001e e e Zoom the October 7th 2024 Board of Education the board members have already been sworn in but I'd like to wel welcome our student board member Maha rakanda to the table and if I could have everybody rise as they're able for the Pledge of Allegiance indivisible andice thank you everyone the first item on our agenda tonight is Accent on achievement Dr Johnson thank you president Owens uh this evening in recognition of national principal appreciation month celebrated in October a proclamation of appreciation is being presented to Jennifer schwar from the association of algen school administrators Isa formal title president um the national principal month recognizes the essential role that principles play in the education growth and well-being of students students and they have used their Vision dedication and determination provide um these experiences for
002our students so if uh Dr schwar would come forward and we're going to recognize principal month I'm going to read this proclamation of appreciation so it's a this proclamation of appreciation is for National principal month whereas School principles play an integral role in the education growth and well-being of children in preschool elementary middle and high schools across School District u46 whereas the month of October is recognized as National principal month to acknowledge and support their commitment to ensuring every child receives a quality education whereas School principles are responsible for the day-to-day operation of their buildings creating a positive and safe culture and building relationships with parents and teachers to ensure that each child receives services that allows them to excel in the classroom whereas School principles in u46 use their Vision DED dedication and experience
003to provide an atmosphere in which students can learn and succeed now therefore be it resolved that the Board of Education recognizes its dedicated School principles for National principles month including Illinois principales week October 20 through 26 2024 and asks administrators teachers students parents and the community to join in recognizing and thanking these individuals for their efforts and service on behalf of students presented this 7th day of October 2024 and signed by board president and the superintendent [Music] and because October is a great month to celebrate we are also going to recognize national school lunch week week October 14th through the 18th of 2024 along with a proclamation of appreciation uh which will be presented to Ain Noak the u46 director of food and nutrition services um our food and nutrition services department serves breakfast um
004and lunches to thousands of students every day and continue to encourage our students to eat a healthy um and healthy um to eat healthily and live sorry a healthy lifestyle come on forward eron the proclamation of appreciation for national school lunch week whereas food and nutrition services staff provide nutritious meals that promote proper growth and development and help students reach their maximum maximum potential and whereas the contributions of these talented and dedicated individuals are recognized in honor of national school lunch week October 14th through the 18th 2024 and whereas u46 food and nutrition services staff not only lends their special skills and talents to the efficient operation of the school system they also have played a significant role in The District's quest for continuous Improvement and whereas the department serves an average of 21,000 lunches
005every school day and whereas the staff's passion and enthusiasm for serving families is reflected in their excellent customer service Smiles free quent theme weeks replete with costumes and decorations and whereas the food and nutrition staff demonstrate internal teamwork as well as collaboration with other departments now therefore be it resolved that the Board of Education recognizes its talented staff for national school lunch week October 14th through the 18th 2024 and ask administrators teachers students parents and the community to join in recognizing and thanking these individuals for their dedication efforts and service on behalf of students presented the sth day of October 2024 congratulations thank you uh M Miss Nolan and Miss Schwarz for recognizing our our team members tonight the next item on our agenda strategic plan report Dr Johnson thank you president Owens our first
006strategic plan report uh this evening is the 2024 2025 instructional priorities update Lola movich Deputy superintendent of instruction is joined by Dr Anette ACO assistant superintendent of schools and Dr l satte assistant superintendent of equity and Innovation to provide the Board of Education an update on the 2024 2025 instructional priorities good evening and thank you so much for the opportunity to share the instructional priorities for the 2024 2025 school year I'm Lea movich and I am the deputy superintendent of instruction and I'm glad to be joined by most of our instructional cabinet team this evening Mr Tennyson had to go home sick this evening so he's not able to join us last year you learned about our Equity plan and the work the team outlined that needs to happen across our district to improve outcomes
007for all students especially students who have been historically marginalized in an effort to begin to operationalize that plan instructional cabinet work to develop greater coherence across all three instructional offices the office of equity Innovation the office of teaching and learning and the office of schools we established the instructional leadership team which is a team that is made up of instructional cabinet and all instructional executive directors and directors this team meets monthly to engage in learning share practice and monitor our progress toward our common instructional priorities our goal is to create full system coherence around our vision for instruction in school district u46 in order to ensure that every student no matter which school they attend or which zip code they reside in engages in highquality Daily learning experiences from preschool to 12th grade and Beyond
008we want our central office to be able to provide aligned support to schools in their efforts to improve outcomes for our students and in order to do that we used our data to establish three key instructional priorities that we are focusing on for the 2024 2025 school year those priorities are numeracy literacy and conditions for Learning and as a result of this work all of our School Improvement plans include goals and action steps that address each of these priorities allowing our district to have common areas of focus across all grade levels these priorities also support the work we've been doing to create a Common Language around instruction in u46 using the instructional Clarity framework our team has provided clear expectations for what daily instruction should include in all classrooms across the district this has allowed
009us to better align our professional learning and support across departments when central office leaders School leaders and teachers know understand and have the time resources and support to implement these common practices our students will ultimately benefit in addition to providing Clarity on instructional practices we worked hard to outline measures that we would use to define our ends or what we are striving for in terms of student Achievement First We outlined summi of measures or measures that are reported on annually we used historical data to set realistic goals in the areas of numeracy literacy and conditions knowing that the summative measures are only available once per year we then defined progress monitoring measures these include both implementation measures which tell us if we are changing adult practices and Alignment to our goals and they also include
010impact measures which are data points we can track on a monthly basis to see if our changes in practice have an impact on student outcomes as you can see our new numeracy and literacy measures include questions from the riger walk to gauge how adult practice is changing riger walk question three asks about the taxonomy level of the student work question six focuses on numeracy and is only observed in mathematics classes and asks if the lesson addresses the aspects of rigor called for by the standard question five focuses on literacy but it is observed in all classes and asks if the task is focused on Reading Writing or speaking about content specific grade level text question eight asks about whether the task requires students to work with Partners or groups to achieve the learning Target which
011highlights our efforts on academic teaming and finally question 13 asks if the teacher monitors and tracks student progress toward the learning Target and takes action when needed these implementation measures were selected because they are areas that we believe if we become more proficient in them we will see improved outcomes for students in addition to monitoring implementation of instructional practices our progress monitoring measures also include student data results from our Universal screener that will be given three times per year and we are also monitoring proficiency levels on both common assessments as well as overall grades our conditions measures include implementation data from our conditions walk as well as implementation data that gauges our progress toward having all seniors complete a post-secondary plan prior to graduation and data that tracks the number of junior year students who
012have completed a College advising meeting with their parent or guardian and their counselor our impact measures for our conditions priority track chronic absenteeism teacher attendance bullying referrals the number of students who have been suspended for more than one incident and our percent of freshmen who are on track to graduate all of our school Improvement teams monitor the relevant measures on a monthly basis and use their progress monitoring data to adjust their 45-day plans in order to continuously improve now that we have an idea of what we are measuring um I will continue to discuss the Strategic actions that we are taking to provide intentional support in these areas so that our outcomes improve as you are aware we have a great opportunity to grow in our numeracy instruction and while we know it is important
013to monitor our data we also know that we need to be strategic and intentional in taking specific actions to continuously improve as a district we have worked to outline four key strategies that we believe will improve teaching practice which will ultimately improve student learning first and foremost we want to ensure high quality standards aligned curriculum and resources as a part of this strategy our team has been working with school leaders and teachers to review curriculum and seek feedback in order to improve it at the elementary level we are also working to ensure that at least 60 minutes per day is dedicated to mathematics instruction in order to maintain Integrity to the implementation of our curriculum we've adopted a new math resource at the middle school level and have been working to support that implementation and
014finally we have adopted I ready as an intervention resource to provide additional supports for students in grades K through 8 our next strategy for numeracy focuses on the implementation of the instructional Clarity framework that I shared earlier this allows us to have a Common Language across all grade levels throughout the district when it comes to how we Define daily highquality instruction all of our professional learning and coaching for teachers and leaders aligns to the components of this framework our third strategy for improvement is to develop and Implement standards aligned common assessments I ready has been adopted as a universal screener and we're gearing up to give our first assessment during the first week of November in this first year of implementation we are a bit delayed but in the future school years we plan to
015administer the assessment at the beginning middle and end of the school year in addition to having benchmark assessments we have revised all math summi of Assessments to ensure that they align to the taxonomy level required by the standard last year as a part of our curriculum cycle we received feedback from teachers and leaders that the assessments we had were not aligned at that some that some were written at a lower taxonomy level we are pleased to report that all mathematics assessments have been revised and finally we know that our state assessments for high school is is Shifting to the ACT and we are working to provide opportunities for students in 11th grade to take a practice act as well as to have access to act preparation courses this is a new test for them and
016it is different from what they are used to with the SAT we want to give every opportunity for our students to be more familiar with the assessment in order to increase their success and our final district-wide strategy for improvement in numeracy is to provide aligned professional learning and support to our leaders and teachers there are a lot of new resources and assessments provided for numeracy and we are coupling those with ongoing professional learning one of the key structures I'll I'll speak to here is our intentional support of teacher collaborative time all teachers as you know in grades preschool through 8th grade participate in at least 40 minutes of teacher collaborative time per week and at the high school level we have early release once per month and we have offered professional learning to support teachers
