001[music] Heat. Heat. Hey, hey, hey. Hey, hey, hey. What do you think? Hey, good evening. I am going to call the November 3rd, 2025 board of education meeting to order. Roll call, please. >> Miss Kerr, >> here. >> Miss Khan, >> here. >> Miss Martin, >> here. >> Miss Nolan, >> here. >> Miss Schwarz, >> here. >> Miss Thomas. >> President Owens, >> here. May I have a motion to move into close session to discuss individual student disciplinary matters pending probable or imminent litigation, the appointment, employment, compensation, discipline, performance or dismissal of specific employees, specific individuals who serve as independent contractors in a park, recreational or educational setting, or specific volunteers of the public or legal counsel for the public body. The purchase or lease of real property for the use of the school board.
002The setting of a price for the sale or lease of real property owned by the school board. An internal audit control weakness. Identification of potential fraud risk areas. Known or suspected frauds and fraud interviews. Collective negotiating matters between the school board and its employees or their representatives or deliberations concerning salary schedules for more or one or more classes of employees. Review of close session minutes and individual student matters. >> Some moved. >> Second. >> Roll call, please. >> Miss Kerr. >> Yes. >> Miss K. Yes, >> Miss Martin. >> Yes, >> Miss Nolan. >> Yes, >> Miss Schwarz. >> Yes, >> President Owens. >> Yes. >> We're in close session at 6:01 p.m. Hey, hey. Hey, hey, hey. Hey, hey, hey. Hey, hey, hey. of the road. Hey, hey, hey. Hey, hey. Hey, hey, hey.
003Hey, good evening everyone. I am going to resume the November 3rd, 2025 board of education meeting. If I could have everybody stand as they are able for the pledge of allegiance to the flag of the United States of America and to the republic for it stands, one nation under God, indivisible. Liberty and justice for all. >> Thank you everyone. Our first item on agenda is accent on achievement. Dr. Johnson. Well, thank you, President Owens. Uh our accent on achievement is to recognize school board members day. In recognition of school board members day celebrated on November 15, 2025, administration would like to provide a proclamation of appreciation to Melissa Owens, president of the U46 board of education on behalf of the board of education. School district U46 has seven elected board members and one student adviser.
004School board members are volunteers serving as advocates striving for quality education opportunities for every student. They safeguard community tax dollars and strive to create the best education environment possible with the resources available. So, it is our honor to uh share this proclamation. May I read this? >> Absolutely. >> into record. Proclamation of appreciation for school board members day. Whereas school board members are elected to sit in trust for their divi diverse communities and in that capacity are charged with voicing the community's expectations and aspirations for the public education of their children. And whereas school board members are entrusted with the guardianship and prudent expenditure of tax dollars and they strive to create the best educational environment possible with the resources available. And whereas school board members are responsible for providing leadership that ensures a clear
005shared vision of public education for their schools that sets high standards for the education of all students requires the effective and efficient operation of their district and employs district staff to carry out the day-to-day duties of educating students. And whereas school board members selflessly volunteer countless hours to public service with no compensation. And now therefore, be it resolved that the school district U46 Board of Education proclaims November 15, 2025 to be schoolboard members day and ask staff, students, parents, and the community to join in recognizing and thanking these individuals for their dedication and service toward the successful education of our children. signed by myself, superintendent, and of course, yes, [laughter] and President Melissa Owens. >> Thank you. >> And I just want to say, I mean, I, you know, very much emphasize that I am
006taking the certificate on behalf of everyone sitting at this table. Um, I think that one of the one of the biggest benefits of being a school board president is I get a first row seat, a front row seat of of all of the work that you all put in. Um, this is a a a very very very very large volunteer commitment that that all of you put towards this district and the district is better for it. So, thank you for everything that you do and I wish I could say that more but but I will I thank you. sincere thanks. [applause] Okay, moving on. [laughter] [gasps] So, we will continue with our agenda and we will move on to strategic plan report. Dr. Johnson. >> Thank you, President Owens. This evening, our first strategic plan
007report is the school report card data. Lola MTurvich, deputy superintendent of instruction, Brian Tennyson, assistant superintendent of teaching and learning, and Matt Ramandi, director of assessment and accountability, will discuss the school report card data with the board of education. >> All right, good evening. My name is Brian Tennyson. I'm the assistant superintendent of teaching and learning. And tonight we are going to present the 2025 school report card as well as uh providing data on our current progress uh for our academic goals. Just wait for this to get up. Okay, next slide. Whoever's driving. Great. Thank you. All right. On this slide, you'll notice that uh we continue our progress towards uh decreasing the amount of chronic absenteeism, which is defined as 10% of uh the academic year or basically 18 days. Um and we ended
008at 31% last year. The next slide is an update to the performance levels that uh the Illinois State Board of Education uh presented and they gave us new cut scores. Um and this was based on their research and uh trying to capture a greater level of what they perceived as accurate proficiency um to measure uh student performance. And so we wanted to kind of bring your um attention to this. The next slide is uh the ALA. This uh is data that uh the board grabs by um sorry I'm anticipating later. So sorry this is I AR not ACT. Okay, this is I AR and if you've noticed uh we continue our trend towards uh greater proficiency and uh under the new cut scores we're at 43% though we still are uh behind where the state
009is but we continue to make strides uh since uh IA math uh you'll see that we um also uh are now at 31.5% uh this was about a 9.8 8 percentage uh point increase which was slightly below uh the state uh growth. Now uh we are uh in order to kind of start to address this as well, we continue to try to uh look into adopting a new math resource for elementary math that will be coming to the board of education later this year. Uh we've also uh continued to uh emphasize professional learning and turnkey uh professional learning for teachers and administrators uh that address high impact teacher practices that we're continuing to roll out as well as uh the continued roll out of our new um assessments for math. Moving into high school, we
010have ninth grade on track. And as you remember, this is based on um the University of Chicago's research showing that there is a strong correlation between uh the freshman on track rate and graduation graduation rates. Um and I'm happy to say that uh we're at 88.4% 4% which is the highest uh that we've been at uh we think in our history but certainly over the last five years. ACTLA this is what I started to say earlier. Uh this uh Illinois state uh puts several different cut scores together here. um they put in English, reading and writing to come up with an ELA uh score and we are at 41.7% uh that meet the readiness benchmarks as defined by Illinois State. The ACT math we are at 27.8%. Um this is um a a growth of
01113.3% which was slightly higher but basically at the same growth rate that the state experience with the new cut scores as well. And finally we get to the four-year graduation rate. Uh and you notice we're at 87.3% which is the same rate that we were at last year but it is still holding strong of the trend of increased graduation rates that we had seen over the last several years. Moving on to other aspects of student uh outcome measures. The first is uh our AP trends and uh the two points that I'd really like to emphasize in uh this large uh amount of data is the um the past tests which is a historic high for us as well as the unique students uh earning a three plus. These are historic highs for us so that
012we have continued to be able to have success uh while we have tried to increase access for students. Seal of biiteracy as well is a historic high for us and we know the importance of this uh can be felt by those that choose to go on to college uh as they get college rates. But this is a dramatic increase for us and uh this is a product of um increased amounts of identified students to be able to take tests as well. This next slide is basically the students that uh we have record of uh moving on to um uh college right at right after high school. And if you notice there's a a slight dip here. We're at 52%. Um when we do a deeper dive into the next slide, we notice that uh we
