001Teaching, Learning, and Technology. Today is Thursday, June 4th, and it is now 6 PM. Can we have a roll call, please? Ms. Agardello? Mr. Bahula? Here. Dr. Gassengrin? Here. Ms. McShane? Here. Dr. Nichols? Here. Ms. Schindler? Ms. Chuball? Ms. Whitehead? Ms. Zayad? Here. Ms. Zintak? Here. OK, we have one public comment. Cara DiCarlo? Hello, my name is Cara DiCarlo. I work at the Orland Park Public Library as the school liaison. And I am just here to plant a little seed for something that we could maybe have moving forward. We were hoping at the public library that in future years, you could have a public library card be one of the required school supplies. With the Cards for Kids Act, every student in Orland Park is able to get a library card at no cost to
002the parent, regardless of if they live in Orland Hills or in unincorporated Orland. This is another way for us to help you with your new Illinois literacy plan and do more collaborations from the public library into the schools. And we were just hopeful that we could get that rolling. It might be too late for this coming school year, but maybe the next. Thank you. That's all we wanted. I'll reach out to you. We did talk about it with some of our principals because a lot of the schools, they actually do like the school supply kit. So we were talking about some other ways of adding it to something so that it's an automatic thing. And I've already talked to three of the primary buildings I'm going to go for their open house and then for
003parent-teacher conferences to offer to sign families up for library cards at those events. And that will help, I think, ease some of the friction. Whatever we can do to get library cards in the hands of kids, we are here for you. That's awesome. Thank you. Yeah, thank you. That's all I've got. On that subject, just out of curiosity, we have all the information in, I mean, it would be Infinite Campus now. I mean, we're proving residency for people already for them to be coming here. We already have their addresses and everything. I would imagine we have in our systems already all the information that Orland Park Library would want in terms of getting library cards issued, right? Well, I think because there are another, I think we'd have to look in to see if we
004could share that information, whether it's during registration. Very similar to the PFE, we can't give the PFE information, student information, parent information, the like. But we can look in to see if there's even a check box that we could do it during. Or even if it's something where the library could say, hey, look, we trust you guys with your processes that you're not going to be giving this to somebody who shouldn't. I mean, I would imagine there's some way of working around this, because we have all the information. We're already validating those people would be eligible for a library card if they're eligible to be coming to the district. But they're another institution, and so then SOPA? We wouldn't be able to share it. We can't share that information, but it's just more if the
005library would trust us and say, OK, if we say this person's good, they're good, then we don't ever have to send the information over, right? Or if we could provide you with the links to sign up online, that you could just pass those along to the parents. OK, that's getting people to do it, but yeah. And in that way, we're not sharing information or private information. We're just providing another step of access. Right. OK, no, that makes sense. I'll definitely be in contact with them. The more we can partner, the better, so thank you very much. I would also like to just put in a plug for some of our special education programs and opportunities for trips to the library and accessing community resources. That may be something that we could partner with for next
006year. I'd appreciate if you could just reach out to me, drop me an email, give me a call, and we can talk more about that. That would be great. Thank you. OK, thank you. Thank you for your time. I appreciate it. Thank you. OK, we will move on to approval of the minutes. I move that the minutes for the April 30th, 2026 Teaching, Learning, and Technology Board Advisory Committee be approved. Second. Mr. Barula? Aye. Dr. Gaskin? Aye. Ms. McShane? Aye. Dr. Naples? Aye. Ms. Zayad? Aye. Ms. Zindep? Abstain. We'll move on to committee reports and discussion. First up, we have Spring Map. Sorry. Thanks. OK, Spring Map was administered the first two weeks in May. I feel like a lot of people who are here tonight have seen this information before, but it's always good
007to share that we do have updated norms that are being used that were ran just about a year and a half ago after COVID. They collected all that information. The focus that we use Map for is really on those growth targets, seeing where students start at the beginning of the year and then where they end at the end of the year. Map does predict that 50% of students will meet their growth target. Our district has set that standard of if 60% or more of our students hit that growth target, then that is considered excellent performance. This next slide, you'll see that this slide is duplicated two additional times. This time it's primary. The next two slides will look similar with intermediate and junior high data. So on the left-hand side, you'll see the reading information.
