001Welcome to the board advisory committee teaching learning and technology. It's Thursday April 9th and it's 6 p.m. Can we get a roll call please? Ms. Aguadello? Mr. Gajula? Here. Dr. Cassingridge? Here. Ms. McShane? Dr. Nichols? Here. Ms. Schindler? Ms. Tumal? Here. Ms. Whitehead? Ms. Sayed? Here. Ms. Zintak? Here. We don't have any citizens remarks today so we'll move on to approval of the minutes. I move that the minutes for the February 26, 2026 teaching learning and technology board advisory committee meeting be approved. Second. Mr. Gajula? Here. Dr. Cassingridge? Here. Dr. Nichols? Here. Ms. Tumal? Here. Ms. Sayed? Here. Ms. Zintak? Here. We will move on to committee reports and discussion teaching learning technology. First up we have title grants and idea grant. Good evening everyone. Every year we review our title grants and the idea
002grants. That's part of our community getting information from the community and sharing the information. It's part of one of the requirements that we have but then also we really appreciate the feedback that we get from all of our stakeholders. So our title grants are part of federal funding that we receive. Title one is for really supposed to be focused on our at-risk students. Our title one funding is based on our low income numbers at each school but title one includes students who are low income, also students who receive intervention, whether that intervention is for attendance or for academics, for social-emotional, any student that is basically considered at risk can receive support through title one funding. We really use our title one funding for supplies and materials for schools, a lot of that centers around resources
003for our interventionist, for social workers, for small group work. We also use some of that money for salaries for a few teachers and one of our VCEAs. Teacher stipends are paid out of title one for, like this year we had some after-school extra support for at-risk students at our intermediate funding. Title one paid for those stipends. We did zero-hour support for our EL, for English language learners at the junior high level and we use title one to pay for those stipends. We also use title one for summer school. Some of our assessments are paid for out of title one. We have one school currently that receives, one private school currently that receives funding from our title one. In order for a private school to receive funding, they have to have a student or students who
004live within our boundaries who qualify as at-risk. So any school doesn't, the school itself doesn't have to be within our boundaries, but the students that attend there would have to live in our boundaries and have to be low-income in order for them to get money from their title one funding. Title two is focused on professional development and that's pretty self-explanatory. We use that to support our Beams, our new teacher mentor program and ongoing professional development throughout the year, including summer PD. Title three is focused on our English learners, often two title three grants that we get. We have our title three grant that focuses on all language learners and really about language acquisition and then we oftentimes get a second title three grant that's smaller but focused really on immigrant students, our students that are
005newcomers and that's always based on our number of students that are newcomers and our number of EL students. All of the EL funding is based, has to focus on family engagement with our EL families and resources to support supplies materials that focus on language acquisition. We don't have any private schools that receive any money out of title three at this time. We don't have any schools who are private schools within our district who have EL students so then they don't receive title funding for out of title three because that they don't qualify. I'm going to go back to title two for one second. Two private schools that live that are in our district boundaries do get funding from title two so there is private school proportionate share for title two that goes to St. Mike's
006and Christian Hills because those are the two schools that are in our boundaries. Title two, title three, title four is only for private school proportionate share is only for just schools that are within our boundaries and then title four is kind of, it's well-rounded education, it's kind of our one that we get to do a lot with and sometimes it's our kind of our fun money. We use it for our summer camps so to support some of our academic summer camps we use money for our career readiness, NJHS, we purchase things for various STEM and coding and enrichment opportunities. The past couple years we've used some of title four to support the self-contained or I'm sorry enrichment cluster at the intermediate level in fifth grade going to the Challenger, thank you Challenger, to the Challenger
007field trip so we use title four to help pay for that and then again professional development stipends and private school proportionate share. So those are our title grants they really don't change year to year other than the amount that we get but the purpose for them are pretty self and then Dr. Krasinski is going to share about the, any questions on title grants? A few questions just out of curiosity what is the purport like the budget percentage of the budget that you have that we get from the title grants and then also has the funding changed with the administration change? So this this school year it didn't change too much but it was delayed so our title funding was delayed specifically title two and title three were delayed by a couple months so our title
