District 208 Board of Education Committee of the Whole Meeting 04-28-26

001hour of 7:00 having arrived, Tuesday, April 28th, Board of Education meeting, District 208. I pledge allegiance >> allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Will you take the roll, please? >> Mr. Kucera? >> Present. >> Mr. Brennan? >> Here. >> Ms. Gastel? >> Here. >> Ms. Frasco? >> Here. >> Mr. Novak? >> Here. >> Mr. Williams? >> Here. >> Mr. Gaynor? >> Here. >> And Dr. Freitas, many recognitions this evening, please. >> Good evening, honorable board members, and Dr. Skinkis, our superintendent. Congratulations to our FCCLA students for qualifying and competing at the FCCLA state competition in Springfield. A total of 10 students representing RB's FCCLA chapter, with four competing in the charcuterie

002event, four in the cake decorating, one in fashion construction, and one in star culinary arts. The team received several gold, silver, and bronze medals, and two students ranked in the top five in the state. Ellie Borsari, for charcuterie board. Valerie Galvez, cake decorating. Kaisa Zeybek, CAKE DECORATING. >> ARE YOU GOING TO GO UP AND GET YOUR CERTIFICATE? >> I'LL STAY UP. We'll do a picture at the end. Stay up there. >> We're sorry. >> I know it's a lot. >> Can you come back? >> Five minutes of fame. You're good. You're good. You're good. Stay. Stay. Miss Arkady Bay. >> No, you stay up. >> Why be Majuca's charcuterie board? Alexandra Salas, charcuterie board. Alicia Roman, CAKE DECORATING. MICAH MASSINI, CAKE DECORATING. SHE'S COMING BACK FROM A TRACK meet again. >> Good job, Micah. >>

003Bella Suzikida, fashion construction, top five IN THE STATE. AND LAST BUT NOT LEAST, MICHAELA HO, star culinary arts. >> Evelyn Rodriguez, cinnamon rolls. >> NOW, WE WOULD LIKE TO INVITE OUR TWO CTE teachers to share a few words, Ms. Honan and Mr. Lewis. >> Mia, what was Evelyn's certificate? What did she >> Evelyn was also charcuterie board as well. >> Okay, the board's not allergic to charcuterie boards. >> Um so, we're just super proud of these students that are back here. Uh they worked really hard, endless hours after school preparing, training, uh and taking some time. A lot of them are athletes, so they took some time out of their sports to also be there to work on their craft to be able to perform at the state level, and they did a fantastic job.

004>> Yeah, but like I said, we're incredibly proud of them. They put in a million hours of work, and we're very pleased with the results that they got both at regionals and state. Placing top five for nationals for Bella is a huge, huge accomplishment, so. >> And Michaela is not here also placed top five as well for uh Star Culinary Arts, which is one of the hardest competitions at FCCLA. >> What's What's the first word you're saying? Star or Star Culinary? >> Star. Is there like national levels? >> Okay. Um so there's proficiency, which are like the charcuterie board of arts, and then the star levels is they taste the foods and there's a little bit more components that go into it. >> Okay. >> Ma'am. >> Wonderful. >> Congratulations, EVERYONE. >> ARIANE, GOOD CATCH

005ON THE CERTIFICATE. >> Seven RB students have passed the Adobe Certified Professional exams in either Photoshop, Illustrator, or Visual Design. This is a huge achievement as Adobe Professional certifications are industry-recognized credentials that validate advanced skills in digital design and image editing. It is more than a test, it's a demonstration of professional level proficiency in a tool that's essential to accomplish creative and technical careers. Congratulations to the following students. Lucas Curry, Photoshop. Liliana Nieto, Photoshop, Illustrator, AND VISUAL DESIGN. >> ASIAN. >> ANDRES PINELA, PHOTOSHOP. MELINA NAVARRO, PHOTOSHOP. ROBERTO MARTINEZ, PHOTOSHOP. BENNET COHEN, ILLUSTRATOR and Visual Design. And Alfredo Herrera, illustrator and visual design. And I would like to invite our teacher, Miss Patty Sarkady. Come on UP, MISS SARKADY. >> HELLO. HI, EVERYONE. VERY HONORED to be here. Very proud of the students that have been

006awarded the certification. It's not just about technical skill because I mean, I know it is about technical skill, but it's also about the dedication and the creativity that these students possess, and the real-world application that they can put for their certification. It's just truly real-world readiness for the future of our students. So, I'm so proud of them. Thank you. Thank >> Now, I would like to congratulate the following wrestlers. State placer, Isaiah Gonzalez. And state qualifiers, Tony Lombardo and Nick O'Connor. I KNOW TONY COULD NOT BE HERE, BUT YOU KNOW, it was a pleasure seeing these two young men wrestle. I got to see them at regionals, at sectionals, downstate, and they represented their self, their families, and our school very well. They had an outstanding performance, and their name will be forever etched in

007the wrestling Hall of Fame downstate. CONGRATULATIONS TO BOTH. CONGRATULATIONS TO SENIOR CAMERON Mercer on being named to the Illinois Basketball Coaches Association Class 3A third team All-State. Cameron's career was one for the record books, finishing with 1,415 points, fourth in school history, a school record of 213 three-pointers, 70 career wins, second all-time. He was also named the 2026 Upstate 8 East Division Conference Player of the Year. We are proud of everything Cameron has accomplished in her career and can't wait to see him for the future and what's next. And now we'd like to invite We have student guests, uh Jesse Jennifer. You want to take a seat, please? Joe, are you here? We just had the track meet. I used to stop by. Okay. Yes. So, our board members, we have two students here who

008are part of our dual enrollment program at Triton. So, they're here today to share information about the program and their experience. You want to go? >> Thank you. >> Hello. Um my name is Jennifer and I'm a junior here and I'm enrolled at Triton doing the education special education program and I want to be a special ed teacher and um some of the things that I have been able to do while being enrolled at Triton is um I've gone to different schools to be able to do like observations and stuff like that and I've also been able to um first of all, see how like college life is like, which was a very big change and I've also been able to go to like future educator conferences, which were very interesting and fun. And I've

009gone to different like colleges in Illinois to see what their education program is like. And yeah, it was it's like a really great experience. I have 2 years of it, so we'll do it this year and then next year. And >> So you're a junior now, so you'll do it both junior and senior year. Okay, great. >> And junior, what's your schedule like? So you take classes here in the morning? >> No, I take my Triton classes in the morning and then I come here and take three classes. And yeah, I have that every day. >> How many classes is Triton be taking? >> Uh two Okay, so I have one on Monday, Wednesday and one on Tuesday, Thursday and then one on Friday, which is like a career readiness class. It's not through Triton,

010it's through like DVR. Um and DVR is where I do most of the um educator conferences and the college tours and stuff like that. >> Mhm. Cool. >> Wonderful. Well, we need good teachers and that's a exciting springboard for you. >> Yeah. >> So do these courses also help when you matriculate into a four-year college? Will you already then be started with some credits? >> Yeah, most are a lot of the colleges in Illinois, they transfer, but if I wanted to go out of state, sometimes they don't transfer, but even if they don't transfer, they look really good. And I get like a basic knowledge of what I'll be doing once I go to a four-year. >> Makes you realize if you want to go into that as a career, right? That was the whole

011point we're offering that to our students. >> Yeah, and I was worried about it for a little bit. It's definitely a big change having to like be a high schooler in these college classes with older kids, but it's been very beneficial and I really enjoy doing it. >> Awesome. >> Thank you. >> Thanks for sharing. >> Um my name is Jesse Higa. I'm enrolled in the welding program at Triton. Uh the welding program has allowed me to uh weld better. I had already a background in welding like through just in my garage. >> Okay. >> Uh stuff like >> Good interest. >> But I've a lot It's allowed me to weld better. I've been able to more projects. So uh >> Are you a junior or a senior? >> I'm a senior. >> You're a

012senior. Okay. >> Jesse, I seen you at the trade show two years in a row. Are you thinking about going into the trades, too? >> Absolutely. >> Okay. >> Uh this was um one It looks great on the application. Uh I would like to go to 150, the uh heavy equipment operator or uh mechanic. Uh or uh pipe fitters. >> Okay. >> Uh welding. >> And you had sent me an email. We're going to work on getting you some reference letters. We talked about that. So And what's your schedule like, Jesse? Same thing? Classes in the morning? >> Two classes Monday, Wednesday, then Tuesday, Thursday, and then three classes >> at the high school. >> at RB. >> Does the program help you get a cert- a certificate or does it help you make connections

013with the particular union you're interested in? >> So um it doesn't really give us connections, but it gives us a certificate. But it it's allowed me to make connections at Triton that no people at unions and um one professor that has really made a humongous uh impact on me and trying to help me. >> It's good networking, it sounds like. >> And we're proud of both of you guys. And Dr. Fred asked bringing you forward tonight was a great idea cuz we like to get these types of updates cuz we talk about our dual enrollment program and our dual credit, but the fact that you two are taking college and high school classes at the same time and the way you're supposed able to speak about it tonight and you're a step ahead, so keep

014up the great work, okay? >> Thank you both. >> And last but not least, board, uh Joseph Alvarez, a student that is not here at the moment. He's uh the first student to be part of the fire science program. He wants to be an EMT and fire >> Great young man, he's a wrestler, he's a track star, he was out there a few minutes ago, but you know, all these students, you know, uh have demonstrated gratitude, you know, for the board, you know, supporting, you know, this path because at RB we believe in multiple paths for success. So, thank you to the Board of Education for making this happen for our Bulldogs. >> Good job, Dr. >> And do we have SA here tonight? Why didn't I see them there? >> Association. >> Did you

015>> Student Association? >> Oh, there, okay. Thank you. I was like looking and I I thought maybe I was mistaken. We can give them a second to clear the room so we're not stepping on everyone's toes. >> I'm proud of you. Thank you, everyone. Student Association, it's your last of the year? >> Yes. >> We'll be sad to see you go, but it's exciting. But you'll be back. >> Exciting things. >> Yes. >> Hi, everyone. Thank you for having us. Unfortunately, no other of the current executive board members could be here tonight because we have other commitments with sports or clubs, but I do bring two of the newly elected board members for next year, so >> Wonderful. >> Hi, I'm Avery Blair. I will be the secretary of the executive board next year. >>

016Hi, I'm Olivia Scavetta, and I'm going to be the director of communications for the executive board next year. So, look forward to seeing them around next year, cuz I'm sure you will. >> And then, I know you haven't seen you for 2 months, right? Since February. So, AS has been very busy. Um starting off with long long time ago, before spring break, beginning of March, we held a fundraiser at Bolero, where we raised $285 to donate to the Share Food Share Love Food Pantry in Brookfield. So, we are very grateful to everyone that attended and donated to that. And then, right before spring break, we had our spring scavenger hunt, where students could find bulldogs hidden around the school, bring them to our office, and get a little goody bag. Everyone really liked that. It

017was a really good way to bring up spirits right before spring break, get everyone excited. We've done that in the past, and we are planning to do that in the future again. So, that was really fun. And then, after spring break, we um just finished our pop top collection last week. That went on for 3 weeks, and we got over 200,000 pop tops, which we will be donating to the Ronald McDonald House. So, road to 3 million, we're getting there. So, we'll be donating them sometime week, and additionally on Friday, we we have our third and unfortunately last blood drive of the year. It's not going to be in the east gym this time, it will just be in the trucks outside. So, we're not sure how many donors we're going to have exactly cuz

018we don't have confirmation on the trucks that are going to be there, but you know, it should be around 20 at least. So, exciting. And then, we also attended We had about 15 students from SA attend work high school to go to their music bingo event, which we enjoyed so much that we had a music bingo at our following SA meeting for SA members. And we are planning to do a music bingo for the whole RV community in the fall next year. So, we look forward to planning that and having more information about that for you guys. And just wrapping up the year, everything's kind of winding down. We have a good bit of volunteer opportunities coming up, more than we've had in the past. We have this Friday our CSS event, which we have

019done before, but it's auction. We have about 14 members from SA going. So, that'll be this Friday, and then on Sunday, there's also a breakfast in uh Juanita Park that we have some SA members attending to help volunteer at. And then, the following Saturday, we have a food packing um opportunity, volunteer opportunity that SA members are going to also. So, we've been doing a lot, and then just to finish up the year, all we have left left is really just to plan for freshman orientation in August. Get people to help out with preparation, and then figure out the homecoming theme next year. So, that's about it. >> That's a lot to Avery and Olivia. Congratulations. >> Thank you. Yes. >> That's Who's responsible for counting all the pop tabs? That sounds like a lot. >>

