001Mrs. Groare >> here. >> All right. At this time, please stand. Face the flag for the pledge of allegiance. >> I pledge allegiance >> to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Like to welcome all of our visitors here and watching at home. Uh, do we have any public comment on any agenda item? >> No, sir. >> We will move on to the consent agenda. Do we have a motion to approve? >> A second. >> Roll call, please. >> Mrs. Guerrero. No mer. >> Yes. >> Mr. Coffee. >> Yes. >> Mrs. Stiff. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. >> All right. Motion passes. Move on to
002recognition and awards. We have none this month. So, we'll move on to superintendent reports. Turn over to Dr. Guzman. >> Thank you very much. Um, as far as um correspondence, I wanted to follow up with the um discussion from last time regarding the uh solar um plant or the solar fields and the opposition to those in Forwood. I sent out a draft letter to the board of education um for review and I just wanted to know if there's any feedback um or because the direction I feel like we that the board landed on last time was to move forward with opposition um for the solar plant panels. I can get that to them then this uh tomorrow. So um and then as far as legislative report there's there's a lot of information out there um
003about grant funding and um and such we're following. We don't have any information to share um at this time. Uh funding has not come into the state. Therefore, we're not getting funding right now. Um, we also haven't gotten funding for CPE, um, as well. And so, um, we're going to continue to monitor closely and we'll keep the board updated, um, as we have more information. Um, and then we have that leads us to our presentations. So, our first and both of these presentations are annual presentations. Um our first presentation is our suicide and depression awareness and prevention presentation. Um and so we will have Mr. J.R. Randage um and Mrs. Adelman presenting with us tonight. Correct. And Mr. >> All right. Good evening ladies and gentlemen. This as Dr. Guzman stated is our annual report.
004Suicide depression prevention annual report. Um, so, uh, as you all know, this is board policy. So, here we are. Um, we did our committee work and we're going to just report out on that. Uh, like Dr. Guzman said, the three colleagues with me tonight are Julie Adelman and Andre Buouie. I'm going to talk about the purpose and the process just briefly here at the beginning. Julie's going to talk about data and a little bit of the outcomes that you'll see and then Andre is going to finish up with updates and next steps. All right. So, um, as always, every year we open it up to all district staff. Um, so this year we had 10 individuals that helped us out. Um, but we always open it up to all district staff. This is officially the
005policy that we are all following um, and that we will update you yearly. So when we talk about our suicide prevention policy, to me it's really about the three Ps. When we break it down, there's three Ps that we really focus on. Uh protecting the health and safety of all students. All right, that's really at the foremost forefront of what we do. Promoting a healthy development. So we acknowledge that our students are developing and there's some bumps in the road and we're we're here to help them along uh through that process of learning emotion management and things of that nature. And then uh the last P that I'd like to highlight is the providing. So we like to provide a safeguard to ensure that all cases are handled effici not only efficiently but appropriately because
006every case is a little different. Um and then finally providing resources for the students and the families. So those are the three Ps that we really like to focus on when we talk about the prevention policy. And then the committee work um that we would like to highlight for this year is that um we want to this was this was the second year that we had all of our um suicide and depression cases go to our threat assessment. So this was the second full year that we've done that. We want to just ensure that uh that communication is happening. We double checked um both lists and all that went over to the threat assessment team. Um but we want to just make we just want to continue to ensure that that's happening. good recommendations are
007coming from the threat assessment team. Um we also are exploring Alys Alyssa's mission for 2627. So we did hear Mr. Buouie set up just a quick um demonstration slpresentation by a representative from Alyssa's mission um for that committee to hear. Um and so we're trying to figure out how that we could incorporate that into um our curriculum with our students. And then the last thing I'd like to highlight is that um it was our second year of having NAMI presentations in the health off in the health classes. Um and so uh talking with students, getting some feedback from the students and the staff they and we made some recommendations to them after the first year. They listened and made those recommendations and then it was um we received good feedback from them uh during the
008second year. As much as this is not a uplifting topic, it's important that we take a look at this data that we're keeping a pulse on how many students we've had um throughout the years. So, you're going to see throughout these we do a comparison of seven years, but this is last year's data. Um you'll see that we had 128 incences where we referred students outside for an evaluation. Um so just taking a look at last year's comparison to this year's um this year's we had 79. Um when we look at that and we'll and uh Mr. Buouie will talk a little bit about the uh reasons why we believe that that was a decrease. We have about a decrease of 38%. Um we don't want to just celebrate it. We want to look at
009it um closely to make sure that we're not underifying students. But something that we did see um when we have students that have mental health concerns previous years we were seeing reoccurrences of hospitalizations. We've seen a re uh reduction of the same students. So just keep that in mind when we're looking at 79. These are incidences. So it could be a double up of the same kid but in previous years it definitely was. So something to think about. So, this just gives you a breakdown of how um how we went about getting them the resources they needed. Some was through the emergency room through a parent. Um some was through SAS um where we work with um our SAS workers who come in and do an assessment for a direct admin. Um and then some
