Board of Education Meeting: 2.20

001employment compensation discipline performance or dismissal of specific employees under 2c1 the of individual students special education programs or other matters relating to individual students and 2c2 colletive negotiating matters between the public body and its employees or their representatives uh let us stand for the pledge okay I do not have any opening remarks today because we want to get to all the celebrations and all the spotlights we have tonight um so why don't we start with um Angie you want to come up for the spotlight in Washington now can you hear me okay great hi everyone my name is Angie bro I am princial at Washington um and I'm excited to present two of our shining St this evening um the first one is Janka all right friend I got I'm gonna say some nice things

002about you okay okay um so I have been lucky to know ja since she was a kindergartener um so six years now and it's been a real pleasure to um watch her kind of grow over the years um and the things that when I thought about someone that could represent Washington as a student I was trying to think of um what makes us special and we always start our day with the phrase have courage be kind and you be the reason someone smile today and when I think of kids that demonstrate those things ja definitely comes to mind um we also have um something that we call our Washington Roars um those are our core values respect um ownership acceptance responsibility and safety and Ja demonstrates those qualities as well um so some of the

003things that came to mind for me um is she is a shining example of leadership kindness and truly um service to her school she is a member of our safety patrol and helps to keep our hallways and our um doors and crosswalks safe making sure kids arrive safely and leave with care um she also extends her generosity as a fifth grade kindergarten helper volunteering in the lunchroom uh supporting our youngest Learners with things like opening their milts and um their packages and she has a lot of patience and kindness um and her compassion extends beyond that um she volunteers almost every day um supporting our SLC classroom at recess um so ja um works with kids she plays with them and she has um really developed some great friendships I think with some of our

004friends and they love her so much um so it just brightens their day and I think it brightens ja's day too it brightens my day to see um that those friendships are are at Washington um J's also a really hardworking student um she uh is kind to all of her classmates and always is ready with a smile a helping hand and words of encouragement so I just want to say thank you so much ja for making our school a better place um I am going to miss you so much next year so you better come back and visit when you go to Lincoln um and Cate all right congratulations and then for our staff recognition tonight I would like to call up Julie colada Washington social worker I'm gonna make Julie cry but um so

005there are some really um key roles to functioning of a school and social worker is one of those and um I think I cannot honestly count the number of times that I have gone home at night and said I'm so grateful to have Julie colada at our school um because um through the last six years we you have supported me in so many ways and made my job um easier and also lighter um um so some of the things that um are noteworthy and special about Julie is um that she's our social worker but she um has her hands in a lot of other things um she is a key member of our PBIS team and our initiatives at the school helping to build positive environments where all kids can Thrive but also where all

006adults can Thrive um she a of our crisis team and part of our school Behavior team and we meet all the time um to ensure that students are receiving the care and interventions that they need um and she plays a really important role in fostering restorative conversations um helping to develop understanding empathy and growth between students and um sometimes adults and helps to strengthen our school community um and then beyond that um Julie and I have the opportunity to teach a lot together um we um have planned and co-taught so many lessons um to address various issues that pop up in the day in life of school and um she pushes me to think differently about how we approach um and it's always fun to plan together um and teach um and then beyond that

007Julie plays um a critical role in our um kind of some of the initiatives that extend beyond our school building she leads the Washington holiday gift Drive every year ensuring that different families and need receive that extra support during the holidays and demonstrating her compassion and commitment to our school Community um and then most importantly she's there for our kids you know she she meets with um all of them um and they love her they seek her out um sometimes as an escape from class but um they they um learned so much from her and I know that the impact that she has on them um will be lasting so um Julie I again I am so grateful every day that you are a part of our team and um I'm proud to sh Star

008Award and that's it for Washington thank you all right thank you all right our shining stars from Washington don't go anywhere because we're going to take a picture but before we do that we're going to talk about our shining stars at Roosevelt so Kevin come on up thank you for having me and I'm honored here uh tonight to recognize Arya meta so invite Arya to the table with me and I promise to do the same to make you blush a little bit as well mission is for everyone to discover learn grow and care and aryaa is a student who demonstrates these qualities each day at an exceptional level I went to your teachers to ask a little bit more about you as a person and as a student your classroom teacher M writes Aria goes

009above and beyond for every assignment she does she cares about learning not because she wants to get a good grade her pra from but because she values the process of discover your PE teacher Mrs Blasco writes AR is always so respectful during PE and demonstrating excellent effort sportsmanship your CFC teacher Mrs Park writes arya's always shown a thirst for knowledge her dedication to grow and improve is exceptional Arya came into my office a month ago she wanted to learn about Roosevelt's history as part of a writing project and so I started telling her some of the basic facts and I could see the GLE in your eye you wanted more so I stopped the conversation I said let's get up we walked out of the office across the hall where a display case is probably

010Roosevelt's 0 history there's a collection made by a former Scout Roosevelt student Jonathan fusy about seven years ago and I opened up the displaye and gave you the two iner of Roosevelt's history and he said can I take it home said absolutely he took it home for three days and returned itly three days later right on my desk that moment was about you investing in Discovery and learning not about a gr you just wanted to grow you wanted to show how much you care about the place you call School in your home we're so proud of AR because above all you care about the work that you do and how it will make you a better person in our scho and our world a better place AR you are Roosevelt shining star student congratulations if

011it's okay I'll have ARA sit here with me while I talk a little bit about the Park Ridge Community Fund that's all right okay fantastic listen to this too it's fun she's very excited you know it's been my pleasure to coordinate the annual Park Ridge Community Fund dve just as our shining star students have demonstrated their commitment to our district Mission and values likewise our district 64 staff have demonstrated their care and Ste forward to donate nearly $7,000 to the parkd Community Fund in addition our retired 64 staff contributed over $3,000 this year and moved our grand total to $10,000 we're very proud of District 64 employees both past and present their caring spirit will benefit over 30 local agencies dedicated to providing critical services to families in need I'm so proud to share this

012news with all of you and I know a huge thank you to our staff Representatives at each building who led this fundraising effort and their listed in your board packet thank you now probably is time for some pictures okay thank you all right all right we're going to do our last Spotlight and then we're going to do our pictures so hang tight all of our award all right let's talk about our spelling be um Champions and winners thank you all right thank you all for having me here tonight to bring some exciting student recognition to the board I'm Megan keeper and I've been involved in the spelling here in District 64 for 15 years of course I can't take all the credit there's lots of other than there we have um coordinators at every single

013building and their leaderships um organiz the building level spellings and they they also have teams of volunteers and other people who support them at this building so I want to just say huge shout out to them um tonight though I'm here to recognize the top three spellers um for their accomplishments at our district 64 spelling be first it's worth noting that at those School bees we had almost 200 participants this year um across the district there just the top three are invited to the district and on February 4th those 21 students competed until the three that you will meet tonight remained in the 13th round um it's only fitting that the championship board this year was anxiety because there are a lot of nerves at play at this event so I'd like to welcome them

014up here I think all three are here tonight so when I call your name come on up we have our third place winner she's a third grader from Washington so I don't know if you heard that third grade first year in and she's our our third place winner um and then our top two are both sixth graders from Emerson so I'll call them up um in second place we had Michael Micah Cronin and in first place we have a repe champion Sarah curian do you agree was there a lot of anxiety going into the spelling this year but you did great so they really have a lot to be proud of all three of them um and as I mentioned um Sarah curion she's our is her second year winning the spelling be for our

015district and next week will forward to represent District 64 at the North cook Regional spelling be which is held at Lincoln Hall Middle School in Lincoln Wood so we know she will do us proud she's been preparing she told me a little bit about the app and how you can flag the words you make mistakes on and go back and restudy them and um I'm sure she's going to make our district really proud next week um so good luck to her and congrats to all three of you all right well thanks to all of our awardees tonight it's it's great to recognize all the talent and all the gifts that we have here in the district students staff and so we are going to take your picture now so let's head to the back e

016e e all right and thanks for the parents and all the supports for our students uh what a great way to start the board meeting uh now we're going to transition to public comments uh this is the part of the meeting where we welcome public comments each speaker is given three minutes to address the board comments may be made on almost any matter related to the operation of schools but we ask that you refrain from making comments concerning individual students or staff members the board uses this time to listen to community questions and concerns but will not respond immediately to requests for information Additionally the board cannot take formal action on non-agenda items contact the board president by email if you wish to discuss your topic further please come forward to the microphone and state

017your name and if comfortable your address for the minutes okay public comments all right come on up like my name is mik Philbrook good evening I'm a resident of Park Bridge our district proudly promotes its commitment to Social and emotional learning which emphasizes self awareness emotional regulation and forming trusting relationship however I am concerned about a gap between this commitment and the Practical support provided to students during moments of emotional stress currently there is no clear policy requiring St reasonable requests from students to contact their parents or Guardians during moments of significant disregulation crisis in the absence of such a policy students May escalate further leading to a missed instructional time and a breakdown in their emotional and academic progress this issue raes several concerns how areal practices being integrated into real time responses to

018student needs during this regulation What mechanisms EX sure families are promptly informed and involved when their child is experiencing significant challenges in school and without a clear policy how can we guarantee equity and consistency across the district for students who need additional support I urge the board to consider developing and implementing a policy that requires staff to contact parent Guardians for students experiencing significant emotional or behavioral disregulation honoring a student's reasonable request to to their should be a standard practice in our district I urge you to include communication protocol establishing clear guidelines for documenting incidences and informing families in a timely man and providing focused training ensuring that staff are trained to respond empathetically and effectively during moments of student distress aligning with our District's Mission let's address this issue so the district can reinforce

019its commitment to Social and emot and create a more supportive equable environment for all our students thank you for your thank you uh other public comments okay all right thank you um let's move on to our first um our next agenda item it's Ben's update yeah I'm G to be as brief as I can so we can get to the other agenda items um just a couple of things here want to recognize Emerson who was just redesignated as the um schools to watch from um from Illinois and that's a redesignation of an award that they've received a few times so we're very proud of the work that that staff has done and uh we'll we'll talk more about that at a later board meeting we also just recently uh this hot off the press um