008On the right, you'll see math. In the first column next to the grade, it says Fall Achievement Percentile. So that represents how our district students in kindergarten, for example, compared to the rest of the nation for our beginning level percentile rank. So you can see that we had really great growth across the board. You can see both areas, math and reading, our achievement percentile from fall to spring increased in some places very drastically, which is a good drastically. I think there's a lot to be proud of there when you talk about where our students started, where they ended in spring. That final column in each of those two tables shows the percentage of students who met that growth target. As I shared before, 60% or more meeting the growth target is considered excellent. And you
009can see that at the primary level, all of our targets were above and in that excellent category for reading and math. Anyone have any questions about that? Intermediate, it's the same set of information. So you can see where we started in the fall, where we ended in the spring. Again, we were really happy to see that we were upwards. When we're starting in that 60, 70, sometimes you don't always see that that percentile is able to be raised because you're making sure that you're hitting all of your target groups. It's not just a select number of students that are being tested, it's all students. So we're looking at students in special programs, students who might be in intervention, and then also students that are in enrichment. Are they, what's that overall percentile look like as
010you're pushing those students? And then what does that percentage of students who meet their growth target? Again, we were above that 60% in the 60s and 70s for our percentage of our students who met their growth target. And then the next is junior high, same set of information. One thing that I do wanna make note of at the junior high level, we were starting higher than any other level. If you see, we have a lot that we're starting in that 80th percentile, which is a pretty high starting point. And we were able to maintain or stay close to maintaining in almost every single area. We thought it was really interesting to see that eighth grade, our math, we went from the 84th percentile to the 90th percentile. That's something that I think is really outstanding
011at the eighth grade level. To hit the 90th percentile is very, very high. We did make a couple notes here that we had a few areas where we did not hit that 60th, which is our goal. We were close in some areas, but we did notice on the flip side that eighth grade, while their achievement percentile started very high, we didn't necessarily hit that 60%, but we started at the very highest for that particular group as well. So, we've talked with junior high a little bit. I met last week with interventionists just to wrap up our year, got some feedback from them. They did share with us that one of the things that they noticed due to our testing schedule this year that they did feel that specifically at the junior high level, they were
012feeling some testing fatigue. Sometimes you're working around, the state gives you particular windows you're working with, and you're working your school calendar around that state window that's offered. This year, with the way that spring break and some additional days fell, it made our testing window a little bit more disjointed than we would like, and it also forced the IAR window and ISA window for science and our map window closer together than what we would prefer them to be. The state just released next year's test schedule, and we're hoping that maybe we'll be able to work around that and maybe give a little bit more space in there, but that was definitely some feedback that I heard was that they did IAR, they did ISA, and then we didn't have much of a break, and we
013turned around, and now we're doing our end-of-the-year map, and that they felt like they just seemed tired during it. They just seemed like, oh, again. So that's something we want to address and keep a careful watch on. So the spring map test window, we have complete control over that, right? We do. So we could pull that later into May. I know for the spring map, it's a little bit, or sorry, for the winter map, it's a little bit different because that gets tied into teacher evaluations, and so there's a calendar for that. The spring map does go into teacher evaluations, too. So we do do it the first two weeks in May. So it's not the very end of the school year, but we schedule it for the first two weeks in May. We do