010parents um you know took them to their own mental health professional. So, you can take a look at that. >> And SAS is only utilized by folks with Medicaid. So, state, >> right? You have do you have to qualify for SAS? Um, any questions up to this point? >> Okay. So, here's the seven-year comparison. I know it's kind of hard to see, but you have it in your packet as well. Um, so I think it's important that we look at the trends um so that it helps drive some of our um resources that we want to continue to advocate for. Um, and on this next slide, you're going to see maybe So there is seven years. I'm sorry the key on the bottom we missed the 1819 but that first bar is 18/19. So as
011you're looking at that and we did have one refusal this year that it's not on that bar. So I apologize for that error. Um and when we have those refusals we do make sure that we still have a very solid plan when they come back that there is safety precautions in place. Um, so we continue to work with the families and we control what we can control within the building. So, okay, >> good evening. Thank you, Julie. So, overall, um, I I believe our staff is doing a really good job, um, with recognizing what supports we have and really, uh, being very consistent with that. Um but our team that we that we put together um on the day that we discussed this uh really wanted to iron down our efficiency and organization with our
012processes. So we spent a lot of time talking about what that would look like. One of the things that came up was making sure that u we were very consistent with our re-entry meetings for every student. Um we're following the same processes and um we're referring back to our triangle team to make sure that we're following up with those students and families and supporting them the best way we can. I think that's only right there. Uh the another thing that we talked about as a group was um our screener. Um so we want to make sure not only that we're completing that screener, but it's put all in a place where everybody can see that particularly because um the threat assessment process is involved. Um, so we discussed making sure that that's filled out and
013that and placing that document in a confidential area of Infinite Campus called uh counseling documents. Um, so that will be something that we'll be working on to make sure that every staff understands to do for next year. Um, a couple other updates is um we uh worked with our lawyers to update our HIPPO form and in the past uh we hadn't had a version of that in Spanish. So this going into next year, we will have a version of that in English and in Spanish. And that's it. >> Does the board have any questions? >> Thank you so much. >> Nice job. >> Um our um next presentation is also an annual presentation. It's our annual exclusionary discipline and student support services presentation and we have a a team of presenters. So as uh they
014present they will again introduce themselves um they worked very hard as a team for this presentation and from feedback we received last year that sometimes it's just not um feasible to go through hundreds of slides. um they're all in the board packet because we want everyone to have the um information um in advance, but we did summaries because that was something we heard from the board. So the the really the first part we can hone in on anything the board would like to hone in on, but they have prepared their summaries of the 160 slides. >> Okay. So slide one of 22. >> All right. >> So yes. Yes. Um so um this is the annual report on exclusionary discipline and student support service presentation. Uh the first couple slides here will revolve around behavior
015and discipline. So a quick summary there was a significant increase in tardy referrals overall which was close to 4,400 tardy referrals. Uh there was increased focus on truency and partial day absences which resulted in increased referrals as well. a total of 716. Um on a positive, there was a decrease in referrals for disruptive behaviors down from you can see almost 3,300 to just under 3,000 uh combined with both campuses and then severe infractions. Um we have learned quite well the trend is for whatever reason every year there's a eb and flow and this year there was an increase in severe infractions at Joliet West a decrease in Joliet central hopefully this year both will be a decrease um at both campuses that's what we're hoping I do not wish any ill will on west I
016just hope that we don't have any um severe at our school either to be perfectly honest Um, substance use referrals are down immensely. Uh, by no means is it lack of effort on our part. I just think that the teams are as a whole, the school as a whole is much more aware of what we're looking for. Um, you know, obviously increasing social workers, um, the deans being very active as Mr. Buouie, uh, Miss Adelman and Mr. Randage alluded to the triangle teams and then referring to BHD. All those things I think are really starting to take a hold and hopefully that trend continues as well. And then 40% of our severe um incidents happen in unstructured areas which hallways, restrooms, things of that nature. >> And that was a question that the board had
017asked for that we incorporate. So we did have that in our overall data. Um and none of us were really surprised by that. Um but we have the data that you can look at as well. Um and then the last slide that I am going to talk about detention summary. We still have detention at both campuses. Uh use of detention increased at Joliet uh central decreased at Joliet West and we feel probably the biggest reason is due to the construction that was occurring um from spring break on at Joliet West where they had to kind of cut back on detention at the West campus. Primarily used for tardies and less severe infractions. Students continue to be served lunch in detention and completion is monitored on Infinite Campus Detention Tracker. Okay. Uh before I pass it
