Board Meeting - January 23, 2023

001hey I would like to resume the January 23rd 2023 u46 Board of Education meeting if you could please stand for the Pledge of Allegiance of the United States indivisible with liberty and justice for all people foreign on our agenda is Accent on achievement DR Sanders I will start here and then move out to the front as the proclamation is read in it is National School counseling week we'll be starting uh coming up before too long I forgot the exact dates I know it's on the proclamation that Miss Thomas will be reading and joining us here tonight to accept a proclamation on behalf of the board of education is Alexa charche Han if she could come up as well the u-46 Board of Education proclamation of appreciation for National School counseling week whereas school counselors are

002employed in schools to help students reach their full potential and whereas school counselors are committed to helping students explore their abilities strengths interests and talents as these traits relate to Career awareness and development whereas school counselors help parents focus on ways to further the educational personal and social growth of their children whereas school counselors work with teachers and other Educators to help students explore their potential and set realistic goals for themselves and whereas school counselors seek to identify and utilize Community Resources that can enhance and complement comprehensive School counseling programs and help students become productive members of society and whereas comprehensive developmental School counseling programs are at an integral part of the educational process that enables all students to achieve success in school whereas our approximately 60 counselors support students academics social and emotional needs

003now therefore be it resolved that the Board of Education recognizes its talented counselors during National School counseling week February 6th through 10 2023 and asks administrators students parents in the community to join in recognizing and thanking these individuals for their dedication efforts and service on behalf of Children and Youth presented this 23rd day of January thank you congratulations I just want to say thank you we're really excited to have school counselors recognized um you know we all believe they're really important in our schools and for our students and families so we appreciate the recognition thank you thank you hey the next item is strategic plan report DR Sanders Madam president members of the board we actually have two strategic plan updates for you this evening the first is our school safety and culture update um

004coming up to the day is to help present is uh Mr Rich Bosch our coordinator of school safety and David Bell coordinator of culture and climate so I'll hand it over to them to present great foreign thank you for having us my name is David Bowen the coordinator of culture and climate and with me is Rich Bosch who's the coordinator of school safety and uh hold on one second here already has come out [Music] thank you sunscreen that's your screen when I can't get the thing down here you go it's yeah someone else is controlling oh sticking I think they're gonna control it from the back of course gotcha thank you uh and uh again sorry my name is David Bell corner of culture climate Rich Bosch coordinator of school safety and uh we're gonna

005present a little bit of what our departments are doing this year and I'm going to start uh first uh with uh kind of what the court Department of culture and climate is working on and um I can arrow down here there we go thank you uh so the purpose of our office is to really provide training and guidance resources in regards to safety and culture and climate throughout the district so we serve all the schools the updates we're going to provide today are those three big ones that we're going to talk about Crisis Prevention Institute Training and that which rolled out a little bit last year and continued this year and will continue next year update to the student code of conduct and where we are in the process for for presenting that again to

006the board and then um discussions around school resource officer training and Alignment to their contract which uh Rich will handle so first to start with CPI which is the short term for Crisis Prevention Institute we have been rolling out um before my time last year we started this and going into this year a couple different trainings for CPI there's two different ones that we do the first one is verbal intervention and that one is for de-escalation strategies that don't require any sort of physical intervention or anything like that it's really to de-escalate to kind of provide opportunities for students to express their feelings to be able to get back into the classroom build rapport over time with the teachers the goal is to de-escalate any potential crises we have been rolling that training out this

007year and that has mostly been through secondary staff and we have trained over 600 staff members at the secondary level in that training couldn't teachers paraprofessionals Dean's assistants secretaries building administrators as well the other training that's kind of the bigger one in terms of of uh of mandatory training is the 201 training we call it which is really the um CPI verbal intervention with trauma awareness disengagement SB requires that every single school have a crisis team and that team has to be trained in at least eight hours of different ways to provide holds or timeout and restraints and then they also how to document those restraints of timeouts in accordance with USB guidelines and so we have been rolling out that training this year again to all of those schools that's a newer requirement that

008just came out right during the pandemic and so this is kind of our one of our first roll outs of that kind of training so we've trained already almost 80 of our schools this year we're training the remainder schools this quarter um that requires a certified CPI instructor to to lead that and we have certified instructors at every Secondary School in the district and we have a few district-wide instructors that have been kind of running that and trying to get as many schools trained as quickly as possible there are a few again schools left that will try to get to the remainder of third quarter there's also specialized program trainings for things like our e-dip programs that are specific types of training that CPI also trains their instructors in to lead and we also have

009a couple instructors that lead that work as well we also are training our nurses this upcoming Friday at our at our DCd day um that's going to be led by a couple of our district-wide instructors and our bus drivers are next on our list to train that requires a specialized type of training because of verbal intervention for bus drivers during a driving bus is hard to do and so a lot of those scenarios don't quite fit as you would in the classroom so our district-wide instructors try to customize these trainings to match the role of the persons actually receiving them and so ideally certain groups are grouped together but that takes time and there's a lot of bus drivers so it takes some time to kind of roll some of these out but that is

010the current kind of training that's going on and the goal again is to try to get all of those trainings completed hopefully within this quarter again the bus driver went out with standings we have to plan a non-attendance day for that one um we are planning for the future for next year our goal is to try to get a CPI instructor at every single School uh right now it's just secondary that's just the way it rolled out next year over the summer we're planning to train all of our elementary schools at least one CPI instructor at each school then those CPI instructors will be able to train their crisis teams at their schools be able to train their staff in verbal intervention 101 as well and the pre-proposal that you'll be kind of reviewing again

011later tonight that's kind of included in that plan so you'll see that later if you haven't already seen it uh the other update for us is the code of conduct and the code of conduct is normally presented before the end of the school year that will be the same this year last year I think was run it right at June 20th uh this is uh student code of conducts available online through the website the process for revising this has already begun it began when I started here and the part of that process includes a Safety Council and the Safety Council includes reps from the community reps from ETA administrators district-wide School administrators both at elementary middle and high school levels and so that work has already gone into hopefully collaborative approach to how do we

012make the code of conduct serve our students the best way possible and there's also parent feedback options for that code of conduct on the portal as well uh on the website the next edition of that will be coming at some point before the end of the school year in terms of the revised one for your approval and review um and then we'll have more for that at that time the staff guide is the other piece of the code of conduct that is directly aimed at administrators and staff to kind of interpret the code of conduct and it goes through a variety of different steps and processes that we don't fill in the big the public facing code of conduct because most parents don't really need to know a lot of the information it's more about

013how to enter information Infinite Campus how to document make sure you're following all the steps legally to make sure everything's in there so it provides a lot of interventions as well and kind of training and feedback and guidance on how to do that so again some of the topics include how to apply mtss the crisis response team the CPI training there's several pages on how to do that appropriately and how to make sure you're reviewing those throughout the the course of the year as well all that's available through just the intranet which is just for staff and administrators currently we're working with I'm working with all the system principals at elementary middle and high school on how to standardize and make sure that all of our documentation is consistent so that we can have consistent

014data to be able to pinpoint areas of focus that we may need to work on over the years or focus on where the staff guy could be improved or the student code account can be improved so that's kind of our current professional learning that we're doing with with those individuals I'll hand it over to Mr bash okay I'm going to have you do the yes slide so let me switch okay I try to get David to uh get up and dance like first presentation thought it was singing I heard singing and dancing so um thank you for having me tonight superintendent Sanders uh president Kerr on the board um allow me to present and update you on the training for the school resource officers under Section 4.0.1 label training and professional development uh of the

015agreed contract between the district the city of Elgin Village South Elgin go to Streamwood in the Village of Bartlett uh stayed in the contract the municipality shall be responsible for the training standards of these school resource officers assigned to the schools as established by the Illinois Law Enforcement Training and standard Sports the police department shall provide to the school district a certificate of completion or an approved waiver issued by the Illinois Law Enforcement Training and standards boards indicating that the subject officer has completed required courses of the apical subcarriers within one year of assignment or has prior experience and training which satisfies the requirement to date offer departments have provided the certificates on waivers for our school resource officers at our high schools and Middle School States they are in compliance additionally in the contract

016the district shall provide a minimum of three professional development courses once in Crisis Prevention on verbal de-escalation not to include any physical holder restraints it's a purpose for familiarity a common response with u46 staff for student escalations uh the second one is student uh special needs awareness and autism and special education provided by u46 specialized Services Department which includes an overall awareness and situational understanding of students with special needs and the third is a professional development concerning adverse consequences a school exclusion and justice system involvement effective classroom management strategies culturally responsive discipline the appropriate and available support services for a promotion of student attendance and engagement and development developmentally appropriate disciplinary methods that promote positive and healthy school climates next one starting with CPI Crisis Prevention Institute in years past the school resource officers would

