0012025 Julia Township High School Board Meeting to order. Roll call, please. Mrs. Lynn, here. Mrs. Here, Dr. here. Mr. Poppy. Mrs. D here. Mr. committee. All right, please stand and join us in reciting the pledge of allegiance. 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 all. All right. On behalf of the board of education, I would like to welcome all of our visitors um in person and those watching via live stream. Uh your presence is greatly valued and your engagement reflects the shared commitment to the success of our community as a whole. Um at this time, may members of the public may make comments to the board of education on any list on
002any item listed on the agenda. Please note the board respects and values the information delivered to us. Um but at this time we cannot engage in or I have a dialogue with you. Uh Miss Rio, do we have anyone? All right. Thank you. All right. Um may I have a motion for items A through E on the consent agenda? Uh I make a motion to amend the consent agenda items, consent agenda items. Um, can we um vote on all of the agenda items with the removal of the Hopewell check register from the check register? I make a motion to um for the uh consent agenda with the removal of Hopewell. Second. All right. With that, could I have roll call, please? Mrs. Yes. Mrs. L. Yes. Mrs. Yes. Yes. All right. Motion carried. Uh, now
003we're going to go on to recognition and awards. We need to Oh, just kidding. Now, may Can we please have uh vote on uh a motion to accept Hopewell? I make a motion to accept Hopewell. I second. Now motion carried. Roll call. Mrs. Yes. Mrs. Link. Yes. Mrs. Yes. Abstain. All right. Now, can we have Sorry. Now, can we please go to recognition and awards? Yes. I'd like to um ask Mr. McGuffy to come to the podium uh to do recognition for us this month. Good evening. Uh so I'm I'm very proud to recognize uh the following members of the class of 2025 who have successfully met the state of Illinois's requirements for a college and career pathway endorsement. This distinction reflects a student's dedication to the career focused learning and post-secary readiness. To qualify
004for this prestigious endorsement, students in this group must complete the following seven components within the designated career pathway uh at JTHs. And that includes engaging in two career exploration activities, completing two team-based challenges, participating in at least a 60hour career development experience or internship, successfully completing at least two college prep coursework or uh I'm sorry, two college courses um including AP credit. They have to earn um or they have to participate in at least two courses within their career pathway, demonstrate English readiness uh at the college level as well as demonstrate math readiness at the college level. This endorsement s signifies that a student's commitment to both academic rigor and meaningful career preparation. Could you please join us in congratulating these nine students um from C Juliet Central Campus as well as from Joliet West
005campus. I'd like to read those names and their endorsement. And if you're here, you guys can come on up and we'll get a certificate for you. Um and I think a photo opportunity. Elizabeth Ariyaga in the education pathway. Ernesto Gichi in the STEM and manufacturing pathway. [Applause] Yeah, it's right there. Valerie Hernandez in the health science technology pathway. Jasmine Lopez from the health science pathway. Jocelyn Montasino in the health science path health science technology pathway and Briana Okoup in the health science technology pathway from Joliet West. We have Sarah Gans in the education pathway. Luke Merritt in the STEM and manufacturing pathway and Mia Guerrero in the health science technology pathway. [Applause] family that would like to come up. I invite you to take a picture as well. Don't be shy. Perfect. Very nice. Congratulations.