018over to uh Dr. Markham, are there any questions on the slides? Okay. >> All right. So, picking up from detention, uh one of our next interventions is the the intensive student support room, ISS. Uh it's continues to be a structured full day of activities, right? If you go back pre-COVID, we were using it for multiple class periods. You know, it was kind of like a glorified detention. Uh now it's more structured and it's a full day typically. Um each campus is allocated to staff members. Uh they have a substitute teaching license. We provide them some additional professional development opportunities. Um usage of ISS did increase, right? So as we if you look at our historical data um we are using out of school suspension less uh and keeping students with us to try to provide
019those interventions. Um, so that's a good thing, right? You don't want any students in ISS or out of school, but if if we're going to have behavior incidents and we want to try to intervene with behavior, we want them with us so we can support them. Uh, and just, you know, again, uh, for the end of last school year from March on, and then for this next whole school year at West Campus, ISS and detention are combined in one room while we go through our uh, construction projects. in terms of out of school suspension uh the the changes in incidences and days of OSS mirror the severe incidents at the two campus. So when you look at those that uh the addendum slides at the end and you look through that data uh kind of
020like Steve talked about um we had an increase in behaviors at west a decrease in behaviors at central resulted in similar uh consequence changes right um and we talk about this every year when we do this presentation right why did that happen why why did it go up in west and down at central uh our schools are a microcosm of our community right so um just depends on on group conflicts whatever's happening in the in the community impacts each school differently, right? Um but we continue to work on our interventions, our triangle teams, our preventative measures to try to help students build the skills to to deal with conflict differently, right? That's that's our goal. Um and then just as as anybody who reads the research or looks at this presentation historic historically, race, IEP
021status, income status, those continue to be indicators of increased risk of severe severe behaviors happening at school. So that's why we continue to look to expand our programming. uh and support students differently. You know, like our belief statements say, different students learn in different ways and different rates. And so, we have to continue to provide supports for our students. Uh so, what are we doing with all of that data? Uh and this is this is really where the meat of our work has been this summer and for next year. Um one of the and this was actually a recommendation from a board member. We went and visited uh Bowling Brook High School uh in the spring. They implement what they call the student support table every day. Um, and so they have administrators at their
022front door. Any student who's arriving to school late, their parent gets a phone call right away. Uh, we piloted this in May. You'll see some of that data from our pilot in that back section of of the uh the presentation. Um, and it was it was actually kind of fun to get to talk to kids, right? Uh here here's some of the creative uh you'd see the same kid every day and they'd give you a different reason every day. So, how honest are you being? We're excited that this year we're going to be then calling parents and having conversations and trying to uh support that behavior change. So that'll be a good good addition for this year. Um we've talked about this a few times uh over the course of the year, but we're we've
023uh our handbook has leveled behavior infractions. Um so before a teacher can now write a referral, um there's going to be some contact home, there's going to be some documented interventions, right? A lot of our a lot of our effort this year and a lot of our time is is going to be spent on uh our instructional framework. The the foundation of our instructional frame framework is relational capacity, right? So all of our PD with teachers last year was on relational capacity. We did that last year because that's the foundation of our instructional framework. Um and so level behavior fractions and now we're going to encourage teachers to use those those skills that we worked on. Um last year at West Campus we piloted uh the infinite campus hall pass system. So these are electronic
024passes. Um so any student, you know, our students scan in for attendance at the beginning of the period. Uh we piloted last year them scanning out for restroom passes that allows our security staff uh they have hand scanners. Um so any student who passes them, it takes away that conflict, right? Just how are you doing today? Can I check your ID? I'm just going to scan your ID. and it shows them if the students on a pass, what class they're coming from, what class they go to next. Uh and it it eliminates the the argument and the conversation because it's right there, right? So, a lot of success with that last year at West. We're excited to do that at both campuses this year. Um we purchased some additional scanners for administrators and deans to
025also help with those conversations. Um, and again, we want to we we know that one of our issues is when we when we find students unauthorized or doing things they're not supposed to do, it often leads to escalating conflict. We think by taking the the debate out of it and just having the information, we can help with some of that. Um, something that we're going to try at West Campus this year, I know many of you visit us uh throughout the year and you see especially during lunch periods, our hallways, there's there's students unauthorized frequently. Um, and so that's when we talked to our we have our uh staff Tiger Pride leadership council. One of the things that that really came from our staff that we want to try to address is those hallways. Um,
026so we're going to try this because our construction pain is a little bit less than what they're going to experience at Central this year. Um, we're going to have teachers close their door uh at the beginning of the period and we're going to take our students who are late to the auditorium, try to collect some data. Um, we're gonna have deans down there to, uh, if students show up multiple times in a day, they're going to call home that day. Uh, and then we're going to escort them back to class as soon as possible, right? Um, so it's going to be a huge undertaking, right? When we when we talk about this at institute in August, I'm going to have a plan on paper and it's probably going to change 10 times because, uh, we're