017meet together and train together on Crisis Prevention 101 the verbal de-escalation um for the familiarity and common you know Common terminology and how schools response uh this school year I asked the school resource officers to train with their respective schools to get a familiar with the staff in their schools with the identification of crisis team in all schools we're going to be asking the school resource officers in the future when that the crisis teams come up on board that they train with their crisis teams on The Crisis Prevention thank you special needs awareness school resource officers have attended the three-hour professional development training provided by student specialized Services Department giving school resource officers the overall awareness and situational understanding of students with special needs so they have completed that thank you the uh professional development

018in August uh the school district hosted the school Equity symposium um in which several officers were able to attend and observe the keynote speakers I do want to note that this was held outside the contract and the officer still made time to attend on their own time which shows uh um that they were eager to be a part of it uh District safety has bi-monthly meetings with the school resource officers to collaborate on safety needs of the district in the spring pro-publica published a report regarding ticketing on students for punitive measures uh specifically on truancy um the district and the school resource officers had discussions in professional development on the state of Illinois truancy law specifically that school district may not refer truant or chronic truant to any local public entity to issue a child

019a fine or fee for punishment assurancy so we had extensive meetings on that with the resource officers in The Villages and the municipalities school resource officers have also had additional discussions on reciprocal reporting and how it coincides with our school code of conduct and what can be reported uh what can be shared between the school district and the police departments our eight municipalities have been invited to use our facilities to train in regarding active crisis situations they invite administrators which helps veteran officers and new officers and they have a familiar with familiarity with the schools and responding to a crisis situation um coming up in June I have invited the 14 school resource officers to attend the Illinois school resource officers conference uh in Bloomington normal the conference will have a training on topics of

020fed assessments cyber investigations Trends in school safety grooming and human trafficking Autism Awareness to include an expert panel of question and answers so to conclude I'd like to say I really do appreciate the police departments and the school resource officers commitment and training collaborating among each other to promote help and maintain a safe secure and nurturing school learning environment that is flexible in meeting academic social and emotional needs of each student and staff thank you thank you any questions from the boy Eva thank you so much for that presentation Mr Bale and Mr Bosch I have seen the progress since I've been on the board with the training that the uh srls are implementing and I certainly appreciate the uh Crisis Prevention Institute Training and all of the things that you've listed that's um that

021you've partaken of to make sure that our students are safe and they have a relationship and um I I just want to thank you so much because this was one of my concerns when I first got on the board making sure that uh the training was there so I'm very pleased with the training that's taken place and there's more training that you have for the uh you said they'd be attending this summer yeah there's a resources which will meet a part of the Illinois police and Standards Board on on the uh training requirement for school resource officers they have to have continued training yeah for them attending this this will meet those standards and it'll be good for two years so that's what I'm hoping to get them as many of them there as possible

022you heard and you acted thank you so much I appreciate it foreign I don't really have a question either I just want to say thank you for taking what we said um so seriously and taking it back and and teaching these folks um how to be better sros and and what that means in our district and and all of those pieces and um I love the idea that the sros are doing CPI excuse me CPI with the schools that they're in it's not just simple little change but I think it's going to make a huge difference yes I really like it I'm CPI trained um instructor actually in my day job so um it's wonderful to see us continue to use that resource because it is really great thank you and I also want to

023thank you because I I've seen as you said a big change since time I've been on board and you've done a wonderful job I have one quick question and that as you mentioned we we get we asked for parent feedback on the student code of conduct do we get much do we get any so there's an online downline site we check that regularly for any feedback as a parent wrap on the Safety Council that's actually working to collaborate with the other admin and teachers to do that and be part of that representation as well thank you sure anyone else thank you very much thank you thank you thank you all right our next presentation is the Larkin Network u-46 Rising update and I'm going to go through the list of presenters but then I want

024to call out some other people as that are in the room as well so we have uh Sarah Rabe our executive director of the Larkin Network coming up to present and joining her will be Joe Corcoran of Harry Gifford Elementary School our principal there Mr Steve Johnson principal of Highland Elementary School uh Miss Lisa writer of Independence Early Learning uh Center our principal there I believe they are the primary presenters for the presentation but I'd be remiss if I didn't know it um we have I think the entire Larkin Network in the audience tonight pretty much um but we have uh their fellow principals Cheryl Frederickson is with them April Lau Lori Brandis Dr Glenda Rosado I know I see back there I and I know there's also assistant principals in the room resident administrators

025in the room so if you came here to support this team and presenting if you're a teacher especially please stand up so we can recognize you please foreign so with that I'll hand it over uh to you Sarah to take over thank you so much good evening everyone and thank you for this opportunity we're really excited to share with you and update all the wonderful things that are happening in the Larkin Network um as DR Sanders said my name is Sarah Rabe um and it is absolutely my pleasure to be the executive director of the Larkin Network um the wonderful people alongside me and behind me um whether they are a school for rigor and Equity or not every single administrator in this room along with our instructional coaches that are here to support our

026resident administrators and some of our teachers are working very tirelessly to engage with this work and implement this work to the degree that it will stick long term for the benefit of our students and so I'm very appreciative of them and everything that they do to help make the Larkin Network what it is so every network has a theory of action and and what I want to focus on with this particular slide is is the takeaway here is the consistency in the collective work that we are doing across our Network to ensure that all of our schools are really working in sync with one another towards a common goal and so what this allows us to do is is all really be rowing the boat in the same intentional Direction but it allows for every

027individual school a lot of freedom and flexibility to develop their own 45-day goals action boards individual action plans in order to determine how they're going to get there and so this is the first time in in a long time where multiple schools are coming together they're essentially focused on harnessed around the same things but they're each doing what their schools feel is their entry point into this work and leveraging a variety of data points that are consistent across the network to determine the success or areas of growth that we still need to make and so while this is our Network theory of action every Point within this theory of action can be aligned with our district strategic goals and pillars and every individual school's theory of action is also aligned to this as well and

028so that consistency there is really what has allowed us to make the type of growth that we have made since we embarked on this work last school year nope sorry about that um so we have chosen to have three goals in our Network our first goal is around pillar one of this of the Sim which is the school instructional maturity model around conditions for Learning and for self-regulation and so our work with this goal actually is happening collectively at the network level but that also internally with each of our individual schools and what this is helping us do is allowing our internal school-based leadership teams to come together to determine and get really clear on what we want all of our Larkin Network schools and the classrooms to look like sound like and feel like

029and so the goals within this particular pillar are really the outcome here is for us to ensure that all students in the Larkin Network can report a sense of belonging no matter what classroom they're in no matter what school in the Larkin Network they attend and that we can ensure as leaders in the Larkin Network that every single student has Equitable access to really solid instructional practices regardless of their teacher their grade level or their school within the Larkin Network and so all of our work around conditions for self-regulation and agencies stem from our development of a crosswalk document where we have taken the rigor walk tool that all schools in the Larkin Network are leveraging on a weekly basis to evaluate these instructional practices that we're implementing but also something called the conditions walk

030rubric and we've aligned the two and schools are working collaboratively with their teams to determine look fors within each of these areas on this document and so what that's really allowing teachers and individual School communities to do is to get really really tight on what those classroom expectations are as far as what rooms look like feel like and what sort of instructional methodologies are being implemented in the classroom and so it's also really bringing together the collective work of teams other than the u-46 rising teams within each site so this work really pulls in sip teams it pulls in school department teams it pulls in mtss teams and so what it does is it really makes this a collective effort as opposed to just the work residing within our URC teams our second set of

031goals center around pillar two on the school instructional maturity model which is core instruction and while we firmly believe in academic teaming and all of the positive outcomes it has for students we also as a network recognize that we need to do other things to strengthen our instructional core and so in addition to academic teaming goals which are goals two and three on here we also have goals centered around implementing readers workshop and the balanced literacy model which is aligned with our instructional Clarity that the the our district teaching and learning department is working on and so what we are helping our teachers understand is that academic teaming has a place within reader's workshop and within the balanced literacy model and that they are not separate entities they very much do go together and so

032we're doing a lot of intentional work with the literacy Specialists that we have in the network along with the instructional coaches that are behind me as well as these Network leaders to help our teachers better grasp what reading workshop is what it isn't what it looks like and helping them to understand where academic teaming fits into that and so our goal this year is to have 50 of our classrooms within our Network implementing that workshop model along with making sure that balanced literacy is happening across the board and every single one of our classrooms in addition to that we are focused on partner in team tasks which is question five on our rigor walk trying to ensure that we're seeing an increase in student collaboration and then our third and final goal within this particular