020recognized our staff for those who Excel um Chris Lily does a lot of the marketing and organization of that across the district and we had a chance today to go take some pictures which you might see in an upcoming either video or E they're already on Facebook um but uh the staff just is really wonderful to see their faces light up when you can just say thank you for what you do um takes a lot of people to make sure that we can run school on a daily basis um a couple of weeks ago the cabinet team and the board entered into a training session with the Illinois School Board Association and it was on monitoring performance in the district and for us it was really wonderful we talked about it as a Cabinet group

021um the last couple of weeks it was wonderful to sit and talk to the board members about what we can all do as a collective team to ensure that we're doing the right things that are actually driving the results that we want to see it was also great to talk about the things that need to change and be altered as we go into the strategic planning process and try to build out how that process can um fit towards the organization and the overall categories of school district and I won't get too much into the Weeds on that um but we did have some good conversations about just what those areas are going to be and how they naturally fit into what we're already doing which obviously when you're a principal or a teacher really helps

022because then it just makes it more clear about what the process is going to be moving forward and then we also um isolated some things that we want to come back to it's like it was a good starting of a lot of conversations and if anybody wants to chime in with some of their Reflections that would be great but our our cabinet team was very thankful for the time because we just rarely get a chance to sit down and just talk about how we work I know they were also um thankful to share just the amount of State reporting in compliance that they have to do just to get through uh frankly the monthy remarkable this is there are more rules in Illinois for educators than there are for any other state and it's only

023going to get more so um that's something for us you know as Leaders to try to figure out how we can navigate so any if anybody else wants to chime in on their uh Reflections um love to hear them it was that good it left everyone speechless Ben so all right that's your report um no the um I got one more thing um we had a really good meeting with the park district uh administrators and we've been doing that now on about every six month basis just to make sure that we're coordinating well with them so just want to report out on that and uh thankful for also our city um employees and city council and we'll talk more about that in the construction process but just been answering a lot of questions that we've

024had throughout the permitting and all of the things that are coming their way um the March board meeting will be a lighter board meeting compared to this agenda I'm sure everybody will be really excited to get into spring break at that point and away from the snow and cold and then all four your requests at this point have been filled that's my report thank you okay all right thanks Ben all right next we're g to move on to committee reports and um Rachel leads the education committee so tell us your report great great um so we last well earlier this month um and want to thank phis for coming in so that we could have Quorum um since Monica was phoning in so I really appreciated that um and we're gonna hear a lot about

025what we talked about the education committee tonight from Samantha so I'll keep it brief but just a couple things to highlight is that um the amount of data that Samantha and her team used in terms of realing at the CFC eligibility process which we're going to learn about later was really remarkable um and run so many different ways and so really appreciative of um this decision that's being brought to us being really data thriven um additionally just again so many people and teachers in our districts that are contributing to our committees for curriculum review and updates about adoption so just those two things but we'll learn both about the CFC eligibility process for us to look at um and a new health curriculum um that all right thanks Rachel and the education committee um Phyllis

026is now going to report on the policy committee Phyllis make sure your mic is on St ches yeah specifically to what said we looked at policy 10 and what has been taken out is the language specifically talking about the determination of kids being able to from the resid and what the law says is that kids are supposed to be from residents to Residents and so what we have done is made it clear that we are to transport students fromard RS willerson students it's not required to bus students at the preschool level they qualify through IEPs for potential busing and if they do we go through that route and they would qualify for any parents who are seeking who don't qualify look for additional transportation to child care or something else the district is going to

027have a list of organizations or bus companies taxi companies those type of things to share with parents so that they can hopefully find Alternatives but we believe that the current language now tightens this up for the district and makes it clear on where the resc I think um something that I thought about reflecting after that meeting about why that policy was written the way it was probably a while ago is based on how our district functioned differently before um and so previously when we had um beyond the bell was not held at each individual school and so that was Child Care both before and after that we were transporting from jeers to each home school um and so I think this policy originally existed for that and also the extended day kindergarten was held at

028Jefferson and after morning afternoon and back and forth for theond the bell and kids were actually on the bus quite a bit um with beyond the bell an extended day and so I think this policy existed um for that and you know my concern um and I I definitely you know was in the monor here which is why this is still here and you know we absolutely respect the decision of the board of then one member um is that in taking away to child care for our kiddos who receive special education services at Jefferson um that were reducing access to special ed services just logistically um with us having a two and a half hour roughly program whereas if we had a full day program whether it was an option to pay in or before

029after care on site um I think I would feel like very differently about this policy change but I I am concerned about um even if it's a small proportion of students about reducing the access for kids currently receiving special education services at Jefferson or um parents perhaps not seeking them out because logistically those Services would not work um for many families so just wanted to put that out about that's actually why we Reed at it separately in the first place from the policies but respect the decision but I children are still going to have only if their IEP determination they qualify for transportation based on their disability so correct but if they need it because um that would still be door too not to child care that would still be to their res so um

030my concern is like yes students who still need that Transportation because of their qualif disability or would still get that as they levels as decided by team but my concern is for those who are their disability do not have a transport but for just I know this is the policy committee report and this is a consent agender item I was wondering ifel feels that way should focus on consent later and have an individual V it that well I would ask for that when we vote on it today it's just a first so you want to do it next month so yeah I'll ask for it to I think it'sa good with that philis okay so we'll we'll have it in consent Mo it as a separate action for the March meeting did you want to

031say something at some point okay okay all right thank you and thank you Joel all right uh our next item on the agenda is definitely an important one um all the referendum construction that is now happening with it passing and a lot of the work that is involved in that and all the projects and um so just pretend The Final Countdown is playing right now and that'll get you in the right right mode for this so finally here we are um at the point where we can start talking about projects and seeing some um some great pictures and giving some updates um want to remind everybody I'm not running the slid so whoever is it's okay I would give it to speaking of strategic plan the next slide is the Strategic plan while this clearly

032falls into maximizing resources for St sustainability frankly this goes across every single area of the Strategic plan I mean these facilities are going to be really important for learning they're going to be important for everything that we're doing for um our elective areas and our core areas and special education so we're excited to see um to see them grow our facility goals that we earlier just to make sure that we're in line with this is to make sure that we're keeping staff and students safe and healthy providing a world class learning environment that that also operate efficiently and then making sure that all of our spaces inside and outside are inclusive for students with all of their needs so the next slide is still unchanged from what we've planned earlier this is always going to

033be just a little bit Dynamic um with the playgrounds at Carpenter Jefferson happening this summer for Roos it would be the chiller plus the playgrounds field the second floor Edition Remodel and the parking lot which we'll talk about later excited to talk parking tonight um the Franklin um the Franklin project because it takes so much permitting from Water Reclamation that our hope is about a year from now we're just waiting for that ground to fall so we can get shovels in the ground and then to knock that out essentially in about five months so they'll they'll um they're excited for that um Washington will be finished this summer so that'll be all done in one summer which will be great and then um we're just finishing up the RFP process for Emerson and then hopefully

034next month we'll have a contract in front of all of you and get moving on that and then link Inn the first uh the first floor and the north the north third floor um will be completed potentially more but we're still working on that we're gonna essentially get Lincoln going it's already been under construction just as much as we possibly can so now I'm going to turn over to Adam just to talk a little bit about where we're at budget budgetary wise and um Dave Torres is also here um from Nicholas so thanks for making the journey Dave we're we're excited that you're finally at one of our meetings talking about um construction um so I'm GNA turn it over to Adam and then just please ask questions as we're going through this this is

035kind of our first time reporting we'll do reports as we go through the months for the project identifying what was part of the referendum because as part of our challenging conversations um in the summer there were some projects that we know that we needed to allocate resources but we pulled it out of referendum and decided to allocate some of our um Regular Capital Improvement budget to so when we're talking about different um actions just want to make sure that we're differentiating between those different sources and um different expenses and different pots of money so just want to be really upfront I know we got some good feedback from some board members as far as how to um how to frame it in a way so it was kind of understandable so first one we're talking

036about the budget we're looking at field and Washington specifically so we're talking about a total budget of all revenue sources is looking at about 19.7 million now as I mentioned earlier that's breaking it down into reference and capital project fund Revenue so the referendum number for Fields was 10.86 Million the referendum number for Washington was 7.2 then the capital funds we set aside for field was about 814,000 capital for Washington was about 890,000 the flip side and the expenses um again in the same way were when we work Nicholas if we work with Nicholas for a handful of years we try to create bid packages in a way so we can capitalize on economies of scale so we've done we created bid packages for both Washington as a whole and then we had to split

037we we had a split field into two different pots we knew that we were working through the parking issue with the city which we'll talk about later so when we set up the bids we set it up in a way so we could focus on both the interior side and the addition but we wanted to capitalize in the bidding process and getting the contractors in the same room as some companies were putting forth bids for more than than one package in addition we knew that some some dollars were going to be tight so when we sat down and met with white and Company and then met with Nicholas we we um created some alternate bids just because we wanted to price those out we wanted to get as much done as we possibly can and

038stretch the dollars as much as we can and looks like we were able to do that so when we bit out the work for field Alto together both of those different packages the bidding for field comes in about 10.6 million the Washington numbers were came in at 5.8 playgrounds we talked earlier the playgrounds were working through the cooperative and they're going to be um treated as a separate basis feel like we're able to to maximize our our dollars in that way so the budget numbers that you see for field and Washington are still that they're just budgetary numbers so when we put all those numbers together from our construction budget and the projected budget actual right now we're looking at about $2 million surplus which we feel pretty good about as we dive into those

039and let me just say one more thing just to hedge against this because this is a dynamic process that is g to be subject to Global Market forces and so literally if we do have situations where steel is hard to come by or aluminum or things like that and Dave I'm sure you guys are watching that closely the good news is this is the bids are the bids at this point but for future for for future parts of the project we're just always GNA be kind of judging and and when Dave comes up you can maybe speak a little bit more to that of just how we how we kind of be mindful of that so while we could be doing really well right now great let's wait and see where we end up the

040next package and everything else coming forward and to that point when we were sitting we we Noel and I meet with white at least every two weeks sometimes we meet more than that we always in the back of our mind we had the fulla kindergarten project we knew that that was never going to happen again so we were very conscious about our spend and making sure that where we could maximize maximize bid packages and taking a look at so for example Noel Noel um walked field in Washington room by room we investigated casework and we investigated counter space and where there were areas where it was in decent condition we didn't feel like we're going to spend the money to fully replace that so sometimes it's putting a laminate on the top sometimes it's leaving