027going to see what happens. But but I think it's important that we set high expectations for our students and then provide support to help them achieve those high expectations. And then the last thing that we're going to look at um during this school year uh is really trying to find additional alternative programming specifically for students with IEPs. When you look at the data uh from this school year and just historically uh our group of students who need more additional support are students with IEPs. And so we want to we want to investigate what program happens after Catalyst to help those students continue to try to build the skills they need to navigate school successfully. >> Hi everyone. I'm here to talk about um our expulsion data. So for this year we had 21 expulsions um
028which is slightly elevated from our previous year but as you can see overall minus our COVID year um that's still uh in a lower number. Our goal is to always have um fewer expulsions and we're going to continue to work on that next year. As far as our expulsions um we had six at Central and 15 at West. um as my colleagues explains that that kind of es and flows each year um depending on different incidents but we had nine freshmen, four sophomores, four juniors, four seniors. Um the other program that we use um at Lincoln school is our TOP program which is our truency program. This year we had 18 students who um attended Lincoln which was the exact same number as last year for this program. Nine were at Central and nine were
029at West. Anytime a student comes back to our schools, we have our transition process um which every student has a meeting with myself um their dean, their counselor, Lincoln school counselors and their family. Um and that that meeting is just review how they did at Lincoln, go over their credits, and then develop a plan for them to be successful while they're back at their home school. Um, and that is a meeting that takes place in December if they're returning in January or it takes place in April if they're coming back for the August school year. Next, students are also offered in that meeting problem solving circles. Next, we're going to look at our data for problem solving circles. Um, this year we had 209 students who participated in problem solving circles. 154 families um were
030able to success successfully complete that. 77 of those families were at Juliet Central and 132 were at West. Um, this is still a program that is successful in making a great impact for our schools. We did have 51 families that were unable to complete the program based on different things, whether it be not completing the meetings, not communicating, um, and following the process all the way through. >> I also just want to give a shout out to Greg Thompson and Carla Franchini as well as our volunteers. Um, they're here almost every night. Um so uh after hours you know and this many um families wouldn't be able to participate if they weren't willing to put that time in and energy in to do that. So we're very thankful and we think that not we think
031we we know that that's impacted and and allowed us to see less expulsions um and really help turn some situations around. So thank you to them. Hello again. Um, so our catalyst program, many of you already are very aware of it, so this is just a briefing. Um, many of you have already actually um, visited the the classroom. So our catalyst program is a one-time intervention after a critical incident takes place. It's a threeday um no matter what the level of the incident is, it's a three-day self-contained program where students admit wrongdoing and it's an opportunity to be in this self-contained setting to build the skills to help prevent this behavior from taking place again. Um it's ran by the social worker and counselor. Um it's not a three-day fixall. It also has an eight
032weeks eightweek follow-up component to it. So when they go back into the regular setting, if it if it was a peer conflict, there's followup to that. Making sure that it's not reoccurring or if it was usage that they go back to that environment. If there's an urge to reuse that there's follow-up. So as we look at um some of the data, this has been running for three years. So we've had some time to look at what are some of the um the top incidences that are coming through and you do have that in your packet. One of the things that we zoned in on was refusal rate. Um it's something that we want to make sure that we focus on this year to see at Central we had 28 um% of our students refuse um
033and 13% at West. When we're looking at that number um some of the things that we did this year um after they refuse sometimes it's a time that emotions are high. um families are either advocating directly for the student, maybe there's just a lack of trust at that moment. So, we do ask that we get an opportunity once a a refusal takes place that J.R. and myself are notified from the dean and then we reach out to the family within the next 24 hours. We have had some families reconsider. So, then they come back in. Now, our goal is to get them in the program as soon as possible. Sometimes there's a one or two day buffer time where they're at home, the family reconsiders because the motion. Sometimes the students not doing any work
034that they promised to do instead of coming into the program. So then the parent reconsiders and they come into the program. >> Uh what happens or who calls if they speak Spanish if they're Spanish speaking family? >> So we work with the um family engagement and we also have had some clerical depending on the on the need at that point. So, okay. Um, we have not found a trend in any of the the necessary reasons because we really kind of took a look at that. Um, in addition to us calling and just reiterating it, we are looking to increase our training of our catalyst coordinators um because we need to effectively communicate what the program's about. Sometimes we need to maybe take that, you know, extra step of maybe taking them down to the to