033pillar is around student work taxonomy levels and so we are trying to support our teachers and our staff with understanding what taxonomy at the comprehension level or higher looks like within each grade level and in a second when you see our data you'll see that we're making some pretty impressive growth with that given that we've only been engaging in this work for about a year and a half is that them sorry guys I'm getting a little clicker happy over here um so here are some of those data points that I was referencing so um when it comes to Target task alignment which is what question one and question four are referencing um you can see and I'm gonna move this um you can see that um over the last kind of two years we've made

034um 25 growth within targets that are addressing the standards which is which is a big increase for our Network um and we've seen a 20 growth in student tasks aligned to that Target and so what this says to me um is that where we put our efforts we're seeing Improvement which I think is is a really a positive thing and one of the takeaways that I have from these two data points is really um how proud I am of the teachers in the Larkin network with how they've grasped Target task alignment and they've really demonstrated a solid understanding over this last year and a half on what the standards are at their grade level and what student tasks should and could look like similarly we're seeing about an average of a 13 growth on question

035five which is that partner team interaction that's a place where we will continue to work and place our efforts not only in terms of our professional learning as a network but also our professional learning with each and within each of our school sites and another data point aligns with our goals is this idea of taxonomy and so what you can see here is um two separate charts the learning Target chart identifies and Compares what we were seeing the first year of implementation in 2021 with where our learning targets were at versus where they are not where they were in December when this data was collected and then you can compare that to the graph that's on the right the table excuse me on the right with regard to student work so you can see where

036we started this in September of 2021 around you know 52 percent of the work that we saw at the retrieval level 21 of the work at the comprehension level seven percent of the analysis level and while we're still heavily seeing a lot of work in the retrieval level a big win for the Larkin network is a significant decrease in no student work happening and the fact that that has shifted um into other areas and again while this is not where we want it to be what it does illustrate to me is that we where we put our efforts in we do see we do see growth and I think that's something to celebrate and so now I'm going to pass it along to principal Corcoran from Harry Gifford good evening I'd like to begin by

037introducing our assistant principal Mrs Lawrence Tabb she's with us tonight and our instructional coach Mrs Maureen Kane is with us our resident administrator Mr erlenbach couldn't be with us we've got a sick child at home okay so um we've been asked to share our goals with you and you have them in front of you so I'm not going to read them to you I'm just going to talk about how our goals align with the network goals and for the first time I love this you know this is great that we've got this alignment that finally we're we're all together and we were required with our sip teams to come up with goals that fit our school but also kind of went with our that did go with our Network and so our first goal um

038we looked at our Panorama data and our lowest goal and our area in Panorama was our student sense of belonging so our first goal was around creating classrooms in a positive culture and so we were going to measure that through our riverwalks questions four and then and uh the conditions walk for core instruction we wanted to make sure that we were also employing the workshop model um in our classrooms and so although this is not something that's on the rigor walk as a admin team we would walk in classrooms and just see what's going on we had a checklist of things that we were looking for it was shared with our teachers developed with our sip team and we saw an improvement in that area from where we began to where we're at now so

039that was really cool to see and then our data for improvement our teachers are working with in their plcs they're doing Running Records with their kids monitoring where their kids are recording it and and looking to see where the gains are made with the kids and for the kids that aren't we're getting them into interventions earlier this year because of this something our Riverwalk uh Trend data as you can see uh we make great gains and I think you know what gets check gets done and so um our teachers have been very open to this from the very beginning and the fact that you know I'm seeing these learning targets and align texts in classrooms it's really leading to some richer dialogues that I have with teachers about what's happening in the classrooms okay and

040my last slide talks about um the benefits and highlights of being a school for rigor inequity this is our our first year of being an sfre School our staff wanted to do this last year we applied we weren't selected but we kept going on with the work difference of having weekly plc's in the in the school is a game changer for our staff our instructional coach Maureen meets with the teachers on a weekly basis through unpacking the standards they're writing learning targets such a focused conversation and we saw the results you know as on the rigor walks um one of the other things that doesn't show up necessarily on test scores but that sense of belonging in um from our Panorama survey and what we could do with our kids because we had our our

041specials teachers full-time on board we created these lunchtime clubs for our second lunch and kids got a choice of what they get to do during lunch recess which you know it was like from drawing Club there were some sports there was some you know mindful yoga and and the kids got to pick that we have seen a dramatic decrease in Behavior referrals during lunch recess and kids actually look forward to lunch because they're going to the club it's three days a week and they and kids don't want to do it they can go outside and play they still have that option and then the last thing I think that is real important to note is the partnership that being an sfre school we have with the boys and girls club um before we had like

04220 kids that were in the after school daycare program but now we're seeing over 50 kids and that's providing a much needed service to our our parents and in the Boys and Girls Club is doing a great job with what they've got and then we've got the health uh and reading Specialists that are meeting in the classrooms and making a positive difference as well thank you all right and now I'd like to pass it off to Highland good evening members aboard education I'm glad to be here tonight talk about our school of one of the first things we did was rename our conference room to the collaboration Center and you see here pictured uh Marina Guerrero our assistant principal who's here and Ash Baldwin and just behind me Jaylene Rodriguez a teacher leader who is

043our um uh instructional coach as well as in the picture uh not here tonight Dr Michelle Olson our literacy specialist and uh Daniel Powers our interventionist and um Ash and Daniel Jaylene and Michelle are all housed their office is right there in that collaboration Center working together as teacher leaders and leaders on behalf of our students and and working with our teachers that's been a fantastic change to have a full team and a robust team of high quality professionals uh we uh also as you see focused around matching our work to the uh goals of the Larkin Network and our Focus has been improving that practice through what we hadn't been working on Collective teacher efficacy and this is really the belief that our collaborative work together can have an impact on students but that's

044along with the evidence that their outcomes are are happening the way we need them to be we're so we're focused on changing practice through the culture so that the Improvement happens because teachers believe in it and they see that it makes a difference we know that that is what will make lasting change so therefore we've um have our three 45-day goals that we're currently working on and and the first one is that we'll see academic teaming across all subject areas through the rigor walk and what we're looking for is um um oh I'm reading the wrong one sorry by so that 60 I'm sorry of our classrooms left students engaged in guided reading that's her I was reading the right one I'm sorry and those aren't out here they're not open I don't know I'm

045just reading our 45-day goal we're looking for students to be working an academic teaming um at the agree or better level um at 50 that's question five right now by February 22nd we've come we've been hitting it but not consistently week after week so we're looking for consistency right now at that 50 goal to increase from there our second goal is around readers Workshop which is of course aligned to the Larkin Network goal and we were actually the work of Dr Olson and Mrs Guerrero together they put together a survey to look at that data and um did a baseline of all of our classrooms and guided reading and now they are monitoring implementation of the practices as like today there was a training for uh people done by the executive directors they bring that

046instrument with and make sure it's still aligned to the training that's going on and we're now implementing uh optional after school training starting this week for our teachers at Highland so we're looking to see um increase at 60 percent of the classrooms right now by February 22nd have um guided reading instruction and we're measuring that with that walk through survey this morning um right after our coach collaboration meeting that we have every Monday morning with that collaboration center team Mrs Guerrero and Dr Olson were off visiting classrooms for um seeing what's going on during guided reading instruction and then finally our last 45 day golf by February 22nd 50 percent of students will meet their intervention end goal as managered by progress monitoring data we've always done progress monitoring we haven't measured it and and

047been um aggregate as we are doing this year and making sure that it's connected to the core instruction in the classroom and what we're doing now is working with those teachers PLC teams when they come in and work with the coaches to identify the students specifically from their most recent data who need intervention and then aligning it to that core instruction so you'll see that we have uh seen some progress we see the Larkin goal is a 0.75 increase in our um and our rigor Diagnostics and when we look at this and we go from 1.3 to 1.8 and 1.0 to 1.5 from um fall to winter we're feeling like we're on track um with our 25 growth so um we're really pleased about data and again what gets monitored is what happens we're also

048looking closely at what's happening and are we teaming and our focus is to have students work in groups and learn in collaborative teams and using those tools that are provided such as the roll cards the discussion cards the their question cards in the discussion mats and so we want to really focus on that number five um a with the productive struggle and then 5C which is really a hard lift to get students into that idea of challenging and questioning each other to promote their learning as a group and doing that in a collaborative and supportive way with each other foreign we're really pleased with the takeaways all of our teams all of our teachers are engaged in those weekly PLC meetings and their collaboration was growing they've been collaborative before but they're more collaborative and

