wrapping up their degree. >> So does that count towards the graduation rate then? Yes. By >> July. Okay. >> So that's my summary. it potentially reduces kids that are coming back for a partial schedule. Um and and again I I want to thank um Mrs. McDonald for compiling this and incorporating and and asking and the questions that were asked like with the evaluation purpose, but I do think that
068the evaluation of these programs shows that individually they're making a difference, but then the continuum we have in place is is what's allowing us to trend in this direction. And when you're looking at data and especially with graduation or freshman on track, you have different cohorts of kids. So each year there's going to be like maybe dips and and and everything, but like over six years, what does that look like? So you look at it from year to year and you look at it over time and some of these have been in place for a decade, but co also accelerated some of these programs in place and together I do believe that that is why our graduation rate has improved over the last six years. So and it's something to be really proud of and
069it's the work that's being done in the classroom and then through these programs. >> I had one question. I'm sorry. Um on the uh end of semester when a student's failing, they have four days to get their grades back up on the fall and spring. >> Yeah. So it's uh four 20 hours. So um we only they only work on one class and they have to be in a range of 50 to 59%. So, they have to be close to passing in order to do the winter or spring recovery. >> And they're able to make that up in that short amount of hours. >> I would tell you for English, they it's either uh submitting my paper that I never submitted or finishing my paper that um I started. Um for math um it's pretty
070comprehensive because they touch based on the skills the gap skills or the skills that they have deficits in for this semester and they also preview into next semester because math is a continuation. So yes that's that's why we only target Mr. Fispatrick students within that 50 to 59% range because they're close to passing but not there. >> Oh okay. >> And it's multiple hours on the days. And so when you think of 20 hours with 55 minute periods, that's um sort of extending at three and a half weeks of of time with a teacher. And um the carrot for the students is you're there once you complete you're you're done. Um so >> for the full 20. >> No. And not everybody does earn the credit, but we find that a high percentage of students
071that are in that range are able to demonstrate um at least to a passing grade. >> And you just give them a P for pass. >> No, they get a D. >> They get a D. >> A D. >> Did that just recently? >> No. >> So if they like retook something and they did the highest they can get is a D or or if they retook something that great replaces the other one. No, it just go it just goes from an F to a D. >> So, at least for their GPA because when we first started it was um they had the F stayed and then um they got the new grade of a D. Um and so we went to the D replaces the the F because during the semester we also have
072opportunity to redo and remediate. So there's there's chances throughout the semester to remediate too. So, this is the opportunity to go to a passing, but just having the P then it doesn't count on your GPA. Um, and so that's why we went to the D so they at least get one point. So, it would be hard to go from an F to C or a good question. Thanks. >> Are there any other questions? All right. The last presentation of the evening is our annual budget presentation for the 2526 school year. Dr. Hampton. >> Yes. Uh good evening to everyone. Um this is the annual budget presentation for the 2526 school year. Um before I get into the actual slides, just want to and the board has this um just talk about some key assumptions um
073as we build this budget. Um and a lot of this information is presented throughout the year. So you'll you hear some redundancy, right? So CPI, we talked about those things. That's uh how our levy is affected is at 3.4%. We saw our new construction um which 2023 was 215 million drop to 38 million. Um just so you know the 215 million is not the norm. The average is around 38 million in terms of new property. Um and with that being said, most districts don't experience new property growth because how large we are we are as a district. we have the opportunity for a lot of growth and we do see that and that's great for the district. That's new money that comes in. Um our equalized assess value um increased about 6.2%. Um a big
074one that we discussed last year was the corporate personal property replacement tax. So um 2024 we received 16.3 million 25 we received 10.8 million. That was a roughly 32% reduction. Um we they had talked about this at the state level. We knew this was going to happen. Um going into this school year, it's up about $200,000. So it's pretty much flat. We don't know if we're going to receive all of those dollars, but that's what's anticipated. But we definitely saw a 33% reduction um in CPPRT. Um another piece is evidence-based funding. Um and I'll have a slide on that on on that. Um we're tier one again for this school year. We're uh to receive about another 1.3 million, but our adequacy rate went down and that's because of CPPRT. Um so and you'll and
075you'll see that in slide along with that um our grants we're holding flat right now all of our grants. Um just a lot of uncertainty at the uh federal level. um not just with our grants but then the cuts that's being made to each state where let's say for instance the state of Illinois billions of dollars are not being received by the federal government impacts their budget that trickles down to school districts and other um entities. So those those things remain flat. Um in terms of you know expenditures, everything that's been presented to the board in terms of staffing presentations, uh contractual agreements, um our health insurance costs right now estimated at about 6%. That's the trend. Um we still we do have an insurance committee. um we meet um probably here in the next