008one and title four we had those grants opened we were able to submit our budgets for that but title two and title three were delayed we did end up getting that money and pretty pretty close to what we typically get. Title four was actually the one that that was less than typical for the I'm sorry what was the other question? The percentage of the funding for the schools coming from this versus coming from? It's about three percent of our budget it's not it's not. Oh okay really okay okay yeah that's really small okay okay. I just have a question about attendance under title one. Is that for just any chronic absenteeism or is that specifically like for medical reasons like kids that are in this room? That is specifically for students who the schools have
009identified as having some attendance challenges and they'll use it they can sometimes they'll use some of that money to purchase things to do with the students in like almost like an SEL group but focused on attendance so they may you know have some incentives for the students that are they're working on increasing their attendance you know extra time in the media center and things like that have been a focus for the attendance group so it's it's really more like a group of students that are considered at risk because of their attendance and then the schools can use some title one money to help support like increasing their attendance. All right next I'll share a little bit of information about our idea part B grant. Funds for the idea part B grant are used for a
010variety of purposes to support special education and related services across the district. There are some components of the idea grant that are a bit different in that their purpose and their target population is very specific and there are federal guidelines that determine who these these funds can be used for and when funds through idea part B must only be used to pay excess costs and cannot be used to supplant what a district would typically be responsible for in terms of providing services and supports for students with disabilities so in other words it could idea part B funds can't be used to take the place of what the district is otherwise obligated to provide. This is just in addition a bit of a bonus for some of those extra programs that we run through the district
011and allow for us to meet the individualized needs of students which oftentimes are very specialized which means they're also very costly unfortunately. Idea part B consolidated grant is made up of three main categories. Idea flow through which is really the foundational support of special education. Coordinated early intervention services is more proactive. The goal of the funds through this grant is to prevent students from being identified as having a disability so those are more related to staff development, student data platforms that we use to analyze outcomes for student progress as well as district-wide professional development when we're looking at tier one and tier two even tier three interventions within the gen ed setting providing our staff with the tools to be able to meet students needs within the general education classroom is a goal of that
012particular grant and then we have the idea IDEA preschool grant which is specific to early childhood special education. This grant is different than the PFA grant it is it's separate and it is specific to students with disabilities where the PFA grant is more of a grant specific specific to identifying students who may be at risk who would benefit from early intervention services but don't necessarily have a disability but would benefit from being enrolled in a public preschool program. So through that grant we look at curricular resources supplies assessment tools as well as proportionate share if we were to have students enrolled in in private schools. Our large IDEA flow through grant makes up about 1.3 million dollars of our budget so it's it's hefty but it doesn't you know when we're talking about staff and
013benefits and salaries and assistive technology and supplies and resources unfortunately it doesn't go as far as we would like for it to and in the past few years across the state those funds have been reduced from year to year and we no longer have the benefit of some of those era funds that we had post-COVID so looking at providing interventions and the curricular resources the materials that our students with IEPs need really requires us to look critically at how we spend our money and are we getting the most paying for our buck. Any questions? I do have a question of the 1.3 million what percent of the budget is that for this program? That's a great question and I don't have that exact figure but I'd be happy to get that and get back to
014you. Okay and then secondly the same question I asked over here is there concern that there may be more cuts in the funding for IDEA grants in the future or is that not an issue anymore? I know it was an issue like a year ago. There's always the possibility of reductions but I do not anticipate that the IDEA grant would not be available to us. Just to clarify that when I said 3% that is for all of our federal grants so that is inclusive of the title grants and the IDEA is about 3% of our budget. There was just a report that was put out as far as the proposed budget for federal funding for next year. We don't know for sure what will come of it but it the proposed budget that was that
015was in an article that I read was that the IDEA special education grants were looking to be funded at the same or slightly higher but title three grants were proposed to not be funded so our EL grants were proposed to not be funded. Okay. So nothing's been voted on nothing's been cleared but that was in one of the education articles that was recently released. Okay thank you. And just for some context very roughly the budget for 135 overall is a little over a hundred million so three percents roughly three million dollars so that 1.3 would be a little over 1%. Okay thank you. So the next part of our grants that we work on is the the consolidated district plan. This is basically like a framework that we collaborate and put together on what we