049focused on the goals of the Larkin networking of Highland Elementary um support from the skilled teacher leaders that we saw in that first slide in the picture has been enormous and are moving our academic teaming behind that the planning and our work around literacy uh as I said already we're developing systems of sustained practice around interventions where the teachers and their plcs are identifying and monitoring the students who need extra support but really when it comes down to what we're all trying to lead is to students developing those skills to manage their own path forward and be in charge of their learning I'd like to introduce principal Lisa burgreiter from Independence Early Learning Center hi thank you very much I'm Lisa Brook Rider the principal over at Independence um my assistant principal krisha Kirkwood and

050my coach treaty my instructional coach Trudy gorak and then I have two of my teachers here um Natalie and Alejandra who are also part of my E46 Rising team um so I want everybody to look at this through a lens of preschool we are all three to five year old three to five-year-olds so it looks a little bit different in the preschool environment and so you'll see a little bit of differences when I'm showing you our slides at Independence we put a strong emphasize emphasis in three areas um in our continuous Improvement plan those areas are conditions for self-regulation and agency which is in our assessment tool the drdt drdp which is desired results developmental profile is our alt F5 alt reg 5 which is self-control of feelings and behaviors we look at our core

051instruction which is cog three number sense and number sense and quantity and also then our family and Community engagement those areas lay the foundation um for their academic success as they move forward on into their education so looking at yes and we might we have a couple slides out of order here so um so when you look at our rigger walk data um it has shown growth in both questions one and four with 25 and 20 respectively having the PLC time our staff which includes all of our staff our related services our Administration our classroom teachers have um have a greater understanding and time to really unpack those early learning standards and to ensure that our tasks align with our targets and those standards and as we started to look at our next 45-day goal

052which starts February 6th our team is looking to put a strong emphasis and focus on question five of the rigger walk which is students interacting with partners and groups and again I said look at the this through a lens of preschool because what does that really look like and we're really having to dive deep into that question and what it looks like in preschool and what we should be seeing and hearing in those classrooms especially with the diverse learning needs that we have we have nonverbal students students whose functional and developmental levels are below their typically developing peers so how does that look when we're looking at students engaging in working with their groups and peers um our rigor diagnostic um as a school for rigor and Equity has shown significant group growth in September

053of 2021 our pillar average was 2.9 but by November of 22 2022 just over a year later our pillar average had gone up to 4.7 our biggest celebrations are in the areas of curriculum and instruction where we have moved from broken to standards-based instruction again having that PLC time to really dive deep into those standards and to understand them and how to incorporate them with our tasks and align them with our tasks and then the other one is the collaboration pillar where we've moved from from broke broken to traditional plc's and we are actually moving pretty close to the proactive plc's preschool has never had planning time and being a school for rigor Independence has been afforded both PLC and personal planning time which has proved to show great growth in our instructional practices the

054teachers are given that time and they make a lot of use out of that time and take it back into the classroom environment so when you look at our areas in our assessment tool drdp data and you can click on that link where it says drdp so that you can have a more in-depth look and understanding of what what those areas mean or what those indicators mean we have shown growth in our physical development our self-regulation and our social emotional within the classroom and also then we've taken with our core instruction our intervention data shows and this is from the beginning from August through December 87 percent of our kindergartenbound students have shown growth in math and 77 percent of our kindergartners kindergarten bound students have shown growth in reading so I think it's been

055you know having becoming a school for rigor and being afforded some of these opportunities especially having those um PLC times in those planning times is showing um what the impact that it has on preschoolers and the impact that our staff and the collaboration time is being is increasing our instructional practices thank you and I'd like to introduce principal Pollock from Creekside evening everyone and thank you for the opportunity to be here tonight my name is Joel Pollock and I'm honored to serve our Scholars and our community at Creekside as principal I'm joined tonight by our assistant principal Caridad Garcia our resident administrator Gladys Crespo and our instructional coach Kim stansel so you've heard a lot about the great work that our network is doing Creekside has the the distinction of being the only School in

056our Network that is in its second year of this work and um what we have learned is that as we go farther into this work it deepens it gets harder it gets more complex um it is not linear there are ups and downs but as we continue to commit to this work it shows progress um in our professional capacity and in what we're seeing our students do and that is absolutely critical so I want to talk a little bit tonight about our Focus about ways in which we've grown and a little bit about what we are learning along the way so you'll see on the screen are three major goal areas as with all the schools here in Pillars one two and five of the school instructional maturity model our first goal is around conditions

057for Learning and we are focused um on integrating all of the aspects of our school's mission and vision our core values most importantly empathy and Equity the Larkin networks theory of action DR Sanders and our District's instructional priorities into building a sense of belonging where our students truly feel safe and loved and known and that they matter in our school in their classrooms and in their teams and so we're integrating this goal again along with the Larkin Network conditions for Learning and our number two goal around students belonging and working together collaborating in teams and we're thinking about the systems and the structures that we need in order to very intentionally build that and deepen that sense of belonging over time so our third quarter Focus right now for our current 45-day goal is a

058around building very strong and intentional morning meeting structures in our classrooms to embed deeper levels of social emotional learning not only in that morning meeting but throughout the day and that work is being spearheaded by our resident administrator Gladys Crespo within core instruction this year we are focused very intensively on raising the taxonomy of the work that our students are doing and what we are finding is that not only do we need to make sure that our learning opportunities are aligned to standards-based learning targets at the appropriate taxonomy along with our District's goal instructional goal number one and our Larkin Network goals but we need to make sure that we are are monitoring what students are doing as we send them off into their teams and so right now within this third quarter We are

059continuing to deepen our focus on monitoring and making intentional actions not only so that teachers are helping students close the learning Gap in real time as it may emerge if there's something that they're not quite getting the first time but empowering students to self-assess with their success criteria and understand how they are monitoring as well that work is being spearheaded by our instructional coach Kim stansel within pillar 5 our goal this year is really about students who have been identified as needing additional tiered supports and interventions showing progress right now we are in a place where again this uh is aligning with our district goals three and four and with our Larkin Network pillar five goals what we're finding is that while we're seeing individual examples of really strong interventions and supports happening with students

060what we need to do is we need to truly systematize that learning at a building level and so this quarter we're focused in on building student learning plans that help us collaborate on seeing what is working for students and driving that forward at the systemic level and that work is being led by our assistant principal Caridad Garcia on the next couple of slides you'll see a little bit about the ways in which we are growing and So within rigor walk questions one and four we've seen over the course of of our work together 40 and 45 growth respectively in learning targets that are written at the appropriate taxonomy level and student work that represents a task that is aligned to that we also have seen the taxonomy over time especially this year as we have

061intentionally focused on it um go up uh within within our uh within our school and so we're seeing dramatically more work that is at least at a comprehension level or above and starting in December we started to see a little bit more of a noticeable Trend into analysis and even knowledge utilization um and so as you heard from um Miss Rabe what we are focused on is where we are seeing growth and that is really important that we continue to recognize that that intentional Focus over time along with collaboration is view link true growth that is observable and is showing results in the classroom on the next slide you'll see um a comprehensive look at where we are in terms of our rigor diagnostic scores um this year for the first time we saw from

062fall to winter that we were showing growth on all five of the um Sim pillars as well as our overall score pillars two and three within this area we are seeing continued sustained growth this is specifically around um student learning targets and sorry standards-based student instruction and activating student teams that is a place where we have had a consistent focus and we have seen growth on every single one of our rigor Diagnostics the other pillars conditions for learning verifying to take action and tracking student progress we've seen some ups and downs and so we've tried to make sure that we have intentional structures at the school level to show continued growth but it's not always linear sometimes we see things go back a little bit and sometimes then we need to see where we need

063to shift our attention and shift our Focus Shift our structure and collaboration to make that go forward and so you see that most notably in in Pillars four and five here verifying learning to take action and tracking student progress with we had really slipped because we weren't focusing as much on those and so that's where you see in our current 45-day goals we are focused on on that on that monitoring and driving that forward we're very proud of the sustained progress again and that we've seen around raising the taxonomy of student work that we saw most dramatically in really Crossing this threshold from rigor diagnostic one to rigor diagnostic two of this year so we're very proud of the work that we've done again some days are really hard and some days are a little

064bit easier but the work is always really meaningful and we always know that even if we feel like today feels like a step back we know that over time we are showing progress and so that sustained focus is absolutely critical to us a couple of other learnings one is that the as you've heard from from my colleagues the PLC work and collaboration is absolutely critical that is where so much Learning and Development happens especially as we move that from around a conference table into classrooms and see work and grow together as we're as we're looking at instruction in action across our school another one as I highlighted is this really intentional focus on taking our our goal of building sense of belonging and integrating it across all of the different tools and structures that we