006[Applause] All right, we're going to take a brief recess real quick so we can congratulate the awardees. correspondence um from the village of Shorewood. Um they are concerned about some solar panels that um are projects that are looking for a place in Shorewood. So, I did um distribute some information to you um with some of the uh projected loss um if we were to have solar panels versus potential residential areas. Um, so when you have a chance to look at that, um, if you could just submit any questions to me or your thoughts, um, if there's further discussion needed, we can surely do that, too. I did talk to the mayor of, um, Shorewood today, CC Debold. Um, the first hearing was this evening at 5:30. Um and there are other municipalities that um submitted
007letters of opposition and those do include um the village of Shorewood, Troy Fire, Troy Township, and the city of Joliet. Um I know that um the school districts that are affected potentially do include Manuka High School, Manuka Grade School in Troy. Um and I know that um those discussions are happening um at other school board meetings as well. So please take a look at um the information and again if you have any questions the the shorewood did want me to share that they are in support of green projects. Um, there was actually a previous solar project that was approved, but that was for an an area that was zoned industrial. This particular area, and there's a map within, is um currently zoned for the most part residential. Um, and when I asked how much of
008the acreage is Juliet Township District, um, I was told it's about 80 acres. So, the estimate would be potentially 200 residents, um, three bedroomedroom, fourbedroom, fivebedroom, but those are projections. So again, if you have any questions after you have an opportunity to look through the information, um please let me know. Uh but the village is asking for letters of the opposition um for the pro pros in these particular areas. Is there a date when um they need any support or not by so um they do not know there will be two subsequent hearings for different entities. They do not know the dates of those um as of today. um they would prefer information, you know, or a letter of support as soon as possible, but I did ask them to um share those dates with
009me as soon as they get those dates. Um and I will of course share that with all of you. I'll like to state that Will County is really suffering when it comes to residential housing and I'm not in favor of supporting solar farms um versus residential housing. And again, I just want to reiterate that Shorewood has been doing green energy projects which are good and we appreciate those, but we are in the middle of a very, you know, we have a housing shortage across um our county and especially in this area. So, I would be in favor of a bill or of a letter of opposition. I don't know enough to have an opinion yet. I think that's very fair. Um, and again, if there's any um information or any follow-up questions you you have,
010just let me know and when I know those dates, I will share that information. Um, Mayor Dold did say, you know, he would be happy to come to a board meeting to um answer any questions. Obviously, tonight didn't work because that's when the hearing was. So, okay. Thank you. Um now we do have some presentations this evening. So we will start with our annual grant presentation and again this is a presentation you have seen before and we have multiple grant managers in the district who are here with us this evening. So I'm going to turn it over to them. Thank you Dr. Guzman. Um I just want to um emphasize that this is an annual presentation that we give to the board regarding um an a a big picture high uh high view of our
011federal grants. Um and additional information is that we we meet our grant managers meet monthly with Dr. Guzman, Dr. Hampton and myself to talk about um our expenditures, our remaining balances, um our um potential projects that would um come for discussion for support and we do our best to blend and braid between all our federal grants to ensure that um we are supporting um all our um initiatives aligned to our strategic plan. So that is um one of our strengths. um we're I think we have very well um effectively used our grant funding. So, I'm going to I'm going to start off with title one um to give you a brief overview of our title one grant. Um, our title one grant really um projects our alignment to the strategic plan with our um line
012items addressing reading and math professional development um are supporting our family engagement liaison, the parent involvement and our McKitty Vento students. Um this year we are awarded one close to $ 1.9 million. Um you can see the breakdown in the general areas um in the general areas for title one where most of it um is actually tied to um salaries and benefits. So the salaries that would sit in title one would be our um literacy teachers um our double block math teachers uh our family engagement liaison and then um salaries dedicated to something like similar to like problem solving circles that we do um and a lot of our credit recovery options. Title two grant um is to address student achievement. Um this is where um we focus in on professional development and retention of
013teachers. Um in title two is where um for salaries is where we um house our a percentage of our salaries for our instructional coaches for both campuses. And then title four is um a very they call the well-rounded grant um to um in addition to student achievement um we talk about technology and um well-rounded education safe safety and health healthy living. So within that we um address different areas such as project lead the way our blended physical education classes um mental health screeners and um some of our AVID work that we've done. So that those are title one, two, and uh four. And I'll be working with our new curriculum director for English, Susie Montano. Her and I will be writing the new grants um and she will be taking over as grant manager. So,