017to use that time to meet with their teams to review student assessment data and discuss how to meet the needs of all students in addition we are providing specific professional learning for teachers in numeracy during our district collaborative days professional practice days and after school on a voluntary basis while we have made intentional adjustments to curriculum instruction and assessment we know it is critical to couple those adjustments with professional learning to support the implementation we believe these strategies will will allow us to achieve our goals I will now share some of our progress monitoring data for numeracy for the first two months of the year we do have data to report on some of the measures but we're still working on how how we will report out some of the other measures that we're that
018we don't have ready yet for the riger walk data that we will review the data is reported only for the 888 classrooms where mathematics was observed with this in mind riger walk question 3 asks about the taxonomy level of the evidence of student learning for the first two months of the year we are seeing that 1% of classrooms observed had students engaged in learning at the knowledge utilization level which is the highest level 3% of classrooms observed had students engaged in learning at the analysis level 38% of classrooms observed had students engaged in learning at the comprehension level 51% of classrooms observed had students engaged in learning at the retrieval level and 8% of classrooms observed did not have evidence of student learning while we always want to see evidence of student learning we also
019know that in order to enhance student outcomes the majority of the learning should be at the comprehension level or higher last year during August and September 40% of student learning was at the comprehension of level or higher and this year a total 42% of student learning is at the comprehension of level or higher so we are seeing a slight increase this year however with the additional professional learning and collaborative time in place we are expecting to see a higher increase as the school year progresses when we discuss the remaining rerw walk questions we will use the sum of agree and strongly agree responses to report out where we are seeing evidence of implementation for question six we are seeing that 57% of mathematics lessons observed are intentionally addressing the aspect of rigor called for by
020the standard compared to 52% of math lessons at this time last year riger walk question 8 asks about the extent of the task requiring students to work in Partners or groups to achieve the learning Target in the first two months of the school year we're seeing that 177% of tasks observed required students to work together this is an increase compared to 13% of classrooms observed during the same time frame last year and when we look at question 13 we see that in August and September of this year 18% of classrooms observed showed evidence of teachers monitoring and tracking student progress toward the learning Target and taking action when needed as compared to 12% of classrooms last year these four implementation measures require changes in adult practice and we have been intentional in providing learning and
021support to Foster these changes but we also know that change takes time and we're confident that that our ongoing aligned efforts will help accelerate that implementation the only remaining progress monitoring measure for numeracy that we have to report out this evening is on the percent of students um in grades 7 through 12 with a C or higher in a mathematics course this is a shift in how we are reporting out grades and progress for the past three years we have focused on the percent of students receiving an e or a failing grade we are intentionally shifting that measure to focusing on a c or higher because we believe it better articulates where we are in terms of student Proficiency in a course and at this time in the year we know that 72.4% of students
022have a c or higher in their mathematics course in grades 7 through 12th and as I mentioned earlier we will have more data to share regarding student outcomes under our Universal screener during our next update on instructional priorities our first assessment window for the universal screener will be between November 18th to December 6th and so at this time I'll conclude my my update on numeracy and I'll ask my colleague Dr Anette acedo to share more about our literacy priority good evening and thank you Lea Although our student achievement data and literacy has historically been stronger than in numeracy our instructional team has also worked to outline four key strategies and actions in literacy that we believe will continue to improve teaching and learning practices and ultimately student outcomes as it relates to the overall strategies
023they are the same key strategies that we discussed with numeracy however the actions we are taking in alignment with each strategy are different for example part of our strategy to ensure high quality standards aligned curriculum and resources in literacy include supporting the implementation of our new foundational reading skills supplementary resource you Y in kindergarten 1 and second grade in addition we are piloting new English language arts curriculum in middle school with the intent to fully adapt the curriculum for the 2526 school year we are also supporting the implementation of the new language arts curriculum in high school our team is also continuously working to ensure we are purchasing books for students in both English and Spanish to support our effort toward biliteracy in alignment with the work happening to establish a Common Language around instruction
024we are also working to implement the instructional Clarity framework in all content areas again this allows us to have a Common Language and common understanding of what instruction should look like in New 46 classrooms on a daily basis which also allows us as a district to provide a clear rationale of why we are monitoring the specific measures in the rigor walk we know that those measures will let us know how we are implementing the framework and where we may need to provide additional support as part of our strategy to develop and Implement standards aligned common assessments our Universal screener and benchmark assessments in I ready will provide us with student learning data that will help teachers make instructional decisions work also continues in literacy to revise assessments to align to the rigor of the standards
025and ENT and Elementary grade levels are piloting new assessments in language arts that we are expecting to implement across all grade levels next year in addition we have also updated our grading system to allow for intentional practice and formative assessments to count towards student grades this shift has increased student accountability in the classroom and has also required teachers to provide feedback to students on a daily basis in order to improve feedback given is based on the learning Target and success criteria which also helps to strengthen alignment of instruction to State Standards we have received positive feedback about this shift from many teachers across our district finally as with numery we are supporting the implementation of these strategies with professional learning we are proud to have literacy specialists at all of our tital one schools providing
026support to teachers as well as providing reading instruction to small groups of students we also have refined instructional coaching strategies new this year all teachers entering new 46 will be required to participate in instructional coaching during their first two years of teaching research shows that teachers practice changes the most within their first two years of teaching and we are leveraging that knowledge to ensure that we can provide the most intensive support for all teachers during those first two years all of our coaches and teacher leaders are being trained in coaching impact Cycles and also receive support from our professional learning team and external Consultants we hire about 200 new teachers a year so we are expecting to see a significant long-term impact on instruction as a result of this work in addition to potentially coaching
027new teachers we're also working with administrators to ensure that they are regularly visiting classrooms and providing informal feedback on instructional practices to all of their teachers as we review some of the available progress monitoring data for the two months of the school year I want to clarify that data presented for literacy includes all content areas including mathematics since literacy provides excuse me since literacy practices are something that is observable in all classrooms similar to numeracy this data represents all observations that occurred during the months of August and September number and represent a total of 1,681 classroom observations in our rigor walk data for question three we see that the taxonomy level of student learning was at the knowledge utilization level for 1% of the total observations the analys the analysis level is 9% of observations
028the comprehension level in 32% of observations the retrieval level in 45% of observations and there was no evidence of student learning in 133% of observations again we want to see the taxonomy level of student learning to be at the comprehension level or higher this year we see that happening in 42% of observations during the same period last year 40% of observations saw evidence of student learning at the comprehension level or higher so we are seeing a slight increase in the taxonomy level of student work and we expect to see Excel at increases in taxonomy levels as we continue to implement actions related to our strategies for question five on the rigger walk we are seeing that lesson learning tasks are focused on Reading Writing or speaking about content specific grade level text 52% of the
029time this is an increase compared to last year when we were seeing it 37% of the time when we review our progress on question 8 we see that in 20% of classrooms observed the task required students to interact with Partners or groups to achieve the learning Target this is also showing minimal growth from last year when this was occurring in 19% of classrooms observed finally we are seeing teachers monitoring and tracking student progress toward the lesson learning Target in 16% of classrooms observed compared with 12% of classrooms observed during the same time frame last year collectively we are seeing growth in our instructional practices and while we still have a lot more growth to make we are confident about the structures and support that we have in place to get there when we look at
030our progress on student grades we know that 79.1% of our students in 7th through 12th grade have a SE or better in their English language arts classes while we don't have comparison data from last year we are hopeful that our focus on providing actionable feedback to students to support their progress coupled with the changes we have made to our grading guidelines will have a positive impact on student Proficiency in this area also as a reminder our next update will provide data as it relates to student literacy outcomes on our un on our Universal screener I ready at this time I will ask my colleague Dr Latrice satte to share our progress on our conditions priority good evening and thank you for the opportunity to present our work and progress around conditions for learning as a
031district we have invested time and resources to improve conditions for learning for all students because we want students to feel a sense of belonging at school we have monitored our annual Panorama data and have seen a decrease in sense of belonging over over the last three years this year we have established four strategies that we believe will help cultivate welcoming environments for students and families in an effort to increase attendance and better prepare our students for their Futures our first strategy centers on establishing common practices across our district just as we have done with instruction we are trying to have a Common Language and common understanding systemwide as it relates to conditions for learning our team has done a lot of work to establish common practices around attendance and has launched our every minute matters
032campaign all students staff and families know what is expected for attendance and all schools engage in consistent proactive and reactive processes to support this effort in addition all schools have developed schoolwide operational handbooks so all staff know and understand our processes and procedures to support these efforts all schools are also engaging in conditions and walks three times per year the conditions walks complements our rigor walks and focuses on key areas of both the classroom environment as well as the schoolwide environment finally we have all worked to establish common expectations for postsecondary planning at all of our high schools so that all high school students have the support and guidance needed to plan for what comes after they graduate our next strategy is to engage teams in regular review of data to inform next steps this
033is a part of our conditions work because we want to establish a culture of using data as information that will help us make progress we engage leaders in monthly data dialogues are working to establish common protocols for analyzing data and have done very intentional work to support School Improvement teams to use and analyze data as they work to create their school Improvement plans our third strategy in this area is to create Implement and evaluate structures for belonging and social emotional learning at the elementary level this means working to provide support so that all teachers are implementing the morning meeting structure with Integrity in middle school we are supporting several schools and piloting advisory models prior to full implementation in school year 2006 2007 oh my apologies 2027 and in high schools we continue to research