013looked at a cohort uh like going back to 2017 and we noticed that we basically have 50.5% of those students um either have graduated or are still actually continuing to pursue college. So, um, college isn't, uh, limited to, uh, the immediate enrollment right after school as [snorts] many students will continue to make those choices along their, uh, path. All right, I'm going to pass it over to my colleague, Matt Rami. >> All right, thank you. And I'm going to speak to the data uh, as it relates to summitive designations. So every year the state is required to give summitive designations and in Illinois they use a variety of data. Uh they combine multiple pieces of data that are based on student achievement and every year it's based off the prior year's data. Um and then
014the schools go into a certain status. If a school is in a status they remain in that for four years. Now the five different levels are currently exemplary which is the top 10% uh commendable which is overall uh basically in the middle not in the top 10% and there's also no groups scoring at a targeted level which targeted is uh the next group where there's one or more student groups um that are added below the bottom 5% and the bottom 5% is called comprehensive And the other level is intensive and those are schools that were comprehensive um at the end of a four-year cycle they got comprehensive again. So the the data that goes into it has not changed. So this is the same it's been for a couple of years. On the left for
015elementary and middle school the majority of the data is growth on ELA and math. That's 50%. There's small amounts for ELA proficiency and math proficiency and science proficiency. The 5% for EL PTP is English learner progress to proficiency which is growth on access. So those are the percent of students that are on track to exit via the access test. Chronic absenteeism is a large 20% and climate survey is five. Now in the high school uh for this year instead of growth uh their 50% is graduation rate. So that is the big 50%. Uh the smaller proficiency science and EL PTP those are the same. Chronic absenteeism is only 10% at high school because there's additional weight added to nth grade on track and a little higher on the climate survey. Now the growth measure that
016Illinois uses um will always be normed at 50. So what the state does each year is they take students and they compare them to their academic peers. So they look at students that had the same score uh the prior year to then what was their score the next year and then they they rank that growth from one to 99. So at the state level the average will always be and the average or mean student growth percentile is what they do is they take every single students individual percentile and average them and they'll do this for whole schools, whole districts and also student groups. So they're just percentiles that are averaged. And the next slides are going to show what some of that data looks like for proficiency and growth between groups. So this slide uh
017shows overall our district proficiency rate by race, ethnicity. Um and these values are similar to last year. We have the counts down at the bottom and the proficiency percentages at the top of the bars. And the growth slides, the growth slides are generally going to be very close to 50 because now we're averaging larger groups of numbers. They're going to get closer to 50. Now, the areas when schools uh begin to get identified for either targeted or comprehensive are at that 40 or below. And when uh schools start to get at 60 or above is when they're more likely to get in that uh exemplary range. So these are the results of uh student groups for growth. And then we also have this data uh by IEP. So we can see the percentage of students
018proficient for ELA and math versus IEP versus does not. Similar for growth percentiles, we can see uh what those average values are for ELA and math. And then the final student group uh to look at is EL. So we can see our percent proficiency for EL students and not EL. And then our last one is the growth the average growth percentiles by that group. So all of this data uh did go into our designations. Our designations were uh similar to last year. We had one exemplary school. Uh we had 39 commendable. Last year was 40 targeted. We did have two. We did not have any schools identified as comprehensive or intensive. Our exemplary school was Prairie View this year. So, Prairie View earned exemplary status uh as their first time earning that in a few
019years. We're very excited for them. And then this next slide shows all of the schools that earn commendable. Now, on this slide, some schools are also highlighted. So the yellow schools are schools that are in a targeted cycle, but now they earned commendable. So if they continue to earn that, then they will exit that status. And the orange schools on this slide are uh currently in a comprehensive cycle. So they're also on track to exit if they can continue to earn that commendable rating. Now this this slide shows the targeted schools and the student groups that they were identified for. Um so we can see Laurel Hill, McKinley, Highland, and Lowry. Um they each earned a targeted this year which is the same as their current designation whereas Channing, Abbott, Canton, Larson, and Teft, they're
020all in a comprehensive cycle, but they scored at the targeted range. And then we have two newly identified schools, Hilltop Elementary and Larkin High School. And as I previously said, we had no comprehensive schools and the this is the first time we've had that since 2021. So next steps, uh the schools that are in status, they will have school instructional leadership teams and they will comm uh complete a needs assessment. It's called the Illinois Equality Framework and they do that with the district and also with their executive directors and they use that data to get into the root cause because when they do their new school improvement plans, they want to make sure that they're looking deep um at the root and making a plan that they can do for the next three years. Um
021those schools are also uh on track to receive grant funding to support those efforts and then the district does uh actively support them during that process. And at this point I would like to hand it over to Deputy Lela Morvich. >> Good evening. I'm Lela Msorvich, Deputy Superintendent of Instruction. I'm going to shift to the second half of tonight's presentation which focuses on our current project pro progress on key measures for the 2025 2026 school year. These measures align directly with our four strategic plan goals each centered on improving academic outcomes, supporting social emotional growth, and ensuring equitable opportunities for all students. Goal one, as you are aware, focuses on building strong academic and social emotional foundations in our youngest learners. And we're monitoring early indicators like attendance and behavior referrals for preK through 2
022grade students as both are closely tied to school engagement and early success. Our early data shows a slight decrease in attendance and a small increase in our behavior referrals. Um while we are, you know, a little bit concerned about this data, we are using it as baseline information to strengthen our social emotional learning supports, refine classroom routines, and provide targeted professional learning for teachers. All aimed at helping our youngest students develop the self-regulation and relationship skills they need to thrive. In kindergarten, we continue to monitor students ability to identify letter sounds in either English or Spanish. And this measure reflects our commitment to biiteracy and early literacy development across languages. The expectation at the kindergarten level starts at zero. So students are not expected to know any letter sounds. But we see already that at
023for example that 33% of our students can identify 10 or more letter sounds which is definitely something that we can build upon. We're seeing positive growth here when we visit classrooms especially in our schools implementing structured literacy routines and strong bilingual supports for first and second graders. We're tracking progress using Ire reading and the evaluation diagnostica deleura. These adaptive tools give us real-time feedback on reading foundational skills and comprehension in both English and Spanish. And so far this fall, we've seen encouraging uh data in foundational reading skills, particularly for our first graders with more students on track to meet end of year benchmarks. Um for your information, at the beginning of the year, students are expected to be one grade level below. So all of the students who are in the yellow, they're expected to
024be there because they didn't have that learning um yet for the entire year. And so however as the year progresses we expect students to be early on grade level or higher by the middle ofear assessment which will take place later this month. And sim similarly in Ire math uh we're using that to monitor numerousy growth in first and second grade. And students are demonstrating stronger number sense and fluency as teachers continue implementing math routines that emphasize reasoning and conceptual understanding and not just computation. Our second strategic goal centers on safety, belonging, and inclusion. And we continue to use Panorama survey data along with behavior and attendance metrics to measure this. Um while last year's results slowed slight declines in student sense of belonging, um we are taking uh initiative to address that. All of our