035the classroom. you guys were able to see the classroom and when you walk in there's a different feeling than maybe what the perception might be seen as. So doing things like that, making the extra effort to bridge whatever that reason is. Um if it's a lack of trust, if it's an emotion, so that they can go to the room and they can see, hey, this this may be a really good opportunity. So um those are just some highlights for next year. Yes. >> Hi again. Um, so again, I'm going to reiterate what I said uh earlier. I think we're getting really good with um how we support our students. Um, you heard that with what Julie was talking about with Catalyst, but I'm going to talk about our student support groups. Uh, the ones that
036our support staff does, our school counselors, school social workers, and other identified staff. So, some of the uh things that we worked on this year was to make sure that we're really tracking the progress of those students and putting them in a place where um more people will have access to that. Um so, beginning of the second semester of this year, uh we've been beginning to uh put data into our panorama system to see um completion data of how our students are doing actually in groups. So, it's not just them just being there for attendance, but are they participating in group? started getting something out of there from the perspective of the facilitator. Um, one thing that we did uh at the beginning of the school year last year is we updated all of our
037criteria and information about our student groups. So that way if new staff come in, they know exactly kind of one spot where they can find all that information. if a if an individual needs to run a group that hasn't run a group before, they have access to that information um to be able to continue on with the curriculum um moving forward. Whereas before we did not have that um some updates for next year, uh what we really would like to do is get our student feedback on our student groups. And the reason why we want to do that is we we want to uh increasingly get better at how we do these. Uh I've been here for six or seven years and so we pretty much ran um for the most part the same groups
038but we're starting to expand that based on our student need. As you guys know, students change and we don't want to just keep doing the same thing over and over again while our students are changing. So um we are we've already implemented one new group uh last year and then next year we're looking to implement possibly two. So that data will help us see well are the current groups that we have are they working? How are our students feeling about it? Not just our facilitators. >> We're glad you're considering student voice. >> You're welcome. And that would all be tracked in um Panorama. At least that's the hope. Um our next intervention is uh our cooldown room. Um uh this isn't a new intervention so I won't go into all the details about it but
039what I would like to emphasize for our uh cool down room specialist um they're taking on an increasingly uh more responsibilities that I think is is important to note um as our numbers for visits to the cruel down room are starting to trend down. those uh support staff that are in kind of pseudo leadership positions have stepped up and helped us organize some of our support system like hospitalizations um working with McKini Vento students um things of that nature and so they've been a valuable resource for us um to continue um to provide students with the support that they're that they need. So just because the numbers are going down doesn't mean that they're not you know doing good work and and staying busy. And that has paid dividends again with a lot of those
040numbers starting to decrease because kids are getting more consistent um support with Thrive Works. Uh one thing that we did this year was is we updated uh how we refer uh our students to Thrive Works. What I think um has uh gone over really well. I believe that our our numbers have increased in that and we're able to connect our students um easier and faster to those support services whereas before it was a little clunky with just having a packet and paper and bringing it back and signing it. Now we're you using our Iris system um and that has been that has gone over very well. Okay. >> Can I ask a question? Do you know um directly my only issue with Thrive Works is the >> they depend a lot on the online um
041>> and you know just disregulated children don't always do well online. >> Yes. >> Um >> have they mitigated some of those issues or they're still just >> really doing online? >> Yeah, I think that Thrive Works is willing in certain circumstances to do some in-person things but it's very limited. Um, one another thing that I've been kind of talking with them about is like for example our Spanish speaking students like it's it's based on their availability and sometimes um they're not available, you know. So there are things that um could be better but I think that um the reason why I like them is because they're they're relatively they're free not for us but for our families, right? So that is a huge barrier for them being connected to services outside of our school
042district. And so um yes, I would want it to be inperson. Um I think in person is better than online as we saw through co but at the same time I think that because of it being a free resource, it's still a good thing. >> I mean we still have guardian angel, we still have other we have so many other agencies. I just that's the only issue I have. with them instead continuing to heavily rely on that. >> Yes. Yes, ma'am. I agree with you completely that the um the online is not always the the best but from and I don't have data but I can tell you from just personal conversations with some kids um being online is less threatening especially in like the first like occurrences that it feels like okay I can
043do this online and it helps me kind of take that mini step and sometimes they'll say I don't like that but now I'll see the in-person guardian angel at school right because they're like I don't want to do that anymore, but I'll do it here because it's like it got them like that small step. Again, I don't have a lot of data for that, but I can tell you I've had like some of those small conversations and that's been a positive because kids, they're used to facetiming. It's a different generation. It's a little less threatening, but I agree the impact is greater in person. >> Well, and it's funny because as the data comes out, it's so mixed across the nation on but for severe trauma or dysregulation in person's better. But we have a