014I'm going to turn Oh, actually, I'm going to continue on. So, um Esser 3 is no longer um like we don't have funding, but we still have to report out because it ended um in January of this year. So um we did use all our monies um with the help of Eandis and our grant managers. We were able to make um great improvements within our campuses and implement um items such as learning loss and our afterchool programs. So then I'll turn it there's the allocations. I really want to just turn this over. All right, Janilla. All right. Hello everyone and thank you. So, our next grant is our title 1D grant which funds our program, educational program at River Valley. Um, out of the grant, a lot of salaries and benefits are prioritized to support
015teachers. We have three teachers at River Valley. We also leverage funds for um GED assessments, instructional subscriptions, and supplies. Um, last year we increased the number of devices at uh at our River Valley campus. So we also invested in which helps with the literacy and numeracy and uh students being able to work in those areas to improve. Initial allocation was 43,000 with a carryover of about 50,000 with the total being 93 982. So next we have our idea grant. idea grant supports our special education programming and continue uh continuum of supports that we have throughout the district. Um once again a bulk on um salaries and benefits uh for additional support from pair professionals related service providers such as speech pathologists uh school psychologists DHH itinerants and more. Um we also fund supplies um as
016well as uh contractual if we have need any contractual support. Um we also do purchase services. So instructional programs such as we have um Apex and other instructional based programs. Um and then also supplies. I mentioned something new we did with IDEA. We added in USF uh which supports teachers building capacity so that more of our content specialists can also go back and receive their LBS1 endorsement. Um we do a lot of professional development uh CEC. We also this year in Tampa, we'll have a group of teachers going to AVID uh to support our new program, our cons um consultation model where we have push in and pull out services for students. Um and I think and subscriptions as well. So that's our idea. Grant Mrs. Cage, can I just ask a quick question? There
017was there seemed to be a substantial amount of carryover. Um that's that's not typical, correct? For the past few years since I've been in the position, the carryover has been heavy and I I anticipate that a lot of that was due to COVID when we had the extra funding, but yet weren't able to spend during CO. Okay. Um this year I saw the new grant is 1.6. So it is lower. Uh the initial um aotment and that carryover we are we have been spending down. So Okay. Thanks. But yes, good evening again. Uh CTE, I think it's just important to recognize as we go over these two uh CTE related grants. We do not receive any carryover. Uh it's it's the the grant ends on June 30th. So you have to we do uh we
018work really hard to make sure that we've expended all those funds to to meet that deadline. Um that being said, I think it's uh important to note the amount of programs that are impacted by these grants, right? up to 54 different classes that these funds support, specifically out of grants, a few local budgets um and whatnot. Um but lots of teachers, lots of students um in CTE um that these grants support. Um we're looking at two main grants here. Uh the first one is Perkins. That's the federal grant from uh which this year we received a slight increase uh a couple extra thousand and that totaled $250,000 for this fiscal year. Um, I I believe I was just notified yesterday, uh, and I'll be confirmed tomorrow that I think we will receive an additional $30,000
019to spend, um, for June 30th. So, that should go up a little bit. Um, CTI 25, uh, this year we actually received an additional $110,000. That's due to some formula changes and new initiatives at the state. Um we do anticipate that all of these grants will see um slight increases over the next three years um as uh more money is being allocated towards CT programming at the state level. The goals this clicker is slow. Um the the goals of the program obviously is there the uh is to support CTE programming and that is through anything related to services like softwares or um any sort of consulting uh researchbased practices building in new curriculum teacher work time. A lot of the funding is used to support uh supplies, equipment to make sure that we have the
020latest and greatest and that our students are being trained um on industry uh industry equipment or modern industry equipment. So up first there you can see Perkins 25 again those 250,000 you can see the the breakdown in the chart there. A large portion of it was spent on services which does include some of those software fees, some of our stipens for some of our skills USA coordinators and whatnot. Um some notable expenses there. Um this year we did have some child development lab assistance. We also added the CTE paraprofessional position which we split between the idea grant um as they're helping sped students in a CTE class. Um so we did a uh include those in at least part part of their salaries in this grant. softwares, some equipment, cosmetology tuition, and dual credit fees.
021Those are a new item to the grant for this year. So, um we did pay for portions of those items. Um as well as certifications like Microsoft Word, OSHA 10, Serve Safe for CTI 25. Um very similar same goals as Perkins. Um again, the breakdown you can see there the majority of the funds here was used um uh on supplies. So that would be consumable tangible items in front of students um in the classroom. You can think of that like woods and wood nails, ingredients for the recipes, etc. So big majority of the money was spent on that. Um as well as some non- capital equipment items under $5,000. Um so you can see the the notable expenses there, the Skills USA advisors, the coordinators, uh participation in Skills USA, some robotics, um and some