020We have a method, we weigh it. >> Weigh it? Oh, yes. >> Thank you very much. Congratulations, and and we'll I'm I'm assuming you'll work with Dr. Freitas and have the schedule for next year. So we look forward to hearing from you guys as the as the school year progresses. So thank you both. Moving on, there's no president's report. We do have a superintendent's report. >> Senate bill 637 new update no new updates yet this time. Still waiting a response from the zoo regarding its discussions with the forest as there there is still working through some tree mitigating mitigation requests and alternative site plans. So I will update the board more as I get information. I do have a short update in close in regards to the lease agreement. District goals in collaboration with the

021administrative smart goals for the 26-27 school year are designed to align directly with the district goals adapted in December. The board will also receive an update tonight from the division heads. Summarizing their work with the academic departments and how it aligns with the district goals and smart goals and what they're going to be working on for next year. End of the year events. We had a good prom this past weekend. Commencement for the class of 26 is scheduled for Friday, May 22nd as a reminder to the board. I encourage all district stakeholders to regularly be checking the website for updates. There's a nice one-page bulletin on the website with all the end of the year activities. From a board of education perspective as we shift through the end of the year, we'll begin shifting our

022focus towards closing out the current year and initiating summer projects in the FY20 budget FY27. Planning for the budget and projects for FY27 and like we're looking at tonight the goals. Upcoming board agendas will include the budget development, the review of essential policies for the 26-27 school year, and there needs to be a couple I put several but there's at least three I know for sure off top of my head that need to be scheduled in May, that Tammy will be scheduling. Um as it as addressed in the bottom, here we had a technology and curriculum meeting that occurred April 17th, so most of the information you're going to hear tonight from the division heads and from the administration was presented uh to the uh academic advisory council uh on April April 17th. Um facilities

023advisory needs to be scheduled for May so that we could review summer projects and the rental agreement to be approved in July. Finance advisory will probably have that between the meeting in May and the meeting in June to review the tentative budget. And then the policy advisory council will have a meeting before between May and June so that we could approve the policy 121, I believe it is, uh for June. And that concludes the superintendent report and there were no questions submitted on the superintendent report. >> Thank you, Dr. Skinkus. >> Dr. Fontana. >> Good evening. Uh I have a a little bit of a lengthy report, so bear with me tonight. Uh first I'll provide the board with a financial information for the month of March, which is 75% of our fiscal year. Based

024on the monthly summary report, the total operating revenue for the month was $3,822,023, 88% uh from property tax, 11% from evidence-based funding, our state funding, and 1% from local revenue. The total operating expenditures for the month were $2,533,091, 79% towards salary and benefits, 8% on operations and maintenance, and 5% on transportation. The monthly uh summary of revenue shows that the district has received 59.4% of our budgeted revenue for the year. This excludes the working cash bond proceeds that were then transferred to capital projects. Uh this percent is significantly lower than this time of last year at about 90% due to the timing of property tax. Um Um we did I do have an uh update as of today we received additional money um in property tax. So, we're about 58% of the 2025 levy. So,

025we're about uh 15 million of the 26 million from that levy. Um but the most really important thing that's the board probably is interested in and when comparing our budget to actual for property tax for this year, uh our fiscal year, the administration estimates that we're probably about 1.6 million short in revenue that we're still hoping to collect um between now and that um June 30th. This is an estimate since um April collections uh are still coming in, right? We were a little surprised to receive about 1.3 million dollars today. Um and it's a little hard because uh Cook County's financial software is not up and running yet, so we don't have um we can't necessarily track whether or not it's the from the 24 levy or the 25 levy. But the most important thing

026is we're getting money that we uh anticipated and needed. Um for fiscal year 27, it's anticipated that the district will not receive the August collection on time. It could be a month late, it could be longer than that. At this point we don't know. Um so, you may have noticed uh in the township treasurer report, um we're going to have to invest um more short-term options. So, that will change the investment income that we're able to receive. >> Question, uh quick question. So, if all the money for this year does not come in by the end of the year, does is it a hard close then for our budget and then our budget is just short and then next year's budget will reflect additional money? >> Yes. So, our budget's on a cash basis. So,

027yes, if we don't get it by June 30th, uh this budget is considered short then in terms of revenue, but ultimately then it would hit next fiscal year. So yes, on an on an audit basis it would adjust for that. Um The summary of revenue shows the district has spent 73.4% of the budgeted expenditures for the year excluding the working cash fund. This amount's pretty similar to this time last year at 73% as well. Um and then next as always I provided the statement of revenue and expenditures for the fund accounts for the month of March and there were several questions. Um The first was on board book page 13 the property tax revenue is at 8%. We typically budget higher for this cuz we can't always anticipate how much how many tax appeals we're

028going to get but due to the software conversion at Cook County it's my understanding they haven't processed any of the refund requests so this is likely to remain significantly under budget for us this year but that's not a bad thing. Um cuz that just eats away at the revenue then that we receive. Um on that page as well fees for the music programs at 288% in revenue. This is just a coding error. It's being corrected to go into fees for band uniforms the the fees that parents pay um for band classes going to a different account. So it's just an accounting issue that needs to be corrected. Um on page 14 cell tower rental fees were at 119% of what we budgeted. This is due to we received more money than anticipated in July we

029received a back payment from one of the vendors for a billing issue that we weren't expecting to necessarily hit this fiscal year. So So, why we had additional revenue in cell towers. Um there were three questions submitted together for special education. Um one was on revenue uh and then the other two were on expenditure accounts. Um they all need to be recoded, but um I can go into a little bit more detail. Medical uh page 14, Medicaid matching funds are 176%. There's two Medicaid funds. Um some money just needs to be transferred to the other account. Um those accounts are off by one number. So, we're in the process of doing that. If you look at the accounts combined, uh we're still chasing about $10,000 in revenue for Medicaid uh which you receive for um

030some special education services. Um on page 20, special education tuition is at 100 This is an expenditure account now. Uh it's at 187%. Um this account is actually not over budget. It needs to be placed into the out-of-district tuition account, um and the township treasurer is in the process of reclassifying that. Uh 21, uh special ed transportation uh is uh almost at 200% over budget, but again, we are waiting on the township treasurer to complete a journal adjustment for this account, so that won't be over budget either. Um the next question submitted was on various pages for interest on investment. Um the question was uh where does this money go? What can you use the money towards? Um do we have a history? So, there are line items in the budget for this. Um that's

031all posted on the website, um but this just goes into that particular fund. So, the money that we get from investing in the ed fund goes back into the ed fund, and it's used to offset all the expenses in the ed fund. So, it's not necessarily earmarked for one uh purpose or another. Um the only uh flexibility that we have is the money that we receive um in interest on uh debt service every year. You'll see us um in June ask the board to do a transfer of interest from that to the Ed Fund cuz that's our biggest fund um and we're allowed to transfer it transfer it uh to the biggest fund in need. >> So, we could use the money that we earn while we this money's here growing, making interest, wherever we

032need it then in the school. >> Well, for that particular fund. So, we earn money in our They're like separate checking accounts. So, we earn money in our Ed Fund, we can use that money in our Ed Fund. We earn money in O&M based balance in O&M and we can use money to offset projects or or expenses in O&M etc. >> 4.5 of that I think she's asking the 4.5 and the 3 million while we wait for that those projects to proceed, they're sitting in capital development or capital projects fund 60. So, the interest goes back to fund 60. >> Correct. >> And we can use that interest to offset costs. >> Correct. >> So, that would help the project and we'll get a little extra money to finish up whatever we need for the

033project then, right? >> Correct. >> All right. >> Um page 17, um bowling fees. Um I think there was confusion on this uh this was an expenditure account, not a revenue account. So, um there there was a budget for one coach in each uh for boys and for girls and this year we had two coaches. I try to anticipate um where we're going to have additional coaches based off of participation um but that's a year-by-year thing. Um page 20, supplies for the cafeteria. Again, this was an expenditure account, not a revenue account. They uh needed things for the back of the house, more pans, racks, things of that nature. They typically don't spend any money out of this account, so that account is is a little over budget. Um lastly, in terms of the board

034accounts, um, page 21, municipal retirement. Again, this is a expenditure account. Um, there's one account that's over budget, um, and then several accounts that are under. So, as a whole, this is account is fine, and that's kind of how we budget for our municipal retirement. Um, so this one account is over budget because some of our classified staff have done more extracurricular work, um, working games, things of that nature. And so, as a result, we have to pay more money to IMRF. Um, the other reason this account, um, is hard to budget for, um, as a whole is because it's an IMRF account, and so, um, we get a new rate for IMRF that we have to pay, uh, for our employees every January. So, when I'm doing the budget in the summer, I don't

035know what that rate's going to be for the second half of the year. So, I do my best to predict, but, um, we we don't always, um, hit the mark on that. Um, moving on, student activity account, I provided that for the board's information. Um, and then I have two other reports tonight, uh, that's asking questions as well. Um, the first is I provided for the board on board book page 28. Um, Quest Foods is our cafeteria food provider. They are proposing a 6% increase across the board for all items in the cafeteria for the next school year. Um, this results in items increasing anywhere from 5 cents to 40 cents. I included the pricing list, uh, for the board. Um, in my tenure, they've only done a flat increase uh, one other time. Usually,

036it's, um, whatever items they feel need to be adjusted. Um, but they're asking for a 6% increase because, um, the 6% comes from, uh, December, in December the, uh, consumer price index for food away from home, uh was 4.1% and then um an additional 1.9% to address ongoing labor costs, uh type of cost of living, um and um them being able to attract and staff um the cafeteria. Um so I wanted to actually ask our student advisors if they had any thoughts on this. They've had a chance to look at it. To me it seems like a good chance for them to to weigh in on thoughts on the pricing in the cafeteria. Do you feel it's generally fair or that the selection, some feedback. >> Um I do think that the increasing prices have

037been a little bit of a difficulty in the past few years. Um I've heard from my peers and expressing opinions the same opinions myself that it has been a little bit of a I mean we definitely noticed it and it doesn't It's not like it's little things here and there. Like people notice it and it does affect and it's not for some people it's obviously not anything big, but you never know what situation people different people are in and so um looking at the prices here it's only like 40 cents maximum, so I don't think this should be too big of a deal, but um I do think the increasing prices as a general thing has been something that students are not very um happy with. >> I think we're probably seeing that at a

038grocery store, too, right? >> Yeah. >> And also want to ask like how would this affect like low income students at RB like cuz I know there's like a um like lunch program here. How would this affect them? >> A great question. >> Um so those students would still either if they qualify for free lunch would still get free lunch or reduced lunch uh at a dollar. >> Do Do we have a report cuz when I was looking at the menu, the menu looks quite extensive and I was just wondering are some students using lunch money to buy some of the chips and the cookies? Like do we have a a kind of uh an accounting how many of some of these products are sold? Are we Are we selling 100 cookies to one sandwich

039or you know, is there a an imbalance there where Well, I think we we pay Quest to manage that, right? >> Sure. Well, it's but it's something we can monitor. I'm just curious to see if where our students are spending their money. I think that's an area to monitor. >> Yeah, so I don't I don't ask for that data on a regular basis. Quest certainly has it and they use that information to drive whether or not they should be offering >> What's up? >> right? More a variety of of cookies or, you know, the tacos that they, you know, tried to sell didn't sell. So, let's, you know, change the menu and offer something else. Um so, that's not something that I um particularly dive into on a regular basis. Um parents can dive into

040that if uh for their individual student if they pay with a card, um their student ID card, um and they have that information at their fingertips. Um so, there was another question submitted as to whether or not they considered dropping off certain uh items in lieu of a blanket increase. Um so, they routinely already look at that to see um what their cost is to offer the item and how much they can offer it and and how well it's selling as to whether or not they want to continue to offer that or if there's a particular increase in a certain area. Um for example, eggs or something of that nature, then they use that to adjust. Um but they try to maintain the biggest range of choices and menu options as they can because that

041keeps students happy um as well as making sure that they're they continue to offer the students' favorites. Um >> I do notice also that our we have our coffee bar there, too. Could And the coffee bar is similar to Starbucks prices. It's not cheap. Could that also kind of um influence some of the spending? If a student buys a coffee, that could reduce your lunch budget for the day. Is Is that affecting it or is the coffee bar only open after school? >> We've even seen a dip in sales. So, I don't I don't know if I quite understand the question. Coffee bar is open before school during lunch and after school and doesn't just sell coffee. It also sells a lot of grab and go items. For example, the coffee bar is what's open

042for breakfast and that's where students can get a bagel or things of that nature. After school it's popular among athletes and students that stay for clubs and activities. It typically dies down at 3:20. And that's the lot of like grab and go. And then they can have healthier options if they grab and go a salad or some of the other options. So, it's better than you know, having students rely on the vending machines after school. >> Okay, so being around young people a lot, many students might have a $10 budget, but if you spend five or six on coffee, that leaves you four. And then you might say, "I don't have enough for lunch." And so, I was just trying to get a feel for it. Is this the situation that's happening? >> But how

043is that? I don't >> Well, because when we're talking about the cost, you know, raising the prices, raising the prices might not be as much of a problem. It might be just how students are budgeting their money. >> But I think some of this is at the level that we're not voting on this, right? This is we hire Quest to manage this program. They set the prices. This is a comprehensive report. I think Dr. Spatana mentioned we've seen one-sy, two-sy increases. I was surprised to see the 6% across the board. To me that um I I I I thought there could have been a little bit more thoughtfulness to their increases. >> When was the last time they did a blanket >> Um >> Has it been a while? >> It It's been a while.