076few weeks to talk about renewals for the upcoming um cycle which starts in January. But as we know and if you following all of the news, everything is trending up um in regards to health insurance. Also the the committee does as much as possible to um try to limit any type of impact to the members and um we have all of those discussions with union representation from each group um as part of that. So, um, obviously, you know, we have the construction projects, but that's a construction fund totally separate from all of the other, um, funds that we that we have in the district. So, I'll get right into this presentation now. Um, here's the mission. I'm not going to read that. And then we talk about the funds. So, education fund, that's the largest
077fund. um operations and maintenance fund, bond and interest, transportation, Illinois municipal retirement fund. So that's IMRF, um social security, site and construction, working cash, TOR, and fire and safety. Sources of revenue, we receive 74.42% 42% of our revenue from local property, which is good because as we start to hear about some of these impact, yeah, we're going to be impacting if you know we're talking millions of dollars, millions of dollars or millions of dollars. However, the local is good for us because we get to absorb some of this that other um districts may not be able to do. Um 20.2% 2% is from the state, 5.38 is from the federal. Just sources of revenue obviously uh the title one and two for federal school lunch and breakfast program grants. There was a lot of information
078around um Medicaid and SNAP programs and all of those things that affect families which directly affects our food programs. uh special ed idea flowth through Medicaid fee for service um evidence-based funding stronger connections grant that was originally supposed to be a three-year grant turned out to be a one-year grant. The federal government stopped all funding um in 2025 going forward. uh school improvement grant um renew America school grant that was associated with electronic um uh school buses that's on hold also. So anything around um the electrical school buses are on hold. The solar program that we talked about is on hold. Um no funding has been released for those programs. We meet still regularly to talk about it, but right now um all of those programs are are on hold. Evidence-based funding. Again, you can
079see where we were in terms of our base in FY17 and where we are now in 26. You're talking, you know, 17 roughly 17 million more, which is significant. But as you can see, at one point we were up to 82%. So the adequacy is we're fully funded at 100%. Right? So 82 773 and so now we're starting to see the impact of uh decrease funding in other areas that impact this formula. Um so we're watching that carefully even to the point that um just for history purposes um when we start to see impacts like this many times the state of Illinois and not just state of Illinois but other states um will estimate what we are supposed to receive and then when spring come around we'll delay or prorrate these dollars um and then
080see those impacts going forward. We are anticipating some impacts. It's not if we will, we will. It's just a matter of when. Um and then so we just, you know, listen closely to what's happening at the federal level and state level um to see what that means for the school district. Uh salaries and benefits, uh budget wise, 66.91%. That's the norm. Anywhere between 62 to 70% salaries and benefits, right? Any school district purchase services 11.3% supplies and material 6.4 capital outlay um 1% bonds and lease 7.41 tuition 6.84. So um this past school year you can see the majority of our revenue education. Remember I said that education fund is the largest fund right so 97 roughly 97 million went to education fund 16.8 million to operations and maintenance 12.1 bond interest and leases transportation
08111.7 million municipal retirement social security 6.1 million site construction 15.5 million working cash 2 2.2 to an immunity 6.1 expenditures is correlation as to where the majority expenditures come from education 89.6 million operations and maintenance 11.1 million bond and interest leases 9.6 6 million transportation 8.3 municipal retirement social security 3.7 site and construction 21. So you'll see revenue versus expenditure and then in the future expenditures will be higher than the revenues because we have those dollars sitting in the fund balance and over the next four to five years we're spending those down for all of the construction projects. So over uh total 168,359764 [Music] revenue expenditures 149 million867816 um with a surplus of $18.4 million um in regards to the overall budget for last school year operating funds only. And I always put this here
082because truly these are the three funds that are the pulse of our district and they are not uh restricted. Some funds are restricted as to what you um levy for in that fund. You must expend in those funds and you can't transfer out. So education fund, operations and maintenance, transportation, working cash are all the operating funds. And you'll see um that that over and under is $17 million in terms of uh surplus going into uh next school year with many of the assumptions that um I spoke of the education fund is 105 million uh operations and m maintenance 17.8 million bond and interest and lease 12.2 million transportation 12.4 4 million municipal retirement social security 6.1 million site and construction 11.9 working cash 1.6 and tort 6.2 with the expenditures being education 101.5 million operations
083and maintenance 14.6 6 million bond and interest 10.3 transportation 10.9 municipal retirement social security 3.9 site and construction 56.2 million so that's all of the projects that we're that you see that's happening now at both campuses um estimated expenditures over the next year. Obviously, all of this depends on the timing of uh the construction projects, payments, all of those things. If it's not expended, it's in the site and construction fund. We know it's part of the master plan. Ultimately, it's going to be expended out next year or the year before. Um to and uh TOR is 5.6 million. So, the over and under for 2526 uh estimating a surplus of about 18.4 4 million. So, what I do want to say here too is um a few things. One, within this budget um and I