022conferences as well. And that concludes CTE. If anybody has any questions. So non- capital equipment that would be equipment that it doesn't meet a certain dollar amount criteria. Yeah. So supplies is up to $500 for the item. Non- capital is 501 up to $4,999. And then capital equipment is 5,000 and more. Okay. Thank you. Thank you, Chris. Hello, everyone. Hello. For title three, you'll see uh some some connections between our strategic plan and the way that we spent uh our title three money. Uh most importantly, the uh enhancing of our instructional program. So, that that that includes just bringing professional development for for us to to uh collectively enhance our collective capacity as a as a program. Um and also um ensuring that that we bring more opportunities for our families to connect with our
023with our uh with our buildings and with our staff. Um and in addition um bringing some money to uh uh for for credit recovery as well. So as you look at the breakdown, a big bulk of our uh expenditures were on professional development. Uh the other part was uh salaries and benefits for those uh uh staffs that were um of serving um just different programs like subject.com which is something that we paid in in resources and the other largest part would be our family engagement which was extremely successful this year questions and then okay so this school year we also received title 10003A grant funds of 10,000. Um, this money is used for our planning year. So, we have a team of teachers at our Juliet Central campus with a focus on children with disabilities
024and looking at a plan to help improve uh supports and services so that we can improve achievement and performance outcomes for those students. So, a bulk of this grant is on salaries and benefits for th that team to meet um as well as supplies for for those teachers as they plan. I'm sorry. Is is it um leaders or is it is it teachers that are doing the initial planning? So, it's a team of teachers and this grant and the grant manager told me you really can't pay administrators here. It's more so teachers. It did have a clause in there that if you paid an administrator, I think it's only up to 500, but we're not planning to pay administrators. However, administrators will sit on that team to help lead that team and guide that team
025in the planning process. That's why I was asking the question. Yep. Yep. Thanks. Thank you. Are there any question? First of all, thank you very much to our grant managers. Um, are there are there any questions from the board of education regarding any of the information shared? Sorry. No, that's perfectly fine. I just um just to conclude that part. Um, obviously we all know that there's changes at the federal um level potentially. We actually talked about it um in our admin um team yesterday workshop. Um, and I also uh received the minutes from a meeting that was through ISBY and IASA. And there's really not a plan at the state level either. We're all in the same boat where we're monitoring, we're paying attention. Um, but we we do anticipate shifts. um we know that
026there's already pratient or pr-rated amounts within the budget um for certain things um and if there's things at the federal level that's going to a affect us and so we're watching and monitoring and I don't know if there's anything else you want to add Dr. Hampton. So, thank you again. Our next presentation is our educational services update. Um, and so I will turn it over to Miss McDonald again. I'll be presenting on behalf of Dr. Dr. Riley. Um, so I wanted just to point out that most of this presentation is the presentation is the same format as I did in January. So this data includes January and then semester 2. Moving forward for next school year, I'll be presenting this one time rather than twice. So that will be the school year. So again to
027recognize um the really focus in on those additional supports for our teachers. We have three main areas our district MTSS and then whether it's weekly or monthly focus on students and campuses. Um how do they go about um how do they how do they go about and watch that from our buildings. They look at entits [Music] teachers learning um on a weekly basis. Um we provide professional development as needed um for those teams. Um Our MTSS team is actually myself and Dr. and Dr. Riley. We meet on a weekly basis. Um we also meet with the district directors on a weekly basis um to look at district and building level data. And then Mrs. Morris meets um quarterly with her math team look at that math level structure and the data associated with it. So
028speaking of data, um we will continue platforms to look at and analyze our student academic um behavior data behavior um academics and data um as well as um adult data that we from our teachers. Just as review for the board of education when we talk about um tier one that is what we would give to all students in all classrooms um some students more so we talk about tier two and tier three in addition to tier one instruction tier one resources so in a um what we would want to see is 50% of student would um and a small group of students and as we're moving through it's our goal to shift to this breakdown. So tier one at Julia High School we offer core classes in English with the implementation of our pretience, biology,
029physics and then social science the three courses with the implementation of pre and world history. Our curriculum is aligned to standards with common district assessments both formative and summitive. We do have common expectations for learning and taking of assessments. We offer online tutoring at no cost for our students and both campuses offer a writing lab and math lab available during their lunch period. Um in addition to tier in addition we also this year implemented um our roll out of our instructional philosophy forms and we are finished our first year of our path to adding schoolwide with Um this is semester one data that I shared in January. Here is our semester data for online tutoring. Um again um go back um what was an improvement is our attendance rate. So we went from rate of