025middle and high schools and an increasing number of elementary schools have started student advisory committees to elevate student voice and school improvement efforts. Uh these groups engage students directly around what we can do better to help them feel seen, supported, and connected. And schools are also implementing relationship building strategies such as advisory periods across most of our middle schools, morning meetings, restorative practices, and expanding inclusive extracurricular opportunities. They're also recognizing positive uh behavior through schoolwide celebrations and recognition systems. And our next administration of the Panorama survey will begin November 10th and that will give us updated data and insight into how students are experiencing their schools this school year. We're also seeing concrete improvements in several key areas um around this goal as well. Chronic absenteeism has dropped. So this data was taken as of
026October 22nd. At that point um this year we were at 24.2% 2% of our students being chronically absent. That is growth because last year at the same time we were at 38.3% of our students being chronically [music] absent. So that's a dramatic improvement. We're also seeing improvements with less students that have had more that have been suspended more than one time and we've seen less referrals for bullying as well. And finally, um, we continue to emphasize student engagement, including attendance and participation in extracurricular activities as vital indicators of belonging. [snorts] For attendance, we're seeing an increase in attendance, as identified in by the blue line on this uh graph. And this just builds on the strong system that we had in place last year with the Every Minute Matters campaign. And we're continuing to build
027and refine that and make that sustainable throughout the system. Uh we're also working to increase students who participate in extracurricular activities and or athletics. Um and so our data currently allows us to track athletics at the high school level. And overall 28% of our students have participated in fall sports. So this is current data from the fall season. We're working toward building a stronger dashboard to help us monitor activities and athletics at our schools and continue to work to engage students in these opportunities. Goal three focuses on academic growth and mastery. And we'll begin with our I Ready reading assessment that took place at the start of this school year. This chart compares U46 performance across grade levels. And again, at the beginning of the year, students are expected to be at one grade level
028below or higher. As you can see, we have a wide wide range of performance across the grade levels. And our early elementary students are showing stronger foundational reading skills, while upper elementary and middle school um grades continue um to show some lingering gaps from pandemic era learning disruptions. This data gives us a clear starting point for the year. It's being used by teachers and instructional coaches to support um and identify which skills such as phonics, vocabulary, and comprehension need the most focus. It also helps us set individual goals for each students which will be measured again when we take the middle of year and end of year assessments. This slide shows the fall baseline I Ready math data again broken down by grade level. And similarly, we see variation across all of the grade levels
029with a larger percentage of students performing below grade level in later grades compared to the early elementary years. Um, this tells us that while we're doing um better work and students are building skills early on, um that we need to continue to focus on that conceptual understanding um for math as they continue to progress. Again, these teachers are helping teach or these this data is helping teachers tailor their instruction uh across all of our grade levels and teachers use this during their collaborative time to plan for instruction and activities. With the roll out of new curriculum, we are fine-tuning our common assessment data displays. So, all of our teachers have access to their own common assessment data in order to discuss it with their teacher collaborative teams. But our our district-wide team is refining our
030system to pull district-wide data in a way that accurately reflects the results. So that roll up when we when we currently pull it up, we weren't getting that accurate reflection of what's actually happening. But every single teacher has access to their own data and has been using it in their teacher collaborative team time to use it to inform instruction. And so as we continue to do work around this, we are rolling out the formative platform in January for middle and high school math and English language arts. And so we will have more data to share during our middle of year update. Our next indicator for goal three is the ontrack for graduation rate um which are students who are passing at least five classes and not failing more than one core class. So, while approximately
03180% of our high school students are on track to graduate, we continue to work with the various teams we have in place, such as our freshman success teams, our post-secary success teams, and use our early warning systems and our data dashboards to support students to help them bring up their grades and recover credits before they fall too far behind. We know that supporting on track really helps us um increase our graduation rate. So, this work is really critical for that. And under goal four, we focus on preparing students to be college and career ready. So currently we have over 3,800 students who are enrolled in advanced placement, international balora or dual credit courses. Um we also while we don't have a chart for it up on the slide, we also wanted to share that we
032have over 6600 students that are enrolled in career and technical education or CTE courses. So this breath of pathways that we offer students show us that our students are pursuing multiple rigorous pathways that lead both to post-secary and career success. And the next two slides are are under construction because while we're still working working to finalize our data dashboard to monitor progress on students completing requirements of the PACE framework, I can share that while we we're updating the dashboard and and all of doing all those technical things behind the scenes, we are also are continuing the adaptive work to enhance college and career exploration, expanding work-based learning opportunities, um access to industry certifications, and early college and career experiences so that students can fulfill these um pace milestones. We also have post-secary success teams at
033the high school level that are working on this as well. And our final indicator under goal four is implementation of the portrait of a graduate competencies um because we do want every U46 uh student to graduate and demonstrate all of them. While our team is still working to determine how to monitor progress on this measure, we we do have done work with our teachers and around our professional learning to ensure that we're embedding these competencies into academic lessons into our curriculum and giving opportunities for students to showcase these skills through engaging in daily instruction. So at this time that concludes our very lengthy presentation that we had for you this evening and we are happy to take any questions that you might have. >> Thank you for the presentation. Do board members have questions? Don,
034>> thank you for all of the information. Um I am going to start uh I'm sorry I'm trying to get my notes in front of me. um slides eight and nine which were the um SAT to ACT scores. So in both on both slides eight and nine um are we're saying that our students from the SAT to the ACT jumped ELA dropped 20% and math we're saying jumped 13%. How much do we think of that as actual growth versus SAT versus ACT versus the state changing their mind on what is um the baseline that we're looking at? Do do we think? So that's a very complicated question and I'm going to go basically we know that um proficiency is always defined by some sort of metric and definition of that metric and that ISBY had
035set of uh a bar that was that exceeded even college board's bar of of college readiness and so that um I believe that the current um ISBY guidelines was to have a reset. And so all we can really honestly say is that based on that data, this this is the level of performance based on those benchmarks. I do think that the SAT and the ACT are significantly different tests and they favor different types of test takers. Um I do also believe that uh reading is reading and math is math though how we ask somebody to express that learning is so dependent upon the types of questions that they get that that's why some some people will do better on it on on different tests. >> So and now that the ACT do we know how