084noticed this as I pulled numbers from 2425 and we knew this was coming, all of the COVID money, our money is gone. Um, as of September of 2024, we rolled in many expenditures associated with what was tied to the IRA money, especially around salaries, um, and some programs and then a combination of the other impacts that I spoke of, CPPRT, some of the things that's happening with the federal government. We don't have the luxury of what we've had over the past four years to be able to shift dollars to other funds for other expenditures. I had to shift back from other funds back to education fund, back to buildings and grounds fund to now basically get back to where we were with normaly, right? And so we're starting those shifts are happening. There's still a
085few dollars here or there, but the majority of dollars have been put back into those funds um versus the things we were doing with our buildings and things such as that. So, um so this is a very conservative budget going into um this school year. We will monitor this very closely. Um and then obviously as um we hear things legislatively, whether it's the state, the federal, um this information is updated. As you know, in February, we have the five-year financial plan. But if anything happens between now and then, um that information will be presented to the board of education in terms of how it impacts us as a district. So we are definitely monitoring um what is happening um throughout our country as we move forward for the um next school year and beyond because
086it's not just for this school year. We plan two three four years ahead um as we move through uh operating funds um 8.7 this year was 17. So, you're starting to see some of those impacts in those funds as as I just spoke of. Um, but again, we're just monitoring these things. Continue to be efficient with operations, controlled expenditures, you know, continue to monitor our curriculum, allocate dollars to support student achievement and effective and efficient manner, efficient manner, always partnerships. Um, and then obviously apply for all grants related to our strategic plan. Any questions? >> I've always said that when it's a nonforprofit, I don't really think we should have a surplus. And in saying that, I find it hard to believe that we always go for the maximum on the real estate taxes. >>
087Yeah. So, we get that question quite a bit and let me explain to you why that happens. So because of um because of ptail, what they call ptail. So back in 1970s, we were able to levy whatever we wanted to, right? As a district or throughout the state. So they put a cap on it, right? So the cap is based on the CPI. So, whatever that CPI is, that's how much more we can um collect. If it's 2%, we get 2% more than we did the previous year. If it's 10%, we're capped at 5%. We don't get 10%. Capped at five. If it's under five, that's what it is. If it's over five, we're capped at five. Right? So when we talk about that, most things we know um inflation is higher than 1% or
0882%. So if it's 2.4% and inflation is 7%, we're at 2.4%. Right? So we never keep up with inflationary things. So we levy what we're entitled to because if you don't levy it, you lose it forever and you never gain that back, right? The other side to this is is we levy as much as we can and obviously we try to be as conservative as possible and we try to spend every dollar as possible. But the other piece too is is you want some type of savings. We all have savings personally for rainy days. No different than a school district to have a reserve for days that you don't know what's going to happen so that we can continue to operate. There are many school districts that don't have a reserve. They have to borrow
089money to from future revenue to pay for today. And when that happens, when tomorrow comes and you can't get to that money, you have a gap, which then impacts the school district where you're going to have to cut. And nine times out of 10, that's staff and programs. So, it used to be you wanted a three-month reserve, then it was a six-month reserve. Now they saying almost a year worth of reserves depending on your size and things like that. So we try to stay in our parameters of what we're entitled to. Um I know some districts do things different. Um we're very large school district with a lot of different needs. Um and so we just levy what is entitled to us as a school district. >> So if you went 4% say you're saying
090the following year you wouldn't be able to go to six. Say that again. >> If you went down to say 4%, just the number, >> are you saying the following year you couldn't go to six? >> When you say 4%, what do you mean? >> The 4% of the uh tax bill cuz if you look at the tax bill, >> Yeah. >> So the way So So the way it works is >> it's prior year levy, whatever that amount is. Let's say it's $100,000, right? Plus CPI. Let's say it's 2%. So, it's $100,000 plus an additional 2%. That's the total money that you can receive. I can't just automatically next year levy 5% 6%. It's whatever that CPI is, right? So, if that CPI is 1.4, then it's 1.4, right? If it's >> But my
091question is is if you did go lower, you could go to whatever it is the following year. >> No, you can't do that. >> You can never go back. >> You can't never go back. You lose it forever. You lose forever. You can't go back. You You can't fluctuate it the way you want to. You can always go lower. You can't go higher. >> Well, that's what I was saying. So, you could go >> unless you go to a referendum. >> You could go lower. >> You can always That was my question. >> You can always go lower of >> and then the following year, you wouldn't be able to go. >> You can't go higher than whatever CPI is, >> right? So, you could go back to your original. >> It's not the original.