03071% um semester one to an attendance rate of 77. We have a lot of students that sign up for online tutoring, but but unfortunately they don't follow through sometimes with um when they sign up. So, Mrs. McMorris and her team have gotten a lot better with communicating with students and families and even our MTSS teams to reach out um in regards to um that follow through when you sign up. We would love for you to attend the writing and math labs. comparison first semester and second semester. So what I when you see an increase from first second to second semester um you get student buy in after first semester students say okay this is so um buy the second semester for our writing and math labs. So I'm going to go into now um the
031watch data that our MTSS teams are assigned. So each grade level each grade level in each campus their MTSS team um identify students grade specific credit dependent that um end up on their watch list. So what this was that I shared in semester one the number of students and then the percentage um on track. So um that's like what you shared in January even though it is a 28% is still a positive with students who were off track and now we had 28 get back on track. Um working with um Dr. Riley and Dr. and their teams. Um they really put a large emphasis on on the watch list and you can see an increase in number of students especially in freshman and sophomores that they're targeting and also the number of touch points and
032also the number of students that are on track. So that really becoming more persistent with our students and seeing that increase of students on track Seme two. I have a qu uh a question. Do you keep the semester 2 data and you know check in with those students semester one so you're not starting fresh again every single year? Um this I don't know if I can answer that but the watch list data is recorded into our PL log in infinite campus and also panorama. So they will use So your question is so after semester two these students um would they go back on the watch list for the Yeah. and still receive uh supports? We would um yes but not freshman because the freshman we would wait until we start getting some some um grade
033data. So if they were on it freshman year then sophomore year they would potentially if if they still need to be watched. Okay. It's shared with the next grade level. Okay. So, so I know that the data is collected across all grade levels. I would be interested in seeing a breakdown by grade level for on track after each semester. Not asking for it now, but is that something that you can share if you break out the data on track by grade level? Yeah. Okay. Thank you. I have a question, another question. If once students are done, like maybe they're back on track, um is it typical they go back onto the MTSS or they kind of once they've made progress, they're keeping up with that progress? I can give you an example. So, we had
034students um move out of a learning lab. So, they like they made progress and we removed them out of the learning lab, say for reading, but they were put on the watch list as an additional layer of support. um to to keep an eye on them. So, we don't like completely eliminate those levels of support. So, if I'm in a reading lab and I um I made progress and after first semester um second semester I'm not in the learning lab, but they'll put that student on a watch list. So, someone is checking in and watching that student. Okay. Does that help? Yes. So tier one recommendations um for next school year um we added an additional release time to each campus for grade nine um and then this summer actually starting actually Sunday and then
035into July we'll be taking uh teams of teachers and leadership to average um professional development next school year we'll be focusing on our instructional norms and wicker for most classroom teachers And our new teacher orientation includes the implementation of our new playbook. I brought a copy from the board and I'll be glad if you each would like a copy. Um I can email it out if you send it to me. This is what the instructional coaches and Dr. Hackne and Dr. Bradley created this school year. And this will be our playbook that we use with our new teachers. So this is these are our expectations. These are our resources. And this is what we also part of our school improvement days. So, we're really proud of the playbook. Any questions on um our watch list
036or the work that our MTSS teams have done before I jump into our star benchmarking. All right, I'm going to jump into the star benchmarking. Reminder for the work education that we do fall, winter, and spring. So, I did share the to winter in January. So this will include now the winter to spring. We'll start off with map. Um just um just to talk about um our when we talked about some tier 2 and some of our students um double block map is an additional 55 minutes. You can see the semester 1 data and the semester 2 data. Our enrollment goes down from first semester to second semester because some students exit out of double block math which is great. And then you can see um the passing average passing rate for that. Uh we
037also offer math learning lab. So that's an additional 25 minutes for students not in a double block math classes. Um you can see first semester data and second semester data. So our enrollment goes down second semester after first semester of students in a learning lab and average passing rate. Um again, this is the same format that I shared with the board of of education. I um pull the star data based on campus and also grade level and course. So, uh on the left hand side are the different math classes and their levels. The number of students is our end number and those are the students that would have a fall and spring score. Um it's the average that group and then the average growth percentile of that group of that group. Um yellow means that