014need those scores as those are used for some of our qualifications. So we were pretty tight on getting that in. We need that for, I'm looking at students who are going to need intervention, who are going to need to qualify for enrichment services, self-contained enrichment, honors programming for the next year, and pardon me. Summer school. Summer school. We want to make sure we have those all done, and we also do have to allow time because our teachers do go back through, and if there are any outliers for testing, if they meet a certain threshold for their standard error of measure, we have to offer our students an opportunity to retest. So then that takes time. You have to have those scores processed. You have to check those, and you're kind of running into that last
015week of school by the time you're getting all of that done. So you're saying realistically, you couldn't move it any later than it is? I don't know that we could move it beyond the first two weeks in May. It would be very tight, and I would hate anyone to miss the opportunity to retest if we do have that. And there are times, I mean, we do have not a ton of students retest, but enough that I would want that opportunity to remain there. I think that I am hopeful that maybe the way our spring break lines up next year, we did just get the testing window from the state. So we start looking at that right away in July, and then looking to see if we need to do something different with even IAR. We
016did it over two weeks so that they had a few tests one week, a few days of break, testing in the next week. Is that something we could potentially move closer together and not have all those extra days in there? We had made concessions because at one point there was talk that we may have to take what was an election day off. It didn't end up becoming a mandate, but we were doing our best to make sure we avoided that in the event that it came back that we did. And we were trying to get a full week and also not test students. Welcome back for spring break. Here's your state test. We wanted to give a little bit of time for students just to get back into the swing of thing and avoid. We
017do have, you know, when you have your spring break and then another holiday weekend off, we don't want to test on those days as well, or we had, where EAD fell, we knew we were gonna have students out on that day. And then Good Friday. And then Good Friday was a different Friday. And then the next week, and then that Monday, historically have a little bit less attendance on that day that Monday after the Easter holiday, we'll have less attendance. So we were really trying to avoid some days so that students could give their best effort on IAR. For MAPS, sorry to interrupt. Just for MAPS specifically, those first two weeks, the next two weeks are our last two weeks of school because we do get out early. So, you know, if we had pushed
018it back, the kids would have been essentially testing on one of the last weeks of school, which isn't necessarily, that's not how we want to end the year either. So it's definitely tight, but we are looking at that window for next year just because we will, this year just the way the calendar followed was a little. I had an eighth grader this year. And yeah, between IAR and then MAP and ISA, it was a lot in a fairly short amount of time. And at the junior high level, only eighth grade takes ISA. We this year also had a good number of schools. The state also pulls field. There are field tests that have to be done and you can't deny that. So we had a good number of schools that were also pulled for the
019field tests that go along with IAR, which adds additional days. And in some cases, it's an additional test. So then that's a whole nother day. And I can't remember exactly how many, but I believe four of our schools were selected for that as well. We do put that one at the very end and try and get the stuff that counts. Done sooner, but we can't say, no, thank you. We do have to make an attempt to test kids and we know they wanna do their best. So it is. And then if a school is selected, they don't get selected again the next year, right? They can? They often do. I know when I was a principal at Meadow Ridge, I think we were selected three or four years in a row. They're like, ooh. And
020then there's, yeah, there's another one. That's NAPE. Sometimes we get, is it NAPE? Yeah, we get tested for that. And when I was at Meadow Ridge, we also got selected for that several years in a row. It was led on that they tend to select schools if you're kind to them, because some people are not as kind or organized. They said, we make note how organized and how your district treats us when we come in and we keep you at the top of our list. We were like, oh, okay then. We'll continue to be kind and accommodating. But like, so. I'd say there's some perverse incentives there. Our tech works so well for them. They actually make note of that, how our tech just never fails. Our tech is responsive. They do a good job.