034how to best Implement social emotional learning and supports within the day our final strategy which is similar to all of our priority areas is to provide ongoing aligned professional learning and support we have a lot of staff and a lot of work to do so our team has developed communities of practice where staff in similar roles such as counselors postsecondary success teams assistant principles and Associate principles can come together and engage in facilitated learning experiences to help Ensure practices are being implemented with Integrity in addition to this work I am also proud to share that all School staff have participated in CPI training that includes trauma informed practices and deescalation and all School staff have been trained in equity and practice where participants learned about hate speech its importance on other its impact on others
035and what we are doing to ensure it isn't being used in our schools the first piece of progress monitoring data we are sharing as a relates to our conditions for learning is the results of the first conditions walk for the classro level as I mentioned all schools conducted a beginning of the year conditions walk the rating scale for each of these items is a one to four scale with a four being strongly agree and a one is a strongly disagree because this is the first time we have done this we do not have comparison data to share as you can see our two highest areas are the classroom is welcoming and inviting and that students access resources to support their learning our two areas for growth are that the teacher verifies student progress toward the
036learning Target and that the students receive feedback we are noticing that this classroom level data also aligns with our rigor walk data which affirms the identified areas of need and helps inform our work as a district leadership team to support leaders and teachers in these areas we will now take a look at our progress on the school level portion of the conditions walk again this is the first time we are doing these walks so we do not have comp compon data the rating scale is the same as the classroom walk and our two highest areas are the school is welcoming and inviting and that transitions are safe and orderly our two areas of growth are instructional time is maximized and that parents and community members are an integral part of the school and instruction as
037schools review data from their walk they bring it back to their their school Improvement teams to inform their 45-day goals and action steps to help improve their conditions we expect to see schools refine their practices and this data to continue to grow over time an area of Celebration to note around our conditions data is our attendance in the first eight weeks of school we have seen an increase in student attendance and each week it has been at least a full point higher than any week in the last three school years we are excited to see this progress and are working to maintain the momentum with our every minute matters campaign so that more students come to school on time every day when we look at other progress monitoring measures such as chronically absent students we
038see that 24.3% of our students are currently considered chronically absent which means they have missed 10% or more of the school year thus far at the end of the year a student is considered chronically absent if they miss 18 or more days during the school year because this is a proxy value and we have had 34 days of school in August and September this percentage includes students who have missed four or more days of school we do not have comparison data from last school year to share another measure we are monitoring is the number of referrals for bullan and so far we have had 190 bullan referrals submitted we believe that by monitoring this data our team can provide more support to schools to address bullying behaviors and also provide students and adult education on
039bullying while we do not have comparison data we do know that we had a total of 2,44 bulling referrals for the entire for the entirety of last school year another measure we are monitoring is the number of students who have been suspended more than once these suspensions include anything from a one period in school suspension to a multi-day out of school suspension we want to include all of those suspensions because any suspension is time out of class and that impacts learning we have had 357 students suspended more than once this year again we use this data to inform how we coach principles to build stronger proactive systems for students create a more positive School culture and also to ensure we are providing support and intervention for student behaviors so that they don't continue to occur
040finally our freshman on track rate at the end of September was 88.7% our assistant principles of freshman success and high school teams have been working to provide intentional support to freshmen to ensure they pass their classes last year we ended the year with 86.5% of our freshman on track during our next update you will see additional progress measures included as we Implement our plan and collect additional data at this time I will hand it over to Lea to close out our presentation thank you Dr swe while we clearly have a lot of room to grow and a lot of progress to make we want our communities to know that we are making an intentional efforts to improve adult practices so that we can positively impact student achievement both academically as well as socially and emotionally
041and in addition we know that as we engage in developing our strategic plan as a district some of our work May shift and we are ready for that we want every day to be a great day to learn in u46 and our team is committed to doing work to make that happen thank you thank you all for your presentation board members have any questions Sue so um first of all thank you for answering my questions and providing the data from the previous year we seem to be going on on track for far fewer bullying referrals this year than last year what have we been doing to that this is the case what what changes have we made um so last year we started to expand our our network teams So within each Network we assigned
042a social emotional response team member and we started to develop a a team that would be able to both proactively provide training and support to school crisis teams School staff around um culture and climate but also um provide that reactive support if we if we need to so historically the social emotional response team members would be the people who investigated The Bu bullying referrals and what we're what we've sh shifted is to um use their expertise because they have backgrounds in counseling and social work and and restorative practices lots of different experiences to support with this work and instead of being the investigators of the referrals and that solely being their their job we expanded that team to provide one to each Network so that they can also do some proactive work as it relates
043to professional learning um for whole staff for for small groups of Staff um to really start to address how we address bullying in schools we still have work to do around and we still have to create more of a universal experience but we think that's part of the the reason why we're looking at these efforts and and I think you know there's there's a a saying of what gets monitored gets done and so as we focus more on these on these things we also bring more light and attention to it so we know that our leaders are also being more intentional around what they're doing with their staffs as they're working to address uh bullying concerns thank you sarine okay so I have a few points that were a little concerning from the data that
044was provided so I'll just go through some of them and then POS my questions after um the Target that you that you set the 43 43% meet or exceed the I level um just based just to be more practical that is that that's low that's less than 50% of our students um very very concerning um 42% mathematics um comprehension level literacy was a little bit better but math rates are still pretty low um and then just the common theme of just seeing teacher monitoring Pro progress and the correlation of student engagement being low um I know I've had a great experience at Bart Elementary with my with my son student I mean teachers and they've been very engaged and they're amazing so I know we have amazing staff and we don't know the challenges each
045teacher faces in the classroom um I kind of wanted to know what are your plans to kind of address some of this um to improve student engagement teacher monitoring progress in the classrooms and and kind of where your challenges have been met um and then the other one is u46 rising um intervention programs curriculum we've approved so many different tools how what additional intervention programs do you have to improve some of our student progress in the district um so I guess there's two questions yeah so so definitely agree with you that the achievement levels are low and nobody wants achievement levels to be low we also wanted to make sure that when we set the goals because right now they're we're under 40% in literacy and and just about at 20% with with math and
046so we wanted to set goals that were more realistic of course we want all of our students to meet or exceed standards everybody wants that but I in reality are we going to be getting there in one year I don't I don't think that's that's realistic so that's why we set the goals where we did um and absolutely we want to accelerate that growth and and get them as as high as as possible um but with our with our plans to increase um I mean we shared some of the strategies that what we're working on to increase scores in literacy and math it's it's it's a combination of things so it's looking and at our curriculum and making sure that it's actually teaching the standards at the appropriate level that they're supposed to be that
047that we're that we're um that we want that it's in the correct sequence that it's um providing students opportunities to um engage and learn the standards you know before they actually take the state assessment and so that they have that exposure across uh both numeracy and literacy that we're implementing the instructional Clarity model where we have you know there are learning targets that are aligned to standards with success criteria and language language targets as well that we engaging in the workshop model of instruction that their students are engaged in tasks at that appropriate taxonomy level or higher that we're providing students that teachers are providing students with daily feedback as it relates to what they're supposed to be learning for the day so that students can get that feedback and then take ownership of their
048learning and continue to grow um a lot of that has to also do with professional learning for teachers and so while you know we have a lot of resources and we're able with the support of the Board of Education to increase the number of coaches that we have we used that really strategically so that we would start with teachers who are new to the district um and as part of their onboarding process be required to participate in two years of coaching um we do have coaches that that um support teachers who are not in their first year and that's by you know invitation because when you're you have to want to be coached in order to to continue to improve your practice we try to leverage the professional development days that we do have to
049provide aligned um professional learning that will help teachers know how to implement curriculum be able to see the assessments prior to to engage in teaching have time to plan during the school day with that teacher collaborative time um to to be able to move that work forward um so there's a variety of things that we're doing to to make those improvements I think one of the big pieces that I we mentioned a little bit earlier is creating that time and space within the day for teachers to collaborate with each other review that data and use it to plan their instruction based on their current student needs right today with the kids that I have in my classroom right now um we think that's going to be a big game changer we've heard lots of positive
050feedback around that um we've done work to to you know revise the assessments so that they are more rigorous so that when students when teachers look at the assessments they can provide daily activities and experiences for students that match the rigor of those assessments um so again there's you know there's a lot of work that we're doing we're we're not we're definitely not where we want to be but we think with with being intentional around this work and also creating greater coherence around our departments so all of our departments from in every every office they're all we are all focusing on the same thing and we're all moving in this direction ction so that we can accelerate that learning for students can I just add one piece about um yeah I I think that the
051teacher collaborative time is really key but we're also being really intentional in terms of coherence with our principles and providing professional learning um with our principles um around providing actionable feedback to teachers around um how they can support TCT time um around making sure that when they're observing in classrooms that they're is um that they're learning about for example learning progressions and being able to identify if there's alignment between the tasks and the common assessments and then being able to provide teachers feedback so we're we are trying to build that coherence not only with our teachers but also with the leaders who are providing feedback to our teachers and and to the second part of your question around the different programs and all these resources that we're spending Dollars around again very thankful for for
052the support of the board of education for that um I I think th some of those resources are new right and so we're still in this like first couple of months of school where teachers are learning that we had a a little bit of a um interesting Journey with our uh new language arts curriculum at the high school level and really trying to make sure that teachers were supported and we did a lot of Outreach to teachers and we continue to have weekly meetings with them to help you know if they're interested to co- plan and help them work through the the new curriculum um so with some of those new items it will you know it's not going to happen overnight where we're going to see some of those changes but we are seeing