092It's whatever the CP >> 100,000 versus the two. >> It's not two. It could be 1.3. It could be zero. It could be four. We don't know that until those CPI numbers come out. And they normally come out January of every year. So right now we know it's 3.4%. So that when we levy in December, we know it's 3.4%. Right? Right now it's trending at about 2.6. Will it stay there? We don't know. We just check and monitor that, you know, month by month. And then come January of 26, we'll know what that CPI number is for the next levy in December. >> Exactly. So you could do whatever the number is next year, no matter what this number is. C >> can can I can I ask a just a clarifying question? I think
093some school districts kind of attend to this by looking at like rebates as an option, right? like to bring down. I know that it's more complicated than that, >> but I think what Tom's trying to get at is like how can we provide relief to the taxpayers without >> Yeah. See, so so I would tell you what my philosophy is with that and every school district is different. >> If I'm going to rebate you, then I'm not going to levy you in the first place, >> right? Because when I re if I levy you and then I rebate you, it basically meant I didn't need the money that I levied. That's that's what it is. Now, why people do that, that's that's on them. But if you're going to do that, you just levy less,
094right? But they like to levy all the way up because if they do levy less, they lose that forever. Right. >> So, they play the shell game, >> Right. And so, >> I also think though it's important when you're talking about not collecting as much money or potentially giving back money Like first of all, we're a proponent of EBF funding and that data is extremely important. >> Absolutely. >> So what we just saw is we're now at 73% adequacy. That's a formula based on the needs of our students here at Joliet Township High School. So based on our needs, we're 73% funded, right? >> With all the money coming in, >> correct? And our kids deserve the same amount, the same programs, the same supports, updated facilities as districts that are 100% in other places.
095So until my recommendation would always be until we are at 100% funded according to the EBF formula, I would not recommend we talk about rebating or not collecting the amount of money necessary because our kids deserve the same programs and so does our community. >> Yeah. And I and I will tell you I'm in conversations right now and I can't say who it is but we're trying to renegotiate a contract and one of the largest taxpayers in Joliet is asking that question why are we negotiating this contract? Why you continue to give us a rebate back if you don't need this money? because now they want that to be a lot lower because of what this shell game is being played, right? So, it starts to impact different entities even more so than your district.