021How they go into other schools sometimes and there's failures with tech and then it extends testing windows and how we do such a great job. This sounds like jury duty. A little bit. Yes. So, I mean, the numbers look really, I mean, overall look excellent. You were talking about, you were looking at different student groups. I mean, anything jump out at you, a particular group that did really well, one that you're a little bit more concerned about for next year. I don't know that necessarily well or concerned, but looking at, we're looking now for discrepancies and to see if any of our specialized programs that we're doing, intervention, enrichment, are they making gains at that same rate or better than what our general overall population is? We're still in the process of pulling all of
022it, but my initial pull is telling us that our specialized programs are working, that our students do historically make better gains. We've seen in the past that our intervention gains have been significant compared. What I've pulled initially, it may not be as large at that primary level as what we've seen in the past. And some of that, when I was talking with interventionists, they were attributing to HMH and the consistency and the consistent delivery of curriculum that's really happening at the classroom level. So our overall percentages are rising, which is making that intervention not as discrepantly high as what it was in the past. So I think that was good information. Thank you. Thank you. Okay, if there is anything else, I will move on to junior high social studies pilot. This is just to
023inform everybody that we are going to pilot for social studies at the junior high for next school year. This was really based on teacher feedback, the social studies teachers at the junior high through their request. Our current social studies resource is a digital resource. There isn't a textbook. So, and it's served us fine. It actually kind of started and came to us during COVID when everything kind of went remote. So, but since then, we've really been working on bringing back more paper pencil. All of the resources that we've adopted in the past four years have been a paper pencil. There may be some digital pieces to it, but the primary focus is having the book. And so the teachers reached out and were interested in looking at new programs. I had a committee of social
024studies teachers at the junior high level who heard from three different vendors on their programs, what their programs had to offer. We use the Illinois social studies renewal evaluation tool. And so they're, Illinois provides a tool to evaluate curriculum resources. So the teachers use those. They also completed a needs assessment and hands down really chose SAVIS and TCI to be the two pilots. The way that our pilot will look, and this has been, this will be my third pilot since I've been in this role. So it's been successful the way that we've run it. So I'll stick with that is that we'll pilot all year. We have enough teachers that we don't have to have teachers pilot one program and switch. Some school districts have to do that simply because of their size or maybe
025their preference. For me and my experience with the teachers is it's usually about halfway through that they fully understand the program. It's around November. So if you are then switching them, they're gonna have to learn a whole new program all over again and not really have time to get in and fully understand the pros and cons of a resource. So all of our social studies teachers will pilot and then we will provide a lot of collaboration time through their PLCs and looking to make a decision in February that we would bring to the board for a vote in March. Are there any questions? So how is that gonna work with the PLCs? I mean, I'm just thinking that, okay, right now you have all the social studies teachers are all using the same resource. And
026so they're coming up with their common assessments and are they almost gonna have to divide that into two then? Yes, so the way that we divided up the teams was that each school, most of the schools have two teachers per grade level. And so at each school, those two teachers will have the same. So for example, at Jerling sixth and the two sixth grade teachers are piloting TCI and the two eighth grade teachers, I think I might be off on exactly what, but the two eighth grade teachers are piloting TCI and then the seventh grade are piloting SAPIS. So the teachers that are piloting those programs, I wanted to make sure that they had a coworker who was at the same grade level in their building, doing the same program so that they have that
027collaboration. What's really nice now that we didn't have with the, especially with the math pilot is because we have the routine of the regular weekly district level collaboration through PLC is that they'll have time to work with the other teachers in the district that are doing the same pilot, but then they'll also have time to talk to the teachers who are doing the other pilot and get feedback. How are your things going? The scope and sequence of both programs are pretty similar. So they'll even be able to say, okay, I'm on this unit. We're on ancient Greece right now. How does it look for TCI? How is it working for SAPIS? So the process that we've put together and built over the past few years for the PLCs, I think will actually really benefit our
028pilot, but the assessments will definitely be different. And these are both gonna have basically like a textbook. Is that how this is gonna work? So they have a textbook and a student workbook. So there is actually consumables with both programs, which was a big part that the teachers liked. They'll still do some digital. They'll definitely still use their Google Classroom and things like that, but they really liked that the students will have a workbook that they will be writing in, that they will be reading and highlighting and being able to interact with the text. Both programs have a lot of inquiry-based projects and activities built in. So ensuring that the social studies instruction goes well beyond memorizing facts and dates and much more about the learning, connecting to reading, a lot of writing in both