053more more rigor um more more tasks that are uh dependent on te on text as we saw with some of our literacy um question five in the rigor walk where it talks about literacy last year we were at 37% this year um we were at 52% within the first two months so we're seeing some of those shifts um just you know not as quickly as as we'd like but we are we expect like with the work that we're doing that we'll see that accelerate over time um the the new PHX resource is um is being implemented so we're we're hoping to see in our early literacy um bigger shifts so that when the students gets to third grade there's fewer gaps um as it relates to I ready once we take that Universal screener we'll
054then have that uh tool available for intervention support for students in numeracy uh the literacy specialist also provides some of that support and intervention to students in our Title One building so we are we are maximizing the resources as much as we can to accelerate student achievement Don so I'm gonna um thank you for the update um this is a lot of information um so slide I mean slide six I guess but I wanted to just kind of touch base on the roll out of common assessments especially at math um so how does I guess I want better Clarity on how that works so if we're saying we have a common assessment I'm going to go with geometry are we saying that at the School level everything from geobridge to honors geometry is using a
055a single assessment and then um given that like what is it what standards is it based on and how do we then support the students as those grades come in I not to be but I would expect that there be a grade variance right if you're three very different levels of students so how does that work in practice and what is that looking like for us so uh we we have had uh lots of conversations with high school math teach tees around the new assessment so previously um the way we assessed students with our district assessments was we assessed them one standard at a time um because it was just one standard at a time we didn't get the full picture of what students knew as it relates to mathematics as a whole and so
056our um our team in in curriculum instruction and and some of the teachers work to revise those math assessments to create Summit of Assessments that looked more like um a measure of what students would learn throughout a unit as opposed to a single standard so what we did was those new assessments then became the district Summit of Assessments um and we created a system by which every every question was aligned to a certain standard and then there's points assigned and it's it's it's a little bit more complex and Brian's not here to explain all the details of it but trying my best um so so it is it is more of a comprehensive assessment for the unit and then our formative assessments became the old summatives where they would assess on a single standard so
057we could use those assessments formatively to give students feedback on where they're at in terms of progress they're making on a single standard um that was a shift for our teachers and it required we had like multiple meetings with different groups of teachers to go through this these changes and what this means um and they do I mean the ideal right the theory is that if we are implementing daily you know intentional practice and giving students feedback on that intentional practice so I've got my you know learning targets for the day and success criteria kids we we give the lesson we provide students time to work on their tasks in class and while they're working on tasks we're giving them that feedback so every day we kind of know where our kids are and then
058when they take that formative assessment um it you know we'll see we'll see evidence of of their learning and be able to assess their progress and again provide feedback to get them to continue to grow that by the time they take that summative they'll be well prepared and they'll be able to do um all or to provide evidence of their learning with on that assessment um that's the theory and the the reality is we know students are all in a different place so it's a it's continuing to work and then we also know what our numeracy data is too so we know that students are coming in 20% of our students are at or above grade level on in numeracy and so there are gaps there are gaps in math at the high school level
059um we have a 1.6 FTE so essentially somebody available every period of the school day to provide intervention support in algebra because we know that that's kind of like our Gateway course for lack of a better term that if students are successful in algebra they're more likely to be successful in in uh subsequent math classes and so we do have that an additional staff member available to provide that support um but we are also working with teachers on like how do we Implement a workshop model where we can get students working on different tasks based on their needs that's that's still a huge area of growth and we're still working as a team to try to work through what additional strategies and support we could provide to schools around that thank you any other questions
060I have oh okay I have more I was just trying to be you know um you mentioned the different grading policies is there something on this is just my confusion something other than it like there being the intentional the formative and the is it that's was that all okay that was mentioned I wanted to make sure it was still the 70 2010 yep we didn't change anything else making sure and then my last question is on attendance so um I think I wanted to touch on kind of the new and I don't know if they're truly new or if they're more of a roll out of what we would like attendance guidelines to be um I mean I've heard it I mean I've seen it as a parent and I've heard it as a a
061board member some of the new attendance guidelines things like requiring of doctor's notes again for sick days for them to be excused for is unexcused um and that's honestly a big one that I've heard about the doctor's notes issue that's that's the first time I'm hearing about this so interesting feedback I can provide that in writing please do from that so and maybe and then I'm going to assume that all schools are doing it the same so I've heard it from several um and this is maybe I'm just going to need to email them that this is not what's going on in the district um I guess my question my concern was that we had changed attendance guidelines of excused versus unexcused and pushing families into situations where they are not able especially when it
062comes to doctor's visits and that was a big touchy thing that we had rolled back before and have red at least in some schools ruled back out the doctors know it's are now required again when you're out sick and I had concerns about that districtwide yep so that's that's not a districtwide requirement we're going to have to kind of if if you could provide us with more information on that so we could follow up we'd be happy to do that thank you yep we haven't changed right the criteria of what is excused or own excuse we clearly are monitoring attendance a lot more um but we are you know I haven't seen that I I think the point of clarification is um and and this is difficult just because there is a reason for the
063absence it doesn't mean that it's an excused absence and that I know has been part of a lot of discussion this year and we appreciate all the feedback and considerations for it um and I I recognize as well right I'm also a parent in the district I have times that my students are absent and that may not be an excused absence so we we can take that and we can certainly look at that and give consideration to it um but that's really what I'm hearing I I think on the other side of that is I'm thrilled that we're having these conversations about attendance um and so you know as this continues to evolve and we take that feedback that's excellent but I we would definitely like anything else in writing so we can follow back
064up on on those pieces too yeah absolutely and then just so everybody is aware we align our our our excused and unexcused absence reasons to those that are out that are stated in the Illinois school code so any other questions so I have just I have a question and a comment so going back to the the attendance it's clear from the the graph that we were provided that you know attendance starts off week one it dips down almost universally at week three and then it kind of stabilizes is there since we know that's the pattern is there a specific focus on week three do we know why that tends to happen year after year it's usually Labor Day weekend okay is that that's the only reason I mean that's a hypothesis I I don't know
065if it's like confirmed but that's possibly extend the vacation weekend okay um we might have more information sorry about that as we because we're being also just a lot more intentional trying to obtain right what what the reason is that root cause so we're really looking at that this year so we might have we might be able to EXP explain that further yeah later on okay and we see and we see that same same pattern like the week before Christmas break the week before spring break those around certain holidays okay and then going back to um earlier in the presentation on Slide Five I just want to thank you for for laying it out like this and kind of piggybacking on on Don's first question the way that I read this it's really like a
066theory of action right so we if we change the practices um like you were saying we change the practices we do look at the assessments we look at the universal screener that now we know is going to be aligned better to I right and then you know monitor those grades then the theory is that we'll see those results then on the I yeah we have to do something in between every time we monitoring them too like so we've got to look at the data and we have to analyze and do something different to continue to improve practice if we're not seeing Improvement if we're seeing Improvement we can continue with our plan is and I don't know that I've actually seen it laid out like this before so I just want to thank you for
067because it gives those of us that are non Educators a really good kind of framework for how that action works right so my question is is as we go through and and continue to see updates from you on this progress mon monitoring we'll still see that that guideline and where we are in those steps then yeah we all I think the idea is that as we continue as we come forward throughout the year with updates on our progress we'll we'll kind of build off of the previous slide and obviously we won't have to do as much explanation on the on the front end because you now know what these things are but then you can see progress from where we're at now to where we're at a couple months from now when we come back
068okay thank you I appreciate that thank you all thank you all right well we uh we have a second uh strategic Plan update tonight so we have the October 2024 School Improvement update uh laa myovich uh will stay at the deis uh joining her is Matt Randi director of assessment and accountability to provide the Board of Education with an update on the October 2024 School Improvement plans right good evening all right um so this is just a a little bit of an update from where we were in July to where we are now so back in July I presented all of the targeted and comprehensive School Improvement plans and all of those schools had to submit budgets uh to the state that were closely aligned to those the plans went to the board uh they
069went to the State Board the grant was approved um so those schools have access to those funds and now we brought forward all of the schools that were in commendable status just a little update on that timeline and the reason that we bring the school Improvement plans for the schools in commendable or exemplary status really is so um it adds compliance one with other grants so some schools are title and they have other reasons that they need to do it it also lets you see some of like the major initiatives that are occurring across buildings really with all the details that were shared in the the previous presentation uh makes things more transparent and you can see our new methods for accountability shows how all of our goals are aligned and how we're allocating our
070resources and also it helps when there's transition in leadership or mobility within schools that that plan is there and then it allows for smooth transitions now here is a picture that demonstrates all of our commendable schools by Network and these are subject to change on October 30th with the release of new designations so this is a summary of last last year so our schools we had 15 that were targeted in seven comprehensive schools and at the last time I presented there was a request to see of what these schools are doing with those budgets and who are their learning partners and what are those major initiatives before I show exactly what the schools uh are spending on just want to give an idea of how much State funding is awarded uh with these statuses so
071there's a formula that varies based on enrollment and uh which students are at the schools based on student groups and for the comprehensive schools on average they're receiving around $123,000 for this year and then the targeted schools on average are receiving about $66,000 also each one of these schools uses $10,000 for their school instructional leadership team so that is a core group of teachers that attend extra meetings each month where they participate in extra planning and they really do a lot of that work so you have to subtract a little bit from there for what the schools actually have uh flexibility with the Grant and here's a summary of some of the largest expenses and it's grouped by how the schools are doing it like this budget has over two 300 lines in it but