036many years the contract is with the state of Illinois? Is it a fiveyear that they've that we're doing the ACT for? >> Uh I think it's a minimum of three and up to five. >> Yeah. >> So theoretically we'll be able to gather to gather a few years of data before the state does whatever they're going to do five years from now. >> Correct. I mean obviously we uh the magic number is three to be able to try to see some sort of trend. Yes. >> Thank you. Sue. >> So we sorry. So we obviously want to see more kids proficient in the IR data. If you if a student is not proficient, they would have to have growth greater than 50% probably to get proficient. So we're looking at a much greater growth rate
037as well as to get up there with proficiency. Is that sound right? >> Yes, that that is right that they would need uh generally above average growth to make up those gains. Um we set goals for our schools to all be at 55 or higher. Okay. Um but um at some places, you know, when they get to 60 is when they start to get that exemplary mark. So uh we aim for 55 or higher for all of our goals. >> Summary. >> I have a question on uh slide 43 and 44. Um if I want to just look at 44 just the I ready math and that red is just you just kind of see that trend of just growth right in the three or more grade levels below and I know Mr. tennis and
038you you had mentioned that there you might be introducing new curriculum in math. Um and this is just speculation. This is what I found is um have you looked at kind of the curriculum is it what are the students struggling with from second to third that you would think? Um do you have >> Yes. Um I actually think that it's uh the three levels of fluency. I think that uh computational and uh you know uh fact fluency um I think that we need to teach more um conceptually and uh provide greater amount of time for students to struggle. And so we this year we've really tried to focus on um math talks to try to get students to do more mental math. mental math allows uh for not only the manipulation of of mathematical concepts
039uh to be in the brain, but [music] then they also see other people think as well when they have to explain their thinking. And so we know that through mathematical dialogue that those are both really high impact teaching practices. And so that's really what we're trying to focus on is trying to change um the way it is that we teach. >> So would it still be using Eureka or are we >> I'm just >> We would be No, those are fantastic questions and they're questions that I struggle with every day. um we'd be looking to adopt a different uh math resource as the teachers have expressed their um uh discomfort with using Eureka over the last several years. Yes. >> Thank you, >> Sue. So, so on slides 30. Um we have various schools in
040yellow and orange that are in the either in some sort of improvement type cycle. Some of these may drop off in one year, some in two, some in three. Is that correct? >> Yes, that's correct. Um so some of the schools uh are on their third year. Uh so like Ellis, this is their their last uh year. So if they were to get commendable again then they uh would completely uh remove that status. Coleman and Huff are also in that year where other schools might be in years uh one or two but we do have a few of these that are right at that final year. >> Okay. And one other question um you mentioned we we're tracking uh participation in athletics. Are we also looking at clubs because I know some kids major that
041instead of athletics in high school. >> Yeah. So, we're still working to develop how we're going to track all of that information. And so, we we do have some capabilities within Infinite Campus. Um, but our team is looking to see how we can track that. So, currently what we do track is student participation in athletics. So, that's the baseline data that we've showed today, but absolutely the goal is to make sure that we can track it across all grade levels for athletics and extracurricular activities. >> Okay, great. Thank you, Don. So I'm going to go back to slides 43 44 that pair kind of following up on some of the previous comments. Um so with the way that the red bar basically grows. So you know when I'm thinking about it so say we have
042a student in second grade that is sitting at two grade levels below continues to struggle they move to three years below and then we have a group of students that are kind of you have to meet as Sue said like more than 50% growth in order to move for those bars to change each year. Um, I I know we have several tools in place to help with teachers and students in the classrooms that are behind. How are we evaluating? And I guess this might isn't really a question for today, but big picture the evaluation of all the different tools that we have and we've we've talked about that before. Um, how are we working with our teachers to evaluate those tools so that we can start to see uh put the students on the track
043to actually hit that 50% growth if possible to see that that three or more grade levels below start to drop. >> Yeah. So, that's is that's a great question. We've done a lot of work with your support to to get some of these tools and resources into teachers hands to re um revise our curriculum particularly at the elementary level and middle and high school. um across the board for English language arts and mathematics. Um what we what what we need to first do is make sure that the tools that we have are actually being used as intended. And so what we've been doing across our entire instructional department is visiting classrooms. So we have all of our members of our team go into buildings and we visit classrooms. Our focus is on a couple of
044things. One, are is the curriculum and board approved resources being implemented as intended? Two, is it on pace? So to your point, Miss Martin, if I'm in second grade and I'm not on I'm teaching second grade and I'm not on pace, I may be a couple weeks behind. That couple weeks compounds throughout the school year and my students by the end of the year may not even get the last two units of instruction. So we've been working with principles, instructional coaches, assistant principles to really hone in on that pacing. And if and we we're not, you know, it's not the compliance police, but we want to make sure that we are exposing students and engaging students in learning for that for the duration of the year. So that's that's the first thing. Are we using
045the curriculum? Are we using the resources? Are we on pace? Teachers get feedback regularly from Principles and assistant principles get feedback from their executive directors and the rest of our instructional team when we go and visit classrooms. Um, and so we give that ongoing feedback and then we follow up to see what's happening. There's access to a lot of resources like our instructional coaches. We have professional learning um, sometimes on demand. There's teacher collaborative time where they can use some of that time to problem solve if they are falling behind a little bit and our coordinators will go into buildings to make sure and um, that there's support there and they can help be a thought partner with how to get people back on pace. So that's one thing. Then there's once we are using
046everything, how do we evaluate if it's working? Um, and that's that's the question that we are asking ourselves all the time. So right now because we're so there's so much new, we're getting feedback from teachers on the resource. Have you had the training? Is it useful? How do you see it working with your students? You know, what other feedback do you have? But then we actually look at the student outcome data. So through I ready to see you know is do we see students making progress and growth. Um if you remember last year we did I Ready at the middle of the year and at the end of the year. So this will be the first year of full implementation of I Ready >> Shondaanda trying to find the slide. So thank you for the
047presentation. I have a question on slide 31. So for the targeted schools, for the indicators that are listed um for these target targeted schools, so we do see some a lot of commonality with like children with disabilities, black African-American um some PEL, Native American when schools are going through their three or fouryear improvement plan. Is it possible that some of those indicators will fall off because during that time they they don't have those groups that are um under that I believe it's 5%. Um and then are there some that get added? So it would be good to know um for some of these schools that if you're in your last year did some drop off? Did you have some of the same indicators? >> Yeah, it's a good question. So on year four is really
048the year that matters and they compare that to how they were first identified. So if a school was identified for just childrens with disabilities, then on year four they're looking at are they reidentified for that same group. Like so on year four if they don't have 20 students or on year four they're only identified for a different group, they could start targeted again for a new group. But if they get the same group, then they drop to comprehensive. Um, they also don't look at if different groups come up in the middle. They're not going to make them start a new four-year cycle because one student group changed. Did that answer? >> No, that did. And that actually gave me more information as well. So, thank you. >> Okay, Samine. >> Last question >> for me.