029of the programs. So we feel like that'll also support our language arts as well. I will keep the committee posted next year. I'll give updates as we go. The next topic here listed is our enrichment programs that we offer across the district. There are more words on the page than what I typically would like, but I thought it would be easier to kind of lay it out in this way that if anyone ever wanted to refer back to it. But it does talk about at each level what we offer as far as enrichment goes. At junior high, we do have honors, math, ELA, science, and social studies. And those students who qualify for that are typically performing at or above the 90th percentile on multiple measures that we use across the matrix. So we use
030things like IRMAP, grades, teacher feedback, we use some of the measures for going into sixth grade that were offered in that fifth grade class to see where they're at. And then parents can always appeal. Or teachers will come to us as well and say, hey, we're seeing a student that's performing significantly above everyone else. I feel like this is something that the student really needs in order to be successful. I probably should have started off by talking a little bit about differentiation because all of our classrooms are offering differentiation, whether it's a general education classroom, a more supported classroom, or a classroom that is considered enrichment. There are different levels within each of those bands. And our teachers do a nice job through that small group instruction, through that kind of personalized learning that they
031do based on feedback, to do different types of differentiation all throughout. However, there are times when we have to add enrichment programs because even with that differentiation, we have students that are continuing to perform even above that. So that's when we have that junior high honors. At intermediate, we do have our self-contained enrichment program. And then we have high math and enrichment reading. So our self-contained enrichment program is for students typically performing at or above the 95th percentile across multiple measures. That program is housed at High Point. So there is one third grade, one fourth grade, and one fifth grade classroom of that. In regards to high math and enrichment reading, those are housed at all three buildings. So we do have high math and enrichment at Liberty, Meadow Ridge, and High Point. The number
032of students is dependent on the number of students that qualify. So it isn't like we're only taking 10 students or we're only taking 20 students. It's all based on who qualifies for that. There have been years when we've had to have two high math classes in one building. And then there are years when you have to have one class. So we do try to stay consistent. One of the things we want to make sure happens is that when we talk about that consistency is that how you qualify and what the needs are are consistent from building to building. We don't want it to be, oh, we have room, so we're gonna add 12 more students here, but if you were at this school, you wouldn't get to. So it really is truly based on a
033qualification so that it's equitable across all the building. So one question that I do get asked sometimes, generally speaking, it's 95th and 90th for those two different pieces. There are times when we will have our highest achieving math student who is not in self-contained enrichment. They may be in high math because perhaps their reading score isn't in the 90th percentile there. That's not their area of strength. So there have been times when, and reverse with reading. So just because you're in self-contained enrichment doesn't mean that all of your scores are necessarily higher than the students who are in high math and enrichment reading. It just means you're high in both at that 95th or above. At primary, we do do some ELA and math pullout. That's typically for those students that are performing at that
03498th and 99th percentile. And it may look a little bit different, like why is it getting looser as you go up? The span of what students are able to do continues to get larger as they go. As we learn more, that span of students who are performing maybe at a lower end or a higher end tends to get larger each year because of the amount of material that's being offered. And that's pretty common. At that primary level, we're really looking for those students whose needs can't be met in that general classroom, and also want to ensure that foundational skills are not skipped because you may be able to perform very high on some of those basic things that you maybe had exposure to, but we don't want to take away the classroom foundational skills that
035are being taught. So we want to be really careful about pulling and removing kids too early, which is really what any type of training that I've gone to for enrichment or gifted programming recommends that you do, that it typically does start tight at that earlier level and then starts to expand. The reason that it also starts to expand is somebody could be highly gifted. And your giftedness, if you have a high ability, that doesn't go anywhere. That doesn't change. That's not something that is influenced. But what is influenced is your achievement and what you do with that. So if you have students maybe that are highly gifted at that really low level, and it's not an interest to them and they're really not putting in the work down the road that can catch up with