016are proposing that our budgets and grant will focus on for the following school year. So what we have to do is our departments work together to complete the consolidated district plan it's it's pretty lengthy and it's it goes through each area of the grant and we put information in there about what our focus will be or what we're proposing our focus to be for the following year before we write the grants. So we have to submit the consolidated district plan it has to be approved by the school board. We then submit it to to Illinois to Illinois State Board of Education and then once it's submitted and our grants open we can start writing our budget. We can't write our budget for these grants until our consolidated plan is submitted. One of the pieces with
017the consolidated plan is that we we really work with getting feedback and that's a big part of the plan is how are you getting feedback from stakeholders? How are you engaging the community, the teachers, parents in ideas for each of these areas within the different grants? Chris if you go to the next slide. So the first piece that we use for the consolidated plan for our feedback in helping us write and plan that is our strategic plan. So we we look at some of the goals within the strategic plan literacy, rigor and differentiation, student and family engagement and safety. That's like the first piece because that's part of the strategic plan that's the feedback we received from the community back in May of 2024 when we did that plan. We also get feedback from staff
018and families throughout the school year. So we did a staff survey this year for professional development on what they saw as needs for professional development. We've used that to plan for professional development during the year for our summer PD and then we'll use that to plan out PD for next year. We also receive feedback from our bilingual parent advisory committee or BPAC, the special education advisory committee and then I also grew out April and May we'll be going to PFE meetings at some of the some of the schools and getting feedback from them. I'm not able to go to all of them because of the fact that a lot of them are on the same days and hit the same times. So I've focused on our schools that had the the highest title one to
019start with and then kind of built from there what fit into my schedule and then into next year we'll spend more time going to the different schools for PFE meetings to talk about our title grants. But that helps get us feedback. We also did an assessment or a survey with all families back after parent-teacher conferences. That's the time that we we get some pretty strong feedback as far as the numbers. We get a lot of feedback during that time so it's a good one to use and kind of save for planning purposes for this year and for next year. Any questions on the consolidated plan? So really the next piece of it is is feedback from you. So if you want to go to the next slide it's not exciting it just says feedback. But
020really looking for ideas. Last year this committee had talked about we do career development for students and they talked about wanting to kind of increase some of that. Some of the committee members shared that their students were in the classes that were doing some clear career research and the kids really really enjoyed it. So we spent a little you know a little more focus on some of those pieces. But is there any other ideas within all of these grants between our title grants and our idea grants for areas to focus on for our budget for next year? So there was some professional development that was done a couple years ago. Only the, I believe it was only the EL teachers that attended it and that was very well received. But ultimately something fell through and
021the other teachers didn't actually get that professional development. So if that is something that can be put back on the table that would be great. I know that teachers really benefited a lot from it. Just so everybody knows that professional development that Ms. Sayed is speaking of is we had a community member who also is a professor at Marine Valley work with our EL teachers on one working with newcomers, our newcomer students, but then also like cultural awareness for our students. Cultural awareness of our students for our teachers. I would be interested to see especially for Title III because we are going to have an EL director which is new and I would imagine, I mean that person I don't think is taking that role until July, but you know I would imagine that's going
022to change somewhat what that program looks like. I'd be interested to see what those changes look like. And maybe that's a discussion we could have here maybe in the fall sometime after that person gets a chance to get their sea legs. I think it'd be interesting to see how is that role going to help the EL program. The other one that comes to mind is just with the coding and STEM, maybe the maker spaces could could be included with this. Just how they can be integrated or better integrated with the rest of the curriculum because we have a lot of tools at the schools and it's just how are we making best use of those tools. You said the board is going to be voting on this. I'm assuming this will be at the April
023meeting or the May meeting? May meeting, yes. Because we've worked on some of the consolidated grant but a big part of it is kind of these conversations and the feedback. So the pieces where we've already received feedback, we've been able to work through that plan but then you know haven't finished it because we have wanted to get some more. So this is something that that somebody mentioned to me recently. There seems to be a little bit of there's a need for more support for EL students who also need intervention. So I guess a lot of times it's a little bit tricky because especially with newcomers it's kind of like you know is this because you know are there difficulties caused by their lack of language acquisition or is it was there you know a learning