049Um slide uh 24. I AR proficiency with IEPs and without. This kind of sticks out because obviously my son has an IEP and yeah, I'm not surprised at those rates. And what I've learned is just um majority of the kids who got into the Ignite program did not have an IEP. And I wasn't sure if there's a correlation between major the kids who were left behind, but majority of them all have an IEP um versus Ignite, you know, qualified students who did not need one. And I know there are different levels of an IEP and everything. Is is there a way to break that down to kind of understand um you know if you're just speech therapy or what like how you kind of rate with I or like do you I'm not asking it
050clearly but do you kind of >> so you wanted to see uh what some of the IR proficiency levels look like by various types of IEP is that >> yes eligibility >> eligibilities yes if possible and if there's a correlation between such a you know disproportion amount of of learning between the two groups. >> Yeah. Uh we could do like a follow-up memo with uh some other breakdowns. Would that would that help? >> Yeah. >> Okay. Additional questions. So I have a a a couple of questions and going back to um slides 38 or 37 and 38 with the I Ready data. Um knowing that this is a relatively new measurement for us. Um is there and I I I I believe there was a mention as we um were looking at these initially that
051there you know some of these gaps in the um especially getting into the next I'm at I'm really referencing slides 43 and 44. Sorry, my apologies. um some of the the um gaps that we're seeing um in the later grades are lingering or could be due to lingering COVID issues, right? Um we can see on the I scores where we fit in with the state. Is there anything similar with I Ready to speak to? Is this something that is common throughout school districts in general? like not specifically, you know, the the exact numbers, but the trend of there being more of these gaps for the older grades that have been kind of trying to make up that that time. >> Yeah, we can absolutely get that data for you. So, we have similar data to
052the uh initial on slides 37 and 38, I believe it was. No, yes, 37 and 38. You'll see that on I'm sorry, 37, I should just say. Um Oh, yeah. And 38. Um you'll see that it shows our for each grade level. For example, on on reading, it shows the district data and how many students tested and then it'll show your Illinois norm for the same how many students tested year-to- date. Then you have the national year-to- date and then you have the national normed data. So this is actually in comparison to the to kids in the same grade level who took this assessment around the same time. >> Okay. >> So we can get you that. >> So you can get that for the for the later grades. That'd be [clears throat] great. >>
053Absolutely. >> Um and then I my my next comments just probably a little bit more um not not as concrete um but looking at like the I Ready data on slides 43 and 44 and seeing how those gaps are, you know, how they've accelerated, right, with the with the older grades going up into eighth grade. And yet earlier in the presentation when we have the slide for the um ninth grade on track, we're actually outperforming the state growth in that measurement. Right? So, you know, I don't know if that speaks to just the fact that we've got some kids that are really excelling and they're driving that that growth rate um to a higher degree than what we're seeing on the state average, but can you like, you know, how it seems like we've got
054this kind of divide, right, where we've got some kids that are really excelling and other kids that are really struggling. And so I know that we've got these supports in place for the kids that are that are really struggling. Um, but how does that work in an environment then where there's also kids that are really excelling and supporting those kids as well so that they continue on that trajectory? >> Yeah. So we um so in in our post-secary success department we have our assistant director for gifted accelerated and magneties and so we've been working to while we have gifted programming available and we've got Ignite we're also looking at acceleration and what does that look like so um how are we identifying students who have potential for example in AP and pushing them into AP
055or dual credit courses what are we doing to support students in their applying to magnet um how do we we also have in the elementary level um and middle school there's there's single subject acceleration. So we've got for example this year some sixth graders who are taking geometry high school geometry um at the middle schools where geometry is offered but we're doing some of that as well to really try to get kids to accelerate in their coursework and give them those opportunities. So there's a lot there's a lot of pathways available at the high school level um depending on the students interest, the skills that they have and what they want to do, you know, after they graduate from high school. Um but I feel like so we we've got those course off offerings um
056and and a vast variety of course offerings for students within a specific classroom. um that's where we're working with teachers on how we are providing grade level instruction but also doing the small groupoup collaboration or workshop model of instruction where we can give students differentiated tasks. So if I need to give students um different types of tasks or more rigorous or challenging tasks for a group of students who I know is ready for it, that's the work that we have to do inside the classroom for that daily learning experience. And then what's happening at the high school level knowing that we've got, you know, we we're we've got seventh and eighth graders that there's a significant portion that are measuring of not being ready for high school level work, right? So what is being done
057at that ninth grade level then to try to try to support those students? >> So we have our our assistant principles of freshman success and we have freshman success teams at all of the high schools. So they look at data of the incoming freshman class to make sure that they are they're doing that work. What we have some of our high schools piloting this year is making freshman teams. So similar to what we do at middle school, um having the team of freshman teachers or most teachers who teach mostly freshmen work together with cohorts of kids so that we can start to know the kids, start to identify their needs and make sure that we're providing the appropriate supports so that they can see success in their coursework and of course in their on track.
058um as well. So that's that's a structure that we're working to see if if we can make work across all of our high schools, but you know, high schools are big and complex and so we're still kind of working through what that could look like. There's also opportunities um at our high schools for additional intervention time. Um while our current high school schedule has a little bit of limitation in when that intervention time can take place, it's usually during half of the lunch period. and you know kids kids don't like to leave during lunch and so but that is the time that we have we do have interventionists in our high schools to support that as well. >> Okay. And then one last question just for a little bit of clarity on slide 46 with
059the students on track for graduation. At the 12th grade level there's roughly 10% of the of the students where there's not enough data collected. What's causing that? >> So that is a like a live picture of the grade book. So right there, it's looking for five grades that have all been put in with sumitives. So if some of those students are not in a class that would generate or didn't have a grade at the time that we pulled it or some of them might only have smaller case load of of courses, then it might not show that data yet. >> Okay. So some of it circumstantial then, >> right? Like a like a dual credit class that's at Elgen Community College, we're not getting those grades live put in. So they could be a large
060portion of the the no data. >> Okay. Okay. Thank you. >> Okay. Anything else? Thank you all. >> Thank you. Next item. >> Thank you, President Owens. Our next uh strategic plan update is the 2026 2027 boundary transition update. And of course, Lela Mistovich, our deputy superintendent of instruction, is going to uh continue to present uh this update to the board of education on the 2627 boundary transition. All right, I'm back. Uh good evening. Tonight's update focuses on the ongoing work to prepare for the 2026 2027 boundary transition. We will walk through the student assignment process, the residency exception process, course selection for fifth and sixth graders, and staffing updates. and I'll also preview topics that will come in the next few months. So, our goals for this evening are three-fold. First, we're going to
061share details about how and when families were notified of student school assignments. Second, we'll provide an overview of fifth and sixth grade course selection process. And third, we'll outline the staffing process for the next school year. And of course, all of these efforts are interconnected and help ensure a smooth and transparent transition for students, families, and staff. We have completed the major steps in assigning students to schools for 2026 2027. Assignments were finalized in Infinite Campus on October 10th. Between October 15th and 22nd, our principles verified the enrollments and made sure that every student was assigned appropriately. We did have over 6,500 letters going out to families on October 31st and the rest were sent out today notifying them of their students school for next year. and high school families received email confir confirmations that