044lot of >> you. I've seen some kids like take that mini step because it was a little less threatening. >> Thank >> also um sometimes for some of our families not not being able to get to a brickandmortar place because of transportation barriers. Um that's a positive in in this place and I think we all agree we'd rather see it where it is face to face but there are still some positives and then um thank you for sharing those others. So, it's something we'll continue to look at. But yes, we have Will County Health Department. You know, we have a lot of lot and we continue to look for additional partnerships that are happening every day within our schools in addition to um what the supports we give students as well. >> And they've been
045able to cover our needs. So, every time we've for the most part have referred to them, they're for as long as the family follows up, they've been able to support them. So, that's a positive as well. >> Y So, >> any other questions? No. >> Okay. And the last thing I'll talk about is our substance abuse intervention. So, we've done a lot of things with this um because we know that is it is a big it's a big need and I I learned a lot about this as my first year as an administrator in supporting this role. Um one thing that we did right at the beginning of this is we uh partnered with a uh community partner called Bella Recovery. And so they've been a very good partner with helping support us with two
046things. prevention, education, and helping us um create another tier 2 group. So, that's one of those new groups that we were telling you about for for kids that could use some support, not high level support, but kids that are kind of going down that path that kind of need someone to talk to with trained people that know how to do this. And those uh those staff that support that are trained in working with kids with substance abuse issu uh issues. Okay. Um, so that has been a positive. Um, I talk about, you'll hear me, you'll see in this talk about prevention education a lot because after learning about this and talking with our our substance abuse specialists, uh, that's been one thing that I've learned from her that we need to get better at. Let's
047not wait till kids have this huge problem and then try to fix it on the back end. Let's give our younger kids more education on the front end to try to be more preventative versus reactive. So, we've been trying to um introduce some tier one um presentations uh using our PE and health classes. Um that has gone over over relatively successfully. I am not particularly a fan of uh auditorium presentations because it's less intimate. Um so, I would like to expand that and make it more like a classroom setting so kids can ask questions and be involved and participate in things of that nature, but it is a start of giving them the education that they need. Um, we also have added a Will County substance abuse counselor for those in-person uh tier three supports.
048So, if you we have kids that have that are at that point where they have a significant need, we do have now a support person other than uh Amber Mitchell that will be able to support those students. All right. So, some updates for next year is we want to continue to expand prevention education and we've already worked on a way to do of doing that in a way that um kind of continues this along with the presentations that we did this year. Uh and we also I won't talk too much about this, but we also recently just received a grant um that um actually our substance abuse counselor Amber Mitchell uh applied for and we won. So, we want to use that to address a lot of our mental health concerns. Um, but definitely uh
049use that for some of our substance abuse prevention programming. >> Any questions? >> No, I just want to say again with everything that you guys are doing as seal incorporating it from day one across the board, that's all prevention. And I mean there are nonprofits out here like the CAC, we didn't get a dollar for prevention for the past 30 years and just now they're starting to recognize the importance of that. But I think everything you guys are doing across the board is really prevention. >> Yeah. Yeah. Good point. >> Any other questions? That should be my last time. Thank you guys. >> Okay. Hi again, everyone. So, the last two intervention supports that I'm going to talk about our home visits and our behavioral health team. our home visits. I believe it's been three
050maybe four full years now. Uh we will we plan on continuing to use this um our our afterchool home visits where we send out a pair of a team of two uh to obtain either some signatures if we need to with some paperwork. But more than that, it's uh just to check in with families because despite all of our efforts with phone calls and emails and calling every number that's listed, we're just having difficulty reaching a family member and we want to ensure everything's okay. And then we also want to provide support. So we will continue with um using our home visits as we have the last few years. Um we'll continue to do uh um best practice training at the beginning of the year. We usually it's right at the beginning of September. Andre,
051myself, uh, and Gabrielle will coordinate that. Um, and we'll meet with our new and just review with, uh, past members of our teams that have gone out. So, just best practices and things like that. We are on call if anything happens during the home visit. They're to be with partners. So, um, those are our safeguards. Uh, review or I'm sorry, the updates for 2526. Um, we just want to make sure we're we're sending out our requests and assigning them equitably and appropriately. So, we'll continue to review that process. Um, and then possibly brainstorm ways to expand usage possibly with our Mckin Vento students. Did I do something? >> Yeah. >> Not sure why it's going not going to the last slide, but it's behavioral health teams and that's just a quick update. >> I think