024disability at play. As well and so you know you would know how to work that in there but you know if there's kind of some kind of professional development or something that can help teachers especially I think probably EL teachers identify some of those learning disabilities in EL students. That would probably be helpful or we'd get them more intervention if they need it. That may actually fall under the realm of special education and determining whether or not a referral is appropriate and when is a bilingual evaluation warranted. Our school psychologists conduct those academic and cognitive assessments and are also making that that judgment call with with the school team to determine whether or not they need to seek a bilingual evaluation to consider whether or not there's a disability. Obviously with taking their language acquisition
025and status in into account but there is a big push for that across the state and just being culturally sensitive and aware of how students learn differently when they are learning to speak more than one language and and one language when English isn't their their primary or native language but yet that's the the primary mode of instruction that they receive. It does become a challenge so I think that's great feedback. Yeah absolutely because statewide I mean statewide it's an issue for sure. If you were hearing our conversations because we have been talking about it especially with the new EL director coming in as the part of the interview with you know with the person or with the people how do we ensure that we're not over identifying but also how are we sure we're not
026under identifying. So yeah this is it's actually been a big conversation so you're already on your way there. So another thought that's come to my mind and the questions from Ms. Tubal actually kind of brought this to my mind it'd be nice if we could as a board have an idea of okay what are all the grants that the school is that 135 is receiving. Now of course title grants are big ones idea is a big one. Like I know the buildings and grounds department gets a grant from the state usually every year it's like $50,000 which isn't nothing it's not a huge amount of money you know in a hundred million dollar budget but it'd be nice to just have somewhere to say okay this is everything we're getting in terms of grant money
027which I mean we know is a relatively small percentage because the local property taxes cover I think it's 85 percent of our operating costs but just to have an idea you know what's out there because we hear about the individual ones by having that whole picture. If anything you know we will be working on this over the course of the next several weeks so if anybody thinks of something you know that comes up please always feel free to email myself or Dr. Olsen with other ideas but you know this is this we have time you know to continue and then again we'll be at some I'll be at some schools see pack is coming up okay then we can move on to the uh keyboarding update just to give an update to the committee since
028um we had a good discussions in the fall about keyboarding for this year all of our fifth graders now have the the keyboard cases um we have the keyboard cases for our current first graders but because of the um the request from the teachers and the feedback from the teachers we've waited to put those on to um onto their ipads until closer to um may right yeah we're going to try to get it done later this uh later this month we really are working around um IAR testing which I know it doesn't happen in the primary but a lot of our tech staff support that and then also try to get done format testing in may so um and then next year um it'll be first grade second grade fifth grade and sixth grade who
029will all have keyboard cases what we've been doing for the practice with keyboarding in the junior high they currently have one day a week in advisory we've worked I've worked with the junior high well Chris and I have worked with the junior high advisory teachers on that started off a little bit um kind of I want to say rough but the the kids weren't really getting getting it um so then working with the the teachers who planned advisory lessons talked about going back and adding some instruction on it instead of just you know the kids doing but also adding some not just the practice but actually the instruction piece of it and then at the more of the intermediate right now is during rotations of small groups a little bit at the primary it's not
030as consistent but moving into next year with first and second grade having keyboard cases it'll be more consistent and add some instruction pieces to it and um there's a plan for students who get interventions to also get keyboarding instruction it it really does depend on the students interventions um so we have two times that our students have small groups so during that reading when and that's why I put a schedule up here so that reading wind time is 30 minutes a day and that's when a lot of the small group happens but then also during that ELA block we know that our students aren't going to sit in and have an hour of direct instruction with the teacher talking to them so part of that ELA block is also some small group time so that