062students in grades nine through 11 will remain at their current schools for next year. Families with students who are in grades kindergarten through 8th will receive individual letters in the mail. Um and if you'll see that little photo or image there, the letters are accompany accompanied by a hype sheet. So, it gives an overview of the school and some uh facts around the school just to get parents some information around that. Next, we opened up the residency exception process on November 1st. Families will have until November 13th to request an exception if they wish to remain at their current school or for incoming sixth and 9th graders to attend the school they would have attended under the old boundaries. Requests are submitted through a district form which families can access with their infinite campus login
063and all families who submit a request will receive a response by November 21st. And transition planning for fifth and sixth graders is also underway. So between October 6th and 20th, middle school administrators and counselors visited the elementary schools to introduce students to middle school courses and explain the selection process. Parent information nights were held from October 14th through 16th at the middle schools to answer questions and build understanding. And starting today, November 3rd through November 21st, middle school staff will visit every elementary school to complete course selections with students for the 2026 2027 school year. And so with that, we've also worked collaboratively with leadership from the Elgen Teachers Association to add several new steps to the ETA transfer and reassignment process to support staffing for next year. We will begin staffing earlier because there's
064a lot of staffing that we'll have to do. And we're going to start with voluntary transfer opportunities for the new middle school um as well as for Hawk Hollow in grades seven and eight and Illinois Park for grades kindergarten through fifth grade. Then we will open inbuilding transfers at current middle schools, including for grade six. Next, we'll engage in a district-wide voluntary transfer process for all middle schools for remaining vacancies in sixth to 8th grade. And after these steps, we'll move into our typical staffing process, no less complicated. And the goal of these adjustments is to provide equal opportunity for all qualified teachers across the district to pursue middle school positions. Looking ahead in December, we'll share updates on transportation routes and classroom moving logistics. And then in January, we'll continue with moving logistics and
065add updates on professional learning plans for staff. We're going to keep these monthly updates focused on progress and preparation so that you and the community can stay informed throughout this transition. So, thank you for your time this evening and thank you for your support for this important work. And at this point, I'll take any questions. >> Thank you for that presentation. Do board members have questions? Sue, >> thank you for the presentation. Um, just a clarification, you mentioned sending 6,500 letters. I imagine that means we're we're moving 6,500 elementary and middle school students. >> No, we everybody received a letter. Regardless of if you're moving or not, everybody is receiving a letter in grades K through eight. just to confirm this is where you're going next year. We thought it was really important to send
066it to everybody so that everybody could have communication. >> Do you have any idea how many kids are moving off the top? You don't have to. >> I don't, but I could get that to you. >> Okay. And then my other question was just a general information question. How was the attendance at the middle school parent information nights? >> Um, so I attended the uh one of the East View sessions and it was very well attended. Um, I know several of our team members attended multiple sessions just to make sure we were there in case there were any questions about boundaries or anything like that and they were relatively well attended. >> Okay, good. Thank you. >> Any other questions, Don? >> For slide six where you're talking about the staffing process, >> um, staff
067that choose the new middle school, they'll be teaching at Abbott and Ellis for one year, correct? And then move into the middle school. Is that how that's going to work? >> Yes. So, we are going to staff the the new middle school in Elgen this year and as long as those staff are remaining for next year, they will move as a unit. So, that way they could start to build community and and make sure that we have all of those things in place. >> So, they'll it'll you know, theoretically it's kind of like having new staff within Abbott and Ellis, but they'll move with their students then. >> Yep. Okay. Thank you. >> Anyone else? >> Thank you. And the next item in the agenda is public comments. We do not have any public comments
068this evening. Okay. >> Thank you. Next item is other business board member and superintendent update. Does anybody have any updates to share? >> Dr. Johnson. >> Uh so I've got a I've got several celebrations tonight. Uh so to begin, I want to recognize the our communications and community relations team and our director Christine Rowski who is present this evening. the other end of the room. Uh the communication awards for the 2024 2025 school year from the Illinois chapter of the National School Public Relations Association, INSPRA, uh have been have been released and we have many 2025 honories. Uh it includes a photo for the LHS stadium surprise received an award of excellence. I know any of you who were there for that event or looked at it online, you're not surprised to hear that. Uh
069the video series Johnson on the job uh received an award of excellence. Excellence in writing for state report card templates very very timely and relevant tonight received an award of excellence. Social media for6 staff kudos received an award of merit. Uh video singular. Um this one is always uh a favorite and last year was no different. the U46 class of 2025 graduation highlights and award of merit and for newsletter no before you go school year review honorable mention. So I want to say congratulations and let them know how much we really appreciate that team's efforts. uh as you've heard tonight with all of the work that we have going on, this is no small feat and I I really appreciate the work that they they do for us to make all of this possible. So,
070congratulations to our team and thank you Christine for your leadership and support of our team. >> Thank you. And then I have one other. So this uh just in from the IHSA Streamwood High School boys soccer team won their their super sectional tonight and are moving on. Yeah. [applause] Uh to play for a state title this weekend at Hoffman Estates High School. So we'll have some more information. And of course South Elgen High School plays for their opportunity tomorrow night. So, it is possible that U46 could have two teams uh in two different state levels, 2A and 3A playing this weekend. So, that's that's exciting. >> Awesome. >> Congratulations to our team and a thank you to their coaches, their teachers, their family, and their friends for cheering them on >> and good luck. >>
071Good luck. >> Okay. Foyer request Dr. Johnson. Uh this evening we have eight freedom of information act requests available on the public domain of board docs and they will also be available on our website later this week. Thank you. Next item is consent agenda. >> Our first item tonight personnel report and workers compensation cases minutes of board meeting August 18, 2025. Bid operations, Unite U46 Century Oaks Elementary School. Bid operations, Unite U46 Glenbrook Elementary School. Bid plant operations snow removal services. A proposal plant operations emergency repair educational services center sprinkler system. Proposal curriculum and instruction classroom libraries. Occupancy permit one. Elgen High School pool upgrade and renovation permit number 31-1432 and approval of settlement agreement and general release in the matter of RG and AS versus school district U46. Are there any items that a
072board member would wish removed from the consent agenda? Hearing none, may I have a motion to approve the consent agenda as stated into the record? >> So moved. Second. >> Roll call, please. >> Miss Kerr. Yes, >> Miss Khan. >> Yes, >> Miss Martin. >> Yes, >> Miss Nolan. >> Yes, >> Miss Schwarz. >> Yes, >> President Owens. >> Yes. >> Motion carried. >> Okay. Discussion action. Dr. Johnson. >> Our first item, itemized bills for November 3rd, 2025. Robin Cornell, executive director of financial services, will respond to questions from the board of education regarding the attached bills. Administration recommends the board of education approve the list of bills in the amount of 31,666,485.7. May I have a motion to approve the list of bills in the amount of 31,66,4857? >> So moved. >> Second. >>
073Any questions? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin? >> Yes. Miss Nolan. >> Yes. >> Miss Schwarz. >> Yes. >> President Owens. >> Yes. >> Motion carried. >> Our next item is resolution authorizing the naming of the new Elgen Middle School to Legacy Middle School. Brian Lindholm, chief of staff, will be available for questions from the board of education. Administration recommends the board of education adopt the resolution authorizing naming of the new Elgen Middle School to Legacy Middle School. >> May I have a motion to I'm sorry. >> Getting jumping the gun. Okay. May I have a motion to approve the resolution authorizing the naming of the new middle Elgen Middle School to Legacy Middle School? >> So moved. >> Second. >> Questions or comments.