036them, and they can maybe flatline a little bit, where if you have a student that maybe they're not the most talented, they weren't born with the highest ability, but it's something that's an interest to them. They work really hard. You do start to see that kind of flip at times with some students. So it's pretty typical to start tight and open up as you go higher. And then once they get to high school, it actually does open up even more. And that's what's recommended through that process. In addition to those programs, we do have accelerated placement or early entry. That's something that can be done for a whole grade level or a subject. Most often if it's a single subject that's being requested, it's math. Because math is very, it's really based on standards that
037are very different from level to level. Where reading, writing, social studies sites, those things are at times easier to differentiate. You can always up the requirement for writing. You can always read a book that's more challenging. You can always work with more challenging materials on that same content level. But math, it would be really hard to teach someone who needs eighth grade math in a sixth grade math class. That would be really hard for that teacher to try and do. So that's really used for students with a unique situation where grade level instruction and enrichment opportunities just cannot meet their needs. That student is performing so much higher than their grade level cohort that in order to make sure that they don't come to that standstill, we do have accelerated placement. Most often it's done
038through a request to early entry to kindergarten or perhaps to skip kindergarten. Those are the ones that we most often are working with. But we have had students at upper grades that have grade level accelerated for a subject area, most often math. And we have parents that request that and we also have teachers that will come to us and say, we're working with this student, they're beyond the class. And they're just so far beyond that we're gonna recommend that we look at their information, their data to consider a grade level advancement or acceleration. So I do think just the perception that I have heard about just in the community about enrichment is that it's very, very strict and which is not necessarily a bad thing, but in very, very much based on map scores. And
039so I'm happy to hear that you consider other factors. I think that's kind of the biggest question that I've heard out there is like, well, what if a kid is not a good test taker? They're never gonna end up getting that enrichment opportunity. That's just kind of what I've heard in the community about the enrichment program. Yes, and we do have the matrices that are used online, but it is definitely not. Oh my goodness, that's a Janelle, yeah. Yeah, it includes students' grades and it also includes teacher, we don't have teachers recommend the teachers actually to complete like a questionnaire type thing. It's called the Kingor and it's like a formalized kind of a questionnaire about students. So that helps with teacher recommendation as well. And then we have some other data points as well
040in addition to that. We also give the COGAD assessment, which is an ability test. So we do that, we consider IR, we consider all of those things because we want to make sure that it's inclusive. Yeah, yeah, good. It's inclusive. One of the things that I personally like about the matrix that we use, including a test like COGAD, that is something that is much more inclusive to your special populations and your EL students. Because of the way the test is administered and what is asked of the students, it is definitely something that includes more students. And when I went to a training on it years ago, and I've kind of seen this, the big thing about COGAD is they say that you can't get a false positive. If a student scores in the 98th percentile,
041that is what they're capable of. It doesn't necessarily mean that's what they're showing you all the time, but that gives you some insight into looking at them going like, hmm, what do we need to do here? Is this a motivation factor? Is this a language barrier? Is this something else we need to do? Because it really is a lot of pictures and how those pictures and things work together. It removes a lot of language. So that's the one that I really, really am happy that we include and would not ever want to uninclude that because we do have students that were like, ooh, we need to look at this student more closely based on that assessment. And the students that do the accelerated or early entry, do they continue to do well? Because I've heard
042that sometimes students will struggle, like a couple years later, they start to struggle. So we are pretty tight with that early entry in the sense, and when I say tight, we want to make want to make sure that a student who's enrolling that it is a need, not just like, they could go and be okay. We don't want our kids to just be okay. If they need that extra year of development so that they are achieving at their highest potential, we don't want to just push them through and let them be okay. And then perhaps even miss opportunities to qualify for an enrichment opportunity if they were with their same age peers. And students that do receive accelerated placement or early entry, we develop an accelerated placement plan. So the principal, the teacher, and the
043parents, if it's an older student, the student may participate sometimes, but they do a plan for that first year. And then at the beginning of the next year or the end of that first year, they determine whether or not like they need to go back to this plan. Is this, is there, if the student's just doing great, then we aren't going to continue to do this documented plan because the student doesn't need it. But at the beginning, it's something that we put in place and then check on as to be able to check on and make sure that the student's doing well. And if there's any supports. And that's something that we added in the past few years, just to make sure we were following those students and checking up on them. Yes. So I