096Um, and this is a significant conversation where we're talking about a 20% reduction in a potential contract. That's significant, right? And and that's one of the major questions coming from um a couple of school districts that that does that process. I just want to say I don't know of any or very few school districts that are at 100%. >> There is. >> Thank you. So that's that's a that's a >> that's a a crazy thing to say to we're at 100. We'll never be no one will ever be at 100. We may >> my my my point though is we have different needs in Juliet because when you look at our demographics we have um a much higher percent of students with e services. Some of those students are duly um uh identified as needing
097special services as well. Um we we have a higher low soio economic um demographic than many students around us. And so that all goes into that metric and it and according to that metric, it costs more money to provide those supports for students that are in higher need. So it's a good metric for us to look at. Um there's a whole list actually just came out who's in tier one, two, two, tier three, tier four. um you know, we're still in the lowest tier and that's why I wouldn't recommend that we ever not um look at making sure we're capturing the money that we can on a yearly basis to make sure we can provide the best services possible to our students. So that's that's where I'm at and we can see that we have
098had you know reduction in where our adequacy level is at. So, I do think it's a good metric to look at. Um, and it's much better than what we had prior to 2017. >> Yeah. >> Thank you so much. Um the rest of the re their reports within our superintendent report section um the spring summer um school report again are part of our credit um recovery initiatives with students. The data is in there. Those are annual reports that really have not changed from year to year. We're happy to answer any questions about that. Um the summer bridge program is specific to our incoming freshman students. Um Diane, can you just talk a little bit about the difference between the summer bridge program with the accelerated? >> Sure. >> This was the first year that we
099offered the summerbridge accelerated program. So we um reached out to all our students that we accelerated for this upcoming school year and um we offered the families a twoe program to work with honors teachers. We focused in on some academics but a lot of team building. Um we brought in the different strategies. So we did those two weeks in June and then the um we had a little break and then we did two weeks in July for our um summer bridge where we focus um we target students that may have some academic um gaps in their academics. So um and we found success in both. So, we're really excited about that. But, I'd like to go back to the summer school report really quick. This is our first summer that we offered a fully online
100summer school class with. >> So, what we've heard from our students, and this really came from our counselors, um, is that students need, especially our junior students, they don't have room in their schedule to take additional classes. And so, we tried a fully online US history class. So, they did it from anywhere. they were this summer. Um we used subject.com. The feedback that we got from our teachers and our students was really good. >> So we will be working recommendations for next year um about that about offering that and potentially additional classes for get ahead so students can um have access to learning throughout the summer. >> Thank you. Any any questions regarding the credit recovery summer school or summer bridge reports? The last and safety and security. We've done ongoing presentations throughout and we're
101going to do an annual report um that just gives a um a review of where we're at and if there's anything we're changing for the upcoming year. As you know, um, a lot of this data you've seen before because state of the district and our different, um, you know, events that we've had. We're happy to answer any questions. Um, but everything's in there for the report and this will be an annual report moving forward. If there's no questions, that concludes um, our superintendent reports. >> All right. Thank you. Moving to action items. I'll move to action item A which is the bianual review of closed session minutes and recording January of 22 July 22 but I would like to make a motion to amend to approve it as the destruction of the verbatim record for
102those close session meetings of the board of education from August 2022 through December 2022. We have a second. >> A second. All right. Any discussion? Roll call, please. >> Mrs. Lynn. >> Yes. >> Mrs. Guo Nome. >> Yes. >> Dr. Huntington. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. Stiff. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> All right. Move to action item B. Uh, A passes. Resignation. Rejection. Resolution. >> Uh, I make a motion to reject the proposed resignation of Daniel Martinez. Have >> a second. I'll second. >> Uh, roll call, please. >> Mr. Kennedy, >> yes. >> Mrs. Lynn, >> yes. >> Mr. Fitzpatrick, >> no. >> Mrs. Gromare, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Stiff, >> no. >>
103Motion passes. On to action item C, the renewal agreement with Juliet Township High School in Hanover Research. We have a motion to approve. Still move. Second discussion. >> I just want to um we in the past we've done a three-year contract. We are recommending a one-year contract. We are very happy with the services, but considering um just budget outlooks and making sure we're not tying ourselves to a three-year um contract. Um we are recommending a one-year contract at this time. >> Any further discussion? >> Roll call, please. Mrs. Stiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Granomeare, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> All right, motion passes. Action item D, agreement between Juliet Township High School
104and Professionals Choice Hair Design Academy. Do we have a motion to approve? >> Yes. >> So move. >> Sorry. >> I was excited. I It's my favorite. >> Second. >> Any discussion? >> This is an annual contract. We have um we're recommending the continual work with professional choice. >> Any further discussion? Roll call, please. >> Mr. Coffee? >> Yes. >> Mrs. Tiff? >> Yes. >> Mr. Kennedy? >> Yes. >> Mr. Fitzpatrick? >> Yes. >> Mrs. Lynn? >> Yes. >> Mrs. Graome? >> Yes. I just want to say I get my haircut by one of their graduates who's my nephew. >> Dr. Huntington. >> Yes. >> Motion passes. on the action item e donations. >> So move second. >> We would just like to uh provide gratitude to Miss Deborah Cole. Um she gave a very
105generous donation that covered both of our campuses. Um but specifically uh the bulk of that um generous donation went to our AVAC and transition programs. Um we just want to say thank you. And then also to the Chick-fil-A um which is uh operated by Chris Coder who owns the Chick-fil-A on Larkin who gave over 100 gift cards um with approximate value of $325 each to our um several of our staff which was a fun giveaway by the way. >> Awesome. Any further discussion? Roll call, please. >> Dr. Huntington. >> Yes. >> Mr. Coffee? >> Yes. >> Mrs. Stiff? >> Yes. >> Mr. Kennedy? Yes, >> Mr. Fitzpatrick. >> Yes, >> Mrs. Lynn. >> Yes, >> Mrs. Graome. >> Yes. >> Motion passes on action item F26 tenative budget. Do we have a motion to approve?