041some open doors so we we really were strategic and smart about the way we using money because we want to be as conservative as possible just just a quick point I I know it says overall expenses of 19 million on that slide previously but that includes the projected budget actual the Surplus so that the projected Surplus is at the bottom yeah but it sums up it's includ in the 19 because if you go back to the slide before you kind of have uh the budget equivalent to the budg just so everybody is aware that that two million is so the real expense right now is 2 .042 million minus taken away from that 198 correct yeah yeah so from a bid package perspective same kind of goals we want to keep our students in safe

042uh staff safe and healthy provide worldclass learning and teaching environments which has been the referendum campaign and part of our messaging we want to operate as efficiently as we can and also with our coinciding with our student services action plan we want to provide inclusive spaces for students with all needs and abilities so again going back to the specifics in the bid package and the next item actually actually an action item this breaks it down a little bit further so first this first set is a bid package is the Washington interior Renovations so we created eight different bid packages with the values had a number of contractors come and participate in the process and so when when the Washington bids came in they came in very well very very good numbers with a total of

043a little over 5.8 million and um should I read anything into the fact that there's no number for roofing uh no because there was no Roofing bid package associ with Washington when we structure bid packages we structure the same way for the three different areas so because of the lack of roofing work that's being done at Washington there is no bid package for for Washington you'll see something a little different with in the same way the interior Renovations of field packages came in at a decent and then the third area was that field second floor Edition this one you know Roofing number is relatively decent size um remember with the project here field we've talked about it several times we build full day kindergarten years ago we reinforced the the foundation to be prepared for

044the Second Story and so now part of that project which we'll get into greater Det as we move closer towards the summer is that second floor roof comes off we then using the summer to build the shell of that existing structure of that second floor we put the roof back on and then we're using our team to be able to do the work so before I go on to link again Dave is here I don't know Dave want to just talk any generalities about contractors things you saw in the process yeah so just to kind of reiterate a lot of what's already been said I mean this was viewed as one single project issu so the way that we created as much flexibility and breakout just so that it was easy for everyone to understand

045was to have these multiple base bids so we selected bid packages based on you know larger scopes of work that we could you know itemize in the way that you see them and you know just based kind of where we're at right now I know there was discussion about market conditions and that is a real concern and so you know part of our internal discussions like Adam mentioned we meet you know every other week is you know prioritizing approval for this evening so that contractors can get contracts and get materials ordered we get emails and phone calls every week about you know potential price increases for tariffs and things of that nature so you know fortunately through this bid process bids are good for 45 days or whatever so that's good news it's locked in

046no escalation we have all that written into our our bid package contracts which is excellent so you know the goal for this evening is to get as much as we can approved but certainly you know we understand the constraints with the city and so that's why we've kind of separated Fields base bids the way that we have but competitive bidding across the board we had some great contractors lined up to do this work and everyone's really excited about it Dave were excited to work with you again you did the kindergarten editions it was done well it was done timely and so it's great that you're going to be our partner at this time as well we're excited even our field superintendent who was at Field School while we built the Edition initially he's going to

047be coming back so I think he brings some valuable experience and knowledge of that facility and the neighborhood that's good toar you remember the peculiarities of par fening and all that last time all right um I got a quick question though like because we're put a second FL on field we have to put elevator St as right that's all that's in here already that's yes that was part of the that was part of the original plan when we buil the first floor we the two areas and then you know making sure that we had room for stairs room for an elevator storage areas and then so part of that second floor construction this time around is reconverting those spaces to make that second floor um work it's another big advantage of working with Nicholas again

048is we have essentially the same people that assisted in building um not every single contractor but the same construction management company that was supervis that building the first floor is going to be building that second floor again here and that Martin's going to be back with us again as site superintendent you know all no no what what what we would do is kind of what I was saying earlier we want to spend we want to get as much scope done as we possibly can so even if these two bid packages come in let's say once we understand and know that the final um dollars from the playground we still have a lot of things to do and so we would basically get through the entire two years of of the process and really try to

049figure out um you know how can we get all the scope done that we you know had and then is there more scope that we could add in potentially that we had to take out earlier just we have tons and tons of needs you can't run a referendum collect those dollars and then spend it on anything other than the do on on the things that you said you were going to do it's illegal so um that has to be for us like front of mind and we talked a lot to our attorneys and part especially our bond attorneys about that that's why the language had to be written a certain way for the actual referendum piece um where we would savey the big big piece and we'll know about this next week is the bond

050sale and with the interest rate we had from that when we save money it just means that we could either a bait or just not you know we we could charge less taxwise um we're very happy with the bond sale that'll be finalized next week very very happy um so we'll have information coming out to the community once we're done with the closing for that so they understand and know because that's frankly the biggest indicator for us in terms of just from a taxpayer and what what would happen tax bill but once you collect the dollars from a referendum perspective you need to spend those dollars on these projects um so that's just hopefully sh light on that answer question yeah yeah yeah so the next step we're gonna start taking a look at Lincoln

051start talking about some um some aspects inside and outside as Dr Collins mentioned we we've been working on link you know with the sale of working cash bonds we've been you know converting spaces uh Noel and I were there earlier today um seeing the uh you know the finished dis removal on the third floor inist mechanical is going to go Gang Busters on that part to make sure that while we're um while that space is vacated the three science labs new science labs with prep space in between and you know three other classrooms that will be out of that space that was the former industrial Arts Wing will be able to be Tak shape this spring so first what you see here is you see a drawing um of kind of the site plan we

052had to make some adjustments to work working with our civil engineers and making sure that this passed through the different portions of the City Planning and Zoning and city council you'll see the outside of Lincoln in the red box there you see the uh the addition which will become m purpose room kitchen we had to change you know kind of change the direction of that to make sure that we have enough space um parking as you know is is a concern concern of the districts concern of the communities so what we did as we re as we move the space around we added some parking both in the back and adjusted some of the side in the uh you'll see what what is the top Corner which is actually the the rear of this we

053added a service drive to make that our service Vehicles can be able to access the back um garbage and you know helping with our service areas and again reconfigured some of that parking lot in the back well if you wanted to point out a few things real quick before we move on to the next one sure the service area or the service drive would be controlled so we'll have two different gates to make sure that the community is not using it as a as a street U so that we'll have full control of that uh we are adding 25 parking spots uh to the overall parking at Lincoln a total of 102 102 spots not accounting the seven different spots that are short-term parking along Crescent Heaven this kind of gives you an idea of

054an architectural rendering being able to you know take a look at the entire site so we all know that many of our buildings arit look great linol look great you know preserving that history so when we're when we're working with white making that have a new facility that's state of the art inside but still being able to capitalize on some of those architectual gems from the outside this shows a different View kind of modernizing an entrance the idea and the other thing when we're planning this is we're kind of learning from Emerson so we had a lot of conversations with not only Lincoln staff but Emerson staff as far as like the music staff and the performance are to make sure that we're we're learning from things that didn't go well so with this with

055Lincoln it's a it's a separate entrance trying to keep it segregated we're using this for performance spaces uh individuals can park right here walk right in and then use that space and try to section it off from the from the rest of the building this is a rendition not the final rendition but a rition of the multi-purpose room with seats we've been taking a at some different options with this and then um just going back to a few of the floor plans I know we've seen this before but these floor plans have a little bit more detail now on the left side you'll see that first floor special education Wing so we have the two in the top we have the two converted science labs with prep space in between space for the classroom SLC

056classroom we have four smaller special education classrooms kind to Resource size we have an additional classroom that could be used either for special education purposes or general classroom purposes and then again as part of our student services action plan chill space making sure you have toilet access from both sides motor room worked with um our Special Education team on these portions and then in the same way going back back to what we were discussing earlier the right side shows that third floor the former industrial Arts Wing which has the three science labs prep space in between and then the three classrooms and then finally taking a look at the converted administrative Wing So the bottom half is showing the office reconfigured in a way where the nurse's office will get additional space being able to

057treat sick kids giving her a little bit more space in addition the students um reconfiguring the toilet staff toilet being able to add that adding a small conference room in that area we're able to capitalize in the front of the building by not losing that conference room right there but being able to get offices for all full of the administrators principal both assistant principal special education coordinator and then even adding in a small additional conference room in that way and then looking across the hall reconfiguring the related Services area so we could fit um right now the the building is set up in a way where we have several related services in this area but then we have two other offices away by the lrc so this what's exciting about this is we're able to

058bring everybody together in one suite and then finally in addition to the top left area making that faculty Lounge a little bigger adding a mother's room and then add a slightly larger conference room in the north knowing that we're going to have increas the special education population here we're going to have a lot more IP meetings here so we need to make sure that we'll have the conference room space and um have those areas and those needs there I'm up now now we're on of the good stuff yeah um so this is looking at field and our plan that we're going to bring forward to the zoning board of appeals uh a week from tonight so we currently have 45 parking spots on campus at field we have a staff estimated next year of 82

059so we're short what we're proposing is to get our parking up to 84 spots which would park for the first time in 97 years every single staff member either on or along our property so here's how we're going to do it this kind of comes in two phases we certainly might be able to get it done in one phase that'll really um depend on what happens with Water Reclamation but in the first summer we would add um two spaces in the South part of the school right now we actually have staff that park there every day we just don't count them in our total so we would just need to stripe them and that there's two we would add seven by redoing the south end of the Northwest lot and then we've talked to the

060city about this and we're still going to need to go for I believe a variance or new orance this to make it happen but make that staff only parking during school hours alongside the north um Winer Street along our property um just opposite the retention Pond we did look at putting actually looked at four other options that were very very very expensive and the millions of dollars and one of them was putting a large parking lot on that pond which was north of $2 million and that' have to be lit which unto itself would be a problem for the Neighbors as well um we even looked at things like eminent domain for buying houses around that area um and doing other things too we looked up potentially putting a playground on the roof I've talked