031is where multiple centers can take place however some kids have you know they have EL and interventions that would be pulled from that type or if they're tier three they might have additional time so we don't have we can't guarantee that every student will get it because sometimes their minutes are outside of the direct instruction it does take away from some of that time that would be students who maybe are receiving in special education Wilson lessons that can be up to an hour so if that's where the challenge comes in is finding time for the students who aren't in the classroom during all of those times but we will continue to have that that discussion and work on that I have reached out and I've talked to other districts in our surrounding areas some don't
032do anything with keyboarding several a couple have said that they do it during the media center time and it's just about five minutes they said during media center beginning of the year starts with a little bit of instruction and then they they have time like yesterday finish the book checkout to do that and then other districts do the same thing that we're doing having to be during small group time I mean my concern is so you know a lot of the kids that receive interventions also will have trouble in the future taking notes and keeping up with their peers you know I don't want them to miss out on that because they're probably at the most you know need that more than anybody else and especially because we don't you know we don't really teach
033cursive anymore so it's regional actually we do teach cursive and with H and H it starts it's starting a little bit earlier so with H and H there's there's direct instruction on cursive that starts at the end of second grade and then it has I don't know if you have gotten to it yet Mrs. Tapp. Yes yes so H and H provides us with a couple letters per week to work on and then as the year goes on we get into more you know heavier words and sentences so they are being exposed to it we have been doing it at high point kind of during one time and stuff but now H and H has provided us with materials to to expose like all the students during whole group as well. Okay but they don't
034like maybe in maybe not in second grade but like later are they taking notes of writing essays and that sort of thing because I can I can tell you like my middle schoolers for example never took cursive and so they really need that keyboarding to be able to write notes and you know they can't write in cursive so and also these kids have been on I've had so just writing a note is very cumbersome for them they don't I mean we used to write a lot more than they do now. I think the conversation that we can have as a committee is just kind of the wear of that and within a schedule and you know like I guess I put that this is a typical intermediate schedule this this is the out the minutes
035that that they have and then within this time obviously like I have music on there but our students get music for a total of an hour a week art an hour a week PE an hour a week and then media is media center is 40 minutes a week so that's kind of just where the challenge somewhat comes in is that finding that time because we we don't want to take away from the minutes of the content of the core classes because we do need those to make sure that you know we're getting through all of our standards and trying to to push towards those exemplary status so that's kind of where you know feedback from the committee would be helpful to and just kind of for our students that are pulled out where could that
036be you know how can we find that time for the students that are in the class for like that whole time I mean I think if they're getting some exposure in the classroom and then they have you know even if it's you know a 15 minute like I have a fourth grader who you know spends 50 he has every day has to spend 15 minutes on math 15 minutes on reading and if there was also a keyboarding component that was assigned assigned in class I could get him to do it he's not going to do it if I tell him to so if it's an assignment I think parents will make sure that you know that the kids are doing it and that they're they're getting that so practice at home if they can't fit
037it into the school day my when my 12 year old was in the younger grades he took some camps that like either after school programming or like some summer camps and some of them were really popular like the the coding the robotics one was really popular like people would sign up really fast you know maybe there could be a component of keyboarding and some of those you know with the ideas that you're looking for and with technology added on right nobody wants to go to a keyboarding camp but like maybe it's AI and training around some AI stuff and incorporating the keyboarding into that to make it you know so there's some functionality around it that might be a decent idea something to make it fun yeah yeah I think what we are hearing a
038little bit is as as they're getting more keyboarding in they're obviously developing their skills and so they're able to type more you know and so as opposed to just doing like typing.com they're actually getting more practice in doing their regular you know in their in their core content right so certainly you know we're still very focused on the cursive and the paper and pencil and and and not everything should be on the device but I don't know if you if you've seen this or not but I've some of the feedback I've I've heard so far is that that they're just able because they're able to do a little bit more they might be using it as well yes yeah I hear that so as we continue to roll it out it'll be interesting a couple
039years from now to see what conversation we're having about it and the fifth grade teachers were saying that it was funny when they the kids first got their cases they were all of a sudden getting emails because they were like which communication through an electronic form is computer science you know two birds with one stone there but yes so I you know I think we're looking at explicit keyboard instruction but then also just just the the just the practice through use I think we're developing skills there too so and this is I think very good to hear one of the things I'd like to see especially this is developing and it's going to continue to develop as we go on in years the keyboard cases will go you know eventually filter to all the grades