065have with a focus on equity and a focus on this conditions for learning uh pillar within the Sim and then another is that we have to continue to make sure to monitor the systems that we are building there is a lot to Monitor and we need to make sure that we have structures to ensure that what is most important is at um our fingertips with data with conversation and with structures as we're collaborating in real time so we are all in and committed to this work it is really challenging it is not linear um but it is we believe truly showing dramatic progress um over time in our classrooms most importantly for our students every day thank you and so last but not least I would just like to leave you with this thought um

066the Larkin Network leaders in this room are doing a remarkable job engaging in in this pretty difficult work um they are turning our schools into cultures of learning not only for our children but for the adults in that in our buildings as well which is critical um they're engaging in their supporting continuous cycles of learning among their teachers and their staff because they recognize that they have a moral obligation to do so and a professional responsibility really to ensure that we are consistently doing work to improve our teaching practices for the sake of our students and it's because of this that the Larkin network will not stop engaging in this pivotal important work thank you so much for your time this evening YouTube Nancy board have any questions no um yeah I so enjoy these

067presentations um I don't know as an educator myself there's nothing more exciting than talking with listening to other teachers who are excited about the craft of teaching and how it works and how to do it better and acknowledging that we mess up and go man that did not work and then trying again and I just want to thank you all for coming in um and sharing that with us and for those of you who are at home I don't know if you can tell they all have fun shirts that say Larkin Network as if it's a definition as a pronunciation and then it says we're awesome thrives um and I just I really think that that's true and you showed that tonight um and it's really appreciated um and I guess maybe one of the

068questions I have then is you seem like you got a lot of buy-in what do you think made that buy-in more successful like how because I know other schools are having challenges having all of the teachers see the value of this how did you do you think does that make sense is my question making sense I feel like I'm babbling now so I wouldn't say in the preschool level I wouldn't um I wouldn't say the buy-in was there okay actually um as we started the work with rigor walks um last year and kind of getting our feet wet into it um it was it was interesting to see the change in the preschool mentality our thoughts our processes and that you know we all kind of started with this how's this going to work in

069preschool this isn't developmentally appropriate we have students who are non-verbal students with autism you know just a wide range sure um and so um we kind of just all of us kind of came in with uh it's not going to work in preschool including Administration it's trying to look at look at all of this and and just Envision it and that's kind of like what I said in the beginning is look at this through a preschool lens because it we we have to do it a little differently sure um but it helps I think like the foundation and these things can be done and we are we are learning that these things can be done in a self-contained classroom with students who are non-verbal and and don't um engage with their peers so I think

070over time as I had um some staff that were just really really willing to look and look at it and say okay we think this is not going to work and they they had that in their mind but they're like let's see let's let's move forward let's see what can happen in preschool and as the year started to go on they were it was oh okay I could do this or I could do that um and so when it came up you know to apply to become a school for rigor I had um several of my team URC team teachers come to me and said can we apply and I literally might think my mouth dropped because we went from absolutely not to we would like to apply and I think you know Sarah Ray

071could tell I emailed her going oh oh we want to apply can we still do that um so it was exciting for me because it we didn't have that buy-in and like I said even Administration was like yeah yeah okay it's not going to work in preschool and if you look at it it isn't necessarily written for preschool and even even I.E will tell you that um that we're like the first where they really Dove deep with preschool too um so they haven't had that um but it's also been exciting for us because it's like okay we can work with the IE Department we can work with our building um I have an amazing staff who group like I said have come full circle on yeah and they spend a lot of time outside of

072their contract not just the contractual time um we have a great team our instructional coach um Trini has set up our plc's again we are blessed being a school for rigor because preschool does not get planning time that we were able to implement that planning time Implement true plc's um and when you have the right people in place um it's just our building has just grown um not only the staff but what we've shown with the students and and we have to we have to look at it through a different lens and how can we meet these and how can these students because we know they can we know they can do it but it just might look a little different yeah so I think I went way around but no that's okay it was

073it was a slow process um and don't get me wrong we still have um some some that struggle a little bit more um but you know people like I said they're they're willing to go okay let's see let's see how this will work and you know like Joel said it's not linear since sometimes we take steps back or sometimes we have to re-look at something which is the definition of preschool and special ed correct right my son was at Independence for two years so I always have a special place in my heart for it but I'm not surprised that that they were the folks who are like well let's try again right because again that's the definition of that so I'm just really appreciative of of you and coming in and this data and and

074you're willing to say yeah we're not perfect yet but we're working so thank you for sure well I just want to add on the buy-in question um I think a lot of it is um just you know building that culture of trust and support with the teachers we went into this knowing that we're going into it together I'm learning as a principal and I so enjoy having that time with our IE coaches because I'm learning and they feel the value in it and and I'm proud to announce that when we went for our site exception renewal vote we were 29-0 yes so the teachers see the value in what we're doing and I think there was a touch on it's it's the teacher leadership so Jaylene Rodriguez right behind me here is our instructional coach

075was a kindergarten teacher at Highland and the teachers her colleagues have such respect for her that they wanted to have that coaching experience with her Dr Olson uh came to us from another school district and she has been able to really work with our teachers and build their trust in how we teach reading but it also is the people beyond that like the members of our Highland Rising team and even our sip team chair Kristen Meredith who come in and say there's value in what we're doing together and we need to go into this together and I think teachers listen so much more often to their colleagues than they do to us so just building that Coalition of teacher leaders that want to do the work Eva thank you so much for the presentation to

076have nine schools here represented and you all see the importance of making sure that there's change to implemented something that you were skeptical of and you got on board and you see the data you said you know as you did the presentation and you said you know you can see the growth and that within itself is the example of why we need to implement and why we need to change and why we need to think about the different mindset that we used to have in teaching and change it to a different uh mindset thank you so much and I'm hoping that other schools in the district will follow suit I love these presentations whenever a different one come I think this is the largest group we've had though yeah and to hear from all of

077you has just been just refreshing thank you so much I appreciate it I love the shirts Melissa yeah and I just want to thank all of you for coming and again you five sitting at the desk you you all have to come right or you know you're you're the ones presenting but to all of you in the audience um I know you all had a long day and you know at the start of a long week probably right um so thank you for coming because it really does help us to see that engagement um one of the things that that has kind of jumped out at me I mean there's a lot of talk about the the plc's right and if if one of the soft skills that we want our students to Come Away

078with is that collaboration and that being able to work cooperatively cooperatively with each other the way you all are modeling that is is going to go a long way towards our students gaining that skill so I thank you for that because that that is what we need our students to Come Away with one thing that Mr Corcoran that you that like and I wrote it down because it really jumped out at me out of those plc's what you noticed about that is that students were getting interventions quicker that's something that we're not going to see on data points right necessarily that that but but that piece getting our students the help that they need quicker getting them the help that they need that it will you know I mean time is of an Essence with

079that right because our students are only in school for a very short period of time so the quicker that we can get those interventions the sooner that we can get them the help that they need the better they're going to be throughout the rest of their schooling career so um you know it's really really great to see that I think that that's something that again we wouldn't see in a data point but just knowing that that's a that that's happening um is something so can't concrete and so tangible and thank you for sharing that so first of all I want to note uh first of all Joel I apologize I didn't when you were first coming up I missed you on my notes to read off your name so I apologize for that secondly I

080have to note for the record that I did give Sarah more than the 20 minute allotted time for tonight with the long-winded folks but it was it was uh yeah so it is okay that she took more than 20 minutes everybody um and finally if you all remember Two Three or so years ago we we all had to quickly pivot our practice in this room right everybody had to change what they were doing and suddenly across the globe and across the United States you saw these signs going up or everywhere thanking teachers um you need those in your yards every day for all that you do uh principles too you deserve those signs in your yard every single day because what you're doing is changing the world and what you're talking about here is changing

081changing the world you're changing the lives of kids uh by changing your practice and uh I can't thank you all enough for all that you do so thank you so much thank you um [Music] foreign at the public comment portion of our meeting good evening and welcome to the Board of Education meeting we are now at the public comment portion of the meeting attendees wishing to make a public comment in person or be assumed tonight we're asked to complete our request to speak form in advance those who chose to speak we assume were provided with a webinar ID number to call in promptly at 7 00 pm tonight as always speakers will be given three minutes to share their comments the board listens to the speakers but does not respond to individual questions or comments