061to seven different hospitals and tried to figure out how they transport their employees um we talked to the park district about whether or not we could use some of their property purchase some of their property or rent some of their property and they said no so um this in our opinion is the best option that we have it gets every staff member parked onor along our property and does it at a cost of the taxpayers of um certainly a lot of money but way way way way less than $2 million to build a new parking lot if you go to the next slide this will be phase two by doing a few more adjustments we get six spaces along the Northwest side of the building we would just be cutting closer into the building and

062then the big ad is these 13 spaces along the north side where we've got a small drive right now so we would have to do a little bit of Water Reclamation there um but eventually that gives us the 84 spots and then the next slide you can see what the cost is which we would pay for through this year's Surplus budget about $260,000 now that's an estimate right now but um that's what it looks like and you can see the meetings that we have to go to to make this all happen for field so zoning board of appeals next week and then if that passes it would go to Planning and Zoning on the 11th that passes it then goes to the city council on the 18th so we get to see them again um

063because we're asking for additional variances you can't actually put the variances together which is a shame and we'll talk later about the process because I think that could be good feedback for the city but in this case we'll have to go back through the zoning board of appeals for those new variances even though we're going to be talking about the entirety of the project and we know what the variances are uh we'll be doing that in March and then coming back to the city council for the final approval of those variances and then from there it's just issuing um you know bids and trying to figure we can do from the construction side and doing everything we possibly can to get it done um as quickly as possible just so that we're being good neighbors

064for the residents I held three um optional meetings for residents we sent letters to people around field uh didn't have anybody show it up but at least we wanted to offered that I also spoke um on the phone with some people that had submitted letters at the last zoning board of appeals meeting just to make sure they understood that are new process was going to look like they were very very very excited about that I did promise t-shirts so um saying that we fixed Fields parking so um in the future if this goes well I think it could be just a really good thing for all the people who are are just living right around that school it's 97 years old it's on less than half an acre I mean Dave you know this you

065would never build an elementary school of that size uh on that small of a property it's also the only school that only has one playground every other school has two it's big it's very big and then uh Chris Lily and I have been talking about so what does this mean um once we get to the other side of spring break for groundbreaking we've got a lot of different projects going do we do some groundbreaking at just one school to kind of Kick the whole project off within ribbon cuting and other things so we'll have a plan coming soon with that we're talking also to our parent groups and PTO about how they can be involved they're very very very excited about this um and uh we look forward to to that moment just to go

066back to the parking if it doesn't pass what's the risk oration well if the parking doesn't pass then Fields basically on hold because just the addition the addition yeah and that's another reason why we separated the bid pages in the way that we did that the internal Renovations at field can definitely be done the next the next agenda item are the action items and the action items that are going to be approved looking to be approved tonight is Washington inside field outside is not that way because of the unexpected questions with field I think I think the the questions were raised at the last Mee good feel because several members of CPA when all day kindergarten was done and they had made points at that point in time and apparently some even before that that

067you know when we asked for previous paren that that that that basically previous administration here had not listened and so we were kind of caught off God a little bit by that but I think one of the things that we learned B night through do know due diligence with with the CBA folks is that they were really we weren't explaining what a hardship we weren't justifying why we had a hardships all those things man mentioned about parking working in the Park District putting a playground on the roof you know put uh you know spending millions of dollars put a pocket lot over the they may sound silly but those are kind of the extreme kind of takes that you have to look at and say we can't do this because either it doesn't work out

068nobody else does it or it cost too much money and now we've done that I think but also on top of that shown that we can actually solve the problem I think we're in very good shape going into next week I think we're looking I think the risk is a lot lower than it was when we met last ISS because I believe that the reason being right now that is currently detention so we have to alter the det by digging it deeper a little the great thing that came out of this though is look at the parking that you know that was made and now the staff push back was was relevant and we walked out of that Mee and we already identified those two spots the bottom and architect and Van and others Administration

069within about five days figured out a solution it's just that we weren't really asked to do that before and so once we were asked and we identified problem it was solve hopefully with all the approvals and a relatively cheap solution too that was the hot that any other questions um real quick earlier when um we sent in the board packet about like things like you were describing the casework and um that was totally made sence I was just wondering there was something in there about um originally the generators wonder if you could talk about like the lack of a need for that now so there is uh generators in both of the schools uh field is only I believe that one was installed in 2011 so that's fairly new we still have about 10 to

07015 years before we consider changing that one out uh that one at Washington is still a little bit older um we kept that one out because it's something that we felt that we can do through like improvements down the road because still do have a functional one we have a service agreement that we keep up with uh so all of our generators even though they are age they are still in looking looking position I I appreciate knowing that that we're being both Smart in terms of resources financially and also not replacing things that from an environmental standpoint that we don't need to be at some things and you know just reminded again the other day the need for the U multi-purpose room I know Roosevelt they're having their V show not even in a district

071you know you know place booked and so really a need is there so it's good that we can fulfill that goal of you know sou utilizing Emerson and Lin for all of our facilities to defend theal and we you know happy closer okay anything else right Dave thanks for coming again I'm sure we'll be seeing you again okay all right since we are um this seems to logically flow it's next on the agenda item it's the approval of as Adam mentioned it's just the field Project without the addition and then the Washington project um so why don't we why don't we take the motion I me that the board approved the awarding of the contracts to the lowest responsible and responsive BS for the construction projects at field not to exceed 11, 69875 Monica the

072motion second Rachel a second any further discussion from the board all right let's vote Yes yes yes okay motion carries thanks to everyone their work Noel is smiling thank you all right thank you thanks everyone all right we're just going to make a quick shift in the agenda we're gonna go to the CFC curriculum so Samantha you want to come up and do that Samantha's coughing and she's being a trooper here so let's try to get her out of here a little earlier can you hear me thanks for having me tonight we're going to start our department of student learning with our channels of challenge eligibility program review just so the board knows this has been a big focus of our department this year but this actually started with Lori Le Lopez and Kendra Hutchinson

073and Helen Paisley who are our curriculum Specialists for CFC so this is a little bit of a multi-year project as you'll you'll kind of see as we go throughout whenever we sit down to curriculum review we think about what our purpose is now this isn't a curriculum review but obviously we're talking about a program and eligibility and screening for the channels of ChalleNGe Program our gifted and talented program in the district so our current situation is three-fold there's three things that Helen and Kendra and I really had to think about right now we have a complex model that uses many different data factors and they're not all as reliable as we want them to be second really best practice is showing that we should be using multiple scores within the same data set right for

074example if we're using nwaa let's look at a whole profile of a student under nwaa instead of using multiple other measures it makes it more valid and reliable and then finally the data simulations and sets that we look at all the way back to 2020 are really showing us that we're not properly identifying all students who should be in the program we're capturing many of them but there are some that are slipping through the cracks hence we're not properly placing them in our Continuum services in the district which is a problem right we want everyone to be in the perfect place for them so when we do our review need there's then three things that we think about our model is not effective as it could be so let's strengthen that and we have two

075problems and I say problems but take them with a grain of salt right now right we have consistently High achieving students under map and coat which is ual um achievement and IQ test that we look at who don't reach our current minimum percentage or percentile and they don't gain access to the program but their profile as a learner and a student and even if you talk to teachers Educators who look at students like this they really should be in that placement so we haven't properly identified them the second one is the flip side we have students struggling in our program who are one to two years above grade level now and they're not properly identified because of that placement because we're looking at three to four data factors instead of one to two valid and

076reliable sets of data over time so I'll talk about that in a little bit it really just goes back to are the right students in our program on that Continuum of services are we doing them the best service in District 64 so finally and what we'll talk about tonight is that we have a committee of educators experts we worked with Northwestern Center for talent development this is really what Lori Kendra and Helen started two years ago really um looking at our data and doing a really large data dive with Northwestern we also worked with u the research director at nwaa because that is our main U module for how we test students and how we Benchmark in some areas and then surrounding districts as well it's incredible how many districts are also going through a

077gifted and talented review right now this this very popular topic um especially for our comp districts District 25 we learned we learned a ton from them and I'll talk about that in a second so from there we think to ourselves what's our goal and I I stated this already we want to evaluate our programming and we want an eligibility and screening process that is going to identify the appropriate students and put them in the right place secondary is that we want to look at other processes within our program our reconsideration process which we currently have we want to strengthen that and then provisional placements which I'll talk about at the end it's important to put this slide up here for all of you not to read through the names and memorize them but just to

078show you how intensive and how many different types of Staff need to be involved in a program review like this right um psychologists curriculum Specialists administrators general education teachers intervention teacher multilingual teachers Middle School teachers and then are gifted in talented program teachers all of them bring a different lens and it's important to think about all of our students that we service so very large Committee of 25 um that is not typical that big but is needed for this work so to begin we worked with Excuse me the Northwestern Center for talent and the beginning of our partnership was really sending them all of our data all the way back to 2020 and this is not just channels of challenge but this is all of District 64 for grades 2 through eight so that they

079can scan through all of it and see who we're servicing in all of our different programs and if we're catching the right students in the right places actually a really amazing data set and an analysis that they sent back to us and from that they gave us two things to really think about what's our purpose you need to review to make sure that you are as Equitable as possible and that we're capturing the right students in that manner along with that what research based and EV evidence-based practices are you using is anything outdated that we need to realign with best practice under gifted and talented education and then finally that goal is one and the same how are we providing enrichment and acceleration and identifying the right kids for our programming so there's two different

080slides here that will show their recommendations that we felt were really strong and match some of our goals the first is that we should be using map and coat assessment to place students into this programming but what that score or those score profiles are should really be looked at through our data and we should run new data simula simulations to make sure that we're at the right cut scores locally and nationally and then secondly thinking about what percentiles what building Norms will identify a talent pool for that screening process right there's a screening and then an eligibility and then second Northwestern really just said to us using the coat continue using that but again identify what cut score is most appropriate from there they then started talking to us about other assessments and practices we

081can think about re-evaluating the use of the Whisk which is another assessment we'll use we use currently almost as a second look for students in second grade going into third grade now since the adoption of the Whisk in District 64 which was back in 2018 other assessments are available so we sat down with the team of psychologists and looked at those other assessments to see which one was going to be the best based on subtests subgroups um how long do we want to put kids through that second look testing I pieces of those and we did that as a team and decided the Whisk was still most appropriate based on our data and research that's out there secondly um to reconsider the teacher read Zuli scale so right now teachers fill out a rating scale