040just sort of what are our targets you know what what do we expect the kids say at the end of fifth grade you know we have standards for all the things that we're teaching them you know what do we expect them to be able to do in terms of keyboarding and I know there's there's some on this in the ELA standards from the state but just as we're doing this what is the target of what we want kids to be able to do because then that helps us judge are we doing the right things or not there are they are part of the computer science computer literacy standards as well I can't say off the top of my head that I know exactly what there's a progression though there's a there's a progression but there
041isn't a definitive like 60 words per minute or or or or you know I have to say even in the common core fourth and fifth grade they say in a single set in a single sitting you can type a paragraph or a page so right that you know I think we'll have to look to ourselves to kind of come up with some definitive like benchmarks I guess right and and I think I think that's my point is you know what are those benchmarks going to be and they'll probably change over time because say the students will be getting their keyboard cases in first grade later this month by the time their fifth graders presumably will be more proficient with their keyboards than the current second graders who won't ever have that or at least not
042until they get to fifth grade so yeah and I think that goes along with everything that we've been as we've been introducing technology or these these learning standards these computer science computer literacy you know I'm sure at the intermediate you've seen a big change in the past two years since we two three years since we've had the coaches instructional tech coaches in there just what they're you know just just their fluency with the device what they can what they can do with it I think we're the keyboarding is going to be right along with that so we can move on to the innovator expo so this is just an invitation everybody has an invitation to the innovator expo in front of them we this is our second year doing this this is a student-led kind
043of super science fair so if you didn't attend last year we would love to see you come out next Tuesday April 14th it's at century junior high all 10 schools are represented so this is a district-wide event last year we felt like it was probably our biggest event that we've had we had close to a thousand people that that came through and looked at the exhibits we moved it to century this year because we needed more space and to make it bigger so we have music it's all contents so language arts science social studies music really just students showcasing things that they're doing in their classroom that are innovative and not all of it is connected to technology so it's really just about how are we as a district focusing our our learning standards and
044teaching them in innovative and engaging ways and it's kind of it's a showcase of of some of the things that are happening across the district we have 35 different teachers that will be working with students but if you came last year you know like it really is the students just leading those conversations and leading that that presentation so we hope that that you'll attend and very very hands-on for their participate for the participants if you're going you're you're probably you know if you'll probably get a a podcast headphone set on at some point you know to your point dr kestegreen about how how are we getting stem into our core content right this is this is really an example of because i mean we do have some media specialists that are presenting but most of
045it is is classroom teachers um and what they're doing in the classroom so it really does highlight that we have an el teacher self-contained special education teachers so really just a representation of of our whole district and um all the amazing things that are happening it's it's a really cool event exhausting but if we are yes yes please feel free to join us and and bring you know so for this um because i did get a lot of emails about this and i asked my sixth grader if he was doing this and he said that sounds like extra work you know so i was kind of confused as to like how it was being organized otherwise i would have encouraged him to participate yeah it really started with the teachers so teachers um applied to
046to showcase something that they were doing within their classroom okay um the idea behind it was not to ask teachers to create something new but really something that that they're doing in their classroom that is innovative and that they wanted to showcase so he may not have had a teacher that was okay yeah i think that's probably we do have a student we do we do have a student that actually is over the course of the year and he presented last year on a different app but over the course of years really developed and and uh and a pretty impressive app um ai app that he's he's he's developing and um so i don't want to give it give anything away about what what it is but you you look at it and you would
047not know that this was created by a 13 year old from the website and i mean because you could you can purchase it you can you look at it the only way you'd know is down at the bottom just at the bottom of the website it's you know um you know it says you know made with love or you know you know by a 13 year old passionate 13 year old student so really is um so and that's and that's last year you know again when we were going about sharing this with staff last year we we went around and talked to all the staff members during staff meetings and and shared a qr code and the student found the qr code scanned it himself and just signed himself up so we had all these