082during the meeting a written response will be mailed to the speaker if requested on the form 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 foreign that's it thank you our first public comment is via Zoom uh Jeffrey prowell um his phone number was uh was in the attendee list and he suddenly disappeared so Mr prowell are you with us and if so could you raise your hand as an attendee please all right I guess okay we lost him okay our second uh public comment via Zoom is par Khan and Par if you could raise your hand so that I know that you're in the attendee list and

083I will uh then allow you to speak Madam president appears that are neither there okay so we'll move on to other business board member and superintendent update any updates from anyone pardon me and of a Township we went to Hanover Township yes so we attended uh another Township presentations there of uh Awards the township has received in the past year um they do great work for us we're always grateful for the support we get from Hanover Township so thank you to them anyone else I just want to thank the board uh I know it's it's a public but it's not a public meeting but you did engage in your self-evaluation all day on Saturday and I know that that's above and beyond your other volunteer hours for the school district so I'd be remiss if

084I didn't thank the board for spending uh almost the entirety of your Saturday uh engaged in professional learning and and engagement with one another so thank you anyone else hey for your request DR Sanders there are two Freedom of Information Act requests on the board book that are also available for public consumption those will be posted on the website in the coming week I'm available to answer any questions any questions on the foyers hey um next item is uh other business Community advisory Council update uh Veronica Betts is joining us to give an update from CAC Veronica you've been allowed to speak hi good evening everyone can you hear me okay you're a little soft Veronica all right hold on let me adjust my audio is that better a little bit okay all right well

085I'll do my best um so we've got a few meetings coming up uh soon actually this week on January 25th there is an instruction wait a minute I think they're going to try something hold on for a minute okay for what it's worth I can hear Veronica perfectly no no just I can talk all you want just don't ask me to sing okay now you're good we're good okay so this week on January 25th the instructional initiatives uh committee will be having a meeting uh the topic will be uh the gifted program results Reflections and plans with April Wells on January 27th we have our CAC executive team meeting uh coming up on February 9th will be the CAC general meeting uh going over and reviewing the uh educational Pathways program and then on um

086looking ahead all the way to February 21st specialized student services will be holding um an event called supporting your special needs child through puberty all of these meetings will be via zoom and all of them will start at 7 pm and then if I look even further ahead uh coming in March we will have our our um regular Board of Education candidate forum um so we will be reaching out to all of the candidates who will be on the ballot in April and inviting them to attend this event will be um live and also uh simulcast on YouTube of so that as many people as possible can uh join us in here with each of the candidates uh Fields they have to offer for the seats that are up for this next election and that's

087um all the fun things we have coming up great thank you Veronica are there any questions okay great thank you thank you hey next item is consent agenda DR Sanders on the consent agenda we have Personnel report and workers compensation cases uh minutes of the board meeting January 9 2023 termination of Susannah villagomez a bus driver a bid from plan operations for the Educational Services Center cooling tower replacement project number 333 a bit from plant operations for Illinois Park Center for early learning foundation waterproofing and re-grading project number 1028. a bid from plant operations or Illinois Park Center for early learning fire alarm replacement project number 1029 a bit from plant operations for Ridge Circle Elementary School and Ronald D O'Neill elementary school fire alarm replacement projects number 1376 and 1403 a bid from plant

088operations for Lawrence Park Elementary School and Prairie View elementary school fire alarm Replacements projects number 1152 and 1353 a bid from plant operations for Channing Elementary School in Kimball Middle School bathroom renovation Phase 2 project number 2069 a proposal for plant operations for Abbott Middle School cooler freezer replacement project number 357 a bid from school safety and culture safety culture and climate for the Department of Justice's office of community oriented policing Services Grant fencing project a proposal from school safety for the two-way radio purchase and a contract renewal for equity and Innovation for the Panorama survey are there any items board members would like remove from the consent agenda you could have a motion to approve the consent agenda any discussion roll call please Ms Martin yes Ms Nolan yes Ms Owens yes Miss Porter

089yes Miss Thomas yes president yes motion passes discussion action DR Sanders our first item under discussion action or itemized bills for January 23 2023 Mr bernage is here to answer any board questions Administration recommends the Board of Education approve the list of bills in the amount of 13 million one hundred and forty three thousand Seventeen dollars and 24 cents could I have a motion to approve the list of bills in the amount of 13 million one hundred forty three thousand Seventeen dollars and 24 cents some moved second second any questions for Mr burnage roll call please Ms Martin yes Ms Nolan yes Ms Owens yes Miss Porter yes Miss Thomas yes president yes motion passes our next is a curriculum uh proposal from curriculum instruction for literacy and libraries K-12 common lit schools essential Pro

090resource proposal Catherine Kettle coordinator of literacy and libraries is here to answer any additional board questions that you might have absent any Administration recommends the Board of Education approve common-lit schools essential Pro resource proposal could I have a motion to approve come in the school's essential Pro resource proposal so moved second any questions we'll call please Ms Martin yes Ms Nolan yes Ms Owens yes Miss Porter yes Ms Thomas yes president Kerr yes motion passes thank you okay our next is approval of the district u-46 secretary secretarial Association agreement and coming up to give the board a quick overview uh before you ratify is Dr Ann Williams good evening board president Kerr board members and superintendent Sanders I am very pleased to speak to you this evening about the red line draft of the tentative

091u-46 secretarial Association contract Provisions that were included in the board packet this agreement was breached through a collaborative process using components of interest-based bargaining and Affinity bargaining the agreement was ratified by do some members on January 13th with a vote of 74-26 and it is a four-year agreement which will be retroactive to July 1st 2022 and it is set to expire June 30th of 2026. highlights of the agreement are as follows the contract includes increases of nine percent and 2.25 percent for the fiscal years 2023-24 respectively and for the last two years of the the agreement salary increases will be tied to the Consumer Price Index factor used for the most recent tax levy with a flow of two percent and a ceiling of 3.25 percent in the event that the CPI factor used to

092calculate the increases for those years is 2 percent or less a 500 non-compounding one-time payment will be issued to do so staff members um this was a a very very collaborative process and I would just like to take a moment to thank the team we do have some members of the dusa team here but the entire team was listed in the memo and they all did an excellent job so with that I'd just like to thank you thank you thank you so could I have a motion to approve the four-year contract with doosa as presented and to authorize the board president and the superintendent to sign the contract some of any discussion roll call please Ms Martin yes Ms Nolan yes Ms Owens yes Miss Porter yes Miss Thomas yes president Kerr yes motion passes

093thank you and do any of the do so people want to say anything congratulations thank you very much thank you thank you okay we are now at other business DR Sanders of course Adam was the December actually it's just a Dale Bernard show for the next few minutes so first we have the December financial report it is the end of the quarter so bonus reports that's right okay so for a December financial report uh at the end of December our total fund balances are 462 million seven hundred and six thousand five hundred dollars uh which is an increase of about 5.4 million from November for Revenue we received 30.1 million in property tax revenue the state paid 22 million for evidence-based funding and 0.4 million for categoricals uh the total due from the state at

094the end of December was 5 million and our federal revenue is reimbursed monthly and we receive 7.5 million in December so our total revenue is 1.53 percent lower than last year at this time and that's due to the delay in the Cook County taxes but we have received 32 from cook so far in January so uh our tax revenue will be back on track next month our expenditures are 4.05 percent higher than last year at this time but that is in line with our budget and if you have any questions I could answer them at this time any questions from Mr burnage okay thank you all right the investment report so we also have the second quarter investment report so the district is now investing funds with PMA and Fifth Third Securities so we added

095a table to the memo to show the breakdown between the two uh the total the funds at PMA are 363.5 million and we have 75.4 million at Fifth Third so our total invested funds as of December 31st are 438.9 million our current yield is 2.64 which is up from 0.39 a year ago and our total accrued interest at the end of December is uh 2 637 622 dollars any questions Mr bernage in general obviously I was at the slightly higher interest rates are giving us a little bit more interest in company the interest income is adding up now yep significantly higher than a year ago yeah go ahead sorry I didn't mean to interrupt you earlier and just speak um no I just wanted to say like we say it off and on but again

096like thank you for providing understandable readable colorful charts and graphs being ready willing and able to answer questions and we have um I mean this stuff is complex and you're good at explaining it so thank you thank you and some Secondary School second report and the final uh report for tonight for me uh tonight we have the secondary schools financial reports and activity accounts for the second quarter uh which is October 1st to December 31st uh our total balance for all the secondary schools has increased about 11.7 percent uh from 3 million five hundred sixty seven thousand two fifty four to three million 985 198. most of the schools have increased their balances uh due to the supplies allocations for elective courses and uh in high schools uh due to collecting for athletic funds for