082at the end of the year for any students who may be eligible for our program Northwestern nwaa a lot of gifted research around for national teacher education associations are saying it's not an equitable identifier but what our committee had to do was run a data simulation to see what students are gaining access to channels of challenge through Renzulli and which students are and we found Ren Zuli is only keeping students out not helping them gain access so when you go back to my previous slide about some of those problems we have students whose data looks phenomenal 96 percentile a coat of 134 um and then you look at their Renzulli and a teacher hasn't identified them as the best fit there now our teachers do a really good job of thinking of who our students

083are we talk to them about what Renzulli mean but again it's just something that becomes subjective when we think about our data again just a number lens and I'm not talking about 10 20 kids in total I'm probably talking about five but if there's no reason for it and the data shows that those five didn't gain access and and they probably are a good fit we shouldn't be using them and then finally the last one is considering an above grade level assessment for eligibility consideration this one you won't hear again it's really hard for a district to create or find an above grade level assessment that is as objective as possible how do you score it who's doing that right scan TRS don't necessarily exist anymore so it's kind of thinking of like how how

084would we use that so that again it's just based off of hard data okay I talked about some of those comparable districts that we really took a look at because all of these uh districts have gone through some type of gifted and talented program review in the past three years so we either talk to their curriculum specialist their assistant superintendent they're a superintendent but also pulled all of their program information and what their eligibility and screening process looks like um many districts are moving toward a point system but you also have to remember that their program looks a little bit different than ours and some districts only offer this programming at one site where we offer it at all seven right five elementary and then two middle school so many differences but a really interesting

085process to think about uh what a district like 25 that's very similar to us is doing part of our committee was also thinking about what is our mission and our program philosophy statement for students who we service two things we noticed that we tweaked just a little bit that the board can pay attention to one we really have a pool and channels of challenge of academically and intellectually advaned and or gifted students right we have this gifted and talented title and we really do have both types of Learners that are in there as opposed to Just A Gifted population right when you think of a gifted population the definition is 1 to 3% we're servicing more than that which is wonderful students fit in that programming but we want our program philosophy to match as

086well the second one that we felt was outdated that used to be in the program philosophy is that we were offering a specific type typ ofal programming to students and channels of challenge since this was written in 2005 our programming has exploded in District 64 we're offering that as a universal tier one or tier two to any student who needs it so we didn't feel like it needed to be captured here anymore just a heads up so I won't read this to you but I'll briefly talk to you about what our process for second and then third through seventh grade currently is and has been in just so you have a comparison for what we're proposing the new screening and eligibility to be sorry excuse me so for second grade our screening process really starts

087with winter map testing we look at students who are underneath a certain Benchmark that I'll talk about in a second and then we administer our Universal screener at second grade we give the coat to every single second grader so that we have a good base for what our Norms are locally and then we can compare them nationally as well from there any students that test above a 120 120 or greater for a coat that's when a teacher will fill out that Renzulli scale and then finally from here this is where a little bit of that second look comes in in Spring any student that's above 120 or equal to 12 for the coap and greater than 80% nationally as a percentile for NWA will then be tested and be given the Whisk or anyone who's

088below a 120 but greater than the 95th percentile on NWA map nationally will also be put into that whisk pool so it's almost a second chance if the coat's a little too low but map is high enough they can take the whis and then vice versa if the coat is high high but the map is low they can also be put in that pool remember we're thinking about second graders it's their first time taking you know huge test and map testing Kat is really high stakes for them so we're really trying to capture them with that third that third test and whisk is oneon-one with the psychologist so it's it's a more intimate situation for those little second graders as opposed to these larger tests and then finally we take a look at Spring map

089testing and again um students 80th percentile or above nationally thank you um or the 95th but that piece that comes together is the 120 for a coat so keep in mind these 75 steps that i' I've just explained to you and if you're thinking to yourself I still have no idea what you're talking about and some of your students were or are in channels of challenge kind of stay with me for how convoluted this becomes but how we can streamline it um for third through seventh grade a little bit cleaner because we don't have a universal screener of Kat and it's not a first year of entrance for channels of challenge um but we really start taking a look at our winter map so keep that in mind winter starts that um testing window for

090grades three through seven and then we also take a look at our spring our our cut scores per se for Kat and nwaa are in the blue there so it's still 120 for Kat greater than or equal to for map students have to be um greater than or equal to the 94th percentile nationally for Math and then for reading the 92nd percentile and then finally students who meet both of those for Kat and map will then um have a teacher fill out a Renzulli rating scale is that last piece of that zcore now for second grade all the way up to seventh grade we calculate a zcore currently and a student is entered into the channels of ChalleNGe Program when they have 9.5 or above currently we're rounding and that's also because of the Renzulli

091rating scale some students drop just right there where their data that quantitative data is so high that Renzulli drops them so we actually started rounding about four years ago so it wasn't a hard cut off at 10 another reason for us to really look at that red Zuli when you start rounding and thinking about scores in that way it becomes kind of problematic and then we calculate a z score and if anyone wants to know what a z score is I'm happy to tell you after the board meeting or Denise could explain it to all of us so next we did a consultation meeting with Scott Peters who works for nwaa he's actually been a consultant for many districts in the area for their gifted and talented review um so we really wanted to pick

092his brain there's five things that he told us using the top five to 10% of your student population is not appropriate for district 64 because we have multiple sites and it would create a big Equity issue for us um parents would say if my kid went to Franklin instead of Roosevelt they could have gained access into CFC so that's one thing that we really wanted to think about because some districts utilize that model the next piece is that a natural break point is appropriate you have to have a cut score somewhere for coap for map testing any quantitative data you're using and then the next piece here is really interesting use the data that's closest to service so spring or winter consider fall but your final determination really should be whatever is closest to service

093so for that following school year really try to look at those because it's going to be closest to when a student Begins the channel to challenge um programming and then finally when you screen students keep your threshold low you want a pool you want to consider all students you want it to be as Equitable as POS but then your entry or eligibility should be where your threshold is higher where you have those cut scores and then finally consider the average of scores so that you're taking more than just one data point you'll see this in a second don't just look at one map score look at all three so that you have a profile of a student so I want to talk to you about two proposed processes for grades 3 through seven and then

094for second grade so here we have 3 through 7even for math and reading our screener our proposed screener is that a student still has to be at the 94th or 97 second percentile for math or reading for winter or spring we would consider both as opposed to just one and they have to have a second score at the 85th percentile or above but we would consider fall winter or spring or a student can have a 90th percentile or above as an average for all three testing windows for maap and the rationale behind this is that we're looking at multiple data points within the same test within our map testing window so instead of just taking one winter or spring and a student just having one high score but the rest of the average is between

095the 70th or 80th we're making sure that they are consistently in that Arena of where we want to be what's happening is students will have one high score two low scores and I don't want to call them low but 70th to 80th and they're flailing in the program they're not doing well it's not an appropriate placement for them two grade levels above for math is just not where they should be it's almost like a false positive in testing and then for our eligibility as students meet that screening criteria we would then still finalize or calculate a zcore with map and Co that weighted equally so we would take the two highest map zores and then we would also calculate a zcore for their coat but multiply it by two so that they're equal and now

096students would have to have a 5.0 or above with no rounding because that Renzulli teacher rating scale is not there second grade uh similar in some ways but again think about how large that second grade process was we want to finalize it in a way that's going to be simplistic while still getting the right data for our screener we'll complete our Universal coap for every second grade student they have to have a 120 or above to kind of move on and that next piece is that their fall winter and spring maap scores would be an average of the 85th percentile or above with winter or spring being at the 90th percentile above and again we want to make sure that students are consistent in that testing and then finally to calculate that zcore very similar

097to third through seventh grade we would take the sum of the two highest scores per map and calculate a z score and then also take our coat that is at a minimum of 120 and again students would have a 5.0 or above with no round the Whisk the second chance screener would still be there students would have to have a minimum of a 100 on their coat and then their fall winter and spring NWA scores would have to be at the 94th or the 92nd so you'll notice that this cut score for the Whisk is higher than it is currently but when we ran all of our data simulations we're not eliminating students because students who weren't here weren't qualifying already in our current process but this solidifies to us these are the numbers these

098are the cut scores that we should take into account two other things that we considered as part of our goal this committee is a onee visional placement moving forward so if you were a student fyis and you gained access we would say to you and your parents you're in for the first year but we would re-evaluate our committee unanimously said this would not be needed our eligibility process were based off of the hundreds and hundreds of data pieces that we ran is valid we feel really secure about this the other piece which is something we already have in this district is a reconsideration process if a student is not finding success in channels of challenge what do we do for them what is the other endend of that mtss diamond how do we support them

099in channels of Challenge and if it still isn't a good fit how do we segue them back to the regular classroom or the accelerated math level so what does that process look like we want it to be strong for our teachers our students and our parents so that our parents aren't just getting a call one day saying Monica your child's not CFC anymore have a great time right we want we want that to be an mtss system excuse me um one other step that we did take and unfortunately I wasn't there because I was sick but Alicia Helen and Kendra were there is we had a parent focus group um we had about 20 parents who attended that night which is a wildly successful parent University um our parents were happy to see this process

100they understood it they were able to digest it they had many questions about everything else C youc what curriculum are we using how are we reporting standards um what do rubrics look like so a lot of good things for us to think about as a CFC committee but not necessarily any questions about the process that I feel important to share out with you one other piece that we will have to do is talk to our district 64 staff about the new process we've already done with that we've already done that with the channels of challenge staff but we need to do it with our genn staff and then we would like to roll out this process starting pretty much right now because we just finished winter map testing I know this was really exhilarating I

101all of you were following nading so I appreciate that does anyone have any questions there is a slide in here that shows you how we ran some of those data simulations um just to give you a glimpse we would take a data set of about 50 students and we would run them through the process that I just showed you to see if they still qualified or if they didn't to kind of figure out what those benchmarks were and just so all of you know this eligibility screening um and consideration process that I just showed you is our sixth rendition so we really had to run it through those data simulations every time and make tweaks and tweaks and tweaks and Then REO back to Northwestern talk to nwaa talk to our committee and run real