052it's back. It's not forward. >> Did I go out of order? I'm sorry. >> I don't have >> Okay, we're good. Thank you. So, just an update with behav the BHT behavioral health team. Uh similar similar numbers as in the past. Um very similar numbers. Um Andre talked about the addition of some um local agencies that have helped us out. Um we we do we are seeing equal numbers now at Weston Central. Um and so the screening paperwork, all those cases pretty equal um amongst both campuses and then just the adjustments for next year. Um we we've got an everchanging list of uh our community partners. So we want to just ensure that our collaboration attempts um are successful and the onboarding of bringing any new um resources on is is smooth. uh and then
053explore any additional programming that's needed um trying to stay on top of the the changing needs of our students. And now I think that's it. Even though that remote will not work for me. I think that's it. Any questions? >> One one question. You mentioned the um infractions and the unstructured areas. Is there a plan to address um that issue? >> So I think Yeah. So, I think the what I talked about is piloting at West Campus with uh the the clearing the hallways every period uh is going to be it's going to it's going to address multiple issues that we have going on, right? Like uh the more that we have students in supervised areas, the less opportunity there is for mischievous mischievous things to lead to big things, right? So, uh, that's that's
054where we're spending a lot of our energy this year is in that in that prevention effort. Um, but like everything else, you know, I think we continue to look at it, you know, uh, and and we change things every year at both campuses procedurally, right? So, like when I came to West as an example, my first year, we changed a lot with how we procedurally enter and exit the cafeteria to make sure that you were in your assigned lunch and not a bunch of extra lunch periods, right? And so I know we have a meeting on Monday to talk about how are we going to do that in physical education classes, right? Because that's as we clear cleared up the cafeteria and moved to PE, right? So kids are creative uh and they're going to
055find ways to test the system. And so as students move those things, we just have to be prepared to kind of respond to those. But those are some of the things that we're going to try to do, >> you know. And I will add to what Brett said, um for the first time in a long time, knock on wood, we we are potentially going to have a full staff um for why we're trending that way at both campuses. >> You just said that out loud though. >> You said it out loud. >> I know. I did. So, if it doesn't happen, it's my fault. Um so, so that is one thing. The other thing that Brett and I have done with BLT and PPS members is um making sure there's an adult presence in hightra
056areas that we have a lot of problems like certain bathrooms um where we're not locking those doors but we definitely want um highly attended bathrooms that have adult supervision. So a lot of people whether it's security guards, administrators, teachers making it a point to be out in those areas that is helping um as we keep on adding those that are willing to do it. >> That's great. >> We also, one thing that um wasn't in here, but we are moving forward with the um ALOC pushin program from the ROE. Um the ROE did let me know that they have um they believe they've hired two individuals. Um one for each of our campuses next year. Um I don't have names or anything like that but that's that program where uh that student success coordinator is
057assigned 32 students with the high success rate that they saw in the other region. So um we're going to be implementing that as well. Um so there there's that um the student success table as they talked about it's going to be all hands on deck district. I signed up for my five um we all signed up right? So, we're all going to be there um talking to kids, which I think it'll be good for all of us, too. Um sending a clear message that it's important to come to school and to come to school on time. Um the support tables. Um and so there's there's still a lot we're implementing next year, but I just want to say and for some of you that have been on the board for five or six years, you
058know, we didn't have all the data that we have right now. Um, so thank you to our technology staff or to our administrators. Like I really like am just so proud of everyone. Like we're making data informed decisions. They're working really hard with all this data and I think we're able to to answer questions and then say, "Okay, this is what we need to work on." We're never going to be done with all of the work we have to do, but I think because we're making those data informed decisions and moving positive and just moving that needle, um it's there's great work being done here and that's one of the reasons, you know, I sent my own kids here. Like it's a we have great schools with great leadership. >> I just want to mention
059one more thing. That's it. Um just the loss of July Township Government Counseling Midyear. That did happen. Politics happens sometimes. um they did just get uh renewed a grant. It will start August 1, really July um 31st. Um and but I think sometimes we're not aware of our bandwidth and so it was highly recommended to them that they not go back into do individual counseling in schools. Um I learned that also at the CAC stay, you know, in your wheelhouse. Um, but the the good thing though, the reason I'm bringing it up is they did expand their fleet um of vehicles and so they are able to bring um people to their counseling appointments, to their doctor's appointments, to the health department, to guardian angel, to family guidance everywhere they need to go and then
060they will have two counselors doing therapy at their offices. >> That's great. >> Sounds like Andre has some work to do. [Laughter] >> Any councils, let me know. Any other questions for them? >> Thank you so much. >> That concludes our superintendent reports. >> All right. Well, we'll move on to action items then. Our first one is the action item A, agreement between Juliet Township High School and Juliet Public Library. Do we have a motion to approve? >> So moved. >> Second. >> Any discussion? >> Hearing none. Roll call, please. >> Mr. Copy. >> Yes. >> Mrs. Stiff. >> Yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Gronome, >> yes. >> Motion passes on action item B, teacher performance evaluation agreement. Is there a motion to approve? >> So move.