038they made expected growth according to um the projectile. So between 35 and 65 low growth is red, high growth is above 66%. The um that's with the right hand column. um average scores that are coded green that means that that group of students are at grade level for their proficiency benchmark. So um I'll go through then the next couple slides. So this is nth grade central. Nth grade parade west, 10th grade central, 10th grade west, 11th grade central, and then 11th grade west. I I pull um 9 through 12 because we have three years of graduation requirements. In addition to um great data for our um learning labs, I also have asked the teams to pull their um star data and also we use in the learning labs. So um within here you can see
039um this is our winter data that I shared in January and then here's our winter to spring. So our displaying growth star data. So a plus five um like two points is a good growth with star. Um and then a growth of uh 100 points is one grade level with excel and these are averages. And then I also asked the team how many of these students then pass their m respective math math classes. So this is semester 2 data. We also have math interventionists at each campus um that supports our students in addition to those tier one and tier two. Um we pull up pull in or push out into our double block geometry or algebra classes. Um you can see the data from first semester and second semester. Again um that where you see
040the plus 97 average for the year that's in an exL. So um the students grew um one grade level first semester and one grade level second semester but many of these students are at a fifth grade level or less when we work with them. Uh our recommendations for um next school year in addition to everything that we're continuing we're adding a math interventionist which we've already hired for the central campus. questions on math. We've made a lot of progress with our math program. I'm very proud of them. All right. Ready? Um in regards to the same format for the board. So, it's our English classes as the courses, the number of students, um the fall and spring averages, and then the proficiencies. So, this um there's 12 grades. So, is nth grade central, nth grade
041west, 10th grade central, 10th grade west, 11th grade central, 11th grade west, 12th grade central and 12th grade west. I want to point out if any of the areas were red, I did reach out to the curriculum director and the um the other supervisors I pulled the star reports so we can dive deeper into the why. So that was um done in May as well. Um another resource that we use for um reading is we have a subscription to Della. Um I shared some of the data for in January but this is our year year data. So we have over 3600 active students um over 1,000 articles viewed and quizzes submitted. So students take quizzes after reading an article. So the entire year we had over 11,000 quizzes submitted. So the more they use it,
042they read more, they learn more. And then in regards to our literacy classes and learning labs, um you can see the literacy classes enrollment goes down. Second semester again, we exit some of our students. And then our learning labs um we have um similar enrollment second semester and then here's our academic data um and the reason why I don't provide grade data for for the literacy is because compared to math because math like math blocks supports math so it's a class like it's together literacy does not support English class lit students build up their reading skills. It may impact say my English class or my science test or my social science class, but it's not a connected how we do it with math double block. And then here is our learning lab data um from
043um this school year. You can see fall to winter for both campuses and then winter to spring. recommendations again for next year. Um in addition, we're continuing with we will be offering preap biology and AP seminar which will replace um preap English to honors and our preap biology um professional development just happened two weeks ago with the entire team. Lastly, our accelerated process. So, um, we, um, for the class of 2029, um, we reached out, we identified students based on their placement exam, we mailed families, we emailed them, phone calls, and had inerson meetings with all of our, um, incoming freshman families. Um, we discussed selection of their ninth grade accelerated classes next year. Um, and in their schedule, they are going to be scheduled in an advisory with an honors AP teacher with a
044focus of academic support. um that accelerated advisory teacher um will receive a stipen and we're just finishing up our summer enrichment program. So it happened last week and this week where we um reached out to all our accelerated students and families and asked them if they'd like to attend like a two-week uh boot camp um with a focus on the different core areas. So that's a little that's just a little of the work that we've done this school year in regards to supporting our students. Questions for me? I will send out that playbook. Um it's they did great work. So I'll send that to Dr. She can share that out with the board. Thank you, Diane. Thank you. Um the last report within um superintendent reports is the annual instructional materials report. Um it's within
045your back board packet. Um Diane or I would be happy to answer any questions. Again, that's a annual report that's presented to the board. All right, with that we're going to move on to we're going to move on to action items. Uh, may may I please have a motion for a agreement between Juliet Township High School and Guardian Angel Community Services? So moved. Second. Roll call, please. Mrs. Yes. Mrs. L. Yes. Abstain. Dr. Yes. Motion carries. Um, may I please have a motion for approval of title one plan 2526? I'll make the motion. Second. Questions or comments? Roll call, please. Yes. Mrs. Yes. Mrs. Yes. Yes. Uh, see approval of JIU credit requests. May I have a motion? I'll make a motion. Second. Any questions or comments? I just want to share with the board