044It was tied to COVID uh the last time that they had done an increase and then um um our cafeteria manager remembers one prior to that in her tenure here. Um so, they don't do it very often. >> So, probably the third. >> Is there a daily special? >> There is and $5.50 you can get a drink, uh a vegetable, a fruit, um and a meal. Um and so, that's uh very reasonable. >> of information on the on the menu options. I'm impressed. >> reasonable um option for students um and you know, if parents have concerns about how students are spending their money, they can log on and see the activity in their card and adjust accordingly. >> And I would like to remind the Board of Education no student will ever go hungry here

045at RB. Whether we have to step on my administrative team or educators that have, you know, every student at RB gets to eat, you know, and if we cross that bridge and there's no money, we'll figure it out at the moment. >> And we even have a procedure in place that if a student forgets a lunch for the day, they can come up and ask and we'll give them something. Um now, we don't let them pick anything from the cafeteria. There's limits um but they can get something for the day um and we have some money set aside for that. So, you know, I think we have a lot of different options for students in the cafeteria. Um moving on, Township Treasurer report. Uh they held their quarterly board meeting on April 22nd. This is

046the longest meeting of the four uh that we have every year. There were several questions uh submitted on this report as well. Um on Board of page 59, the new budget software. This is an expense that's just a pass-through. So, one of the new districts um that came onto the Township Treasurer last year, we only had one district that was not Infinite Visions, which is our financial software. They are transitioning to that next year, so there's a lot of startup costs. So, Township Treasurer has to pay for it to get a discount, but the that district, District 105, is paying for the full amount. >> Got it. So, it's just a pass-through. >> Okay. I I wasn't clear from the way it was in the packet, so thank you. >> Yeah, the um agendas are

047usually very brief um and the presentations are very brief >> Mhm. >> um in terms of the PowerPoints. Page uh 92 in board book, Flow uh Flow list is uh a new budgeting software. Um it's really an AI software. We received a presentation on it. There was no interest. It's not needed. It's very expensive. Um we can currently do everything the software presents with our programs that we have. It's just not AI. So, um but we received a presentation on that back in January. Um and then page board book page 96, um 209 medical, their district is self-insured. They had double-digit increases. They wanted to see what other districts uh in the township sector were doing for their insurance. So, that's the >> was informational. It was not a Again, the way they do their

048agenda is often >> Yes. >> Mhm. >> brief. >> Yes. >> So, thank you. >> Uh they yeah. They are they were they're Uh we're a work in progress. Um when you put a bunch of uh CSBOs together on a board, um we are we are all providing lots of feedback when it comes to those things. >> 209 What is that? Proviso? >> 209 is Proviso. >> Proviso, okay. >> Um and then lastly, there was a question about uh our cyber carrier um and how that would play into the township treasurer's office for coverage. Uh so, the township treasurer does have coverage. Um I'm working through this with our uh insurance agent because it's um it really but So, I haven't gotten an official answer, but in working with the township treasurer, there were two

049incidents in the past in other districts that fell solely to the district. So, it depends on what the issue is and kind of where it stems from, I think. >> Yeah, I was just thinking more from the application perspective if we can also say that the Treasurer's office has cyber coverage. That's got to help the application. >> Yeah, I don't know if it's going to reduce any cost. >> Okay. >> But it's just more of clarification on the policy of there might be another uh primary source of recovery. If that makes >> Yeah, no, I think that was that was my only reason I brought it up. >> So I did receive the Township Treasurer's policy in full and forwarded it to our insurance so they could look through that and and look through that

050anyway. >> I appreciate that. Thank you. >> Um and I believe that concludes my report today. >> Thanks. Dr. Frasier, reports next and then you have two additional reports. I would say we do athletics before goals after your report. >> Of course. >> Yes. >> And uh we can get into I think that the goals report's going to take some more time. >> Yes, sir. >> All right. >> Good evening again, our honorable board members and Dr. Skinkus, our superintendent. Here's my principal's report. Believe it or not, in 3 weeks final exams are coming up the 18th through the 21st. Um >> You guys taking final exams? >> Seniors, Anna and Arwin, you have exemptions so you don't have to take your finals. Uh the quarter ends on the 21st. For school culture and operations

051uh in the month of April, we had 17 students apply to be the next student advisors to the Board of Education. That is a record number. >> That is a record. >> And it's the first time we have to do a round one, a round two interview because we have so many. So we're in the process of that and I believe we have two board members who'll be engaging in the round two interviews. Thank you very much for that. For the month of May, the Class of 2020 bulletin is is on our website. It's been emailed to parents. Of course, there's a list of events that our student board member will speak on it shortly. Our summer school athletic camp registration is open. So for those students that want to take advantage of some of

052our um academic summer school opportunity or athletic, everything's open to for registration. The 11th to the 15th is Mental Health Awareness Week. On May 18th, the PTO will be doing the final survival packs. So, that's where our parents get together, they fill up snack packs, and give it to the students so they have, you know, some energies and carbs and sugars to as they take their final exams so they have energy and they're and they're ready for it. On the 22nd of May, we have commencement starting at 6:30. Students are required to be here at 5:30. For Activities and Athletics this evening, we had to change the date so pardon here, but on the 20th today cuz of rain, we have boys and girls track senior night. We'll be celebrating our seniors. Uh we also

053have our girls lacrosse senior night this evening as well. And we have the Hauser Orchestra Concert. So, very busy day this evening. On the 30th of April, we have our boys tennis senior night at the tennis courts at 4:00 p.m. Also, on the 30th, we have our spring band and orchestra concert 7:00 p.m. at the auditorium. We will have also the college athletic commitment ceremony. That's in the morning 7:00 a.m. in the main gym. For May on the 2nd, we have girls soccer senior day this weekend 10:30 a.m. at the Kennedy Athletic Complex or stadium. May 4th, we have girls water polo senior night 5:30 on the pool deck. On the 5th, we have boys volleyball senior night 5:15 in the main gym. And then the 18th, we have boys lacrosse senior night 6:15 p.m.

054at the stadium. And there was a a few questions submitted regarding our invite-only events such as senior awards and the local scholarship breakfast. You know, the reason we do that is because, you know, we only want to um support the students that are getting the awards, so to speak. First of all, we we invite those students, we invite their families. We don't turn a guest away. They want to bring a friend or or an aunt or a grandpa, they're welcome to come as well. But we only we we invite the students that have been recognized that didn't get anything so we don't have a student that's not being recognized sit and wait and feel empty. We don't want everyone to leave empty-handed, you know? So we bring all the awardees. >> But isn't the senior

055awards night a little more broader cuz you have you know, in the past we'd recognize everyone who took an AP class, we'd recognize all the people who got a five. I mean, there were broad recognitions, there were narrow recognitions. >> We haven't done that I don't think >> for a while. >> No. And I was going to say I mean, this evening we recognize not only scholars, but we recognize athletes as well, you know, this evening. So I feel like it's just part of a fact we always recognize both scholars and, you know, athletes um publicly. You know, we do we stream the events online and we have them in the in our newsletters as well. >> And there's the Apollo Awards as well. >> Yeah, there's the Apollo Awards for music as well. So

056I mean, you know, we I feel like we've done always a pretty good job in in in honoring our kiddos. >> So for the senior award night though, anybody is could come though if they wanted to. So if somebody had a friend, their friend could come. >> yeah, we're not turning down. If you want to celebrate your buddy and they're pretty fair, I mean, we're not going to turn anyone want away, but again, we're not going to invite every senior cuz there's some seniors that are like, you know, may not get an award. >> All right. Well, I mean, it used to be open and people self-chose, you know, they just came. So I just I feel we do a good job at recognizing our athletes and everything. It just seemed to also let that

057be in public too. Yeah. >> And that concludes my principal's report. Now I would like to hand it over to our student board members. Are you there, Hannah? >> Okay, so under teaching and learning, students are strong from May 4th to 15th they have AP exam testings which we are not exempt for. Um and yeah, I just hope we all do well. >> Um and then for school culture and operations. Um grant applications for the RBEF are due on May 1st. This is available for rising sophomores, juniors, and seniors and it's for any activity occurring from May 22nd of this year to May 15th next year. So, that could be anything from summer camps, intensive programs, anything. Um I really really am grateful for this because I was able to secure a grant for my

058um dental program at Stony Brook University in New York last year in Long Island. Um it it really like drove I got a I got an additional scholarship from them, but here like this was like the big scholarship like drove down the cost a lot. Um and I was able to attend that. It really gave me a glimpse into what my future is going to be like and I realized that dentistry is something they want to do and this will allow other people to have that opportunity too, whether I know lots of people use it for a theater, um different like some some someone in my grade went to like some um military thing to see if she wanted to go to military. Lots of different things. >> And those are due this week. >>

059May 1st, yes. >> Yep. >> And then on the 1st we also have cap, gown, and graduation ticket distribution during all lunch periods um in the atrium. Um just to go along with this, when students are allowed to decorate their um grad cap however they'd like as long as it's adhering to guidelines, nothing inflammatory or disrespectful or anything like that. And then for um not decoration, but the things that go along with everything, we have different um academic distinctions based on when you where you place within the class. Um laude, magna laude, and summa laude have different colors associated with it. There's also different distinctions for things like NHS, Tri-M, Spanish Honor Society, National um Honor Society for dance. And then we have the Illinois State Scholar honor, which is sent through mail to recipients,

060and then Seal of Biliteracy for anyone who passed that exam. >> Um, on May 1st, Student Association Mobile App Mobile Truck Blood Drive will be happening 8:00 a.m. to 1:30 p.m. and Violet said earlier it's going to be outside. Um, on May 5th, the Spring Choir Concert is going to be in the auditorium from 7:00 to 8:00 p.m. And I'm really excited cuz it's like the second to last concert for all of the seniors and then we have the Hall of Awards so it's going to be really fun. >> And then on the 13th, we have the Local Scholarship Breakfast I was mentioning before at 7:00 a.m. in the auditorium to help honor high-achieving members of the class of 2026 and award those recipients with some help for their future. And then on the 13th,

061we also have the Spring Rock Band Concert from 7:00 to 8:00 in the Little Theater. >> On the 14th at 7:00 a.m. in room 201, there's going to be the RB Fine Arts Recognition Ceremony. It's a great opportunity to recognize achievements of our artists here, musicians, and other fine arts students. And on the same day, we have a yearbook pick-up at 3:05 in the field house. So, they have like the yearbook set up by last name so you just go into your line and pick it up. >> Then on the 14th, we have Senior Award Night at 6:00 p.m. in the main gym. Hannah and I will both be there. Um, this is to help honor the high-achieving members of our class again, sponsored by um, the building administration and the PTO. It includes an

062award presentation, senior performances, and a reception. And on the 15th, we have the annual theater banquet banquet from 4:00 to 8:00 in the auditorium and cafeteria. Um, I'm really looking forward to this because this is my last one but it's to celebrate another year of amazing theater RB. Um, just a little shout-out to Miss Fisher and Miss Johnson. They work so incredibly hard to put on the productions over here um, more time than I feel like anyone here would even have the time to do. But, it's just some what it's amazing what they do and how much they care about the arts over here and support everyone within it. Um, and then maybe they It depends. Sometimes it hasn't always happened but they do sometimes announce the play for next year. So, we'll see what

063they're they're going to be doing. >> On May 18th, we have our senior sunrise at 6:00 a.m. You're going to be in the stadium or field house depending on the weather. And of course we're wearing our college gear, signing yearbooks, and I hope like not crying. >> Um then on the 22nd, we have graduation rehearsal at 11:00 a.m. in the main gym. This is mandatory for all the graduates prior to real graduation. >> And then before the rehearsal at 10:00 a.m., um we're going to be having our senior breakfast. Um this is a change from the senior picnic. And I just want to say thank you to the PTO cuz they're always feeding us before big events like this. They also fed us for this like final season, so yeah. >> Um and then we