048teachers apply and then these two students they were like okay well we have to have these students right yeah i know that's a great idea for camp too you know like building apps or game design and then incorporating the keyboarding and stuff like that and showcasing it you know innovators and really in the computer science standards we have you know we have to get to that point in our in our junior highs you know as we develop that um you know and with the computer science standards they really spiral from from actually kindergarten up and so as we've been developing these skills and they're getting and they're getting to junior high that is exactly this type of thing is exactly what is in the computer science standards for really every every student and it's and
049it's not about just being able to make an app but the process of making an app trying to problem solve try yeah you know and then okay this doesn't work why didn't it work okay i think i made this really great app now i've got to crowdsource some feedback and like you know have people play this app or use this app and get feedback and then and then further develop it based on feedback i mean that that's all that's junior high computer science standards yeah yeah um that's our that's our goal so we've got a couple students and and we we have to figure out ways to get yeah yeah and then uh not just the hard coding but that new way of coding which using ai so it's like what do they call it
050i forget something i'm coding vibe coding that's it so teaching that in the camps that's all brand new newish stuff and we really have primary uh primary teachers coding apps now um with with the help of um some of our resources and ai to develop a site for students to to to use i mean it really it's um ai is helping the coding but it's not it's not replacing no process of coding you still need to know what you're doing yeah absolutely it really is developing that higher level thinking and problem solving and developing those um even not isolated skills but but skills you know working collaboratively and so you'll see a lot of collaboration um evidence of a lot of collaboration on tuesday so i hope everybody can join us um miss carton can
051you um because i know that we had the invitations but we had several committee members who were not able to attend would you mind just emailing the invitation out to um because not all of our committee members are our parents in the district thank you having gone last year it's a pretty incredible experience it was it was exceptional last year so you mentioned the podcasting station that was my favorite one yeah well you know and we are getting a couple more podcasting stations over there because it you know i'll keep this really brief it is so different when you put the headphones on you're talking to the microphone all of a sudden it's it's just a completely different you just completely you're in a gym full of people and all of a sudden it's there's
052something magical that that that happens and you know even our quiet kids when they get those on all of a sudden that they start talking right it really is something that's and again collaborative critical thinking skills all of that so we have more places for you to try that out this time so it should be a great event okay so um we'll move on to non-agenda items if anybody has any anything they would like to talk about so no i was gonna say just a few this past week um this past week and we're kind of doing the last two schools schools but um re-registration or the annual update has has gone out and has gone quite well so far and so just kind of look for those emails if you if you've got children
053in the district and um i just want to mention that there is a mina category now which a lot of people overlook and they kind of just skip through it so just a reminder to people that you know to look for that if you should be checking that box and actually based on some feedback from because we we rolled it out to our staff with students and and um based on that feedback we redid that section so you have to refill that out this year um as opposed to just change because we know people just click next next next next so they actually have to fill that out and so we can get some and i was working with miss karczewski on that and um so well thank you for doing that i'm sure that
054that'll help so i think next meeting we'll likely be hearing from the media center be here or most at all levels for the representation from all three levels to be here and um and i was reading up a little bit just that the summative designations that there are going to be some major changes to that uh so i'm assuming i think they're going to be presenting that final draft to be like next week is it um i was very soon i thought they already unless they were going back with it with more changes um i know that it was needing to be submitted to the federal level for approval as well um i'd have to go back and check i thought that that's the spot that they were at was now submitting it at the
055federal level but i could be wrong so i imagine we'll be talking about that yeah absolutely once we know exactly what is is being you know moving forward um we'll definitely have some presentations on that this is the changes thank you okay so our next regular meeting of the board of education is scheduled from monday april 13th 2026 at 6 p.m at century junior high i will entertain a motion to adjourn i move that the april 9th 2026 teaching learning and technology board advisory committee meeting be adjourned second all in favor