097winter sports and if you have any questions on these reports I could answer them at this time any questions on these reports thanks I'm sure if you want to stick around the IB folks would love to have you join the presentation that's okay I've had enough money all right okay okay work session doctor soon I'm going to work session is an exciting proposal from educational Pathways for international Baccalaureate program curriculum resource proposal is the team steps forward I'll begin introducing them um leading up will be Mitchell reasonmeister our director of educational Pathways and joining him will be Mr crowson the Elgin High School principal and his Foreman of Elgin High School assistant principal of humanities and Ms Cabrera IB an Academy teacher uh here to present the IB International Baccalaureate program curriculum and resource proposal

098and as you tip the presentation I just want to thank you all for all the time and energy I know this has been many years in the making uh it's exciting to see us get to the point where we're bringing this forward uh for uh for the first presentation of the board in the labor of love I must say uh so I'd like to introduce our team uh this is of course Miss Kelly Foreman Mrs Christina Carrera myself Mr Mitch brinmeister uh we are seeking approval for the implementation of the international Baccalaureate program at Elgin High School as well as text digital resources and materials needed to support implementation for the international Baccalaureate program at EHS the original intent of our academies was of our gifted Academy was to create a small learning community focused

099on rigorous course curricular curricular learning over time uh our district has shifted predominantly offering AP courses throughout our system which is an outstanding thing as u46 has expanded access to AP courses across our district this created an opportunity for our Academy to offer the unique programming of IB in alignment with IB principles these courses will be offered to Academy students as well as every student at Elgin High School so in alignment with our strategic plan the adoption of these new resources will ensure we are addressing student achievement and effective and effectively engaging staff goals in our street uh noted in our strategic plan IB courses offer offerings will give our students access across our district and at EHS access to IB courses as IB requires classes to be open to all students the international Baccalaureate

100program I RDP program is internationally recognized academic programs significantly increase the chances of students attending selective colleges according to a study by the University of Chicago EHS teachers will have access to IB professional development from colleagues across the world that Embraces diversity and student populations and pedagogy so I will now turn it over to Mr bro all right okay So within the ibdp program it is a two-year program that would Encompass the Junior and senior years so leading up to those two years the current iteration of the academy freshman and sophomore year courses would stay the same for those students who are in it essentially becoming sort of pre-ib just as it is AP Prep for our students currently and so the ibdp really is meant to encourage students to become active compassionate and lifelong

101Learners in a way that integrates their learning across six core subject areas so that they are getting education in English social studies science math the core of the IB which is the theory of knowledge which is a specific course uh the cast which is community activity and Service as well as the extended essay for those students who are doing the full DP they also will take courses in the Arts and in language acquisition the Arts core subject area could also be substituted if a student would prefer to take an extra science or an extra social studies course instead of engaging in an Arts course in order to be a well-rounded student this then is incorporated with the ivy learner profile which encompasses different um yes qualities yes thank you qualities of a an academic and

102engaged student in order to allow students to be knowledgeable and you know curious questioning everything in the world around them as well as understanding how the world Works in an integrated fashion and knowing their place both in the world as a student as well as a member of an International Community so as I indicated these are the different groups of the courses the ones that we are planning to offer in language and literature as it stands right now is language a which is the main language of instruction would be English literature then in language Acquisitions students have the opportunity to enroll depending on their level of language preparation in language B AB initio which is an introductory level course we are currently scheduled to offer in Spanish as well as language B which is a

103more accelerated version of that course in Spanish and then a language be in French so these are students who have had exposure to at least two years of a language and are able to then continue with their preparation in that language B whereas the ab initio is available to students who have not yet studied a language or who don't feel as though their skills are ready to dive into something at a language B level then for individuals and societies which is what we would call social studies we are scheduled to offer global politics social and cultural anthropology and environmental systems and societies and that environmental systems and societies course can also stand as a science course it just depends on what courses the students are going to be selecting and enrolling in but the international

104Baccalaureate acknowledges that environmental systems and societies course as either a group three being individuals and Societies or a group for a science heavy course and then group four Sciences physics and chemistry as well as that environmental systems math is going to be the math analysis and approach or approaches and then the group six in the Arts is going to be music which is kind of like a music theory course and visual arts which will allow us to expand our offerings for the IB itself to our dual language students so that dual language students will be able to participate in that IB Core Curriculum as well the ibdp cores I alluded to is theory of knowledge extended essay and creativity activity service the theory of knowledge is a course that must span two years so the

105students would take one semester of it in their junior year second semester and then they would continue that into the first semester of their senior year and this is really an inquiry-based course that helps students understand how to research gets them to understand their metacognitive skills to practice those and engage in learning through questioning which is really how we hope students would engage with the world in a curious fashion and so the focus of that theory of knowledge course is really digging into the layers of how do we acquire knowledge when do we know that we know something and then how can we produce for other people that we know something the extended essay is an independently guided self-directed research paper that will end up being approximately four thousand words the students will engage with

106that with a staff mentor and the subject of it is entirely self-directed as it states so this can in a way we become a passion project for the students and they are given the freedom with which to sort of expand and explore their Curiosities and thereby be able to give something that is going to reflect what they would be doing at the undergraduate level especially if they're going to do an undergraduate thesis or something of that sort it would prepare them for that level of work the creativity activity service really meets with the pillars of the IB learner profile where they are curious and creative and active members of their society and so this allows the students to engage in Creative Endeavors their physical activity as well as Service Learning in the community so it

107encourages our students to get out into the world to engage with others in a way that demonstrates just how thoughtful and curious and wonderful they are so the learner profile has many different pillars they really want all students to Garner all 10 qualities that are implied here in this wheel so that we are demonstrating developing value being appreciating and celebrating as that inner circle States those outer levels of the profile itself so we want students to be knowledgeable we want them to want to be knowledgeable so that they then embody all of these characteristics being reflective balance principles I could read the whole circle I'm not going to but you can see how they all then integrate to going back to that idea of the community activity service the extended essay the theory of knowledge

108and their core courses that fully well-rounded International mindedness of a student who's ready to go out in the world and Tackle everything foreign so then the really I think from a teaching perspective the exciting aspect of the IB authorization is really going to be the professional development that teachers are going to gain as a result of this where we are going to be able to access this world-class professional development that has been given to teachers all over the world since the IB started I believe it was in the 1960s um and the fact that they are able to keep up to date with all of the Innovations and everything that is going on in the world of education but also in the world period and really allow us to then Garner the the support of

109an entire world community in order to then revise and help us understand approaches to teaching and learning and make school a very vibrant place for students to be and so this will allow us to actually work collaboratively and reflectively amongst ourselves as teachers but also with students in the same way right so really the chunk of the the remainder of the presentation then is to talk about the kind of resources um both print and digital resources that we'll be asking for in order to make sure that we are um creating and starting off with a successful ibdp program for the students at Elgin High School um and so the names that you see on this current slide here are the members of our IB committee who are the IB trained teachers or taking on roles

110to service our students in our potential future ibdp program and this set of committee members has kind of changed over the years I don't know if we had previously mentioned but at least in the board proposal you likely saw that this journey of IB for Elgin High School has really been going on for um almost a decade um give or take a year and so people have come and uh kind of come and gone as they've been at Elgin High School and moved on or retired but this is our current Mainstay of people who have taken up the work of IB and then helped to create a program that we feel will be really successful for our students in the Elgin Community as a part of this work of those members from the previous slide

111like I said Elgin High School has been thinking about and working towards IB for many years but we really started to see an uptick in that work with sending individuals including teachers as well as some administrators to various IB trainings in 2017 and then continuing with that work after a slight pause with coven uh again now uh having a fully trained IB staff where we can roll out a program hopefully in the August of 2023. the IB committee members have met um periodically throughout this time in order to really lay some of the groundwork of what would an ivy program look like at Elgin would that be a fit for Elgin High School and the community what would it take in order to make that program successful here for the building they've done things in

112terms of discussing the mission the vision the values that learner profile and how do we help incorporate that into what Elgin is currently and where we can see ourselves moving forward a lot of work started over this past summer in which we had IB committee members coming into the school and their summer time in order to really start fleshing out what our school-based what IB refers to as IB policies in terms of what would that program look like and would we be able to ensure as an Elgin High School that we were meeting up to the standards and the expectations of what IB expects of all of their schools across the globe some of those policies include our language support policy so how will we ensure that any student regardless of their level of language