064have commencement on the 22nd for the class of 2026 at 6:30 in the main gym to help end our time at RB and celebrate what's going to come next. >> Um now there are activities and athletics. This is a repeat a repeat, but on May 7th, we have our college athlete commitment ceremony in the main gym. This is another exciting time for our seniors um and their coaches and their families help them along along this entire process. >> This is like the busiest 3 weeks of your life, right? And for the parents as well, yeah. >> This isn't written on here, but during before our last meeting, Miss Arcady reached out to me to kind of mention the entrepreneurship fair. I wasn't here. Unfortunately, I told her I would, but I was visiting my future

065college. Um but the entrepreneurship fair, it was amazing. Um it was honestly Hannah and I walked into the gym in there and we're like this is actually so cool. We saw all the people selling um their merchandise, whether it was clothes, cookies. There was this one girl who was selling cookies and like they looked so professional and they were so good. Um and it was just so cool to see all the students up there give them a real life, you know, real kind of test the waters, see like how to brand your stuff, pricing, how all that works. And it gives them a really safe supportive environment. Miss Arcady is an amazing teacher. I've never had her for any of her classes, but my friends that have had her adore her and she's just such

066an amazing woman who puts so much into it um whether it's business club or helping students do things like this. The entrepreneurship fair was a real success and hope to see it continue in years to come. >> Great. Thank you. That's a lot. That's a That's a lot. So, we're we're rooting for you guys. We'll see you at graduation. It's very exciting. Um We are asking the student advisors to do their their final surveys. Correct. >> they finished their surveys, so we should have them for you all at our next board meeting. >> Okay, wonderful. Thank you. So, you're not quite done. You're not quite off the hook yet. Dr. Freitas. >> Now, I would like to invite our assistant principal of athletics, Mr. Bill Torres, to give the winter summary and briefly reports. >>

067Good evening, everybody. Um If you can look at uh the reports, I'll just give a brief summary highlights of the winter sports that you guys looked at over. Uh and then obviously I'm available for any questions. Uh we had another successful winter sports season. That's uh kudos to our student athletes and our coaches. Uh we won conference championships in both boys wrestling and boys basketball. Um our cheer team took second at the ICCA championships. Our palm team uh also took second at IDTA state in the triple A lyrical division. Um and our palms team also uh got to beat the uh cold weather and go to Florida and qualify for UDA Nationals in February. Um and so they had a really awesome time and good trip there. Uh two palm team members also advanced to

068the IDTA state in the solo division, Amelia Royer and Isabella Kursch, with Isabella finishing ninth out of 68 performers. Uh boys wrestling uh it's kept the status quo. They won regionals again for the third straight year. Um so, that continued success has been great. Uh we also qualified three wrestlers to the state meet this past season Uh with Isaiah Gonzalez finishing fifth in all state down at that meet. Uh we had 10 students qualify for sectionals across gymnastics and boys and girls wrestling. Uh we also had 25 students earn all conference recognition along with two honorable mentions and then we had 99 students uh reach all academic all conference which is an unweighted GPA of 3.5 or higher. So, they're getting it done not only in the respective courts and mats, but they're doing a

069phenomenal job in the classroom as well. If you look at the reports, I do remember from last year we did separate out girls wrestling so now we have that number >> um separated moving forward. We'll continue that path. Um overall the numbers are keeping steady. Uh small dips, nothing out of the ordinary in terms of trends or anything. It's just year to year stuff. Some kids are participating in certain certain sports versus others. Uh overall we're on pretty much the same pace in terms of the fees collected and waivers are about the same. >> I believe there was a question. >> Mr. Torres, our Board of Education believe inquired about girls flag football. >> Uh yes. So, that is obviously an emerging sport. The big challenge here is space. So, if we are able to

070secure that back field and have space, I think that opens the door to having that. It's just we are so tight in space that having only one spot to host games and practices is challenging. Today I was running like a chicken with my head cut off. We pulled off a track meet and there's girls lacrosse going on in this double header right now. So the biggest challenge right now to adding that and doing it justice would be just having that additional space to be able to provide everywhere for practicing. >> a fall or a spring sport? >> It is a fall sport. >> So your >> Do our conference schools have it? >> Our conference schools have it. I think >> schools, right? >> I think there's some that are just starting it this coming

071fall. >> Half of them. So they'll be >> When we're ready and we have the space and everything's in order, we can flow right into a conference schedule and go. I do hesitate to just say, "Hey, we're going to go and play games." because some schools have done that. Schools that have done that in our conference and some schools where I'm friends with the AD and they found a uphill battle in losing games pretty badly by just saying, "Hey, we're going to go and and and we're talking like 70 to nothing and stuff." So I would hesitate to necessarily try to go full bore and I kind of want to maybe say, "Hey, let's start as a club and let's see the interest and build the capacity to get towards games." and that's not to

072say that we couldn't reach out to some of our conference opponents and schedule kind of like exhibition matches for us, but it could be a match for them and start to get a taste of it and build it that way because it is it is growing and it is competitive. At that high level there's some really good teams, especially in our area. I know Willowbrook is one of the top teams in the state. >> Negatives? What what what So we have a pattern to follow like like we did in lacrosse, we did with bowling, we should go a year volunteer club type where the kids could come out just to see where participation's at. Maybe some exhibition matches. And then when we when the board votes to shift it to if it be if the

073board does vote, what would be the impact on the other fall sports? >> Um >> Besides space. >> Yeah, unlike bowling, bowling was really a a niche sport. It didn't necessarily take wrestlers or basketball players that say, "Oh, I'm not doing that sport. I'm doing bowling." Um flag football probably will have some impacts on volleyball, cross country, golf. I was actually just talking with our swim coach this afternoon. He goes, "I might lose some girls if flag football happens." So, there is some risk of kind of other sports eating each other with that addition and adding it into fall that obviously we want to try to provide that opportunity for kids if it's there. Um but there there will be some like on this fall report, swim may have 25, well, when we add girls

074flag football, maybe that's down to 18 now. Um and so, it will impact other programs when we do add it. >> How many sports do we offer total, Phil? >> Uh 29, so that would be the 30th. And that the good news is when I when I am at conferences and with other ADs and there and I tell them that we have 1,650 students roughly and we have 30 almost 30 sports, they almost drop to the floor as to like, "Wait, how do you even get that many uh kids out with those numbers?" So, they're very impressed that our students that are super involved in everything and obviously gracious to the board's willingness to allow us to have all those sports. >> Are there any options for any temporary fields to get the program up

075and running such as like Al Earth? They know that there's some fields at the junior Bulldogs use over there for their football. >> Uh potential. The some of those fields are not necessarily in the best shape. The um being public fields, not fenced in fields, um it's hard to maintain. And there are uh soccer programs over there in addition to the Bulldogs feeder program. We were exploring maybe like some lower level soccer games over there to ease, especially in the spring, but they let the football team use the soccer field over there. Like even the soccer feeder, I think it's AYSO, they weren't even using that field last spring and summer because it was just torn to shreds. Um, so yes, there's potential, but I don't I've walked some of those fields trying to figure

076out, okay, can we do a lower level soccer game there? And I'm like, I don't know if we can pull that off and with the field conditions I don't I don't feel safe putting my name on it to, hey, go play a game over there and then a kid gets hurt. >> Are we now in our like new conferences for a full year? >> This will be the second year. >> year. And how do we feel that they're a good fit? >> Yes. Yes, being with all public schools is a is a mutual benefit and it goes well beyond even sports realm. I know Mr. Mannon and Dr. Fredus, it gives us 13 other schools to help problem solve with and hey, what did you guys do for this? Did you guys have this issue

077come up? So it's it's more than sports or activities. It's it's it's an extension of, hey, have you had to deal with this before and help problem solve or how do you attack the certain issues? So it's been I know our coaches are happy. Yes, some of the travel can be far, but I think overall competitive-wise we fit in nicely and and I think it's been a nice fit for the school. >> Great. So the do we we applied for that grant from the NFL or the Bears, right, for flag? >> And a big shout out to Mr. Mannon. so the Chicago Bears, go Bears. Um we received a a grant with no strings attached, you know, donation for $2,500. >> So we had some initial startup money to get the space. >> flag, you

078know, we can start with the basics. So we have we have that enough dedicated >> So we have been looking at it. I know we talked about that. >> Of course, boss, yep. >> That's good news. Anything else for athletics? No? Thank you very much. >> Thank you. >> Thanks. Thank you, Mr. Thompson. >> All right, that's your cost. You may want to wake those guys up over there. They're all looking at their phones. >> Yeah, now I'd like to invite our assistant principals. Assistant principal of curriculum and instruction, Candace Douglass. Assistant principal of student services >> You may need to bring your own chair. >> Well, we're going to go we have the Let me just introduce this real quick. So the board Tam, if you could pull that up also on the um

079overhead. I want to find the um Under the principal's report the district goals. So I know we had talked about um So you'll see there's an introduction here to newly adopted smart goals. Again, these are just the smart goals and the action steps we're looking to do. Uh Ms. Fletcher and I and and Ms. Molo, my assistant, worked on the chart. We got it down to four columns. We matched up the colors. Like there's really not an easy way to put four things in all the action steps of smart goal on one document. So while it looks small on that, I think it should be easier to read online. >> We have some exceptional Adobe students here. Yes, they can assist. >> I don't think they can make magic. A paper is still 8 by

08011. So that was a 8 and 1/2 by 11. So we're still kind of stretched a little thin there, but um there's four goals. Remember the board one four goals. All the four goals are looking through the equity lens. We We an academic goal, which will be in blue. The two administrators assigned that, obviously, are Ms. Lindquist and Ms. Augustine. Obviously, Dr. Fred oversees that. The peach goal or pink goal is our communication goal. Dr. Fred, Ms. Fletcher, and myself work on that. The board of The green goal is our facility goal, and then the purple goal listed is the finance goal. Dr. Smetana and myself handle the facilities and finance, and each of them Each of us will cover these quickly tonight. The longer one, though, will be the academic goal because I also

081want the division heads to speak to the work they're doing and how the work they're putting in over the last school year and into next year, what their work will be focused on aligns to the board goals. So, I think it's probably cleaner to do the the academic one first with the division heads and Ms. Lindquist and Ms. Augustine. You could, sure. You have a teacher voice, so we're not worried about that. >> and subscribe. This is not the Kylie show tonight, so I will not be talking that much. I apologize in advance. Um the four of them are going to do the action steps on the SEL academic goal, um which is the first goal in your packet. What I'm going to hand you first, um in the smart goal where we talk about

082increasing each subgroups proficiency where it uh pertains to college and career readiness indicators, there was a question submitted about what those college and career readiness indicators are. So, I have a one-pager that I'm going to hand out to you in a minute for your reference. Um the question also, on the back part of that, is which one of those indicators are we really tracking? Um when you see the handout, we're really tracking the academic indicators the most closely. Attendance is a part of this. Um GPA is a part of this. So, there's a lot of things that go into what ISBE considers to make a student college and career ready. So, I'm going to hand that handout out first. This isn't something that the action steps speak to directly, but it gives you a nice

083understanding of what those college and career readiness indicators are from the state. And again, the ones that we are obviously tracking the most closely are the ones that deal with a student's proficiency on the ACT exam. So, the front and the back side of that document just give you an idea, like I said, of what the state is tracking. So, when we talk about wanting to increase our subgroups college and career readiness, all of these factors play into what that looks like. So, I will step aside and allow the four individuals, Beth and the three division heads, to talk action steps with regard to that SEL and academic goal. I'll have one more handout when we get to action step three. So, you guys can take it away. >> Hi everyone. Thanks for allowing us

084to be here and talk with everyone tonight. My name is Mark Ellison in case I know one of every one of you in some way. >> Did you hear their comments about the AP test? >> I'm sorry. >> Did you hear their comments about the AP test? >> Uh I yeah, I did hear their comments. >> Okay, just want to make sure. >> I told Arion very briefly. I was just waiting for him to say something about me this evening as well. But I'll continue anyway. So, uh I'm the division head for humanities, which means I support the English department, social studies department, and world language department. Um and I'm here to talk about action step number one. Teachers will administer at least one common assessment per quarter in all four content areas. Um this

085year our work has focused on common assessments and common experiences. For example, let's just take the English department. Uh this year I've been teaching English nine here almost my entire time. We've been on the reading team for the most part. It's 11 years here for me. We are going to expand that to English 10 next year and then the following year in the 2017-2018 school year, that will also be common reading at American High School. With the transition to the ACT a couple years ago, it did provide us an opportunity to audit and realign our curriculums to the college and career readiness standards that are provided by the ACT. That work included new vertical alignment to the appropriate standards and as a result we had to reconsider, revise, and realign some of our assessments. That