102kids through the simulation oh thank you thank you for great report of the light presentation really appreciate it and and also for answer some my questions ahead of time but if I go back to to I'm trying to when you when you answer one of my questions I think back to me said you really had two goals one was to make sure the people that weren't getting in who deserve to get in get in but also that maybe there's some people who didn't belong in there and basically that they didn't get into so that that it was kind of a you know really getting better at identifying the right people for the program and I know the Renzulli scale is kind of like there is a bias to it and and particularly between boys and

103girls from what I understand in the research but when I go back to it's kind of like three things you were looking for in the old program it was kind of back on number but it's on it's the one with the old qualifications with you looking for the reason ability the academic achievement and then the learn and behavior traits so in the new program if you don't have the the Renzulli scale where did you get the learn and behavior traits because you've got like the the map gives you that ability to achieve the coat gives you the logical kind of these are my words yes technical but like the grit is the ruli scale what you get that now on the on the SE of the second graders if everything is more just on academic

104so this is an interesting question and we actually had to look at quite a few different um research journals about kind of what you're saying grit and what does a truly gifted student look like and it's interesting the learning behaviors and traits will still come out of a Kat test obviously it'll come out very differently because it's a quantitative number that you'll get but we have a profile of what a gifted student should be in there which is why it was important for us to have that the Wiis test will do some of that as well but GTH the one thing that's important to remember is that teachers right now a general education teacher that might be filling out a Renzulli scale to no fault of their own might not truly understand what a gifted

105student looks like or how they present so if you look at any gifted journal and many that we read there will be some executive functioning issues um students who present as anxious or having anxiety and some teachers confuse that as not being ready for channels of challenge but it doesn't mean they don't have an academic achievement a reasoning ability and actually some of those learning behaviors that I just talked about presenting as you know having ADHD add executive functioning issues organization study skills that are not there yet that actually is a learning Behavior or a trait of a of a really great candidate for a gifted and talented program so well we don't have um I guess a noral data source like you're talking about like a Renzulli teacher rating scale or a GRS or

106the Hope scale some other ones that are out there we're also finding that teachers are confusing the two and saying this student can't organize their papers their backpack looks crazy right they they they don't have that profile of what they think a CFC student may look like or or should look like and that's when we're not placing students into that programing because they're confusing the two now obviously there's an education piece on it but when I look at the data of how Renzulli is functioning it's only hurting students it's not gaining them any access into it so this was really hard for our committee and we actually spent two half days talking about teacher rating scales and exploring three others many of which in my professional and personal opinion are much more subjective than what

107we're using an 11 rating scale or a nine rating scale from one to n How could a teacher decide on a scale of one to nine where a student falls um it it just doesn't make sense for our data to have that piece anymore so but I think from your going back to your goals and your aspirations I think clearly you're going to get capture those now from one right that that first goal of those who wouldn't have gotten in because of ruli scale which is great but there's going to be some people that may get in now that may not have that grip and do you think that you've got a strong enough and I don't want to use the term relegation process but like when I when I grew up in the UK

108it was kind of like go to the second set and so do we feel like we' got a strong enough relegation to make got the grit element we're not measuring that in the initial evaluation we got enough to so the other thing that we thought about as a committee and I think about even still is Renzulli was really the last piece so when you think about the screening and then qualifying eligibility Renzulli was never the piece of the puzzle that was putting a student into channels challenge it was almost an extra piece that helps them gain more points or stay the same so that they weren't and all going all the way up to a 9.5 so it was never meant to be that learning Behavior trait as the initial steps one through five it

109was really step six that was kind of the final stamp on the process so when I think about our candidate pool taking that away is not going to change that calculation so to speak it's going to keep those numbers stable which is why that zcore is actually lower now and why we're confident that we can keep at a 5.0 no rounding because the ruli was almost used as an extra for for a student to have more points to get in but what was happening is our students weren't getting those extra points that would have put them at a 9.5 so when I think about it as a not a piece of the puzzle that had to be there to see the clear picture professionally our committee says it's not something we need if our students

110can perform in this you know sector of our population then we know that they're appropriate for the channels of challenge now to answer your other question if they're not what are they fall onto right what what does their placement look like what does that enrichment what does that acceleration look like at Middle School it's very clear we have an accelerated placement plan for them especially with math there's an accelerated programming at K5 when kids are just so close we then start talking to parents about an accelerated placement plan we have a study team at every school that will then say what can we do for your student in the general education class that's right underneath channels of challenge sometimes that's um accelerated work that they do in XL sometimes it's going one grade level above

111instead of two so we make those individual plans for those students now I think right now we probably have seven of those plans open in the district so it's a very small population and some of those students will probably test into CFC this year some don't but they probably um should live one grade level above instead of two but this is where I start to think about our mtss Diamond our continu of services we're so strong academically in servicing students at tier two and three who need it those below the 40th but we have to think about that other side that other pendulum for those students who are not in this program but right underneath I do feel like we're we're servicing those kids I think the sorry one that's kind of on that topic

112the last question I have is kind of like you mentioned this is both a gifted and a talented kind of program and you got that gifted two to three% mixed from one of better terms the top but um you know truly are we service in the top the gifted two to 3% the right way in that diamond and is that Middle School riew I know I know it's hot because you said mentioned other districts have it in one site shipping elementary kids around that would be pretty complicated but when they get to the middle school now we're only at two sites and I know you're in the middle of the Middle School review and another to prejudge it but is that something that you should consider is having a true gifted program at the middle

113school and then The Talented program and then if the gifted program they're not challenged enough because there's those who were hitting the 98 99% on the the the maps what's score going up is there those kids might need different opportunities and they may need kind of a A Gifted a dedicated gifted program at sure so we're fortunate in in middle school right now especially in the area of math that we do have an accelerated track right underneath our our CFC program right so it's students who don't fall into naturally fall into that accelerated program and and they track beautifully into high school right we we follow the same sequen SC as 207 so that students whether they're in regular accelerated um or channels of challenge can then start that progression at Main South or main

114East the the one thing that I think about is a true gifted population 1 to 3% I don't think it would even be appropriate to go more than two grade levels in mathematics for that population right and those students are being successful they're growing the students who are right underneath them they still are appropriate for this population because they're hitting that 94th or that 92nd percentile and they have a coet of 120 and we're seeing their map scores go like this we track our our C program very tightly to make sure that those students are showing progress and that they're growing from fall winter to Spring Kendra and Helen and the C teachers are very strict about that because we worry about that piece too are those students going to Plateau because they don't they

115don't necessarily fit in that one to 3% we don't necessarily see that especially in the realm of math students are are are moving I I still think there's some Equity issue between Emerson and Lincoln especially with some of our population that looks very different in demographics our multilingual Learners there's a much larger population at Emerson right now than there is at Lincoln we think about that that population when we about CC especially with WIS testing all the way down from second grade up we think about um a correct subtest that we give those students if they are a multilingual learner and I do worry about the discrepancies that it could cause in terms of population between just those two schools in terms of Middle School review one thing that we're talking about is how that

116programming would then work in a new schedule so that is one piece that uh Dave and Tessa and I have really been mapping out what do those levels look like if math and Ela is 75 minutes now how do we program for channels of ChalleNGe Program does gifted education look exactly the same as general education classes so to speak I don't know if that answers your question but we're we're trying to think of what the model would be as a schedule changes kind of but I know other people have questions I appreciate also just appreciate your time and and you're not feeling but also the committee they've done a lot of work so we appreciate that thank you thank you and Gareth just one other thing I know you asked that I I don't mean

117to dance around your answer so we can always talk about this later as well we don't see especially at sixth seventh and eighth grade this large population that fits into kind of what you're saying of like they are the gifted students our students if you look at their data are progressing in showing the the appropriate amount of growth and tend to stay into that same set of the 92nd to the 99th right it's it's not like our students are dropping down and actually that's why we did this eligibility process we want those students to be similar types in terms of learning and kind of placing them together so that it's appropriate yeah I think I was just mention you mentioned the difference that some districts have gifted some have okay talented like we have it

118mixed there more but we can come back and talk talk about it thank you though time yeah of course anyone else okay yes yeah thanks thank you I'll take on at we should put her on this F right now I'd have to gets out zcore is not on the agenda tonight so yeah it's a new agenda item okay so um thanks for hanging tough with us and you know presenting and all the work there uh why don't we just keep you up here and let's go to our health curriculum so Dena is here to join you always good to see you thanks Dan um I I have the honor to present tonight with Dena papis Dina is our K5 social studies science health and our 68 Health curriculum specialist so she wears five million hats

119in the district and and does it beautifully so Dena uh is really the true leader of our K5 Health curriculum review which was the most fun committee I think either of us have served on in a long in a long time so hopefully yes hopefully you'll see some of that fun in a few minutes so one thing that's really important for us to think about when we start any program review but especially health is that what are our goals as a district and how do we align those to our state standards so Health standards standards PE standards when you look at them they're very specific they mesh together and we want to make sure that we are appropriately hitting those mandates by the state of Illinois so while I say this was a really fun

120committee it's also really strict and something to really think about under um isb's guidance um I put this up here to thank all of these wonderful committee members for being being with us but in the gray you'll notice that we also included PE teachers as part of this many of the state standards overlap between health and physical education not all of them were part of our original committee but we actually looped them in a few months ago to talk to them about piloting the health program to see if any of it naturally fits into PE um and we're finding that it does so I thank the PE teachers for their time and trying to think about how to bring that alive in a PE classroom while also having movement in gameplay so it's always important

121for us to think about our strategic plan and then why we're doing a curriculum review so in our strategic plan we always want to broaden our best practices and part of that is completing a comprehensive curriculum review in the area of Health um we really wanted to look at what was current research and best practice for health since our last adoption which was probably 10 however many years ago many years ago um so obviously that was really important to us and then like I said these standards are ve are very strict and something that we take very seriously when we talk to students about health so talk looking at our health State goals our national health standards and then our learning goals standards that overlap with health when you go on to es you'll see