074>> Go ahead. I know I know Mr. Lindholm has has uh some information to share. >> Okay. >> Uh well, I do and I hope that Do we have a guest on this evening on the Zoom >> that? Yes. Okay. So, yes. Um, this evening we have the pleasure of being joined by Miss Katie Papus, who is a teacher at Temper Trails Elementary, who actually submitted the nomination for Legacy Middle School and who uh who spoke to the nomination at the town hall meeting. So, she has joined us via Zoom this evening and u want to give her an opportunity to say a few words. >> Absolutely. >> Hello everyone. Can you hear me? >> We can. >> Okay. So, good evening uh Miss Bryant. My name is Katie Papis. I am a proud health
075teacher in this district. I'm at one of the elementary schools that will soon feed into our new middle school. Uh before I talk about the name, I I just have to say I love this district. It isn't just where I work, it's where I built my second family. The people here have carried me through some of the hardest moments of my life. When I first joined the district, I was in kidney failure. Uh, I ended up receiving a dual kidney pancreas transplant and the support I felt from our staff, families, and our students got me through that. Years later, I found myself back in stage five renal failure, waiting and praying for a living donor. I spoke at the town hall about what legacy means, about leaving something meaningful behind. Less than a week after
076that night, I got the call. a potential donor match. And just 10 days ago, I received a living donor kidney. That's the magic of this community. That's what this district does. It gives life in every sense of the word. And that's why the name Legacy Middle School means so much. Legacy is more than a name. It's a message. It tells our students, "You matter. Your actions matter. The person you become matters." It honors those who came before us. the educators, the families, the leaders who built this foundation. And it challenges every student who walks through those doors to make their own mark on the world. My students already love this name. We've been brainstorming mascots and colors and ideas because they feel it represents who we are. Because legacy isn't just a name, it's our
077story. I'm really glad and really excited that, you know, something so positive came about in the midst of all my chaos these last few months. Um, and I'm happy that the name is going to remind every student, you belong here, you matter here, and your legacy starts here. Thank you very much. >> Thank you so much for your comment. We really appreciate it and best of luck to you as well. Does anybody have anything to add or share? Okay, we can take a roll call. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> President Owens, >> yes. >> Motion carried. >> Thank you. >> Okay. The next item on the agenda is other business. Dr. Johnson, >> our
078first item is the investment report for the first quarter. Robin Cornellison, executive director of financial services, will present the attached investment report for the first quarter and respond to questions from the board of education. >> Thank you, Board of Education and Dr. Johnson. This first quarter investment report covering the period of July 1st to September 30th, 2025 provides an overview of the district's investment activities. As of September 30th, the total value of our district's investment portfolio was $826.2 million, an increase of $9.7 million or 1.2%. Compared to the previous quarter, this growth is mainly due to an increase of purchasing various securities such as certificates of deposit, US agency bonds, and corporate debt. The district earned 8.7 million in interest income from its investments during this quarter. At the end of the first quarter, the
079overall ratio between fixed rate investments and liquid portfolios remained relatively stable throughout the quarter with a 5.3% increase in fixed rate investments and the reduction in liquid assets. This re reallocation from liquid assets to fixed rate investments was primarily due to investing the cash that we received at the tail end of June in 2025 um that we received from property tax payments. The district continues to collaborate with its investment partners and prioritize fixed rate investments when appropriate aiming to secure higher yields in anticipation of declining interest rates. This strategic investment mix is designed to optimize returns while maintaining adequate adequate liquidity. I welcome the opportunity to answer any of your questions. >> Thank you so much. Does board members have any questions? >> No. Okay. >> Thank you. Next is the estimate of the 2025
080tax levy and Robin Cornellison is going to uh remain with us at the DEAS to review the estimate of the 2025 tax levy and respond to questions from the board of education. The following steps are required when filing a tax levy. One, the board of education requests tax revenue through the annual tax levy process. The board of education estimates the amount of the annual tax levy at least 20 days prior to taking action on said levy. The estimated 2025 tax levy is attached for your review and consideration. The 2025 estimated tax levy will be reviewed during the November 17, 2025 finance committee meeting. Additionally, a public hearing on the 2025 tax levy will be held during the regular board meeting on Monday, November 17th, 2025. Three, the proposed 2025 tax levy will be recommended to
081the board of education for adoption during the regular board meeting on Monday, December 15, 2025. Tax levy must be filed with county clerks by the last Tuesday in December. And four, the township assessors determine property values. The county clerk set the tax rates associated with property values in order for the district to receive the maximum tax extensions. Levy amounts must be estimated higher to account for the unknown factors in the process. Since the equalized assessed valuation EAV of property and new construction numbers are unknown at the time the levy is submitted, it is a common practice to establish a defensive levy. Regardless of the amount levied, the county clerks will reduce levies as needed to ensure all taxing bodies comply with property tax extension limitation law. For tax year 2025, the district is entitled to
082an increase of 2.9% over the previous year for existing property. Thank you, Dr. Johnson. Tonight, I will provide you a brief review of the 2025 tax levy. There are three main factors that contribute to the calculation of the year's tax levy. The first factor is the 2024 tax extension. However, the final 2024 tax extension has not been released yet by Cook County due to their new software implementation. However, according to our Cook County representative, no changes are anticipated between the draft and the final versions. We did receive a draft in September of 2025. Therefore, the draft figures that we received were used for our calculation purposes. The second factor is the consumer price index or CPI, which is 2.9% and represents the maximum allowable increase under property tax extension limitation law or what we call
083PEL. This percentage establishes the maximum amount of new tax dollars that the district may request excluding new construction. And that leads to the third factor and that's projecting the new instruct at the new construction and also identifying any tax incremental financing expirations which we do not have this year. The district has received the proper confirmation and has contacted each of our county assessors to discuss and ensure we have the most accurate and current information. The total proposed tax levy is set for $370,97,878 excluding bond and interest. As a reminder, the tax levy represents the amount requested while the tax extension reflects the amount we actually receive. During the November 17th finance committee meeting, we will provide a comparison between the 2024 levy and the anticipated 2024 extension so that you can kind of see the
084comparative of our ask to what we might anticipate in the extension. More detailed information will be shared during that meeting followed by the public hearing held later that same evening at the regular board of education meeting. The board vote on the 2025 tax levy recommendation is scheduled for December 15th. >> Thank you. Do board members have questions? >> So, so just a general question. I know that the we're in three counties, so they proportionately divide up the levy between the three. Is there any issue this year because Cook County is so late on in determining what proportion they should get? So the Kane and the Cook or Kain and DuPage we already have received. Cook we also receive in that draft. So in that draft we already know what the EAV is and what the
085new construction for 2024. So all of those determining factors are already given to us in the draft extension. They just cannot create the final until our final tax bills are done. So that's that's how the process is. the final tax extension will be given as soon as they release the tax bills to the [music] taxpayers. >> And do we know when Cook will release the current one? We don't >> we have not heard um of course that's the the question of the hour every time that we meet and talk to Cook County. We have not received any additional information. >> Thank you. >> You're welcome. >> Any Don, >> can you remind me? So the CPI of 2.9%. This is so I mean as a human who has to buy things at the store I
086am surprised that the 2025 CPI is only 2.9. Can you remind me this is calculated by the Fed. >> Yes. So it is based on December. So it's always used we always use the December of the prior year. So December of last year is what we used for this year for the tax levy. So that amount was 2.9. >> Okay. >> And then are we based on kind of what we're seeing this year, are we thinking that that might bump back up in 2026? >> So the most recent um CPI that came out for we are in November. We have not gotten it. So it must be September was 3.0. >> Okay. >> So we are hovering right at that that level. Um, I don't anticipate it. At least that's what the the industry feels
087that it should come back down. However, sometimes we feel like there's a little bit of a spike around the holiday time. Um, but I would not anticipate it go any more higher than that. >> Thank you. >> Any additional questions? >> Thank you. >> You're welcome. And next item is work session. Work session resolutions. Our first item is a resolution for the disposal of surplus personal property books. Silia Banks, director of curriculum and instruction, will review the attached resolution and respond to questions from the board of education. Administration recommends the board of education approve the resolution for the disposal of surplus personal property. >> Do board members have any questions? Okay. Thank you. Next is a resolution declaring the intention to issue $32 million in working cash fund bonds of school district number 46, Kain,
088Cook, and DuPage counties, Illinois for the purpose of increasing the district's working cash fund and directing that notice of such intention be published in the manner provided by law. Dr. Anne Williams and Dr. Kyle Vonneesy, deputy superintendence of operations, and Elizabeth Hennessy, managing director of Raymond James, will present the attached resolution and summary and will respond to questions from the board of education. administration recommends the board of education adopt the resolution declaring the intention to issue $32 million working cash fund bonds of school district number 46 Ka Cook and Dwage counties Illinois for the purpose of increasing the district's working cash fund and directing that notice of such intention be published in the manner provided by law. Do you have anything to add to that or do you want me to just go right to
089board questions? >> Um, I can provide a brief statement. Okay. Um, the resolution that we are referencing begins the formal process to issue uh the $32 million in working cash funds. And as Dr. Johnson mentioned, we have our uh bond advisor here with us, Miss Elizabeth Hennessy from Raymond James. Miss Hennessy, did you have anything you wanted to add? Um just simply that the process uh is started with this resolution. The board will be considering it for adoption at its November 17th meeting. If approved at that time, it would be published on November 19th beginning a petition period which would expire on December 19th. And if there were uh signatures totaling 13,645 registered voters, that would require the issue to go further on to referendum. Otherwise, it the board is free to issue the bonds.