086all became critical work for us. This work towards common assessments is not new. We are revising and realigning that process though under this new instructional leadership that that we've had for the past couple years because as division heads we do feel like we have more oversight and collaboration within that process. Common assessments for us, you know, that it's it's common across many of our classes. That's internal data that's used by teachers, admin, and interventionists in order to adjust instruction, dispatch interventions, all using real-time data. And that data from common assessment for you all does translate into that big picture data that goes to the Board of Education that you see in forms like Freshman on Track and all of our pre-ACT and ACT data. >> So, now that you're moving to a quarterly common assessment,

087will you be able to provide a board kind of you know, an overarching summary, you know, on the quarter um majority of students on target or meeting standards of I mean, I'm not looking for individuals, but when we get to the end of the year and we see an overall low score, we're kind of wondering because as I was reading through this, you've got the quarterlies. And so, if you're hitting I think you said that you're going to be using the quarterlies and then making changes or adjustments. And so, I'm just wondering if we would then and to get a report Our quarterly's look strong. We don't need to do adjustment or our quarterly's identify some gaps. Here's where we're going to strategize, something like that. >> Miss Lindquist? You might as well stay at

088the podium. You still have some oversight. >> Um, at this point we don't have plans to report out quarterly because the data that we collect quarterly is that instructional data isn't going to make a lot of sense to anyone, but that's that internal data that we're using to adjust our instruction. Um, we certainly have the ability to look um every April when the freshman take their pre-ACT, the sophomore take their pre-ACT, juniors up to their ACT. We have the ability to look sort of year-over-year in terms of that and so we have ideas, you know, in this particular sophomore class we can say this population of students met or exceeded benchmark. There's a lot of variables that go into that. Um, curriculums build on each other. So, it's not necessarily and we've talked about this,

089I know, what like for example when Miss Gasca talks about freshman on track, it doesn't necessarily translate to knowing that those kids are going to make benchmark when they hit junior year. So, representing uh a quarterly, here's where we are, that's really a temperature check for our teachers to be able to instruct and for us to be able to report out then at the end of any particular year, here are the students that are on pace, here are the students that we're worried about, and then we can intervene that way. But, it wouldn't make sense for us to report out quarterly data. We would have to do it in so many subjects, right? We were talking about quarterly assessments in English 9, English 10, uh English 11, in geometry, algebra, algebra 2, in across every

090single content, you would probably need us to spend a couple days with you to get through that data. So, we really need to use that nuanced data at the instructional level and then save the more high-level performance data for the Board of Education reports. >> We should try to cross-correlate though the uh the common assessment data and student growth to see if the growth is reflective on the the cumulative assessment of the ACT. All right, that should be some kind and that could be given to the board at a high level um in in April when the divisionals usually come. We'll have three quarters of data. >> Like it's part of the cumulative part of the action step response >> Right, it's part of the tracking, right? Like >> Um when we look at a

091cohort of students like a freshman year, how much did they grow from freshman to sophomore, from sophomore to junior? So we can see as a group how much they've grown. >> the divisionals are looking at if English numbers are on and the growth wasn't there on the ACT, then obviously something we're doing that But that's for the PLCs and for them to do, not necessarily the board level. >> No, but for as a board member, and I I think we need to think about this cuz it's our job to monitor. I think a whole year is too long. I mean, if your student goes to school and you're only going to get the results after a whole year transpires, that's too long and you've missed the window. Um maybe in the middle of the year,

092and I'm not talking about detail, but you know, if we're looking just overall freshman math, cuz the student report card it looks at the math composite score. We're at 59% and we got a whole year. So I think we need like a mid-year checkup. Are we on track? We wait a whole year, our kids are in the next grade. They've missed several concepts for a whole year. Something's not a match and they can't go back and get a whole year's worth. >> I'm not I'm confused when you keep saying we're missing a year. The state collects the data like from all of this year. >> But if we're doing assessments quarterly, >> Right. >> we should be able to see a traject- If the school is doing assessments quarterly, there should be a trajectory of

093growth and how well the students are performing. And there should be able to be a general report that yes, we are we are meeting our objectives. If we look at the scope and sequence on the website, there are particular concepts that students are supposed to be acquiring throughout the year. But I think if we wait a whole year and we find that there's no growth or we didn't grow at all, it's too late. >> Aren't Aren't the It's their job to assess it at the quarterly level is what they're saying. >> Okay. >> And then bring it to us. >> Well, but it's our job to monitor that it's being done and I think we need to find out that something's happening. No, as board members we need to find out that this is our

094our report card is 59%. That is very low. So, somehow we have not been monitoring what's happening. We pay a you know, we support our school, we have I think excellent staff, but something is a disconnect. Somehow our students overall So, 59% of our students are likely to do well in college or pass their first class. >> I'm not sure what you want to >> I don't know what number you're referring to. >> card. >> What about the school report? >> That that's our like math proficiency level. >> same school report card that has us at an exceptional level. >> Yes, believe it or not, on the website. So, if you just pull up math. And so, what concerns me that we're not tracking and we're not getting some data throughout the year that cuz

095as I read your report, you said you're going to be looking at this quarterly, you're going to be making changes, identifying gaps. If you have a business, you're reporting out quarterly and you're making changes, you're identifying losses, wins, and stakeholders don't wait a whole year to get a business report. Why would we wait a whole year to get a report? >> I I you're misinterpreting the data, though. These are quarterly assessments for each different class. So, what report like What I don't know how you can take that gargantuan report and >> They assess daily. They are committing to administering one common assessment as a group each quarter, but assessment, Laura, takes place on a daily basis. >> Yes, I >> I know. >> So, let's not mix up these words and make it seem like

096teachers are only assessing on a quarterly basis. They are assessing daily. Parents have the ability to check those daily assessments on Skyward. I get emails overnight from Friday into Saturday. My kid knows to stay away from me on Saturday morning because that's when I know when the homework assignments are missing, if he scored below an 80%, I know his his quarterly grade. It happens on a daily basis. So, what What are we looking to get again? >> I think we need to see, at least bi-annually, if our students are making adequate progress towards achieving the goals that are identified in the scope and sequence of our curriculum. >> But, what we're talking about here is this is the Board of Education goal, and this is the action step that the administration is laying out in

097the in the division heads are laying out of how they're going to meet the goal. So, we get regular feedbacks on um how this goal is being addressed without getting into the detail of a quarterly report. Now, I don't hear the board asking for a quarterly report, and I don't think we we want that. I'll speak for myself, um but I I think what I'm hearing is that you want to know what's the actionable progress that's taking place in support of this goal on a regular basis, which I think we've committed to as part of this larger education goal process. >> We're uh looking for a summary, not the detail, but I want to know on track. I would hate to get through a whole year and find out we had no growth. >> Right,

098but I'm what I'm saying to you is I think you're misinterpret I don't think there's a These are comp what we're what we're trying to do through this smart goal is saying by really incre improving our PLC discussions and focusing on common language and these common assessments, teachers will be able to see if we're working on the skills the kids need for the ACT. So that that 59% can go up. >> Right. >> There's not a quarterly way except for possib biannual way to tell you that unless we look at like a DF report. There was no there wouldn't be a breakdown for every single class >> No, you have to put it in like the method of like a practice ACT. We certainly aren't going to give a practice ACT to the whole classes

099four times a year. That's not >> We don't have that We'd be able to compare apples to apples. >> Well, I think as board members we're supposed to be monitoring. We have to find some kind of data that's a proxy to say that this is being done. >> Right, so in September you get the growth of hey, these Kylie includes in the September report like freshman were at this point. Here they are at sophomores. Here's a snapshot of where they grew. Now what we should be looking at maybe we can go in more detail when you get that report in September to say like, well why aren't they growing from freshman to sophomore? And that's what they're supposed to be diving into in these quarterly assessments. But I don't think there's a way for us

100to do a midpoint unless we look at like a cumulative DF report to say like this many kids are passing math, this many kids are failing math. >> Well, I think it's a concern if we say, why aren't they progressing from freshman to sophomore year? That's a whole year gone. >> But so I would say with with respect to the rest of the board, you're the only one asking for multiple reports. I think the rest of us are still wanting to listen to this presentation and understand the various action steps that have been laid out. And if we feel collectively that they're not getting us the larger amount of information we need at the board of education level, then that's a different discussion. But I think getting into uh frequency or or detail of the

101report is is really not something we should be spending time on. >> Uh as we listen more, and I'm going to challenge the board that our end results were not strong. As we go through this next year, we need to be having conversations maybe with other board members and thinking about what is the proxy we can have to show that we're meeting these targets. >> So, I would challenge back that we are strong. I I really want to make sure that anyone listening at home, this is an incredibly um it it it's an incredible district with incredible academic outcomes. And I think that you've you've hinting that it's not, and I I I don't agree with you. And I don't believe the report card supports your statement either, to be honest. Um so, I'd like

102to have them kind of go back through all the action steps, and maybe let's kind of finish the action steps, lay them out, and then we can kind of reopen this for any more discussion and see what everyone else has to say. >> Thank you. >> All right. Um hi, I'm Lindsey Minor. I'm the STEM division head. I apologize for my attire. I'm coming straight from softball game today. Um we sadly lost. Um but I'm going to go over action step two. So, content teams will review student work assessment results from common assessments at least once every month through PLCs to determine necessary interventions at either the tier two, which is your classroom level, or the tier three additional interventions level, and make appropriate recommendations to the interventionist if tier three academic interventions are required.

103Um so, kind of going off what Mark said with regard to the common assessments, um we have really worked as a building to kind of figure out what what do we need, right? Um and so earlier this spring the division all the division has some teacher leaders back to identify and kind of audit the current state of our PLCs and what you know what goes on. Um and kind of how we can use that time to look at our common assessments but also look at the data. Um so that we are looking at, you know, if we have I'll use uh you know, science for example, if they are looking at a particular set of skills in a lab, um checking, okay, do all the students have these skills after said lab? If I did

104this lab and you did this lab and they're supposed to measure the same thing, are we getting the outcomes we want, right? Um or within math, I would say probably I can use math as an example. I've obviously been part of that department for 18 years. Um but we do a lot in common. Um you know, sometimes it feels like one of us doesn't sneeze without the other having Kleenex in hand. We're just like right there. Um and so, you know, and that might it might be a one-off quiz of like be a quick formative assessment. Um our new Savvas program has these kind of built-in checks, which is really nice that it can give teachers an indicator of where a student's skill is and then what's the next step? Do they need a little

105bit of remediation? Do they need um extra help? Can they take a challenging question and so on. So, like looking at those types of things. Um and then we have kind of a more intentional intervention structure for next school year. Um we've tried a variety of things and we recognize like our students need we do have students that need help. Um and so we will have a rotation of teachers. We have teachers that are assigned to this that'll be rotated so that a teacher is available during lunch five days a week. Um so that a student can see a teacher for math and English but also we have the teacher selected in a way that they can help in other subject areas so that a student can get assistance. Um and we this year we

106had students assigned to a teacher and that kind of blocked up schedules, right? If a student wanted to be in an elective, it was hard to say, "You know what? Hey, no, we think you need this elective. You can't do this elective." Or if it didn't you know, we identified a kid after their schedule was set, it might not have worked in their schedule because it was, you know, if it was second period and they had second period madrigals, I'm going to say cuz that's a a single period class, I wasn't going to pull a kid out of madrigals in order to do a math intervention, but this way if it's at lunchtime, we can be creative um with that. Additionally, with students that maybe have an extended absence or what that looks like, we're

107going to have we have a plan in place already kind of going. Um I've been talking to the intervention teachers as far as how teachers could recommend it. So, you know, say I have a student, I'm just going to say I'm going to use Hannah cuz she's my student, okay? So, say Hannah is having a really hard time. Okay, also I'm using Hannah cuz Hannah never has a really hard time. Let's say she misses five days of class, okay? And she needs to get caught up. Then we will have a form that teachers can submit and so that they can, you know, be be like, "Hey, Hannah, come get some extra help." You know, um so that we have a process for teachers to recommend students, counselors to recommend students, as well as students to

108identify identify that they need help. Um and having the time during the school day set makes it so that they're not having to sacrifice their extracurriculars. Um we have a lot of students that work and so getting to school getting here after school is a challenge um and so it kind of meets them where they're at and so we'll keep track of that to see, you know, what that looks like um what subjects kids are getting help in and all of that. Um and then looking forward to not next school year, but the year after, making some adjustments to our CAP program, which is our program that our juniors take to address their needs in ACT skills. Um more of a test prep, college prep readiness, recognizing that not all our students are college bound,