072when you filter by certain things you can see where a lot of those dollars are being spent and this school Improvement money is focused on changing adult practice so there's very very little uh that's being spent on materials uh most of that money is invested in professional development or hourly pay for teachers to do extra work to implement the school Improvement plan to host family engagement events attendance Outreach could be tutoring uh there's also a lot of expenses related to PLC plus which has to do with our tcts our teacher teams so since that is a new structure a lot of the schools are seeking professional development so they can Implement those with Fidelity in bold are the learning Partners so the Learning Partner that is the largest one is Kane Roe which is at
07310 of our schools and then we have fliping group capturing kid hearts at Parkwood and then uh Catalyst for educational change at Abbot and then on the next slide it lists all of the schools that are using those learning Partners the schools marked with an asterisk are targeted schools so they were not not required to select a Learning Partner but they did see that uh the services offered by Kane Roe uh met their needs so those schools opted to use the funds for that and that is mostly uh Consulting so there's leadership Consulting there's working with the teacher teams some of it is for um implementation with the every minute matters so there's just uh extra support provided to the the teachers and the leaders so next steps uh related to school Improvement um the
074schools are continuing to expend those budgets and there's going to be an amendment this month and then there's going to be another one in January um new schools uh may become newly identified at the end of the month and as that happens we'll be sure to update uh the board of education on any changes in those School statuses and then moving forward uh we are going to make sure that all the school Improvement plans uh for commendable schools exemplary targeted comprehensives all of them will be brought in the summer uh before the school year begins at the at this time I'll take any questions thank you and for members have any questions okay thank you he the next item on our agenda is public comment and we do have public comment this evening so Brenda
075Gomez is coming forward to uh provide Direction on public comment good evening and welcome to the Board of Education meeting we are now at the public comment portion of the meeting at attendees wishing to make a public comment in person or via Zoom tonight were asked to complete a request to speak form in advance those who chose to speak via Zoom we provided with a webinar ID number to call in promptly at 7 pm tonight as always speakers will be given three minutes to share their comments the board listens to the speaker but does not respond to individual questions or comments during the meeting a written response will be mailed to the speaker if requested on the form public comments may include the speaker's name if you wish all public comments must refrain from mentioning
076any other students protected personal information and name if your public comment includes other students information we will need to end your public comment at that time Those Who provided a public comment but chose not to speak publicly in the meeting were asked to submit an email to board at u-46.org those emails were posted on the board agenda for public viewing e for thank you our first Speaker tonight is is Erica Parkinson our next speaker is Kaylee Martin you can speak into the microphone the microphone should be on right right good evening members of the board uh this is in regards to my termination caused by a petty offense that took place off of school grounds and off of school hours after multiple failed attempts to reason with the higher ups of u46 I've come to
077terms with the situation that being said during my time working for u46 I've learned of many serious offenses that should be brought to the board's attention mainly the situations that are occurring at dream Academy last year current and former admin had a former employee that was allowed to fraize with multiple students on and off of school grounds the inappropriate relationships were brought up to admin multiple times but the situation was ignored every time in order to keep the situation out of the public eye the u46 board and HR should be asame ashamed of themselves for sweeping such serious offenses under the rug and only focusing on firing good employees for minor offenses that take place off of school property also it is known that there have been many overdoses due to drugs on the dream
078Academy property there have been no procedures implemented to protect the well-being of the students the current admin have made no attempt to protect the students or the staff but instead have Protected Their Own Name against the media the reason I bring this up is because u46 is too worried about firing good hardworking people over personal situations that take place off of school property instead of worrying about the multiple serious offenses that are made quite literally in this building please tell me what is more important the safety and the well-being of the students in their school that you run or making sure Society doesn't see you in a bad light thank you thank you our next speaker is is Courtney Gutierrez hi thank you for this opportunity my name is Courtney gutier I'm the parent of
079a student that attends Larson Middle School I'm here today to speak to you regarding that District's hate speech policy and disciplinarian code during the third and seventh week of school my son was called the nword by a fellow classmate two different classmates my son is not aware of what the n-word means but he is aware that it's negative in fact he's so protected from that word that he expressed his grievance to his teacher he said that the student cursed at him yet in fact the student used an even grander language he told my son don't touch me you mfn nword I won't say the words a second student called him the n-word on week seven and then the third student just called him the nword two weeks ago I have had multiple conversations with the
080principal and assistant principal of Larson middle school as well as others of the of the district but I believe that there's a gap in the disciplinarian code as it relates to hate speech my goal is not to complain my goal is to partner my goal is to partner to make sure that you have parents at those meetings at the committee policy meetings so that we can establish what that language needs to look like for students of color at lson middle school there are approximately 30 students of color who are there my son is biracial my children are biracial I should state that he just presents more africanamerican there's no excuse there is no good or bad or passible way to say the N word it is unacceptable Mr spaone has asked for support he has
081been given support however your policy Gap states that each student has the ability to call my son the NW and they only get I'm not sure referral possible in school so out of 30 africanamerican students in the school approximately 350 people get to call 30 people the N word before there is any attempt of disciplinarian action that fits the bill there have been some things that have occurred to support this but my goal is to have hate speech have the same disciplinary actions of that of assault and hoping that uh I can receive something in the mail stating that asking for partnership I have other parents who are ready to help and make sure that we can stop this because it is excessive at Larson middle school thank you thank you our next speaker tonight
082is Stella Martin good afternoon members of the board I'm Stella Martin and I'm here on behalf of a student at dream Academy he would like to share last month I was a victim to cruel and extreme punishment by Dean shogren and principal M I was accused and seen as a threat by all of admin because of a lie truancy specialist Daisy landeras told about me Daisy Lander was exposing my personal information throughout dream Academy in order to sabotage my girlfriend Kaye Martin's career I was suspended for 3 Days put on a safety watch scheduled to be put in reset for weeks and now I am not allowed on any District property when I had a meeting with Dean shogren he spoke to my mother and myself refusing to disclose any information regarding the situation I
083had proof that I was not involved in the situation yet shogran told me I am not able to hear it I also requested that the referral was written on me but shogran refused to show me or my mother the principal Manion did not care to speak about about the situation with me or my mom this should not have been allowed the admin of dream or you the board I have never felt more horrible than I did in the last month being seen as a threat by women double my age who I never had an issue with while attending dream Academy this needs to be corrected and I don't understand why they would do this to me thank you and our next speaker is Tisha Dixon Moore hello my name is Laticia Dixon Moore I'm in
084I'm a parent in the district uh last year I'm going to start off by just talking about an exper just one experience that I had uh in the district with one of my children last year um a Caucasian female parent got out of her vehicle on the car line at my child's then school box medals school and began calling my child a several times as well as other profane words when my husband an africanamerican male got out of his vehicle uh to intervene the school principal was then called staff did not intervene on behalf of my student nor my husband and my family was asked to leave the school the following day myself and my father-in-law who is an ex navyman and retired CEO went to pick my child up and was met with several
085South Elan police car units in a requested meeting with the district and with the principal the principal was asked why he thought calling the police was an appropriate action his answer was because he expected retaliation we wondered why was it because we were black he certainly did not call the police on the parent who disregarded safety policies and clearly demonstrated bullying and hate towards my child instead your District principal with in the scope of his given Authority gave this parent an accommodation her own designated parking space for the rest of the school year so that the entire school could see that denigrating and disrespecting my child was basically what your school district valued more this was just one of my experiences in your District in regards to race racism discrimination and lack of adequate leadership
086contempt for my child by leadership has been in full display I contacted this board um and I have only a couple more seconds but I contacted this board um last year and I contacted you as a body but also individually and I did not get an answer I just want to tell you as an africanamerican parent that's what I felt like I encountered so meet Miss in action Mr silence and Mr and Mrs complient because for a parent in this District to write you as a collective body and as individual members and as a superintendent and to not receive a response that's what I felt like I encountered just an empty chair so although you have a vision a mission and values above your head I felt like my child there's an aster it on
087each and every one of those you can sit here and pontificate from your platform and talk about how our children are encompassed within those values missions and St statements but it means absolutely nothing if you are not pushing the policy into action thank you very much thank you the next item on our agenda is other business board member and superintendent updates board members have any updates Oh Martin guess we should cover this um prior to tonight's meeting we had a community relations meeting at 4:30 this afternoon um the majority of that meeting was talking about CAC um and how to best support them and Revitalize them I'm going to go with that word I'm going to go with the word Revitalize uh I do want to thank the four members of the CAC EX ex
088cutive and their committees that were here uh that joined us today um most majority of the board was here for the conversation um to sum it up very quickly CAC has been struggling with enrollment and kind of um General guidance on their role as the committee arm of the board um so we discussed different ways to start working on better recruitment policy how the board can assist with that um and how do we better guide them in [Music] being the boards resource for the board yeah resource for the board um so be kind of touched on that we touched on some of their upcoming meetings um mainly being the round table meeting in December we're going to be doing a big push on that don't know if anyone else wanted to add anything so there'll
089be upcoming I guess work by the board and more information on the updates to see AC and how our community can continue to support them yeah and I just I want to add on to that because one of the things that we we spoke about was the um on October 22nd and 23rd there's the two Community um communityfamily Team strategic plan meetings I know that um CF so uh on the 22nd Dawn you and I are signed up to attend that meeting but nobody from the board is ass signed has signed up to attend the 23d which not sure what day of the week that is and I do believe it's it's two schools at night if I'm correct so like it's two different schools at night right so um I just signed up oh