046that we're really excited about offering this opportunity to our CTE teachers. Um the JIU credit would be um in addition to their professional development that occurs on our school improvement days. Um and working with um Mr. Pelosius and um our potential consultant um we've mapped out the scope of work and the focus for our multilingual students. Thank you. Roll call, please. Mrs. Mayor, yes. Dr. Huntington, yes. Mrs. D. Yes. Yes. Motion carries. May I please have a motion for item D, agreement with Juliet Township High School and Reed and Espay? I'll make a motion. Second. Questions or comments? Roll call, please. Yes. May I please have a motion for E agreement with Juliet High School and Flourish ED22? So moved. Second. Questions or comments? Um I have some questions. So, I read this over a
047couple of times and um I have concerns that the scope of work is very large for 88 hours of consulting work. Um transition, transition services, community integration, there is a lot in here. Um, and I, it's no surprise, former transition specialist myself. So, as I was reading this, um, I'm just concerned that we're putting a high level of expectation on an outside contractor to be able to get all of that work done by December. I can I can answer that. Perfect. Uh, thank thank you. So, um I asked the consultant to give us a proposal through December um because I wanted to give our new um super our new director of special ed and our new AVAC transition um coordinator time to get acclimated. um rather than giving us a proposal for the for a
048year or two years, I asked the the consultant just to give give us something to get us going and then we would come back and um and revi like adjust our our potential needs. So um it is when we I I met with um both the consultant and um our new director and even our new AVC and transition coordinator um I realized it is very broad and a lot of work to be done. The the intention to work with the consultant is to get us going so then our director and new and new quarter then can take the next steps. So, I guess that's where my concern lies because you are working with new staff. This has been an identified area previously. So, it's not something that hasn't been worked on or worked towards. So,
049um I I would like to see like an assessment or a review like in late August, early September to to help that team kind of reframe and maybe even reduce the scope of work to focus on areas that could be achieved in that shorter time frame or have some planning on how they can continue that work. It it's a I I can only speak to my own personal experience when I read this over. This is a three-year project, right? Like minimum. So, so would it be um would it be helpful then um sometime during first semester um we bring back sort of the a progress report of sort of where we're at um and narrowing the scope of what is more feasible um and prioritize uh what can be done um in the correct amount
050of time. and it's completely associated with um our our strate too, right? So that's still in progress and and so um I think we appreciate um the board and yourself understanding the undertaking and that we're not going to be have like these things all tangibly done in December and we all understand that. So, I think we can just give regular reports out of where we're at. Um, and then we can go from there because we also are not necessarily thinking we need to work with a consultant the entire time we're working on this. Like Miss McDonald said, it's it's to get us started um with the new staff that we have and have that support there. Um, so I think it's very reasonable to come back to the board with where we're at, um, and
051what our next steps are sometime during first semester. Yeah. I just I don't want like I'm not looking to set anybody up, right? And so when I read that over, I'm like I I just I think this would be if people outsiders came and looked at this and said, "Hey, we paid for this. Why wasn't this done?" The scope of work is really large. So, okay. Thank you. Okay. So, with that, um, may I please have a motion? Oh, you have the motion. Call roll call, please. Mrs. Lake. Yes. Mrs. Yes. Yes. Mrs. Yes. Uh, item F. May I please have a motion for donations? I'll make a motion. Second. Any questions or comments? Um, we want to thank DH Motorcycle Club. Um, they had an event called the annual touch a bike and they
052donated the funds to both the AVAC program and the transition center program. So, thank you very much. Roll call, please. Mr. Yes. Mrs. Yes. Dr. Huntington. Yes. Yes. May I please have a motion for TW uh item G26, winter spring holiday. So moved. Second. Any questions or comments? The building I'm sorry, the buildings are closed those three days during spring break. Nobody works. Or is it just certain? We're open to closed too. Yes. And then we have the spring holiday. So that's the third third day. Okay. Yep. Got it. Does that make sense? Y. Okay. And sometimes the holiday is attached to spring break and sometimes it's not. Y aka Good Friday. Got it. Roll call, please. Mrs. Yes. Mrs. L. Yes. All right. We're going to move on to item H. Uh, second reading
053of new board policies, policy 2240. Um, it's number one, students who are parents, expectant parents, or victims of domestic or sexual violence. May I please have a motion? I'll make a motion. Second. Any questions or comments? I I'm just wondering, do do we need to vote on each one of these separately or can we block them together? I was told separately. You can um you could take them all together. I think in the past we've taken like H as one, I as one, J as one, and then K 1 through 21. It's just um we don't usually have this many separate types of policies. Okay. Yep. I just want to say that just reading that it seems very confusing. Um the the students who are parents expected parents are victims of domestic or sexual violence.