109okay? Um and so giving them some of those career skills, connecting them with different pathways and things along those lines, as well as giving them the test prep skills so that it is of value for every student that's in there. Um the number one kind of why students doesn't want to take it is I'm not going to college. Well, let's get you an ACT score that meets benchmark. Um so that, you know, if you do go, say you end up going to Triton for 2 years and you can go into a credit-bearing math class and get that done um so that you're not in that dev ed cycle for forever and ever and ever um and gets you so that you can be successful um as well as connecting students to those career interests as

110well. So, making a little bit more of an intentional direction change with that. >> All right. Hello, ladies and gentlemen. I'm Kendra Kegel. I'm the Applied Arts Division Head, so I'm in charge of Fine Arts, Wellness, and CTE. And I'm going to discuss action step number three. Mrs. Lindquist is handing to you right now um the additional and updated additional info sheet for action step three, which has corrected CCPE numbers and the breakdown of each CCPE. CCPE is College and Career Pathways. So, for action step three, instructional leadership will leadership will identify and implement at least three additional advanced learning opportunities in either dual credit, dual enrollment programs, AP courses, or college and career pathway endorsements. So, um if you look College and Career Pathway endorsements equates to a seal affixed to a student's transcript

111to indicate that they have completed the requirements set forth and approved for each CCPE by the state of Illinois. So, those um requirements are six college credit hours. Um some of them are at Triton College and some of them are here on campus with a teacher that has been approved through Triton College. Um two team-based challenges, 60 hours of work-based learning, and it follows the appropriate course sequence. There um are a few action steps specific, so the number of students of each who earn each pathway, if you look at your additional information sheet, all of that all of that information is there starting from when we got our first CCPE of approved for um radio and television broadcasting. Um you will see some fluctuations in those numbers, and those fluctuations are due to student interest

112um as well as our course sequencing. So, if you look specifically um on the back for back side of that additional page, the three-year snapshot, TV and broadcasting is the first one there. Um we had five students in 2023-24 school year, and then we didn't have any the next school year because that introductory course students weren't taking. So, we noticed that that was an issue, so we updated those course sequencing so we would have more students. And so, that means that if we see a change in um the sequencing, the flow of students, what the students are taking, we have the option to go in and change that for the next school year. Um and then you also, if there is like no data, that means that that CCPE was not approved until the following

113school year. So, currently, according to the state, they want us to have one CCPE approved for the graduating class of 2027. RV is ahead of the game cuz this year we have um eight total. Um those CCPEs Juniper Juniper talked about that when she talked about the education um dual enrollment program, and it all goes together. It's all working. It works with everything that the action steps wanted to that Mark and Lindsey already discussed because they're learning those executive function functioning skills, which will allow them to be successful, and they're also going to learn how to like Lindsay said if they're not going to college and they want to go into the workforce, this is a great way for them to get those work-based learning skills like how they can be functional like showing up

114on time, writing an email, what your resume look like so they can be successful for whatever they do outside of Arby. >> Do we have any students who have completed a certificate yet? >> You mean a pathway? >> Yeah. >> If you look on the back of the worksheet that Mrs. Linkus handed out, yes and those totals are there for each school year that we had an approved CTE. >> So they have six So these totals, these are the ones who have successfully completed. >> Yes, ma'am. >> Is it also the same number of students who are participating in that program? >> No, ma'am. >> No, they're saying that they're one in the same. >> No, so some students may be enrolled in the pathway so they for example if they're taking a dual enrollment

115class at Triton, they may not get the pathway because they may not have successfully done those requirements that are listed on the other page. >> Like taking an AP but not taking the test. You've taken AP class but you're not required to take the test. So there could be more in culinary but they haven't completed the formal path. >> Yes, if you The reason that culinary is a little bit different is because Triton had some pre-reqs that they had to meet before we got the state approved it but that sequencing wasn't there. So then we adjusted the sequencing so that allows one student to get that dual enrollment. So students that are in an Arby class for example, if they're taking culinary two, they're enrolled in that class, they don't necessarily have to participate in

116the dual credit and we don't necessarily want them to do that. So if they're not going into a career at in food industry, whatever it may be, it could be hospitality, hotel management, they're not doing that and they take the dual credit class and they go on to a college, they're going to have debt credit and that's the last thing that we want our students to have. >> Good explanation. >> Thank you. >> It Well, it's nice to know because it at first glance it might look like we only have three students taking the business management, but we have more. These are just three that have completed that pathway. >> That's correct. >> Okay. >> Action step four? >> Yes. Okay. Um so, I am uh tasked with the question of how student services is

117going to leverage available data to help uh initiate appropriate interventions. Um this is something we are continuing to do. We student services team does this all along, but we will use quarterly data um to identify students who need additional supports um and respond to them um using GPA, attendance, and assessment data. These are all ISBE college and career readiness indicators um using this information so that college uh the counselors and the social workers can see patterns that might not be visible with one measure um and such as looking at declining grades, inconsistent attendance, or assessment results that suggest a need for academic intervention. Um this intervention information is then aligned with ISBE's college and career readiness indicators so that the students are not only supported academically, but also prepared for a post-secondary plan and long-term

118success. So, our plan is each quarter the team will create an at-risk list and share it with the instructional leadership team and this is hopefully going to ensure that concerns are communicated across relevant staff and that interventions are coordinated rather than isolated. And as Lindsey was mentioning the intervention uh that we are going to be offering during the lunch periods and I I love this idea because truly interventions need to be fluid ra- at rather than being punitive. And so, by this year, you're sort of locking a student into one period of an intervention, one it prohibits other students for possibly joining, but also it's keeping that student in something that they may not necessarily need. So, um I'm excited about the um the potential for really meeting students where they're at this upcoming school

119year. Um also just thinking about students that maybe potentially are doing well, uh their attendance is strong, but they're not doing well academically, we need to look at that individual student. Maybe it's some additional tutoring, maybe it's um looking at their uh course planning versus a student who has some significant attendance issues, maybe this is a student that needs relationship building with an individual. Um maybe there needs to be some family support. So, again, I feel like this is work that the student services team is currently doing, but we'll be utilizing the leadership team a little bit more um in ensuring that we are um really taking advantage of all of our interventions. And then I just wanted to touch on there was a a question that was submitted about um the senior survey that

120our seniors um were administered today and then tomorrow. So, this is an internal survey that I I created. Um it it is something that um Sorry, it gives me a pulse on how students are viewing the college programming and how they're viewing um some of the supports that we are doing within student services. And then the board really does receive um results from those surveys through other reports. I mean, primarily through the report that I give in the fall where you're looking at uh graduation data, you're looking at post-secondary success. And so, sometimes um some of the action steps that are on there that we are making some changes are directly reflective some from some of that feedback that I received from from the seniors. >> And you give somewhat of a snapshot of that

121report in January when you come and tell us, "Hey, there here's the program that we were going to we're doing for second semester." like you did this year. >> Yes. Yes. >> Here's the Here's what the seniors are going to get. FAFSA information going to be filling out their FAFSA applications, seniors are like where scholarship applications are and you gave a good presentation on that to the board in January. >> Correct. >> So, that's kind of like feedback that you get it when the seniors are leaving. Do you you go over the summer with your team? >> Like for the seniors >> Well, I I'm curious like how many of the seniors attended an evening event. And then I just kind of want to know why if you didn't. Like what is it? Is it

122the time? Is it you're not interested? Did you already have the information? I mean, that's just that's in order to improve the programming internally. Correct. >> And can And I'm looking at the intervention data. Maybe there's some opportunity to include in there two reports cuz we do do academic reports. This is considered academic report and the one you're doing in September um or bathroom come in January to give like what you're doing for a second semester with seniors. Maybe just a snapshot of the number of students that your group identified on GPA, attendance, and assessment data aligned to the ISBE college and career readiness that maybe needed an intervention. Maybe that's a general snapshot that board can receive cuz it won't be from the quarterly data, but it would be a general snapshot. Hey, first

123semester these many students >> Yeah, I mean, I can report on our seniors. All of this All of this will be vetted through our small team process that currently exists. Um it will just be taking it to the next level reporting that to leadership team. So, that is something that I can easily share out. >> Yeah, that's definitely general data that helps us track uh movement uh you know, a score is only a proxy. We make the assumption that that score represents knowledge. But then we also have to find some other proxies that show the journey to getting there. And will be perfect the first way through? No, but some of these how many students are participating in extra help, you know, a percentage or people that are taking advantage of these things. That does

124help us know that they are that they know that there is help available for them and that they are receptive to what you're offering. >> Good job, everybody. >> Thanks. >> Thank you. Thank you. Thank you. Thank you. >> Miss Fletcher, you want to come up and do your goal real quick? So, this is the communication goal. Tammy, will you zoom in on the Paint Perfect? >> Good evening, everyone. >> Hello. >> Thank you for So, my I'm the pink goal. My smart goal is identifying and implementing two two-way communication strategies for the 2026-2027 school year. So, my first action step is to co-create the student leadership advisory committee. Um this is really an opportunity for students, teachers, and administration to have that two-way communication. Um we really wanted to make this an opportunity for

125students um just have an extra opportunity to speak face-to-face with people that make decisions in our buildings. So, we also did want this to be student focused. So, we're going to have the plan I'm going to say have it sophomores, juniors, and seniors um four from each grade. Um and then we do plan to have our student Board of Education advisers for next year join that as well. And so, it will be more students than teachers and administrators so they can kind of lead those conversations. And we are going to be working on this over the summer um to be implemented at the start of the 2026-2027 school year. Um and this is co-created with teachers, um, administration. So, very excited for this new opportunity to have students collaborate on various topics. Um, and we

126do hope to meet, um, three times a year. So, yeah. And my second action step is to continue to inform and update parents and students in the two-way communication ParentSquare platform, while tracking user interactions. Um, if you are a parent here and you have the ParentSquare app, you see my name on those on the posts. Um, but I really can't emphasize enough how ParentSquare platform has just changed the game for our two-way communication. Um, for those who aren't familiar, um, ParentSquare is a unified communication platform that consolidates all of the communications into a single customizable feed. So, if you have a student, um, all the posts from all all of their teachers, all of their coaches, all of their groups that they're a part of, it's all in one feed. And the great thing about

127this is that before we didn't really have like a text option. And as I've learned being in this role, parents really like the text. So, parents and students and students that it's nice cuz students can put their phone numbers in there, too. Um, they're able to choose between the email, text, app, or all three if you prefer, and the times that the messages are sent out. So, they can have it in a digest, which is like a 6:00 p.m. end of day with all the messages from that day, or instantly for more time-sensitive >> So, Mr. Banek talked about this in the fall when he presented it. So, we're we're almost a full year into it. >> Yeah, so we implemented this in August. So, um, yeah, it's almost a full year. And just speaking

128from my experience, um, it's been amazing for me. It's so easy to use. Um, I think teachers really like it, too. I think it's more robust than Remind cuz ParentSquare did buy out Remind, so >> The action step step, though, is the focus on educating and informing and getting more parents to respond back to text or send their questions through parents to like the two-way >> Yes. >> engagement. >> Yes. So, actually I'm just going to go down into my um like kind of metrics that I pulled. Um so, if you're having it um being in August, um over 47,000 messages have been exchanged across the school. This can be paired between parents and teachers, parents and coaches. So, a lot of people are using that direct message feature, which is nice. So, um parents

129and teachers are able to communicate through the app. Um and also if it if a parent doesn't speak English or if they prefer their um their native language, there's like a real-time um instant translation. So, a parent can speak um in their language and the receiver will receive it in their language and then vice versa. So, there's no um slip-ups or miscommunication um for the translation part of that. >> Is is there any uh specific training that the teachers and the coaches get on the platform every year? >> Yeah. >> It seems like there's definitely some teachers that use it a lot, some coaches that use it a lot, and some that barely ever. >> For sure. And that was kind of the same thing with Remind. There's always teachers that have you I mean

130the same teachers that used Remind a lot are also the same teachers that use Parent Square a lot. Um we did have a training during Institute Day where we had a someone from Parent Square kind of talk with um it was an optional training with the with the teachers and the coaches. And I have a very open door policy. I say whoever needs help, I'm very happy to help. Um I will say that um we did kind of it was a quick turnaround to get Parent Square up and running um because of Remind buying Parent Square or Parent Square buying Remind, I'm sorry. So, but yeah, we did we have provided training for teachers. And the goal within the upcoming school year for parents and teachers is to provide even more training and to get

131more parents and teachers and students who use students where to download the app which has more of the features. >> Do you have any idea what percentage of parents and and what percentage of teachers are using it? I mean, that's helpful. That that lets us know that it's a vehicle of communication. >> Of course. So, I don't have that data on me right now, but I can see how many people um have downloaded the app, how many people So, it pulls from Skyward. So, every single parent um has their information in Parent Square. So, it syncs every night. So, not a single parent is missing that information um whether they have downloaded the app or not. That's something that we are looking to push forward because I mean, you get the messages regardless of having