090and you're signed up so Don and I are going to South Alan and then I'm sorry Veronica you're signed up for Alan High School okay oh you just signed up okay so so then so if we could get you know e either one more person to go to the Elgen High School um meeting on the 22nd which is a Tuesday night or the Wednesday night which is obviously the 23d um those are at L and the Welcome Center yeah and the Welcome Center one is the one that is uh going to be in English and Spanish it's going to be bilingual correct bpack okay so just throwing that out there um because we've asked CAC to to also consider going or or some of their executive team members to to go I think it would
091be great to have full board representation if we can at those meetings um and then as soon as we settle on the date and time for the the round table discussion um that's certainly something that we would like to have um widespread Community Support at so we'll we'll get that information out and then I just wanted to um I I was not able to go to the the daytime um explore event because of my work schedule but I did go to sha and I were at the um along with Dr Johnson we were at the the evening event the night before and the the first look for parents and students um and that went went really well um so I just wanted to thank the alignment collaborative for education and all of the the businesses
092and organizations and support people that showed up for that it's a phenomenal um job that they do for the district so and I know they'll be presenting I believe in November that's correct to the board got one other thing um I wanted to thank everyone I was at the instructional Focus team meeting today for strategic planning um I hung out with them at Olivia from 8 to maybe 3:30 four o'clock um so I just want to thank everyone from our team who was there today and the work they're doing um it's actually really interesting to watch see the conversations and see everyone work together to try to um create an updated path for us as a district and a board so I did I just wanted to thank everyone that was there for their time
093today um I know they're back again tomorrow and obviously we have many many days of upcoming work so any other updates um I I just want to uh Echo um Miss Martin's uh comments as well so uh board member Martin and I got to spend some time together today at the instructional Focus team uh strateg strategic planning work I appreciate your time um Don for for joining us today and the time of the team as well uh again it's it's wonderful to get to be part of it and to listen in and to see the data and the robust discussion so I appreciate all of our team members for taking time away from their students and their buildings and their departments and programs to be part of this work and they are they are back
094at it again tomorrow so thank you all for your support and thank you to the board of education for your support with our strategic planning process okay the next item on our agenda is forer requests uh thank you president Owens this evening we have 15 Freedom of Information Act requests that are available on the public domain of board dos uh these requests will be moved to the school district u46 website and available there as well after this meeting next item is consent agenda Dr Johnson thank you on the consent agenda tonight we have Personnel report and workers compensation cases minutes of board meetings termination of Kaylee Martin Dean's assistant termination of Yadira rir HZ noon hour supervisor termination of visaro Sanchez noon hour supervisor a proposal operations centry Oaks Elementary School architect recommendation proposal operations
095Glenbrook Elementary School architect recommendation proposal operations Illinois Park architect recommendation proposal operations new Elementary School in Elgen architect recommendation contract renewal Fine Arts music first secondary music curriculum resource contract professional learning consultant contract teaching and learning Amira learning statement of completion one occupancy permits three Centennial Elementary School renovation repair project number 23116 Ronald O'Neal Elementary School renovation repair project 23115 and Streamwood High School renovation repair project 23113 are there any items that board members would like remove from the consent agenda hearing none can I have a motion to approve the consent agenda so moveed second any discussion roll call please miss Kerr yes Miss Khan yes Miss Martin yes Miss Nolan yes Miss Schwarz yes Miss Thomas yes president Owen yes motion carried next item is discussion action Dr Johnson our first item itemize bills
096for October 7th 2024 Dr Frank Williams assistant superintendent of finance 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 approved the list of bills in the amount of will present the attach proposal summary and respond to questions from the Board of Education Administration recommends approval for the hiring of two fellows from education Pioneers for a 10-month engagement in the total amount of $144,000 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 2024 2025 fiscal year going to get a motion for the approval for the hiring of two fellows from the education pioneers for a 10-month engagement in
097a total amount of $144,000 so moved second any discussion so Mr Lindo my only concern is we're bringing in new people to do something for 10 months and they have no experience with this District no experience with our district right um they are typically uh three to five years uh professional experience in their careers uh many of them come from Top uh graduate school programs or and or have experience working in large uh public school districts so I think they are very highly qualified we also see them as having very transferable skills though that they will be able to come on and make significant impacts very quickly uh with you 46 and other districts have been satisfied with the outcomes of working with these people yeah actually miss movich not sure where she she's responding
098oh she's out there yeah uh when she was at Chicago Public Schools they had historically taken on um several of of these impact fellows each year and she spoke glowingly about uh the talent that that they received so okay and it'll give it will give us an outside perspective which is always valuable too correct okay thank you John so and can I get clarity on what they're going to be doing I are they um just working with the people we like with our on board staff so that you guys can focus on other projects or what like what is their role yeah so uh they all come with um uh experience and skills and either project or program management data or analytics Opera operations or strategy so depending um who we're placed with I think
099we'll we'll try to figure out kind of where to best apply their skills but we're thinking say specifically for the strategic planning process we're going to need full-time u46 staff just to provide performance fact everything they they need with all the data in between sessions all the logistics to help line up the sessions facilitation of focus groups um synthesizing data if we do surveys um so I think I think there's lots of places that uh that that we'll be able to use them some of the um I think pieces where we recognize that we can certainly use uh the assistance and the support and rightfully so on so many of these pieces we are charged without um with going out to our community our stakeholders getting feedback Gathering that information utilizing that data sharing that
100data whether it's with our performance fact team or our team here as we are working to navigate changes to our facilities work boundaries um and then we're charged with the implementation of of that work and when we think about that implementation piece that spans so many components of the district so there's the operational piece there's certainly the the the impact on instruction there's also the community unation component and so being able to work with individuals that are bringing to us expertise in doing the systems work and being able to support us in managing that um I think that that addresses both your your question um board member Mark and and board member Kerr's question around around that work um and certainly being able to bring uh again an outside perspective and likely being able to
101give us some some important feedback and and some considerations for how we can continue to enhance and grow our systems and and procedures for doing that work as well so then I had one other question and I think I think this is more Miss Olen question um there is a copyright section in the contract on page six reading it it it seems like a standard copyright but given what they would be working on with it being strategic plan which I mean we already have a partner on and I'm sure there's already some copyright things between us and our on the part that we have I'm going to assume we are we comfortable with this copyright Clause that they have that there is not going to be any weird cross issues with them working on aate
102specifically our strategic plan since it is a written document with an outside partner we did uh specifically look at the copyright and the work for hire provision okay um and we are comfortable moving forward the way it is um the work that they're going to be doing is going to be in concert with the district and it's not something that would the individual work for higher that they would then potentially have the right to okay thank you any other questions good roll call please miss Kirk yes Miss Khan yes Miss Martin yes Miss Nolan yes Miss Schwarz yes Miss Thomas yes president Owen yes motion passes uh next we have a proposal from specialized student services special education staffing recommendations Amanda leatherby uh director of specialized student services along with Dr Christopher sanser assistant director
103of specialized student services curriculum instruction will present the attached proposal summary and respond to questions from Board of Education Administration recommends approval of the proposal from 20 22nd century Technologies Incorporated lsoft Incorporated engineering Geneva hearing services for a total amount not to exceed 13,3 47,6 4342 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 2024 2025 through 2026 2027 fiscal years okay can I get a motion for the approval of the proposal from 22nd century Technologies Inc lsoft Inc and Geneva Hearing Services for a total amount not to exceed $3,347 64342 so moved second any discussion yeah I just have a quick question I apologize if this is discussed the last meeting when I wasn't here
104have we reached the point where we're offering compensatory services to students we are we are offering compensatory services to students currently yes yeah so what I guess my point is we've gotten behind enough that we have to do compensatory services because we didn't have folks yes good J okay thanks any other questions Z so this is a three-year contract historically have we only done one year I seem to recall this coming up every year that is correct so three years we won't see this again for three years corre that's good thank you any other questions good roll call please Miss K yes Miss Khan Miss Martin yes Miss Nolan yes Miss Schwarz yes Miss Thomas yes president Owens yes motion carried the next item on our agenda is other business employee matters that item is
105Adusa grievance number 01 0624 step three uh this matter was withdrawn by withdrawn from the agenda by ducon brings us to the next item on our agenda which is other business Dr Johnson the first item or only item under other business is fiscal Equity Dr Anne Williams deputy superintendent of operations and Dr Frank Williams assistant superintendent of finance will discuss the district's efforts regarding fiscal Equity as it pertains to the budget and will'll respond to questions from the Board of Education uh we are loading a a brief uh presentation to provide an overview and to walk through uh this evening this is in response to a previous request concerning what fiscal Equity at our schools looks like um and and we' you know continued to have discussion about it so uh the this evening Dr
106Williams and Dr Williams will work at at presenting we got hey good evening and as superintendent Johnson mentioned this was in the requests uh I believe from Miss Martin about giving some more details about a fiscal which fiscal equity which we are super excited about very excited about this effort that we're making at u46 is as I said before I do believe we're on the Forefront of pushing this this this new lens of fiscal Equity so our vision focuses on converting dreams into realities obviously this looks different for every student to help students reach their Vision we strive to have a fair distribution of Financial Resources across educational institutions ensuring that all students regardless of their socioeconomic background geographic location or demographic group have access access to the same quality education because of this a
107spending plan that is one- siiz fits all just doesn't work especially for u46 some key aspects of fiscal Equity include adequate funding equitable distribution and access to resources in order to help our diverse student population reach our vision we have a goal that our budgets are created using fiscal equity the initial step in our fiscal Equity analysis involved a thorough assessment of our student demographics and population the following graphic utilizing publicly available data from the most recent state report card 2023 presents key enrollment statistics and other critical data points these figures highlight the diversity within our student body and underscore the importance of prioritizing fiscal Equity over a standard size one size fits all with a foundational understanding established we can now focus on the initiatives behind the fiscal equity and the outcomes in the