054That like the whole thing was just difficult. Um, but yeah. Are any other questions, comments, consideration? Oh, may I please have a We had the motion to Yeah. Roll call, please. Mrs. T. Yes. Mrs. Lynn. Yes. Mrs. Yes. Yes. May I please have a motion for um item I, second reading of rewritten board policies, uh, number one, title nine, grievance procedure. Second. Any questions or comments? Roll call, please. Yes. Yes. Mrs. Yes. And item J, second reading of updated board policies, handbook update and student discipline update. Uh item one, uh student behavior. May I please have a motion? So moved. Second. Any questions or comments? Just I want to point out with student discipline in there that there is a change to the handbook that was in there as well. So the board had previously
055approved and there was a small change. So the handbook as well as the policy is in there. So we'll make sure that that is updated into the 2526 handbook. Thank you. Roll call, please. Mrs. Brown, yes. Dr. Yes. Mrs. Dick. Yep. Mrs. Yes. All right. We are going to move on to item K. May I please have a motion for item K, which would in u second reading of updated board policies items 1 through 21. So moved. Second. Any questions or comments? Roll call, please. Mrs. L. Yes. Mrs. Yes. Yes. Yes. All right. Now we're moving on to item L, personnel reports. Um items 1 through 13. May I please have a motion? So moved. Second. Any questions or comments on these? Seeing none. I'm sorry. Are we fully staffed for next year? Not yet,
056but we're getting closer. Okay. Is it teaching positions or they have teaching and we have administration? We still we have needs in every area, but um we're on track. Okay. All right. Roll call, please. Mrs. L. Yes. Mrs. Yes. Yes. Yes. All right. Miss Lynn, if you could please uh help us with item I, student discipline recommendations. Uh, expulsion hearing board recommendations. After receiving and deliberating the information contained in the hearing officer's report, the board of education is charged with deciding one, whether removing the child from his or her learning environment is in the best interest of the school. Two, what the rationale is for specific duration of the recommended expulsion. Three, whether all appropriate and available behavioral and disciplinary interventions were exhausted. and four, whether the continued presence in the school would either a
057pose a threat to the safety of other students, staff or members of the school community, or b substantially disrupt, impede or interfere with the operation of the school. The board of education must then convene into public session to formally vote on the motion to expel if the expulsion is and is the consensus arrived at the during um executive decision. So, the first one is case number C242519, recommended expulsion until June of 2026, placement at Lincoln School. Uh, so moved. Second. Roll call, please. Mrs. L. Yes. Mer. Yes. Yes. Yes. Okay. Case number C242520. recommended expulsion until June of 2026. Placement um placement at Lincoln School. Can I get a motion? So moved. Second. Roll call, please. Yes. Yes. Yes. Case number I lost my place. That was C242521. recommended expulsion until June 2027 placement at
058Lincoln School. Can I get a motion? So moved. Second. Roll call, please. Mrs. Yes. Yes. Yes. Yes. Um, case number W242522, recommended expulsion until uh June 2027 and placement at Lincoln School. Can I have a motion? So moved. Second. Roll call, please. Yes. Mrs. Yes. Mrs. Yes. Yes. All right. Dr. Guzman, I'm going to move this over to you. I just wanted to um just thank a couple new staff members who are just approved tonight for coming this evening. We have um Sisley Kalhoun who is our new director of human resources. [Applause] Um, and then we also have Jessica Shien, who is our new office staff for special services at the district. Congratulations. We are going to move on um to unfinished business. We have any unfinished business? Nope. All right. New business. board reports.
059I uh had the honor and pleasure of uh being at the Juliet Central graduation um again this year. Uh they're always very hospitable towards me. Um allowed me to give the board address this year which was very kind. Um and it was just a really great evening and the air conditioning. Perfect. I uh I attended the Juliet West um 10 a.m. graduation or was it 11:00 a.m.? Um and again, it was a wonderful ceremony and um you know, at the end of it, your face hurts from smiling so much because that's why we're there is to see the kids finish and it's an exciting moment. So, thank you for letting me have the honor of being there. I also uh I'm going to admit I usually go to Juliet Central's their graduations, but this year
060I had a graduate um from Juliet West. And can I just say for um I went to Joy West graduation a few years ago and what I'll say is it was a beautiful ceremony this year. I love the pomp and circumstance everything. I mean it just I liked it. It I was wowed this year. So great job everyone. Not not comparing to Joy Central though. I was just saying on its own. Okay. Well, unfortunately my first maybe my first year, second year missing graduation and that's because it conflicted with my birthday. So, you know, that was a choice I had to make. So, I do apologize for not being there next year. Yes, I did uh make one of my friends buy her um son's um graduation picture because it was it's kind of neat
061giving the diploma to someone you know and you know when you see that like you're getting that picture because it is meaningful to be able to give it to someone you know. Yes. Thanks for making all that magic happen. It's a heavy lift. Um I just want to say one more time, thank you. That playbook is really awesome by the way. Um, and I I see why people come to JTHS for models uh for various reasons. That was really awesome. And also just being cognizant always of the fact, you know, what's going on in our local and our federal government and how that can impact our students and just just being there all the time and knowing that we appreciate that. Thank you. All right. Announcements or public comment? All right. Can I please have
062a motion to adjurnn? I'll make the motion. Second. Amen.