122that the national state handers for health PE andal are under one category and when you find certain programs you'll find a lot will mesh in everywhere so we looked at everything separately with the committee we looked at the National Health standards you'll find a lot of health and wellbeing being repeated under the National Health standards for Theo State goals for PE you're going to find movement but you're going to find continual self self assessment and a lot of decision making skills with the group and with peers and finally for theal goals you're going to find self-awareness social awareness and decision making skills as well so some are repeated in these standards um some are not but there's a definitely a Common Thread that we found um that this program tied nicely together um quad this

123is what their claim was obviously alignment to stakehold and standards was a priority um what was really fun for our students is that it cultivates student interest be engagement we're going to show you a little video later on about that and we also found the teachers found that there was retainment so because the lesson spiral the students remembered it it wasn't a one and done it was oh yes I remember this in the previous lesson and what we also really liked was the vocab that was rigorous but the students were able to um understand it and it was achievable the program was eight modules and there was uh four lessons per module you can see the modules here are pretty typical for a health program and Sample lesson format here for K2 it's about 20

124to 31 minutes currently students are allocated 30 minutes in grades 1 through 54 Health once a week uh kindergarteners are 20 minutes a and we were able to um fit this into the pilot and into the 30 minute lesson so you can see the current districts on the left column are the ones who are using Quaver in Illinois now what we did on the right hand column is we did a district comparison we went on a whole bunch of school websites and we found that everyone is doing it in a different way some uh schools are incorporating it into PE some are just using brain po some are using a little bit of both a lot of homegrown things out there this is money slide I'm G give so our our our committee unanimously fell

125in love with Quaver from the very beginning it was actually the only program that we dedicated a pilot to because it just stood out as so much better than any other program that is available or on the market right now and and mostly because it just aligned to those State Standards so well every box of what we need to do and what we want to do in District 64 we did a comparison not only uh to state standards and quality to the great body shop which is what we currently use um but we also then compared it financially and we're finding that Quaver while it's much more engaging and aligns better to our standards is actually such a huge cost savings to our health department and our department of student learning that it's a no-brainer

126to bring it to our teachers uh the Great body shop maybe some of you have seen the pamphlets that come home teachers literally read it to students right it's just a packet that students do at their desk Quaver we'll show you a video in a second it's so much more engaging for our students and it's just a fun 30 minute Health loss s so we're proposing tonight that we would sign a five-year contract for Quaver for about $47,000 which does include all of our professional development that they will start as early as April so we can get teachers on boarded all of that um which is a a huge cost savings as compared to five years of the great body shop at about $128,000 so we're really excited about that um Dena and I have

127been busy planning our professional development pending board approval with Quaver they can come to us as soon as April so that teachers have that they're not worried about it in August we can start our pacing we can start thinking about what's appropriate when it's appropriate how it's appropriate to teach this and how to best utilize is in the classroom okay let's see if I can play this we we have to show you one video of our fifth graders because they're the hardest to engage in anything that's fun right they want to resist fun sometimes oh D you might have to hit it and while we're waiting for this just for our previous um he that we're doing the great body shop it's it's a national curriculum so you have to understand that National curriculum Tri

128feet meet the needs of all the students across the nation we found something that we um believe fits the needs of parkage it's Unique it's different there's different things you can choose from and um it's better so kind of a a question while we waiting um it sounds like this hasn't been been reviewed for like 10 years or so it's been a while so if this is a fiveyear um that we're gonna you know use this curriculum would it be then ideally that in that cycle we'd evaluate again you know to see where we are okay yeah thank you yeah we're typically on a five to seven year cycle they just think they're doing a tiktock dance it's just so funny and actually our our kindergarten and first grade teachers and actually parents many that

129I've talked to in the community just keep telling me their kids keep talking about health because they go home and they're singing These Quaver songs I don't know Felix is doing that but every day now dinner is this healthy does this have protein is vitamin and I'm like clearly different than it's okay Dan everyone will watch this tonight when they go home any other questions here something sorry my mic wasn't um the it says above you know that it's licenses per school not per people teacher then it says 9,555 per year but the total of years so seems like an so the five schools for one year cost 9,000 right correct okay that helps thank you all right we're gonna go home and do a quer lesson so okay all right thanks to both of

130you Samantha get home get some rest right thanks for coming in Dina all right so this is an action item so why don't we take the motion I move that the board approve the adoption of quer grades K through health and PE curriculum as recommended by the health Review Committee at the total cost of 47775 all right Monica the motion Phils had the second any further discussion from the board all right let's roll call yes yes yes yes all right motion carries all right I Joel thank you for being patient and waiting we're going to move back to um item A6 and we're going to talk about enrollment Productions and Staffing plans lot of FFF in I'm G to start out a little different I anticip because I just want to throw little bit of

131kud out to Adam Matt and Chris students that's a great number for this of year above what I've seen in the past for being here as long as I am and I know a lot of it is the people getting the word out that early bird discount so thank you guys much for doing that because as into what I do having those numbers as early as possible really helps to so we're gonna start out by saying that I know coming in March Dr carda is g to come and talk about his study but today we are just going to talk about method that's the method we've been using for a number of years where again we simply take the kids that are you know first grade right now we move them up to second grade

132um we use that as the known students and therefore we can look at our projections and Staffing based off of that we've been do that has been the most reliable method at this so using the roll method we looked at where we are as a when we came back from break as of January 7 we had 4483 students when we take those and roll those up into the next grade levels with what we know is coming and going we see a decrease of 167 students 43 stud this is a trend that the board has seen for a number of years now where we do have a decreasing enrollment and if you look at what's kind of unique about this when you look at the schools every school is going down a projected to go down

133now the difference could be slight you know Carpenters barely at six Washington but if you look at Washington they've dropped almost 100 kids in the last four years and that goes Franklin at 34 and then we've got our largest number of Lincoln at 52 and when you look at Lincoln that should not be a surprise because we've seen the dramatic drop at Washington when they were close up to 700 number of years ago down into the 5 570 projected dramatic impact on Lincoln as they only have two so we're seeing this across the board across the district and when we even dive down a little bit deeper I looked at the grade levels we're going to see consistency first grade is projected to go down by 22 students second grade this is across the district

134by 29 students fourth grade by 29 students seventh grade by 22 students and then eighth grade by 56 so we see at almost all of our grade levels is consistency and drop and what we've seen has been since Co these smaller classes coming in and they're just not being replaced we don't see bigger classes coming in and they're working their way through the entire system now and where it's really starting to show up is at the Minal level at this time so when we see this dramatic enrollment drop this as you would expect Dr in sections and buildings so because we have a decrease in enrollment at almost every building we're having a decrease of one section at every building with two exceptions Franklin which is down 34 students is not decreasing the section they're

135even it's just the way the numbers have gone down there but they do have two classes on a bubble watch for down and then Lincoln with having 52 students going down that equates you two and they are down two so in total we're going down seven classrooms from the 24 25 to 256 again that's all because of the is pretty evenly dispersed across the district now typically if I'd be sitting here saying to you we're going to go down seven sections I'd be talking to you next about we're probably going to have to Rift staff which is the for but this year we're lucky in the sense that we have n retirements we're able to absor seven of those uh easily just because of how they match up so we don't anticipate having to Rift

136anybody um we should be able to absorb those without any type of impact on our current staff now that being said I want to point out two things every year we honorably dismiss our part-time teachers that's coming up March board meeting we do that because we're not sure who we're going to need and what that percentage is going to be and this year in particular I suspect we're going to obviously need fewer part-time teachers and probably less percentages we also honorably dismiss our first Year ta because the same thing we just don't know at this point year what our needs are and then once we have those numbers if we have need those people we will call them back because they're not being dismissed for performance it's because of numb so that being said as

137I said we don't anticipate having to have any impact on our full-time teachers which is always great we don't want to have to go through that process of ripping but I do want to talk a little bit about bubbles so every year we have this what we call Bubbles which are class class grade level sorry at a building that are within three students of either going over our class size Max are going under the minimum we have eight of those that we're keeping an eye on four of those potentially going up and four going down so we're looking at a kindergarten and third grade a carpenter we're looking at a kindergarten at Washington and a seventh grade at Emerson that could potentially go up for going down it's first grade I'm sorry second grade at

138Carpenter second and fifth at Franklin and fifth grade at Washington now historically we don't have many that go down we get close to it but really we don't typically have a lot of move outs but we do sometimes add bubbles during the year now why this becomes important and why I want to mention this not only does historically when we pop a bubble or go over we would rip up our building schedules we would go out and we would look to um hire a new teacher um and we would do that all the way up to the start of the school year this year we're looking at doing that a little differently we're approaching this differently we started to engage our Union in conversations that if we pop bubbles in the summer that we don't

139necessarily go out and hire a teacher and there's two reasons behind that one reason is when we look at a teacher we can go over a class siiz guideline by one student that one student equates to if we add a teacher first year teacher next year is going to be approximately with salary benefits $90,000 okay so over the summer for example these four bubbles we could add four students that pop Bubbles and be adding $360,000 to our budget for four students okay we're not sure that's the most fiscally responsible thing to do to for the district but I think more importantly one of the things we're seeing is as the job market for teachers been impacted and there aren't as many out there the quality of teacher that you're hiring over the summer is not

140that great historically what we have found is the teachers that we hire during the summer usually get dismissed following year because they're not of the same caliber of the teachers that we currently have and to be honest the ones we're typically hiring in July and August are people who have been passed over in February March ail and they're usually not People's First Choice so even though we're adding the teacher might be lower in a class size average I'm not sure the benefit to the student is as great because I we're not sitting there saying hey this is the best if we were hiring this teacher we would have hired them in February that's not the case so we're starting to have discussions with their Union because this would be a change in practice as a

141way to not only be more Fally responsible we think would be um better for our students longterm academic progress so I want to throw that out there because it is something we looking at doing differently now along those lines and how this ties into a little bit with the budget is with our Capital Improvement projects we looking to save2 million every year and shift into those Capital Improvements so that we could work for maintenance um and redoing things in our buildings because as you guys have seen over the years there's a lot of things that maintained with the savings that we are looking at with decreasing in enrollment in sections we are hoping to put an additional 1.8 million into those Capital Improvements and then along with about a 5% budget reduction across the board