090And this bond um this bond issuance would also occur without increasing the debt service um tax rate. So it would maintain the stability that we have committed to throughout the referendum process. >> Thank you. Do board members have questions? >> Okay. Thank you. >> Thank you. >> Okay. The next item is work session. >> Thank you, President Owens. Uh so our item is order calling a public hearing concerning the intent of the board of education of school district number 46 K and DUP page counties Illinois to sell $32 million working cash fund bonds. Again Dr. Anne Williams and Dr. Dr. Kyle Vonesy, deputy superintendent of operations, and Elizabeth Hennessy, managing director for Raymond James, will review the order calling a public hearing concerning the intent of the board of education of school district number 46,
091Kain, Cook, and Dwage counties, Illinois, to sell $32 million working cash fund bonds and will respond to questions from the board of education. Administration recommends the board of education adopt the order calling a public hearing concerning the intent of the board of education of school district number 46 Kain Cook and Dwage counties Illinois to sell $32 million working cash fund bonds. Okay. Do board members have any questions concerning the order calling a public hearing? >> No. Okay. Thank you. >> Thank you. Next item is work session bids and proposals. Dr. Johnson. >> Thank you, President Owens. Our first item is a proposal information services analog replacement. Sheila DS, assistant superintendent of operations and all KJO, technology operations manager, will present the attached proposal summary and will respond to questions from the board of education. Administration
092recommends approval of the proposal from Lingo Communications in an amount not to exceed 336,911.76 and requests authorization for district administration to execute related documents. The expenditure will be charged to the education fund. cost is included in the budget for the 2520 2025 2026 through 2027 2028 fiscal years. Do board members have any questions? Sue, >> so is this basically getting rid of our landlines? Is that a way of putting it? >> Uh, yes, it is. Okay, >> we're looking to move it over to some secular solution, >> right? That makes sense. Okay, >> any other questions? Okay, next item. Okay, next is a proposal plant operations Kimble Middle School unit ventilator purchase. Sheila DS remains uh to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of
093the proposal from Johnson Controls in the amount of $424,555 and requests authorization for district administration to execute related documents. This expenditure was charged to the operations fund. The cost is included in the budget for the 2025 2026 fiscal year. >> Board members have any questions? >> Okay, next item. >> Our next is a proposal from plant operations again districtwide access control migration to Genitech Security Center. Sheila DS, our assistant superintendent of operations, is joined by Cassandra Reichmbbach, assistant director of planning and systems to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from Convergent in the amount of $546,31.97 and requests authorization for district administration to execute related documents. This expenditure was charged to the operations fund. The cost is included in the budget
094for the 2025 2026 fiscal year. >> Do board members have any questions? >> Next item. Next is another bid for plant operations data center dry fire suppression system HVAC and generator project number 335-25. Our team remains to present the attached proposal summary and respond to questions from the board of education. Administration recommends award to the lowest responsible bidder MG Mechanical Contracting LLC in the amount of $1,717,000 and requests authorization for district administration to execute related documents. This expenditure will be charged to the operations fund. The cost is included in the budget for the fiscal year. >> Board members have any questions? >> Thank you. Uh and finally, our bid plant operation snow removal services rebid regions one and three. Ashley McKini, assistant director of operations and Nick Korn, coordinator of grounds, will present the attached
095proposal summary and respond to questions from the board of education. Administration recommends award to the lowest responsible bidder Polar Group LLC in the amount of $188,760 and Apex Landscaping Incorporated in the amount of $58,560 and requests authorization for district administration to execute related documents. This expenditure will be charged the operations fund. The cost is included in the budget for the 20252026 fiscal year. >> Do board members have any questions? Okay, that will move us to work session contracts over 35,000. Our first item is a contract plant operations joint purchase agreement for rock salt. Uh again, our team remains to present the attached proposal and respond to questions from the board of education. Administration recommends approval of the contract with Illinois Department of Central Management Services in the amount not to exceed $122,458.80 80s and requests
096authorization for district administration to execute related documents. This expenditure will be charged to the operations fund and the cost is included in the budget for the 2025 2026 fiscal year. >> Do board members have any questions? >> Thank you. >> Uh next is a contract office of schools graduation ceremonies at the now arena. Dr. Dr. Nata Seedo, assistant superintendent of schools, will present the attached proposal and will respond to questions from the board of education. Administration recommends approval of the contract with now arena in the amount of $250,384 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 and 2027 2028 fiscal years. >> Do board members have any questions? >> Thank you. >> Next
097is a contract specialized student services occupational therapy services. Amanda Leatherbeby, director of specialized student services, and Patti Kenyon, health services supervisor, will present the attached proposal and respond to questions from the board of education. Administration recommends approval of the contracts with the vendors listed below in the amount not to exceed $221,760 and requests authorization for district administration to execute related documents. AHS staff rate of $77 to $90 per hour. Core medical rate of $83 per hour. Stepping stones rate of $90 per hour. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. >> Do board members have any questions? Thank you. Next item is work session change orders. Our first is a change order plant operations Bartlett Elgen Larkin South Elgen and Streamwood
098High School's back stop replacement project number 2072-25. Sheila DS assistant superintendent of operations and Cassandra Reichmbbach assistant director of planning and systems will present the attached change order and respond to questions from the board of education. administration recommends the board of education approve the change order from Omni Commercial Commercial Group Incorporated in the amount of minus73,456. >> Do board members have any questions? >> Okay, next item. Uh, next is a change order plant operations Larkin High School roof replacement project number 274-25. Our team continues to present the attached change order and will respond to questions from the board of education. Administration recommends the board of education approve the change order from Preservation Services Incorporated in the amount of minus $75,181. Do board members have any questions? Okay, next item. Next is a change order plant
099operations Ronald D. O'Neal Elementary School parking lot paving project number 1406-25. Our team continues to present the attached change order and will respond to questions from the board of education. Administration recommends the board of education approve the change order from Manaval Construction Company Incorporated in the amount of minus $1119,1545. >> Do board members have any questions? >> Thank you. >> That is the last item on our agenda. I will take a motion to adjurnn. So moved. >> Second. >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> President Owens, >> we are journed at 8:29 p.m. >> Thank you, everyone. >> We sure do.