132the app or not. I just feel like you get more of that features and you get the app notification right away. So, for the upcoming school year, that's something we're looking to push more our app downloads. >> So, there's definitely more more notifications this year than last year. >> Yes, and I I Yes, and I know some people think it's a little bit of over communication, but I would say >> I actually don't. I think the way it's structured, it's easier to ignore the stuff that doesn't apply to you. >> Yes, so >> And it's easier to see, okay, that applies to me or that doesn't. >> Yes. >> It seems easier than last year. >> Right. I mean, it is all in one feed. So, if you do have the app, you're able to

133scroll and kind of see like all of it in one place versus before it was just email. It's like, okay, I'm going to lose this if I if I don't save it. >> Yeah, email's a disaster. >> Yeah, I would have preferred it. >> Yeah, I would agree. Or you got We still have to educate parents how to like maybe don't check every box like I did at my daughter's school for that you get 47,000 email, 47,000 text messages and I >> Yeah. >> And if And if I could add, folks, the app is available to all. It's on our website. There's training videos. I mean, we make it available, we make ourselves available you know, for our staff and for our parents. So, we're here for everyone. >> Cali, what >> So, I mean,

134that's a great metric to report out at one time a year or something that a percentage of parents are using this because that gives us an indication that we are reaching parents. >> Sure. Of course, yeah. Yeah. >> I think right when you come back next April, you can say we went from 47,000 messages to >> 260,000. >> Great. So, the goal is just to >> be like, "I went ahead and my kids have >> Um so, my third action step is to reestablish the alumni achievement award in fall 2016 by providing new opportunities for alumni to engage with stakeholders. So, we are re-seating the alumni achievement award for the upcoming school year. Um we have established a committee consisting of myself, Dr. Skinkis, Dr. Freitas, and then a few RV staff members and RV

135alum. Um we actually are meeting on Thursday to discuss the current applicants that we have on file from previous years. Um and then eventually, um we will be selecting one to three alumni that we will recognize um in during homecoming time. Um so, we'll be recognizing them at the homecoming assembly and the football game September 18th. Um and then a student luncheon with Dr. Freitas and the selected alums. Uh we'll have an RVTV interview, a piece in the quarter one newsletter, and of course, a plaque on our alumni achievement award. So, I'm excited to bring this back for the upcoming school year and for years to come. And then, my fourth action step is to continue the parent university series once a quarter and identify two new topics to present on. So, this school year,

136we um presented five parent university series and these are all online as well for those who missed them. And I want to thank RVTV for helping us live stream these events, which is something new this year and it's been a great help versus the Zoom which got of getting clunky. So we had our family welcome back night that covers our RB operations, learning management systems, and our safety protocols. We had held a parent square 101 which is self-explanatory. It was all about parent square and just getting parents used to the application. We had our early college credit curricular offerings and course selection night. This is our second year hosting this. We went over our dual credit, AP, dual enrollment opportunities and provided a brief overview of our curriculum guide and our course selection dates. We

137always do this right before course selection so parents are prepared and know what to expect. We had Pillars host an event it's called Building Resilience for Teens. So Pillars has been a great community partner with our some of our mental health parent universities. So thank you to them. And our most recent one was Keeping Teens Safe Online with West40. The school safety team from West40 came and just provided parents with some tips on how to keep teens safe in today's online world. And then yeah, we're going to continue to brainstorm new ideas for parent universities to keep the content relevant for our families. >> Do you keep track of how many parents come to the university? >> So general attendance is taken, you know, and I want to say I mean sometimes we have a

138classroom, you know, 20-30 sometimes it's less but you know, I mean we communicated with everyone, you know, I mean we partner with our with our feeder school. We've had parents from other schools, you know, come here from Glenbard, you know, I was a presenter the other day at the Glenbard parent series. So I mean we share with as many people as possible. >> Well, I think that would also be helpful to see, you know, our participation and our parent universities. You're going to a lot of effort to present these, to post them. If we're getting 30 parents or if we're getting 100, that's significant, you know, they're being involved. It'd also be interesting are we getting freshman parents and then losing parents, you know, only getting freshman parents. That would kind of tell us that

139we're not meeting the need of our upperclassmen. You know, so I mean that's again data that's helpful to let us know we're doing a lot of things, but are they hitting what we need them to do? >> Thank you, Kylie. >> Thank you. >> Have a good night, everyone. >> Good night. Thank you. >> One thing is that I'm I'm assuming you're pivoting to Dr. Smetana. One thing that may be helpful as we look at the overall goals is I think um last year, I guess I can save my comments to the end of it, but I won't. Uh you know, last year I think the administration did a good job of saying, "Oh, this addresses goal number whatever with the action step." Um and this color coordination might be kind of a helpful way

140to track it as well. Like this is a budget goal, right? This is a a purple budget goal. >> Are you saying throughout the years we give our reports? >> Right, because I think there's a lot of these questions that I'm hearing tonight are being addressed with regular reporting throughout the year, and I know it's highlighted often in the board packet, but I think maybe if we can be a little bit more deliberate when the administration is reporting out, this is really fitting the action step adopted. Cuz I think that's that's what I'm hearing is that we we get a lot of information, and and sort of tracking it is is the is the hurdle to some extent. But I'm sorry, go ahead. Is this Dr. Smetana? >> Dr. Smetana. We've been talking about these

141for a while, so yours should be pretty quick. >> Uh yes. So, the first uh goal would be to generate a list of capital projects, repairs, and maintenance that can be reviewed um by the architect, construction manager, and facilities advisory council. So, first step would be to complete a building walk. The architect and construction manager to compile a draft list. Um you know, we did the life safety uh walk, but this would be um inclusive of everything in the building um to make sure we captured things that weren't on life safety. Um compile cost funding sources and a five-year timeline for the draft of the projects and work that needs to be completed and then meet with the facilities advisory council to finalize um, both the list of projects as well as the proposed timeline.

142Um, the next uh, smart goal that aligns to maintaining responsible budgeting while investing in staff and programs directly affecting student outcomes and a district physical plant. Um, for next year that goal would be to manage the expenses related to the solar panel project, campus improvement project um, which obviously is pending at this point uh, while continuing to ensure resources are committed to programs that directly affect student outcomes. Uh, for example like the dual enrollment that you've heard tonight um, and monitoring expenditures to ensure that June 30th actuals are at or below the budget level. So, the action step for that would be to track expenditures for the solar panel project and the campus improvement project to keep those projects within the approved budget. Uh, work with Veridyne Solutions our solar panel vendor um, and the

143district's auditor to complete and submit paperwork for all the solar panel incentives. Um, compile a list of additional resources in the upcoming budget that we're committed to programs directly affecting student outcomes and then monitor expenditures and provide monthly updates to the board to ensure that we're on track to meet the June 30th actuals. >> Thank you Kristen. There were no other sub questions submitted. I think they're all been addressed. So, again the board approved these in December. These are the action steps we developed over the second semester and we'll be implementing in our work starting this summer and throughout next school year. And we'll report on these throughout the year in many of the regularly scheduled reports and then we always will have the April one where we'll close out how we did on these

144and what we're proposing for next year's smart goals. >> Okay. >> And that concludes that report. >> Thank you. Um we don't have any additional information items from this evening. I don't see any visitor statements here this evening. I think we lost anyone. Um under the consent agenda, I know uh Ms. Rusca had a question on the auditor contract. Do you want us to pull that from consent agenda? >> No, I think we answered Was it the conflict of interest? >> Just question. >> You asked if there was a conflict of interest if they represent the Township Treasurer and the Treasurer and the answer is they No. >> And the answer was no, so >> Yeah. >> They just had that one question. >> So you're comfortable moving ahead with consent agenda, please. >> The

145Board of Education, Township High School District 208, Cook County, Illinois takes the following action on the listed consent agenda items. Approves Evans Marshall and P.C. as the district's auditor and the consolidated district plan, which is the annual grant application as presented in the April 28, 2026 board agenda packet. >> Second from Mr. Durkin and we do need a a roll call on these. >> Ms. Rusca? >> Yes. >> Mr. Novak? >> Yes. >> Mr. William? >> Yes. >> Ms. Salas? >> Yes. >> Mr. Kokkino? >> Yes. >> Mr. Durkin? >> Yes. >> Ms. Ycas? >> Yes. >> Okay, under old business, um we don't have any updates on life safety items, capital improvements, or sustainability. Correct me if I'm mistaken. >> None, right, Chris? >> Okay. Um Just checking. Uh on the 2026-2027 school board

146meeting dates, I know Ms. Rusca raised some issues last time. My suggestion is we um motion and open it for discussion cuz you raised a couple of points that you wanted to discuss at the board about the calendar. So we're going to make a motion and we'll second and then open for discussion. >> Uh the Board of Education, Township High School District 208, Cook County, Illinois approves the 2026-2027 school board meeting dates as presented in the April 28, 2026 board agenda packet. >> So moved, and we need a second. >> Second from Mr. Novak. Now, any discussion? >> So, I sent everybody the last 7 years of our school calendar. Typically, we have seven committee of the whole meetings. If we approve this calendar, we'd be going down to just three. Uh I it is

147easier to keep these meetings on the calendar, and if for some reason we say we have nothing, it's easier to not have a meeting than try to schedule a meeting, because people's schedules are second and fourth Tuesday. Those Tuesdays are reserved, you know, you create your path. Um we're we're going to have some projects, hopefully construction projects, moving forward. Uh we've got these great actionable items on our goals. Um I think, you know, now with the pathways, many years ago we had no child left behind we used to talked about. We had another mandate. We don't have that, but now we have the career readiness pathways that we can talk about and learn more about. So, I think it would be um not in our best interest to lose that additional COW. If we keep

148it in, we're still less meetings than we have typically had in the last 7 years. So, I it would be if we keep the February COW in, it's just four, I believe, COW meetings as opposed to three, which is far less than the seven we've had for the last 7 years. So, you know, that is my recommendation that we leave that on the calendar, so that we have opportunity for presentations, discussion, and motion. >> Okay. Um does anyone else have any comments, questions? >> Well, we're taking one away We're taking one away from last year, not six. Cuz you're saying like seven 7 years ago we had seven. >> And and I would I would uh to Ms. Ruska's point, some of those meetings 7 years ago were special meetings during COVID. We do have

149the ability, as you know, to call a special meeting. We did that to approve the CBA on a couple of occasions we've called special meetings um during during COVID in particular. So that's where some of the higher count if you go back to the farther years, but to to Laura's point, yes, we'd be going down one meeting. We would still be meeting monthly as as is our our our obligation. The Committee of the Whole, which is a second meeting, where we'd have one less next year. >> Right. So >> That's the proposal. >> For 7 years we've had between six or seven Committee of the Wholes. It wasn't 7 years ago we had seven meetings and then the last 6 years we had four. For every year up to this year. I think last year

150we had six Committee of the Whole meetings. >> This year will be We had two one two in September, two in October, two in February, and two in April. >> Yeah. >> So that's that's five. >> Right. >> And the the question was why are the board had asked in February we had a discussion that the the two February meetings were both less than 30 minutes total. So there was a question of why they couldn't be combined in February. And then there was a question on the May meeting if it was really required because it's the Tuesday following graduation as well where the board is already in the building for graduation and they're meeting and they're coming right back after Tuesday after Memorial Day. So those were the two that we removed. So the only

151one that we're we're moving we're combining the February and May, so two meetings. >> Well, we combined January. We used to have two meetings in January, so we combined that. It seemed to make sense. We're coming back from break. I think it's an anomaly this February that it was a quick meeting. I think that may not be the case next year because if we look historically the last 7 years, we've had two meetings and those meetings were not less than a half hour long. So, I think it this year was just an anomaly and I I think it would be a mistake to also combine February. Cuz then you would you have one meeting in November, one meeting in December, one meeting in January. You would only have one meeting in February. That's the fourth

152month. You have only one in March, so that's five months with only one meeting in a row. So, I think it would be a mistake to go five months with just one meeting. I think it we want to keep the two meetings in February for additional information, getting ready for the end of the year, checking on our projects, many things. I think this year was an anomaly. Does anyone else have any thoughts on this? >> I'm comfortable with the meetings that we're going to vote on tonight, myself. I I don't think you just add a meeting because to add meetings, you know, it's not it's not um making this board any more productive to add a meeting because we we we want to meet more than once a month. I'm comfortable once with once a