061>> Second. >> And a second. Is there discussion? >> Um, this went into effect July 1st um 2025. Um it allows uh for districts um to not utilize student growth as part of teacher and um as well as principal evaluations. Right now the recommendation we wanted to move forward with um recommending that this be removed from the evaluation plan for teachers. The joint committee that is comprised of two administrators and two union um leadership. Um that's the joint committee. We're all in agreement. Diane and I sit on that as well as union president and other union board member. Um, student growth, student data, it's embedded within the Danielson framework. Um, this honestly has just always been a distraction. Um, and so our recommendation is to remove it. Um, upon approval, this will be communicated um,
062and implemented with a new um, agreement that's within the board packet. >> Okay. Any further discussion? Roll call, please. >> Mr. Coffee, >> yes. >> Mrs. Tiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Mrs. Gonameir, >> yes. >> All right. On to action item C. Copy paper bid for 2526 school year. Do we have a motion to approve? >> So moved. >> Second. >> Any discussion? >> Oh. >> No. All right. Hearing none. Roll call, please. >> Mrs. Square >> white. Yes. >> Mr. Coffee. >> Yes. >> Mrs. Stip. >> Yes. >> Mr. Kennedy. >> Yes. >> Mr. Fitzpatrick. >> Yes. Motion is approved. On to action item D, workers compensation insurance recommendation. Do we have a motion to approve? >> Some moved. >> Second. >> All right. Discussion.
063Uh, yes. This is the annual renewal for our workers compensation um insurance. you see that it's a 5.9% increase. However, um our experience mo mode for the most part is the same. So, it's really due to the increase in staff versus um the claims. So, we still are trending in the positive direction in regards to workers comp um claims. Um and you'll see over 12-ear period, we still realize a rolling savings of about 485,000 considering to where we are. >> Okay. Thank you. Any other discussion? Roll call, please. >> Mrs. Gome, >> yes. >> Mr. Coffee, >> yes. >> Mrs. Tiff, >> yes. >> Mr. Kennedy, >> yes. >> Mr. Fitzpatrick, >> yes. >> Right. Motion passes on action item E numbers 1 through 11. Do we have a motion to approve? >> So, second.
064>> Second. >> All right. Roll call, please. >> Mr. Fitzpatrick. >> Yes. >> Mrs. Gome. >> Yes. >> Mr. Coffee. Yes, >> Mrs. Stiff. >> Yes, >> Mr. Kennedy. >> Yes. All right, that concludes action items. We'll move on to unfinished business. There's not on the agenda. Does anybody have any unfinished business? Hearing none, we'll move to new business. We have first readings of several policy updates, generally pretty small updates, but legislative nonetheless. Does anybody have any discussion on any of the policy updates? There was one question um that I have out to for guidance from um the attorney. Um it had two options on it. One was for the default or to put in some extra language. Um and the attorney um said that the extra language does not change anything at all within
065the policy. So he's fine with the defaults. Um if if the board wants to put in the extra language, they can. and I can point that out in the email um for the board to take extra look at that. But it it doesn't change what the board can do. So, >> yep. Everything else is in the summary that I um shared with the board. So, if there are any questions, I'd be happy to um get that extra information. >> Any further discussion? >> Move on to board reports. Anybody have a board report? Did everyone see that our steelman is done? Uh oh, that's awesome. I have not I I got to see it while it was under construction um at Wayward House with Angie an Aguilar. And it's it's beautiful. >> It is. But it's
066right next to Rich and Creamy. So, if you got an ice cream hanker and head on down, >> also known as uh Creamy Delight back in the day. >> Born and raised here. Um and then uh I know that's beautiful. And then I think everybody in this entire county state has Jeremy Fear's fever and u can't wait to get a jersey. Um >> Jeremiah I don't know there. Yeah. And his brother too. Every He got to throw out the first pitch at the White Sox game. So I I don't know. I was impressed by that as a baseball fan. Um but >> yeah. So I think that's pretty cool. It's not really a board report. I just wanted to talk about that. >> Um in addition and there'll be information we're putting out if you
067haven't seen. I also have a um alum from Juliet West who was drafted in the 19th round, Jimmy Anderson to the Orioles and um so that's something to celebrate too for baseball. Great. >> So um yeah it congrats to both of you. >> It's awesome. Great to see all of our alumni doing big things. Um I actually made it down to sought out grounds to hang out with our transition and AVAC uh students for summer school. Uh one of the teachers let me know they were going to be down there. So, we decided to head on down because we love the coffee anyway. So, might as well go down and catch a cortado with the kids and hang out with them and see the staff. Um, just kind of throw back and remind remind me
068all the fun, you know, teaching summer school in a Shel nod her head. It was it was a favorite. It was it was a lot of fun. So, um, it's always nice to get connected with the kids and stuff and see what they're up to. >> Anybody else? It's a little slower time of the year. Not as many things going on. So with that, we'll move to announcements and public comment. Do we have any public comments? >> No, sir. >> Does anybody have any announcements? If not, we'll entertain a motion to adjurnn. >> So second. >> All right. Just by unanimous consent hearing no dissension. Meetings adjourned. Oh, the