108school allotments school allocations are determined based on a student count using enrollment snapshots from October through March this data along with a three-year analysis of discretionary spending by school type help calculate a per student funding gifted education for example allocates $36 for identified student at schools with gifted programs and is restricted to the student population so that's important so the allocation of money to our gifted and to our low income and to our special needs students they are restricted to those student populations right so we say the minimum you have to spend is this bucket of money that we gave you and to focus that bucket of money on that student population again that's the equity lens focus on the needs of the students special education and lowincome support are directly funded by the evidence-based
109funding model and $50 and $47 were allocated per student respectively notably English language learner funding which was 15.1 million from evf is managed through the district District's multilingual and Multicultural education department and it requires District reporting to the state so these Target Investments and share Equitable resources distributed across each of the schools and the student needs our analysis was focused on fiscal Equity putting the needs of students first before Distributing monies the per pupil base allocation table shown here was a basis for our per School allotment let's take a look at what an example could look like that fy2 24 enrollment column that represents the average evidence-based funding allotment reported in October and in March you're gifted your I and your lwi income those are actual numbers that come straight out of our student information
110system the base allocation and instructional materials were calculated by multiplying the base rate and the instructional materials by your FY 24 enrollment so you can see here the yellow box using that base rate multiply that by your enrollment that get you your base allocation the remaining categories are calculated by multiplying the enrollment number by the allocation dollar amount again these amounts have to be spent on this student population so the dollar amounts provided for gifted special education and low income have to be spent on that student population essentially they are the minimum amount that a school was required to spend on the category of students within their building so as we educated principles on how to prepare for this new allotment we educated them that this bucket of money that we're providing you for your
111low-income students in this example Elementary $75 needs to be spent on lowincome students that's the minimum you could spend more that'd be fine but the minimum you could spend is $75 this chart highlights three of our elementary schools with diverse student populations demonstrating our commitment to fiscal equity by employing a fiscal Equity lens in our budgeting process we can see here that Elementary a which has the lowest enrollment of the three schools but the highest number of lowincome student and students with a 504 I AP was allocated the most when we prioritize resources based on student needs so again putting the student needs first this school saw a year-over-year budget increase of about $177,000 based on our new funding allocation Elementary B received an increase of about 9,000 Elementary C received an increase of about
112$6,000 but again you could see look the lower enrollment but they received a larger allocation of money based on our fiscal Equity lens thank you for your time and attention tonight and at that I will take any questions members have any questions Don so I thank you for showing me what this is going to look like I was the one who was who had questions on it so I'm assuming at this point we we've done this for all of our schools elementary through high school plus and Beyond um do we have schools that are receiving less money based on this new formula we did not this year no okay so we said we did that this year so well this is the first year that this particular formula was in place so I think I
113mean I'm glad that that we don't um I think that's something that we should keep an eye on right like as especially because we're redoing boundaries so we're going to be seeing things shift a lot amongst our schools so one school not that the populations are going to shift so drastically but there will be changes especially as we close some schools and move things around um I I just for me a concern is making sure we don't have a school either that drastic like that drops because then I don't you know you're in a position where you are used to certain resources no matter what your population is and then trying to make sure you can cover those for your students um and truly keeping an eye on how and I know people had asked
114about this like how we're managing this like how we're making sure they get spent um and what that does for our students I I I have concerns I think like when we're saying X number of dollars are going to low-income students for example we don't want to be doing things that call out students as low-income students right so I don't know what that it's possible that principes have ideas on how they can roll this out I think it'd be interesting to see how this is being implemented in the schools um what that looks like in practice in my head I'm like how do you reach out to a very specific population of the school and do something for them that doesn't draw unwanted attention I guess so I'm just trying to big picture we make
115sure roll out is smooth and we don't there's not unintended consequences on any of the student populations either items that would draw attention or schools end up having to cut resources that were once funded so well certainly we'll certainly look into that and um provide additional focus and support for distri for districts for schools that may have smaller subgroups that received an allocation because they may they may be more challenged with how they Implement those dollars but again we're we're in the early stages we need to define the metrics that we will use to evaluate the effectiveness of those dollars so that's our next step um but we are we are mindful of the fact that this is new for all principles and some will need more support in brainstorming how they can effectively use
116those funds to support the students you're welcome any other questions too so for example the instruction materials these are not the things the board approves correct correct these are your everyday use items within classrooms and within the school so the teacher wants to buy additional books for this classroom library for example or manipulatives for math or something like that okay okay and the base allocation I mean similar kind of concept it can be used kind of a for anything that's a supplies dues and fees the principal right principal when they're setting their goals for their buildings the funding is then to support those goals so they might use it for example for a program bringing a speaker or something that could be something as well trying to get a big picture idea I think just
117a couple of things so one um the purchases could become something that would would come before the board as well so if there are numerous schools that are all choosing to purchase something that's similar or the very same from a provider and it meets the threshold by which we would need to bring that forward to the board you would see that it may not call out specifically all of those sites but but the board already this year has seen a number of proposals coming forward that are more specific to individual sites as well so it it's not to say that that couldn't happen right it would be dependent upon that um you know many many of the items all of the items that come forward should align to the three large uh topics that were
118presented to you earlier this evening with the instructional Clarity model so everything that comes forward though should be tied to literacy numeracy and conditions um and then depending on the needs of the students in the site it might it might absolutely be things that are going to enable more Hands-On learning for many students for all students uh there could be piece things that are going to be um you know supportive as well of our academic teaming our vocabulary acquisition might be things that um would be available in multiple languages so those are all going to be types of of items but again it's it's upon this team to make sure that when our Administration is bringing those items forward they're tied to those goals and then they're also part of a plan on how the
119purchasing of those items are going to align with the metrics that are in place so to the Point here when you're all asking the questions about how do we know it's being effective we can come back and share with you that you know it it it's having an impact on the data and it's it's connected to those pieces as well otherwise it becomes something else then where the instructional team steps in and asks additional questions before we we proceed with those those items as well it is a shift and it and it's creating um certainly um an interconnectedness and Inter collaboration between our programs to make sure that what's being purchased aligns to those things so any other question so just to to piggyback then on what Dr Johnson said because I noticed in the
120the reply that that you gave to board member Kerr on her question and introducing the concept of of the academic return on investment right so seeing that that the that impact against the literacy the numeracy and the conditions for learning ties that all back in together so I think that that's a great we've not seen that right so I think that that's a great way to to look at at you know monitoring that going forward so thank you for for putting that together you're wel anything else okay thank you thanks okay next item on the agenda is work session bids and proposals I think I think we skipped a V part of our work discussion tonight the most exciting part of the meeting let's dive into policy Trisha Olen has been on standby all night
121just waiting for this moment I'm sorry I did not mean to do that work session board policy updates great uh I am here to present information about uh updates that our uh press policy reference education subscription service is making and recommending that the board take uh to our board policies this is press issue 115 um I'm happy to present them this evening and answer questions that you might have uh that these will be up for a vote at the next meeting um we are also going to be following this up shortly with press issue 116 which has also been released and uh that will be coming after the vote that we take at the next board meeting on these uh policies tonight so just know that we have another section of board policies that are
122coming up first uh I'm presenting to you board policy 270 which is a policy addressing vacancies on the school board and filling vacancies this is part of a regular update uh with uh the Press subscription service for the most part it makes minor changes and edits to footnotes um and there is a change throughout this and all of the the board policies to change the name of the Cook County Regional superintendent to the the executive director next moving on to board policy 2 colon 125 which is a policy that addresses board member compensation and expenses this is also part of the regular press review that uh occurs periodically there are changes to the footnotes made throughout and as before the title of the regional superintendent for Cook County has now been changed to reflect executive
123director which is what they are called there is a change that was made in footnote six um to change wording of the maximum allowable reimbursement amount to reflect that board determinations will be made at the start of the fiscal school or calendar year instead of um when it is replacing an annual when it is approving an annual budget rather next I am presenting board policy to colon 160 which is a policy addressing the board attorney the uh primary change that is made in this policy is to remove the phrase school board and replace it simply with the word board and footnote uh updates are made throughout including updating urls I'm also happy to present board policy 4 colon5 which is the policy addressing identity protection this policy has updated uh footnotes to address updates to
124website URLs and legislative citations in addition information is added regarding the US cyber security and infrastructure Security Agency recommendations including an incident response plan in the event of a data breach I'm also presenting board policy for colon 40 which includes updated legal references at the end of the board policy to address updates of how legislation is referred to entitled it also includes updated footnotes that have been uh cleaned up for legislative references I'm presenting board policy for colon 70 a policy addressing resource conservation there is a substa of change in this board policy to address how the district um addresses the topic of solid waste according to legal requirements under subsection three of this board policy there are three separate actions that are required under the procedure shall the first subsection a is a required
125um action by law to address recycling the second subsection B requires that the board investigate the feasibility of certain procedures for recycled materials and the third previously had a legislative requirement of action that had to be taken by July 1st of 2020 but once that was established there is no ongoing action that must be continually met and so now the board has additional flexibility in how it chooses to establish a reduction in the amount of solid waste that is generated and so the board policy language is changed to reflect that there is no longer a legal requirement and there's now flexibility permitted for the board I'm presenting board policy Ford colon 80 which is a policy addressing accounting and audits there's footnote updates throughout uh changes to footnotes on what should be the obligation to