153month. >> We had another but >> Okay. We're bored, we can vote. >> Yeah. This we had down as a um normally wouldn't be a roll call, but I since we have some division here, would you mind just doing it as a roll call so we know? >> Well, we're not adding a meeting. We're taking a meeting away. That's what this vote would be about. >> adopting a meeting schedule that reduces our needs of the board. Could you just do a roll call, please? Thanks. >> Mr. Caputo? >> Yes. >> Mr. Durkin? >> Yes. >> Ms. Gaska? >> Yes. >> Ms. Rosca? >> No. >> Mr. Novak? >> Yes. >> Mr. Williams? >> Yes. >> Ms. Davis? >> Yes. >> We also have the um approval of contract for transportation. This was a first read

154last month, this is the second read. There were some additional questions, I believe. >> Um >> Not additional questions, but there was some clarity taking place between last month and this month. Correct. >> Yes. >> Uh yes. >> My apologies. >> questions submitted. So, uh we did have the bid opening, the public bid opening, and we had uh First Student uh was the only uh company that received a complete and on-time bid. Um and so, therefore, we make the recommendation um to award the bid to First Student. First Student is our current transportation vendor. Uh they did agree to the contract terms, the disclosures, um and then they submitted the following price structure. Um $93.50 an hour next year uh with a 3-hour minimum. Uh the following year, $96 an hour, and then the following

155year, $99 an hour. The current rate uh with First Student is $96. Um so, they did uh drop the rate for um next year. Um so, I would be making a recommendation to that the board consider approving this tonight. >> Are there any questions on this item? We had some. Okay. >> I did appreciate in the uh proposal the effort that First Student takes. They do all the background training, they do all the training of any chaperones, anybody in the bus. So, they were very thorough in that. So, I did appreciate that. >> The Board of Education Township High School District 208, Cook County, Illinois approves the 3-year contract with First Student as presented in the April 28, 2026 board agenda packet. >> Some second. We have a second from uh Mr. Williams. Let me

156do a roll call, please. >> Mr. Durkin? >> Yes. >> Ms. Gaska? >> Yes. >> Ms. Roscoe? >> Yes. >> Mr. Novak? >> Yes. >> Mr. Williams? >> Yes. >> Ms. Davis? >> Yes. >> Mr. Fitzgerald? >> Yes. >> Under new business, we have textbook adoption. This is a first read unless someone >> Ms. Lindquist. >> Vote. >> Tell me this is a first read, correct? >> First read short story. >> Yes, first read short story. The um textbook requests that are in your packet um represent a uh recap of the expenditures for this current school year as well as um a look into the future for the next 3 years. Um the year one of the plan, which would be the textbooks that we're requesting um to order next year, would be teacher and

157student resources for AP Spanish language, um digital textbook licenses for our Earth Science classes, all levels of workbook and teacher resources for French, and the same uh for reading, and then some teacher resources uh for Spanish 3. Um the cost for um the fiscal year '27 is obviously significantly lower than what we paid this year uh because this is the year that we got our new math curriculum from Savvas, and that was um a total uh swap-out of our previous textbook at all levels. Um we always build some room in the budget in the event that we have more students in a course um than we have books for when we go and do our inventory for repair and replacement. When we presented this with the Curriculum Advisory Council, we did discuss um the fact

158that we have moved to a lot of digital resources since we became one-to-one. Um it's worth noting so that the board is aware that we always have print resources available for students even if we offer just a classroom set. If we have students um who have IEPs that require them to have textbooks in their study skills class or at their house, that's something that students can um obtain working with um their teachers to make sure that they can check out a book so they maybe have that print resource in addition to their digital resources. >> I don't think there are any other questions submitted on this, correct? >> No, there I don't think there were any textbook questions submitted. We just had that brief discussion at the advisory council. >> Okay, since it is an

159expenditure, I think we view it as a first read and we'll approve it at the next meeting if everyone's comfortable with that. >> Yeah. >> Yep. >> Okay. Um, thank you, Mr. Duncan. Uh, press plus policy 121, we have to have a advisory council which is >> an FYI available for everybody in the packet now. >> This includes the >> This is your first read for everybody. >> Perfect, thank you. And then we do have, I believe this is for adoption, correct, Dr. Freites? The out-of-state overnight field trip for Palms. >> yeah, this is our annual request by the Palms team under the leadership of Coach Sherman. So, they're requesting approval to attend the UDA summer camp at NAU, Northern Illinois University, July 21st through the 24th of 2026. Um, yeah, annual trip has always

160gone great, you know, never any incident, and our students have always grown and learned from the experience. >> And I believe somebody, I think Mr. Rusk has submitted a question there. What's the description written out by Ms. Sherman? And then I think there were two blank pages scanned and then the fourth page has the four-day breakdown of everything the kids are doing over the four days camp. And this looks very similar to the same camp they attended last year at Northern Illinois. >> Correct, Dr. Thomas. Same format, same format. The only thing that's different are the dates. >> I was just asking for the insurance papers and again the permission slip. I kind of like to see the whole packet. >> The insurance papers are in the front, correct? Dr. Smetana, I sent that out

161because I sent that packet you sent out the whole board policy and the insurance waivers and everything in the board policy that you requested last week. >> Okay, but it was it in the board packet? >> Yes. >> No. >> You asked for the whole thing that was sent last week and then what they filled out here is the two applicable that apply. The first two pages where they have to fill out sign it clearly states the board's coverage or what the board is. >> So those are the same documents that are also there. >> Yes. >> Is there something missing in your estimation? This looks fairly consistent with other field trip approvals we've done. But is there something specific you're looking for that was not in the Friday update or this? >> No, I

162was just looking for a full there was one line on the form but um it said they have to fill out the two forms when I was looking at it. I'm trying to find what the exact page of it but it looks like it's one in the same form. Uh it might have just been a a miss. >> So the first step of the process is the teachers fills out this form, provides the required information, the super the board the principal reviews it to make sure it's okay. Dr. Freitas approves it for Miss Mona put on the agenda for two reads. The board approves the idea of them going overnight and from the information submitted that that you're reviewing they sign off on it then there's another step where the kids will fill out the

163individual student >> What page are you on? I think there was a line there. I just wanted to clarify that that was one in the same form. >> I can't read that up there. >> 347 >> 340 >> 347 >> PDF version? >> 347 okay. Um So while she's looking at that quick question for you Dr. Freitas, do you know if this is the completion of the uh field trips we're going to see request for for like the through the summer months? >> These >> I'm sure there's still something. >> Okay. >> We tried it we tried it. >> It might have been like a baseball one. Okay. And I guess that's what I would I would just encourage them to let's get them together cuz I feel like we're getting the same question on

164the same forms, and it would just be helpful to have them together so that there could be a consistent response. >> two last month, right? Was it one in Wisconsin and >> And one is the the band trip, and then there's this one. But there's a few more that I think that are still pending. So, my suggestion is if we could encourage >> them all together. I hear you loud and clear. >> Cuz we're just getting kind of we're we're getting >> more organized than others. >> Yeah. >> So, I >> Is that it's at paragraph. It says >> The teacher, sponsor, coach requesting the extracurricular trip, club, or athletic or educational tour must complete this form. The teacher must also complete the Riverside Brookfield Township High School District 2008 tour {dash} teacher form 6

165colon 240 E2B. So, >> a form missing. Uh the teachers need to complete that form that says that they will follow all the administrative procedures. Um Once the educational tour is approved. So, whether or not I don't know if Dr. Fredrick has that, and it's not in the board packet, but it's just a signature that they will abide by the uh procedures. That's what that form says. >> Oh, so there is a form missing. >> Yeah, and that comes after once everything's approved, then then they >> So, have we consistently seen that form? Is that what you're suggesting? >> Well, it it's here. I was looking for both, and that's the one I wanted to Yeah, see. So, >> Okay. >> But that doesn't have anything to do with the insurance, right? That's just the

166teacher saying they'll follow all the procedures laid out in our packet. >> Well, that's the whole packet. >> Yeah. Okay. Can this go to us since this is a first read and there are some questions, can we do a second read, or are they looking to get this Let's move this to a second read, I think, just to kind of um satisfy everyone. >> Do they need to fundraise for this? >> I mean, they were always >> I feel like we did our first read last time for the other two groups, and now we're We're hold these guys off. >> Well, we to always have two a first read and a second read. Lately we're just pushing things through quicker. >> Well, I think the point with doing that was so that the kids could

167fundraise. >> Okay. >> Well, but we were getting things in soon enough so people would read it, be able to think about it, have questions so we didn't miss anything. Like here we're missing a form. >> But this form is not historically been in this packet is what I'm hearing from the administration. >> It's also not contingent on the form what the board is saying is there's a they're okay with the person going overnight, taking group of kids overnight. What's the purpose? Does it relate to the activity they're being paid to sponsor? All that information is provided here. >> I guess I don't know what's missing, Laura. >> It's the teacher that's, you know, they're filling out they're agreeing to follow all the rules and regulations for this. >> Mhm. >> But but that's not

168required for board approval. It's what they're saying. >> Well, it's this here. The The teacher sponsor requesting the curriculum. This is what they have to do. The teacher must also complete this form. >> Yeah. >> And >> But the form is not necessary for board approval. They have to complete the form and they have to get board approval. >> Yeah. >> Th- Those are two different things. >> When is our next meeting? >> Two weeks, May 12th. >> So that's only gives them two weeks of school left. Can we vote on this today? >> I'm comfortable voting on that. >> Is everyone kind of straw poll we comfortable voting on this today? >> Yes, I'm I'm comfortable voting. >> I think we'll have to >> Laura, the distinction I'm making is that the board of

169the board of education approval doesn't have anything to do with the form. >> Mhm. So it's just a request of seeing the full packet so that we know that we're covered when the full packet comes that everyone's taking a look. >> disagree, Dr. Frazier. We got You got to check A, B, C. It says all there in the future. >> I mean that's that's our job. To make sure >> I don't I don't disagree that our job is to approve this or to look make sure they're doing it in the proper fashion, but the form itself and the board approval aren't the same thing. They're not contingent on each other. >> Well, I mean, we should be approving fully completed proposals, but >> So, I think there's just a we're we're parsing words here a

170little bit. So, I think we have a a request for a motion. Do you want to make the motion and then we'll see how it goes? >> The Board of Education Township High School District 208, Cook County, Illinois approves the overnight varsity poms trip to attend the UDA summer camp at Northern Illinois University as presented in the April 28, 2026 board agenda packet. Is anyone able to second that? >> I'll second. >> Mr. Novak, okay. >> Mr. Sugo? >> Yes. Yes. >> Ms. Yasko? >> Yes. >> Ms. Roszkowski? >> No. >> Mr. Novak? >> Yes. >> Mr. Williams? >> Yes. >> Ms. Adams? >> Yes. >> And I think as a as a a courtesy to the board for future, if we could just try to get some more consistency in the packets. I think

171that would be helpful and and also encourage people to get them in for the summer cuz I know there's a few out there still that are just hanging out there. >> make sure you put a checklist in place for you and your assistant so that A form A, form B are filled out and your signature's added before you submit it to Ms. Mole? >> Yes, sir. >> That tells us that you checked everything off. >> Perfect. Yeah, maybe it's we need a new form. I don't know. Um visitor statement, seeing none. Board of Education discussion items, we don't have any for this evening. Board of Education items for future meetings, does anyone have anything? >> Well, I sent everybody the uh program and the slides for the presenter. You know, if any I don't know

172if you had a chance to look at the slides from the presenter and you know, the wonderful you know, the host Schiller Park, they hosted the event. They were just lovely hosts. Um a lot of information in those slides on AI, how AI is being used, how quickly it's being adopted, how teachers using students using it. Um He's you know, anybody have questions, you know, the speakers absolutely willing to take any kind of questions or interests. So, hopefully you enjoyed being able to see those things. So, those meetings are always uh a great resource to us as board members cuz we get to talk to other board members and ask how is your school doing this or what are you doing in your school with these tools or these opportunities? And we get to see

173uh different opportunities that maybe we never even thought of. And we're also challenged with questions that we maybe never even thought of asking. So, next meeting hopefully uh we'll have some more board members attend. >> Thank you for sharing the information. Um matters for closed session, appointment, employment, compensation, discipline, performance, or dismissal of specific employees of the public body. We do have an HR packet. Student discipline, individual student matters, purchase, sale, or lease of real property, probable, imminent, or pending litigation, collective negotiations, school safety, and superintendent's evaluation. >> The Board of Education Township High School District 208 Cook County, Illinois enters closed session for the purpose of considering the closed session matters as presented in the April 28th, 2026 board agenda packet. >> So, moving to second to go to close. >> second for a

174second. >> Durkin and a roll call, please. >> Ms. Gasca? >> Yes. >> Ms. Prescot? >> Yes. >> Mr. Novak? >> Yes. >> Ms. Williams? >> Yes. >> Ms. Davis? >> Yes. >> Mr. Cudo? >> Yes. >> Mr. Durkin? >> Yes. >> Okay. It is 9:15. Can we make it downstairs?