044have a question in terms of, okay, with these enrichment groups, and I'm thinking especially with the intermediate level, is the curriculum accelerated? Like, are they actually going through more curriculum? So it differs a little bit, but in reading, they're always ensuring that they're doing grade level standards first. We don't want to skip anything. But then they're able to do some extensions of those grade level standards. And if you look at the reading standards or the ELA standards, they're very integrated from level to level. I don't want to say there's not much change, but it's almost like a standard just keeps it. The same standard keeps expanding. In math, beginning in fifth grade in our high math and in our self-contained enrichment class, we do start doing some compacting. With the goal then, by the time
045those students, if they stay on that path by the time they're done with seventh grade, our hope is that all or most of those students would be able then to go into integrated math with no missing of material, no just skipping over things and saying like, oh, if we find out you have a gap, we'll kind of circle back. We're trying to make sure we're filling all those gaps through the end of seventh grade without saying like we're doing two years of math in one year, instead we're spacing it out from fifth through the end of seventh grade. Okay, building technology support. So something that we noticed over the past couple of years, obviously the technology needs have been changing over the past 10 years in our schools. And we analyzed or helped us ticketing
046system last year. And at that time when we did, we noticed between the previous four years, there was a 50% increase in the number of tickets that weren't being able to be handled at the buildings and were being escalated to district office. And we get roughly between seven and 9,000 help desk tickets a year. So, looking at that, how do we better support our staff in our schools? And what we did last year when we had a retirement at Liberty School is we replaced that position with a level two, like district off level tech support that was actually based at Liberty School. And we looked to do the same thing with the retirement that's at Century. We have seen a number of benefits from that with having that resource on that campus for those two
047schools. For example, in the media centers, a level two tech support can provide support and even help with the project management process that happens with some of our more complicated technology. It's not complicated, but higher level technology, such as the robotics and the coding that we're doing. 3D printers, glow forged and laser cutters. Previously, that was very much managed by the media specialist almost entirely. And now with this level two tech support, that can be shared among that position. Additionally, that level two tech support can not only help with the student devices or staff devices, but also the building infrastructure, which we are seeing to get much more technical and technology based. So whether it's door access, you know, the audio and video systems we've been putting in our large spaces, just having that extra
048support in those buildings does help. Additionally, this level two tech support is a 12 month position instead of a 10 month position. And honestly, the tech department's busiest times are over the summers, when there's the renovations or constructions in all the buildings. That's when a lot of the buildings are available. So that's when we're upgrading a lot of hardware that we couldn't do when we do have staff and students at the building. So having that extra person to help us manage the busiest time of the year is definitely a benefit and not just to the tech department, but to all the staff members that are on the campus there. I know that there has been some concern about how do we address some of the less technical needs that are in the media center. And
049I can say that we work with the building administration to make sure that the media center is still getting those needs met. For example, at Liberty, where they are using lunch supervisors, and there's a schedule that rotates them into the media center for at least one hour a day. Other programs and things that they've implemented is to get students to be a part of it. So at some point, sometimes there's certain students that come in during that morning SEL time, and they've in essence adopted a bookshelf. They each are assigned a bookshelf, and they come in and they take the pride with that one bookshelf and straighten that out, or they just check in the books that were turned in that day. It's also very important that that person that is in building, that level
050two tech person is part of that building and part of the culture of that building. It's not somebody that sits in a back office hidden somewhere, it's somebody that is in the media center. At Liberty, that person is very much a part of the building. I'm sure many of you are familiar that Liberty has pep rallies every Monday morning, and it was very important for me for them to be part of that pep rally. So we even rescheduled when we have our district office, when we have our district tech meetings, we have one once a week, and it conflicted with that, so we changed that so that that person who is in the building still is making connections with students and still building the relationships with the staff and part of that school. And so
051that is what we are planning to do with the sensory vacancy as well. So has this worked well at Liberty? The media center specialist is happy with how this has been going for the past year? Yes, and talking with, and when I'm in that building, people come up to me and express how much they like that individual there. And that is something that I haven't, that hasn't happened in the past at that building. Any questions? This last one is not an agenda item, but we will email the whole committee the dates for the 26, 27 school year. We will stick with Thursdays as often as possible. It'll be two weeks before a board meeting, but sometimes it's not possible just because of other, the way that the week, the months fall or the weeks fall.