142in departments we're hoping to reach that $2 million uh number not only this year but next year we have a significant number of retirements and we're hoping to be able to money in again and support those areas across theard I want to let people know where that money is going so the other big thing next year that we would be accomplishing with that is eliminating the full day kindergarten tuition right so we're hopeful um when I say hopeful that this decline in enrollment and the retirements actually has silvering of being able to help support that other area the district then finally we will be asking the board of education for four additional positions for next year um two of those are two special education coordinators the 22 special education audits said one of the recommendations

143was that we should have a special ed coordinator for every building if we were to do that we would have eight we currently have four we believe that we can accomplish our goals with two more bringing our total up to six and I want to give you a little bit if we have six one of the big advantages is we now have a special life coordinator for every single program in the district where students might be outplaced where they can oversee that uh as a part of their job but one of the other big things is our coordinators are currently split between two buildings so if you take for example um a teacher or one of our coordinators who is at uh Carpenter and emmer it's two and a half days a week at each

144building one day at each building is nothing but meetings it's IEP meetings it's reviews of behaviors it's coming together during mtss processes and they don't have time to do anything else but meetings on those days so that leaves a day and a half uh to get into classrooms to model to work with some of our younger staff on how to write appropriate IEPs to get in and look at behaviors and then be able to the and that's on good days when there aren crisises going on where they get pulled so it really is difficult for them to support teers as well as we would like and I think one of the big things we've seen not only from our special uh education department but from our staff in the building is our special uh education

145coordinators are value added but they need more time with them so if we were able to have two more we could have signicant more time dedicated to single buildings and increase their availability not only in the classrooms but working with teachers so that would be an increase if the board approves to of approximately $260,000 so while that's new positions because of the decreases that we're having through the retirements that would be offset we're also looking to add two additional positions beyond that and these would be funded through grants so these would be cost neutral to the district and would write them in current grants that she would be having for next year we have one bcba for the entire District so that's an individual whose sole focus is to work with our staff teachers teaching

146assistants administrators on behaviors that are increasing uh throughout the K8 level and I know Ben is seeing this significantly with a lot of the superintendant this is there's a rise in behaviors acoss the state and what we're really seeing is a lot of them at the elementary level that we hadn't seen in previous years but for a bcba to be really effective they need to spend time in a classroom to observe the student and really work with the teacher on the proper way to address that student and to work on how do we change those behaviors and manage them when you have one bcba for eight buildings and 4,000 and not everybody has that issue that bcba is in high demand and what you're finding is she can not get to everybody and we have

147people that are waiting and quite honestly a little frustrated and understandably so because they're looking for some support and help now and it isn't because she doesn't want to it's a matter of time so we're looking to add an additional bcba so we can split the district up and we can address those behaviors and work with st more timely manner and help to increase the productivity of our students within the classroom as they're able to access their educations better and then the last position that we're looking to add is a special education inclusion teacher this would not be an administrative position as a BC is not this would be basically a special education coach like we've had Tech coaches like we've had curriculum coaches whose sole job is to working with our teachers as a

148peer level on how to best include students in all aspects meaning you know from the electives to the cores how to work with teachers on how to make include and adapt the curriculum uh and providing some support in that area so that they can really work to make sure those students can access the curriculum fully also it's something that has been um requested by our St and our special education administrative Department sees it as something that is in need also and again those would be cost neutral to the district because those two would be written grants the additional thing that you're going to see in the report here is we're starting to the recommendation I think it's a really good thing we will be in this fall when we always go and show you what

149the new um not only the final enrollment is at the sixth day we'll tell you what our staffing is we're going to it down and here's an sample of what we're going to look at where we not only show you hey this is our staff it breaks it down by department so we have new staff it'll show you what the FTE is for teachers where we are with administrators secretaries cians and Tas so that the board can see when we are adding or making changes where specifically that are and we can talk or what categories and we can talk about that specifically uh and tell the Board of Education where is and why we putting people there what's that imp I'll just add one thing that's a really good summary Joel of a lot of

150information is that the student services action plan and the conversations that we've had of how to support that not only with the students who would be directly in those programs but the students who would then go into other classes in the school or be incorporated better these four positions would in our belief put us in a much better footing for the programs that we would be students um back in the District 4 and all of our students that receive special education services and just trying to support special General that's always been a big theme um we hear it from our teachers like Joel was saying all the time about just I've got students in my class that I need more support with I need to talk to an adult today right now and quite often

151there's been moments where that person is not even in same building and so this would allow us to put just be in much better shape um in the long run and then frankly accomplished two of our goals which is making sure that we could did the 30-year capital and facility maintenance plan that Adam and no well put together um making that a reality and then uh targeting full day kindergart we're going to be in the situation next year too we've got a very large think we're going to be in very good shape uh for the that sets us on a good Financial course for the future um in terms of like right sizing the staff T to towards enrollment and always making that a theme of what we do every year um as much as

152possible so that's just an ad that I want to put out for everybody no this this person is more like a it's an equivalent like an instructional coach so their job is to work with the teachers so if a student is in crisis or if a student's having an issue and the teacher trying to figure out what do I do when they need to go work with someone and talk with somebody um certainly they could seek out an administrator um but then this person's job would be 100% in the classrooms with the teachers co- teing um doing some model lessons trying to figure out how they can help plan it's direct support to the teachers yes now certainly there's going to be moments when they would deal directly with kids but yeah and it would

153seem like maybe some current teachers might you know want that coaching role that been successful yeah it would be advant toct obvious maybe maybe it'ss like every year I'm improving likeing like new positions new roles School psychologists in all the buildings right it just feels like how many teachers do we have teaching ver is how many teachers do we have or other kind of like support staff around them it just seems like it's getting to the point where we might end up one teacher for every one teacher there's going to be administrat and it's like at some point like maybe maybe in the more of a spirit of kind of thinking forward what is the fiveyear plan like you talk about five plan construction 20 year plan what is what does a a district look

154like in terms of that makeup what is you know kind of a trying to come at it at the right angle because it can sound bad right because we all want to support special education but there kind of like got to be a kind of a can't afford to just keep adding people forever especially as the numbers keep coming down so there's got to be like some level of you know what is the teacher's job what is the principal's job versus what are these other people doing and like how do you create that fiveyear plan to to get what you need because it seems like Le of being on the board adding things every year and I want to come this a right angle it just feels like where does it stop so I think

155there's like two things there one is some of these are acting on things that were in the special education audit and to ensure that we're providing services with Fidelity to the firms and students that we already have District the second piece adding in my view right now is preparing to best support the students we want to bring back into the district and so even though our numbers in our enrollment may not be increasing when we are acting on our student service action plan and having specialized programs in each School those are going to have smaller amounts of students but going to be um higher resource in terms of Staff resources based on student I minute need and delivery so if you think of it um I think a layer to add as you think about

156this GM for us to think about as a board is not just numbers of students and number of sections but what our special ed programming is what those minutes are and then what best practice is in terms of number of staff to service those needs and I think that this recommendation is allowing us to do that I think something maybe for us to consider is with the bringing back of those programs what other Staffing decisions are going to be brought or are might be needing in the next few years and so I think that's something I think just knowing um so we can plan as what additional staff as we grow our life skills and our SE programs um are we going to to plan on resourcing um an additional question I had um separately

157was just um and I don't think the number is going to be um like consequential towards the decision but just as we think about um that possibly being funded through a 98 Grant just for us to be knowledgeable of if that Grant went away what that cost would be to us at the district um if the grant goes away we're in well the two million back yeah we're back I know I know like what the numbers are I mean it is2 million is a small percentage of our overall budget if you look at what our federal funding is relatively compared to other districts like we are much better positioned than other districts in order to respond and not that it's not great if that were to happen but I think just but to stay on

158like what the agenda topic is and be true to our agenda I think just knowing that number Joel would be sure be helpful absolutely and to the point we can work to look at Forward Thinking programs that we anticipating what those needs May sorry I think to um build on those two comments I think that having a longer term perspective or vision of a staffing model totally agree um would be really helpful to the extent that we know there's obviously things being added and changing and so forth and so on um and my assumption is that we are also in the process of right sizing um where the district is especially around special ed and especially around um some administrative supports um um maybe that's like not the perfect way of saying it but I

159think in comparison to other comp districts we just we aren't quite where we need to be in terms of the number of special ed coordinators that we have or the um Staffing levels that we have in XY and z and so I think but to your point gar we I think we talk about it part here part here part here and so I having one place to talk about it comprehensively I think would be really helpful because I think seeing it all one place and being able to talk about it multi be help I think I think you know when you think about it it's like the biggest every year is our salaries yeah way it felt it feels like' proven these things now for four years but not really getting a sense of where

160we're heading and yet we know about it we back plan so no thank you the discussion the other I did have one other question though maybe won't call me before I get that question like for example that grant money that that position we had Grand we had to use money for the the math specialist right and we all agreed we need to keep them but they started on grants but they end up you end up some point the grant all the money Runs Out you end up having to pay you're talking about the interv decision yeah so then now would and then the other one was uh my other question you got the nine retirements seven drops in section right do they perfectly match in terms of schools or will there need to be a

161transfer uh there may need be a couple transfers at the middle school level in particular just because of some of the specializations with certificates at the middle school like universal meaning you could be a second or first or third but there may need to be a couple internal transfers uh we've had a couple conversations already with some people and people are that we've talked to they're just thankful to have a job uh and I mean that in a good way we're thankful that they have a job they're thankful to have a job so you know yes but there may need to be a couple transfers within out ahead thank you anything else Joel just a compliment thanks for all the data work in here and how much I I mean it seems like since I've

162been on the board this is really as much data that has been in there so kudos to you for for providing that always yes but you can take credit to each all right thank you right all right we are and that that's not that was just an discussion not an approval and now we're going on to the consent agenda agenda we already talked about that the um we'll move out the policy the second reading for the next the merch board meeting anything else we need to pull out of the consent agenda today okay why don't we take the motion I move that the board approve the consent agenda for February 20 2025 as presented all right Monica had the motion Phyllis had the second any discussion from the board let vote Yes yes yes all

163right motion carries uh any new business okay uh and we are not adjourning it's 9:36 and the board is going back into close session and then we will close the meeting after that okay thank you why don't we take a few minutes if anyone needs to go to the restroom stretch out their legs three minutes 30 second