106>> I'll make the motion. >> Second. >> Any discussion? Roll call, please. >> Mrs. Guair. >> Yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Tiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Mr. Fitzpatrick >> abstain. >> Mrs. Lynn, >> yes. >> All right. On to action item G, second reading of policy for Illinois State Board of Education absenteeism and truency compliance, specifically 770. Do we have a motion to approve? >> I'll make the motion. >> Second. >> Any discussion? Roll call, please. >> Mrs. Lynn, >> yes. >> Mrs. Gome, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Stiff, >> yes. >> Mr. Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> Motion passes. On to action item H, lines 1 through
10717. Do we have a motion to approve? >> I'll make the motion. >> Second. >> Any discussion? Second reading. Language updates. >> Yep. >> Roll call, please. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Lynn. >> Yes. >> Mrs. Graome. >> Yes. >> Dr. Huntington. >> Yes. >> Mr. Coffee? >> Yes. >> Mrs. Stiff? >> Yes. >> Mr. Kennedy? Yes. On to action item I, second reading of rewritten board policies, uh, line items 1 through 4. Motion to approve. >> So move. >> Second. >> Discussion. Roll call, please. >> Mr. Kennedy, >> yes. >> Mrs. Lynn, >> yes. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Goname? >> Yes. >> Dr. Huntington? >> Yes. >> Mr. Coffee? >> Yes. >> Mrs. Tiff? >> Yes. >> All right. Action item J. Uh, line items 1 through eight. Second
108readings of updated board policies. Motion to approve. >> So moved. >> Second. >> Discussion. Roll call, please. >> Mrs. Tiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Lynn, >> yes. >> Mrs. Granome, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> All right. Move to K. Personnel reports. We get a motion for 1 through 5 and 7 through 11. >> I'll make the motion. >> Second. >> Roll call, please. >> Mr. Coffee? >> Yes. >> Mrs. Stiff? >> Yes. >> Mr. Kennedy? >> Yes. >> Mr. Fitzpatrick? >> No. >> Mrs. Lynn? >> Yes. >> Mrs. Guerrero Nome? >> Yes. >> Dr. Huntington? >> Yes. Motion passes. Uh on to personal reports. Uh line item six for professional additional assignment for administration. Do we need
109a motion to approve? >> So move. >> Second. >> Roll call, please. >> Dr. Huntington, >> no. >> Mr. Coffee? >> Yes. >> Mrs. Stiff? >> Yes. >> Mr. Kennedy? >> Yes. >> Mr. Fitzpatrick? >> No. >> Mrs. Lynn? >> Yes. >> Mrs. Graome? >> Yes. Motion passes on to action item L, student expulsion agreement. >> After receiving and deliberating the information in the expulsion obeyance agreement, I I make a motion to approve the expulsion obeyance agreement for student C242523 for the 2526 school year. >> Second. >> Roll call, please. >> Mrs. Guerrero, >> yes. >> Dr. Huntington, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Stiff. >> Yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> no. >> Mrs. Lynn, >> I'm going to abstain. >> All right, motion passes. We're going
110to move on to unfinished business. Anybody have any unfinished business? Hearing none, we'll move to new business. Does anybody have any new business? All right, moving on to board reports. Anybody have any board reports? So, I have to apologize for not being here last month, but I did want to report out that I was able to go to the um special education um celebration of the summer program um at West Campus um this summer. It was um a very joyful afternoon. Um everyone was very happy and excited. Um student workers really um were very impressive in their um report out and it was pretty impressive to see the students and and how well um they were excited to be there and their families were really excited to be there as well. So I really appreciate
111the opportunity to do that. Um in addition, I was able to go to the um C I always say it wrong. CE D Cde Okay. Um um also celebration at uh the um rooftop of the rooftop and the basement of the historical museum. Um and it was a really nice celebration. Um I was able to see several students um uh from Joliet and Joliet Central as well as JCA Providence and Blackports um uh talk about their internships and really have a a wonderful experience there as well. >> Nice. Anybody else with border reports? >> Uh go ahead. I was going to say um I went to a golf meet and um that was my first time ever attending and it was a workout >> watching them but um our players did good I think or
112well all the players I think had um beat their personal records so it was it was a great um time to watch and be a part of. >> Nice. >> I just want to say institute day was in fact very energetic and it was inspiring. Um, so thank you to everyone that put that together. Um, and I I've heard about some of the professional development and um, just the camaraderie and it was really just nice to see even part of it. Uh the other thing I wanted to mention is I wanted to give a uh a thank you to um state representative Natalie Manley uh who voted for this bill along with sponsors representative Lillian Himenez and state senator and social worker Karina Via um for the safe schools for all which was HB 3247