052So we'll be sending those out, but our next committee meeting, let me find it, sorry, will be August, Thursday, August 6th. But we will send an email out this week to everybody on the committee so they all have the dates. Do we have any other non-agenda items? I would like to give a shout out just because sometimes departments don't get to shout themselves out, but with Monday being the last day of school, buildings and grounds had an enormous task of, this is again one of our largest, busiest summers as far as building and grounds. And the tech department was part of it, but mostly B&G, Ted and Katie and their whole department. I went into buildings on Tuesday at noon to check to make sure that, and those classrooms and everything was stripped out and
053the number of spaces that we're doing this summer, to know that there were students in those buildings, there were secretaries in those offices less than 24 hours before, and to have it ready for those construction crews that were starting on Tuesday, it was very impressive. So I just wanted to kind of give them that whole department a shout out. They do great work. They do. Actually one thought that came to my mind and I'm gonna bushwhack you a bit here, I'm afraid. Infinite campus, everything's still looking good. I know that was a huge job. It, in present tense, we'll say. It is a big job. We're, you know, we've been working on it for eight months. You know, as far as registration goes, you know, we have these big hurdles. And so getting all the
054teachers on and just getting them on and seeing the system in May, that was big. We are ahead of a normal re-registration year as far as the number of parents that have re-registered their students. Significantly expect, even since the window was shorter. And that means that we have those families onboarded into the new platform. And so that is a, that was a significant, that was, I think, a significant accomplishment as well. Our next big thing is now that school is over, we have to, you know, you migrate sets of data over at a time. But you can only do a certain data set type once. You can't migrate some of the data over and then, oh, there's more data that was put in with that type of information. You can't, because it's gonna overwrite or,
055so now that school is over, we're getting our last data sets, like health information, enrollment information, all of that over. And we hope to have that completed by the middle of July. And then the next enormous task that we have is we have the summer to reconnect all of our digital syncing to all the different platforms that we have that we took eight years to build. We have to do that in one summer. For example, the bus company, Clever, which syncs the significant amount of our data, all of our digital resources, ParentSquare, all of those are, you try to get one system that speaks kind of one language and needs certain type of data sets to talk to another one and get those to integrate without losing data or, and so that's our next big
056challenge. To answer your question, I think it's going very well. We're learning as we go. We'll definitely do some things a little bit different with registration next year, but that's a learning curve. And so I think I'm very proud of the team that's working on that, as well as, especially those primary, all the secretaries actually, because I think outside of district office and the tech people, I think the secretaries have been the most impacted with that because registration is such a big thing and to do it on a new platform, as we're learning and figuring how everything works together in that new platform, they put a tremendous amount of effort in and have done and deserve a pat on the back as well. And you're doing the intercoms as well, right? You're doing the intercoms
057as well. Yes, and so, hopefully all 10 buildings. And so in addition to all the tech that's happening in those four buildings that are having major renovations, the other 10, or all 10 buildings are having intercoms and I stopped by and met the crew that started yesterday at High Point. That's gonna be the first school and then hopefully the demolition at OJ by the time they finish, we wanted to get High Point done because they have summer school there, so try to get that done before summer school. And then the next building, which is on the same campus is OJ and that was a building that was very high priority for us because the system was in the state that it was. And so as soon as demolition is completed at OJ, they're gonna jump
058over there. And so we've been working very closely with Sentinel and their partners to get this. The programming side has been underway for two weeks and getting them onto the network and working with that and the hardware is starting to go in. So yes, very busy summer and we're through that as well. As well as assisting business and HR with the Tyler Tech integration too, which is big. July 1st is the cutover for that. So just working with them and getting all the time clocks set up and the data converted in that platform as well. This is the busiest summer I've seen in my time in the district. But we're right on schedule. Knock on simulated wood product. Might be some wood underneath there somewhere. Particle board or something. Very busy summer for ID. Yes.
059Thank you for all of that, all of your hard work. We'll get it done. I mean, I might not sleep, but we'll get it done. Do we have any other non-agenda items? Then we will adjourn. I move that the June 4th, 2026 Teaching, Learning and Technology Board Advisory Committee meeting be adjourned. Second. Aye. Dr. Askington. Aye. Ms. McShane. Aye. Dr. Nichols. Aye. Ms. Zahid. Aye. Ms. Santel. Aye. Thank you. Thank you everybody. Have a good summer. Thank you.