126make and keep inventories in particular and also changes to URLs I'm happy to present board policy 4 colon 140 this policy is part of a regular review and includes footnote updates to reflect um language changes made by the legislature including a revision of how the word fines are defined by regulation to include charges for the loss of school property assessed by the district footnote two does provide the board the opportunity to consider whether or not it wants to permit families who are unhoused or who qualify for financial status the opportunity to have a waiver for loss and damage of school district property or whether or not the board would like to only wave for loss and not for damage so that's something sorry that's something that we need to have a discussion on prior to
127next week for the vote so we'd have that discussion now that is the standard language that is recommended by press is to permit a waiver for loss and damage and if the board chooses to deviate from that you do have the option to implement a change that would permit only waving loss and not damage if the board takes no action the standard would be implemented to permit a waiver for loss and damage so I'll pose that question then do we want to deviate from the standard and wave just for loss or are we okay with maintaining the standard at loss and damage I think the standard is acceptable I don't hear any objection to the standard so we'll proceed with that thank you then I'm happy to present board policy 5 colon 130 which is
128part of the regular press review it includes updates to Legal references throughout in the footnotes there is an additional uh uh subsection to footnote number one that adds information that soapa the student online personal protection act requires the district to take reasonable measures to protect student data with thirdparty oper operators with whom we contract then I'm presenting board policy 5 colon 180 which includes updates in footnotes regarding citations only board policy 5200 also has updates to footnotes including URL updates I would also point out that there is a change to footnote number 10 regarding regulatory changes that were made by the Le by um uh the State Board of Education and the legislature to address short-term endorsements for teachers then I'm also presenting board policy 5 colon 285 a policy addressing drug and alcohol testing
129for school bus and Commercial Vehicle drivers the changes in this policy are only meant to reflect an updated legal reference and additional changes to footnotes to uh reflect updated URLs press is suggest ing updates to board policy 3 I'm sorry 5 colon 310 this is not a policy that our board of education has adopted and so I am recommending that we do not um Implement any changes from this press policy that policy um if the board uh did take action on this in the future would address compensatory time off the district does not currently offer compensatory time off I'm also presenting board policy 6 colon 110 a policy addressing programs for students at risk of academic failure Andor dropping out of school and graduation incentives the footnotes throughout this policy are updated according to legislative
130references there is also a footnote to address Alternative Learning opportunities to permit students who are incarcerated to be eligible for certain Alternative Learning I'm presenting board policy colon 140 um a policy addressing instruction and the education of homeless children I do want to point out that this board has previously made a determination that we will refer to unhoused Children instead of homeless children there are continued references to homeless children in this uh section however and the reason for that is that the first title refers to federal law and so I think it's appropriate to keep the reference to the law um in addition they references to a definition of a homeless child is made in order to reference how the law refers to the definition of the children so I think that while we are
131overall attempting to move language where we uh feel it should it should be moved to um there are still appropriate reasons for including certain language here I do also want to point out uh footnote 10 um which includes additional language that when there is shared housing due to housing loss the policy um provides a standard that requires the board um that requires the administration to review circumstances of um where shared housing is happening due to housing loss or sometimes that's commonly referred to as being doubled up um and that there is a mandatory review those circumstances after 18 months if the board chooses you may deviate from that standard language and make that per a permissible review and that would include uh replacing the word may for shall so this is one that eventually will
132require additional board contemplation if you want to have that be a permissive review otherwise we will keep the mandatory shell what is alya's recommendation um it is pretty standard to have a a periodic review people's circumstances do have a tendency to change after 18 months and so I do feel that since we do have staff that are devoted to this type of work that that's an appropriate review I would like to think we would have regular touch points with individuals and that this would not be an onerous additional um work on our staff and I think it's appropriate to to keep in touch okay any objections to that okay okay we will keep Sha then I'm happy to also present board policy 6 colon 150 a policy on home and Hospital instruction this simply includes
133updates in the footnotes to address legislative references I'm presenting board policy 6 colon 230 a policy on library media programs you may recall last June when we updated our board policy to address um additional information um that had been required by legislation to address uh potential additional funding for school library grants that were premised on not having um language that um addresses Banning books the standard language would have had the Board of Education adopt the American Library association's specific language and this board had conversation about not not adopting the American Library association's language but including our own language so that way we would not be subject to potential changes from the American Library Association in the future but that we would have our own standard against Banning books the language that was adopted is quote
134the practice of banning books or other materials with the district's library media program is prohibited so it is strongly against Banning books I bring this back to the board's attention tonight because there are are additional considerations that press is asking us to think about we have a procedure that deviates from their standard and in order to comply with certain Grant requirements for example um if we wanted to find ourselves eligible for the school library Grant and if we deviated from the standard language we would have to submit additional information to explain why our language is not a barrier to compl liance with the law and while that's not an onerous requirement it is an additional step that would be required so I I just bring it back to the board again if um the board
135chooses to we could adopt the American Library Association standard which for all intents and purposes is the same thing that our board is doing which is taking a stance against book Banning however it does not take it as explicitly as the board has stated it and it does um you know include the reference to American Library Association so if we were to change that just to clarify then the the language that's in here now or in the in the draft says this Pro the program adheres to the principles of the American library association's library Bill of Rights which indicate that materials should not be prescribed or removed because of partisan or doctrinal disapproval that's right versus the current language which is the practice of banning books or other materials within the district library media programs
136is prohibited so the question is do we change it back to the ala's language so that we do not put an additional burden on staff which I don't think is Our intention right in applying for for Grants or or making other recommendations as far as that would reference our policy does anybody have an objection to that any thoughts about that because I know we did have quite a bit of conversation about that dur last year yeah I I mean I like our stronger language but I'm not really interested in making our stff do additional extra work and it's highly unlikely the American library soltion is going to change its policy and if they do we could always shift ours again right right right so maybe we should go back we okay with that great thank
137you so much then I'm presenting uh board policy 7 colon excuse me 170 which only includes change to Legal references I'm also presenting uh two policies that were taken out of order so my regrets on that there's board policy 5 colon 290 which addresses employment termination and suspensions this is simply part of um the Press regular monitoring and there's no changes adjusted to this policy at this time and then I'm recommending that we address board policy 7150 which uh addresses the board stance on agency and police interviews I'm highlighting a uh language proposal to subsection D which is on page 305 of your PDF document which would address non-emergency interviews with third parties um the police or DCFS or others who may come into the building uh the change does address that staff would be
138able to um would be able to request that their presence remain during student interviews and that the building principal may use the discretion on whether or not to permit students to proceed with the interview without School presence the change also addresses that if the individual remains in the non-emergency interview they may not interrupt they may be required to sign a confidentiality agreement and they cannot be present if the student is photographed this is due to a change in DCFS procedures um we've come to understand that DCFS is intending to have staff signed confidentiality agreements and we wanted to make sure that the board was aware of the confidentiality agreements and that those would not be um anyway interfering with the student interviews or the building principal work and that also for emergency interviews uh the
139third party um or the principal participation may be limited so the suggested changes are are changes or there ISP uh they are R changes to address additional uh standards that we believe DCFS is going to be requiring um who gets to decide if it's an emergency uh if it is emergency situation it will come with additional um orders there's it's usually a circumstance where there would be um an order from a judge or a court where they would be potentially taking custody of a child in those no that's good to know that's good to know thank you any other questions any objections to that change in language okay thank you thank you okay now we will go to work session bids and proposals Dr Johnson thank you president Owens uh we have a proposal from
140assessment and accountability and Student Success personal Iz lessons in reading and Mathematics coming forward is Matt Randi director of assessment accountability and Student Success to present the attached proposal summary and respond to questions from the Board of Education Administration recommends approval of the proposal from curriculum Associates in the amount of 96,3 19480 and requests authorization for District administration to execute related documents this expenditure will be charged the education fund the cost will be included in the budget for the 2024 2025 fiscal year board members have any questions okay thank you brings us to work session contracts over 35,000 Dr Johnson uh thank you our first item tonight is a contract plant operations joint purchase agreement for rock salt it is apparently that time of year so Ashley mcken assistant director of plan operations will present
141the attach proposal summary and respond to questions from the Board of Education Administration recommends approval of the contract with the Illinois Department of central Management Services in the amount not to exceed $1,196 and request authorization for District administration to execute related documents this expenditure will be charged to the operations and maintenance fund cost is included in the budget for the 20124 2025 fiscal year or members have any questions okay continuing on this theme we have a contract renewal for plant operations for snow removal and uh I will note here as well that uh when we plow we will not be plowing snow into handicap parking spaces so that's been shared with our contract provider here services provider so Ashley remains as well to present the attached proposal summary and respond to questions from the Board
142of Education administ ation recommends approval of contract renewal with TNT landscape construction Incorporated kcg Management LLC and winter Services LLC in the amount of $177,200 180 and requests authorization for District administration to execute related documents this expenditure will be charged to the operations and maintenance fund the cost is included in the budget for the 2024 2025 fiscal year board members have any questions thank you uh next we have a contract renewal curriculum and instruction pair deck learning Celia bank's director of curriculum instruction will present the attached proposal summary and respond to questions from the Board of Education Administration recommends approval of the contract renewal with lionex Incorporated in the amount of $626 and requests authorization for District administration to execute related documents this expenditure will be charged the education fund the cost is included in
143the budet budget for the 2024 2025 fiscal year board members have any questions thank you and that is the last item on our agenda I can take a roll call to adjourn the meeting I'm sorry motion to join the meeting second roll call Miss Kirk yes Miss Khan yes Miss Martin yes Miss Nolan yes Miss Schwarz yes Miss Thomas yes president Owens yes we are adjourned at 9:20 p.m. thank you everyone