113which was just signed by the governor. And again, all that really is uh is a it was a legislative effort to ensure that all students regardless of immigration status um have access to um quality education. And again as uh we shared earlier um by uh Miss Dara Parker that this is really an effort by all educators and staff and just the relationships that we're building. And I do think that um attendance could be impacted in the future still um after the repercussions of further legislation uh are unfolded. But um I it's just nice to know that we have a school district um people that create relationships where children if they're going to feel safe anywhere it's going to be at Juliet Township High School um district 204. So thank you. >> I'll report out that
114and I'm surprised no one else did but we had our ribbon cutting ceremony on Friday. Not there yet, but yes. >> And it's absolutely beautiful to see the um uh the culinary wing um completed and what our students will be experiencing >> in in that classroom is phenomenal. Um and it's just breathtaking. And I even got an opportunity to see the improvements in the other areas. Um and I'm just I'm excited about it and excited for the students. >> Yeah, absolutely. Yeah, those facilities were were phenomenal. Absolutely. Um I want to give a big thank you to Lorraine. She stepped in, gave the welcome address on institute day. I was unavailable. It was students first day for Cheney Mji. So can't really arrival for the first day with the kids. That'd be a tough go
115as the dean, so I appreciate her for doing that. Um, I was able to make the new teacher lunch. Um, that was a good uh event. Um, I know that Chrissy and Angela are both here, too. It was it was a very fun event. It's nice to see um who's coming in. You know, some of them are are faces that have been around, but they're maybe coming in as a more full-time role. Um, so that's nice to see and nice to see that those faces of uh excitement. uh before they're able to start. Um I was able to make it to the last Juliet Central fall football camp. Uh I had been promising Coach Hart that I would get down there all summer and amidst all my projects at my house, it just didn't happen
116until the last day. But um it was nice. I got to to watch a scrimmage, watch the kids compete. Um and you know, just just the opportunities that we provide our students are are what's what's very important for our kids. And lastly was able to attend very briefly the freshman orientation down at Central. Um I only had about 15 minutes but I was able to come in and and just the energy that the staff was bringing for those freshmen. Um man it was early in the morning and it woke me up. I was was energized and ready to go and I was sad I had to leave uh as quickly as I did. But I was very happy to see uh you know all the different things that we're setting up for our kids to
117help them be successful. The proactive approach we're taking with our kids. So Does anybody have any other >> I just want to um say congratulations to Juliet West. We were notified today that um they are in the ranking again for the US News and World Report. Um and I think that's important in celebration for the district because our programs at both schools are um consistent and um we have equitable programs. So it's based on the work that we're doing across the district. But congratulations to Juliet West. we'll work on a um communication plan and everything to celebrate that. And then I also want to say um and with our athletics teams, we have our black and gold and our blue and gold nights this Friday. Um if your schedule allows, both of them are begin
118at 5:30. So, I know we can't be in two places at one time, but if your schedule does allow, um please um consider going out and getting to see what the seasons will look like for our um fall sports. I know our coaches and our student athletes would love to um see everyone and it's a great way to check out our athletic fields as well. So, >> and boosters are selling t-shirts $10 >> and they're also holding a golf outing coming >> too. I do >> want to make a plug for that. >> Yes. Golf outing is Sunday, September 7th at Inwood. So, um you can look on our website, our Facebook, but please come join us, drop raffles off, sponsor, whatever you like. >> Any other board reports? >> I just wanted to say
119the cookies were really good at the culinary program. >> Cookies. >> They do a really nice job. >> Do we have any announcements or any public comment? >> No, sir. >> All right. With that, I would entertain a motion to go back into close session. We have some business to finish up. >> I'll make a motion. >> A second. >> Second. >> Roll call, please.