113acquisition in English will be able to be successful in our IB programs some of those other policies address how we will ensure that we are providing appropriate accommodations and modifications for students with special needs it also discusses things like our academic honesty and so how will we coach and support students in engaging in appropriate academic honesty assessment policies and so forth so that we are aligned with the expectations and the guidelines of the the international Baccalaureate organization all of those documents should be linked in the folders that were shared listed as the EHS practices folders if you want to look through those pieces a little more um our I think our biggest hurdle that we overcame was then looking toward creating a collect a collaborative and reflective time for all teachers at Elgin High School

114this is an important part of any IB program is that we need to demonstrate we are providing consistent collaborative time for all educators of an IB School to meet to talk to collaboratively plan to engage in scoring calibration to engage in vertical and horizontal alignment cross-curricular conversations and so that was kind of a big undertaking a campaign if you will of really building this building-wide support of what Elgin would be benefited or how we would be benefited as a whole if we were able to bring IB which also then meant creating this collaborative time um and then working with our IB consultant as a school in the application can our phase we were presided in uh IB consultant who came out to see our building meet with teachers staff and administrators both in August of

1152022 and again um in September of 22 to really guide us in terms of what those building level policies would look like how we would Implement those pieces how we would ensure we were providing open access to all of our students and then also guiding our teachers as they develop their course outlines and made selections for resources and materials to support those courses so then moving on to what those resources are um when we talk about ID textbooks it's kind of a similar conversation to how we talk about AP textbooks there are maybe lots of books that are out there for any given course um but really when you get down to it and you start talking to veteran teachers of those courses they all tend to hover around maybe one or two titles from

116one publisher or another and so really in working our IB trained teachers working with their workshop leaders plus our own ID Consultants who had come out to visit us and then connecting with a veteran IB teachers from again across the globe really I'm getting a lot of input into what which textbooks were the most beneficial the most supportive for brand new teachers to a course but also to students as well in terms of how they presented material different um the ways different textbooks maybe utilize diagrams and and tables in order to help make sure that everybody was able to successfully use the resources um so really when we boil it down most of our textbooks either came from the Cambridge University press or Oxford University press we do have a couple of textbooks one is

117from Pearson and one is from a third publisher um but really a lot of what we were looking for uh was able to be satisfied by both the Oxford and the Cambridge um Universe university university press corporations in addition to textbooks we also know like Miss Cabrera had stated students will be engaging in a high amount of research in all of their courses um I think we're typically used to those conversations of research happening in social science classes or in our literature based classes but what you would see in the IB curriculum is that it's happening across all subjects so our math students will be engaging in research our physics and chemistry students will be engaging in research and this means that we'll need to make sure that we have really adequate quality high quality

118databases non-fiction texts and resources that are available to support students in that work and so when our IB consultant had come out to meet with us initially in August that had been an initial area of concern for her and so really working with her to say well how if if it's currently in need how do we make sure it's not a need by the time we're looking for our final authorization and so working with her to really identify different components or pieces that are offered by the ebsco database warehouse and so you can see those that are listed there really trying to Target which areas of those databases would be most useful for the course curriculum that we will be offering so you'll see social science pieces on there you'll see science pieces on there

119the reference the Latina to support our Spanish language B course so really trying to think of how do we make sure that we widen that scope of using digital databases to widen that scope of the non-fiction resources we have available to our students you'll also see a few references to some newspapers in order to help with current events discussions New York Times and London Times Obviously in English but then to also support our French be with their research and current events issues you see Le Monde and like Figaro and I hope I pronounced those correctly to support that language feed French offering as well moving then on to some digital resources so the one of the major things about IB in comparison to some of the other courses that we currently offer is is the

120amount of assessment and the types of Assessments that students will be engaged in and teachers will need to develop and then deliver in their classrooms so when coming to the idea of what resources we would need really trying to ensure that we're providing resources to help both students and teachers and kind of tackling those new pieces what you see here so we are requesting the IB question bank and you can see a couple of screenshots of what that looks like the IB question bank is put together by the IB organization itself and so you have members of the IB organization who are going through past examinations and or creating new questions based upon what they typically ask or how they typically ask things on their IV exams which would then provide that access for our

121teachers to go in and you know cater that information to how they want to present it to their own students in their classrooms specifically we would be looking for the access to the ID question bank for our science courses to help support teachers making that IB assessment adjustment in those areas one of the other digital resources we're taking a look at or would like to have is referred to as the IB in thinking subject sites again this is another IB approved organization this is more of as you can see the classes that are listed on there it's these are more about written expression and or oral expression and so the IB in thinking subject sites offer different types of tutorials reference materials some videos from expert veteran IB teachers to help support teachers in creating

122pieces that they can then deliver to their students in the classroom to prepare them for the IB assessments a few other unique or course specific resources that we're asking for our language B team or that language acquisition set of courses is looking to adopt education perfect education perfect is already a resource utilized by the World Language department but it would just be a matter of then purchasing the addition additional licensor or access for the IV portion of Education perfect and then our mathematics AA course or applications and approaches is looking for the adoption of revision Village and the best comparison I can make for revision Village is like the ivy version of Khan Academy so again a lot of tutorial pieces video breakdowns that you could then show to students to help coach them through

123some of the specific ways that Ivy talks about solving problems presenting problems and working through pieces okay this is a lot of resources of what we're asking for there is a lot of pieces or there are a lot of different pieces that go into the ID program and so what we're excited about in the having uh in part in having that collaborative and reflective time with our teachers um that time will be once uh once a week and will really allow us the flexibility to have frequent check-ins with teachers and to make sure that they're implementing all of the resources that we are providing to them we want to make sure if we're we're asking for it and receiving it that we're implementing it to the best that we can so not only will myself

124as the administrator over IB but then our lead teacher that we're hoping to get to support the IB programming as well we can meet with those teachers help support them in implementing any of these new pieces but then we can also work collectively as well during that collaborative and reflective time that we will be instituting in the fall um any databases that we would be able to get through ebsco and jstor both of those corporations offered various different types of trainings um and supports they can do virtual pieces they can do in-house pieces but our school librarian is also trained in how to use both of those databases and would be able to set up different opportunities to meet with teachers as well and then likewise Oxford and Cambridge as as large textbook companies often

125having different access points for teachers and individuals to get help if needed for using these new resources too shifting a little bit so having talked about the physical or digital things to help implement the teaching of the ID pieces um the next few slides are really looking at what other additional needs or considerations that we'll be continuing to work through in order to make sure that we can successfully meet all of the expectations and requirements for the international Baccalaureate organization so one of the pieces that you see here we see IB principle b26 and IB principle b212 both of those components really talking about kind of the current limitations of our school library and how we'll need to be working over the next several months to make sure that we a open up access to

126students to be in the library to support their research and curricular needs and then like I had said also make sure that we're expanding what kind of resources that we have for students to use the non-fiction texts our library will be working to continue to increase different types of literary works both in English but also as original translations or I guess in their original language for French and Spanish to support those language B courses as well uh and then also looking at how we can increase Personnel in that space to make sure that the library is just physically open and accessible for students to drop in and use the resources that are there for them um you can see just kind of a projected set of costs of what this would look like so the

127first year being listed on there is this year um what that would look like then in the subsequent years after this is done as a five-year kind of process because IB engages in a five-year evaluation evaluation process and so in five years assuming we are granted authorization we would then come back and do a similar kind of budget in which we'd really break down what would be any additional pieces where would we be at in terms of more resources depending on growth maybe depending on different needs that we might see okay uh kind of a little bit of a shift but also additional requirements or I guess needs again that we will continue to be working toward as a building um but things that were pointed out to as our IB consultant when she came

128initially in August um and this is IB principal uh B25 which speaks to our science labs currently Elgin High School has six science labs that can be utilized throughout the day um and this puts a little bit of a strain on the system because we are such a large building and so many students who are enrolled in our physical lab classes chemistry physics and IPS for example and so this was another conversation we had with our IB consultant about how we will need to be working to a make sure that all safety equipment is updated in those science labs and then also to see what ways that we can ensure we have enough lab space to really serve the needs of the IB curriculum um maybe a little different in IB physics and chemistry that

129they tend to have very long extended Labs that need to be out for multiple weeks two to three weeks or more at a time and if you have that kind of space usage that might put a little strain on what other classes then can get into that same lab to do their own pieces so then you can see kind of an estimate cost there of what that would look like in terms of lab renovation based upon previous Renovations that have been done other pieces of consideration so I had quickly made a reference to an IB Lead Teacher so we have a proposal we're looking to see if we can have an IB Lead Teacher to to really take on a lot of what IB refers to as the IB coordinator but in reality that position

130does a lot of teacher coaching in terms of teaching practices but also curricular conversations and so really looking for the benefit of having a teacher or an ETA member in that position um as the extended essay Christina had mentioned um this is a a core component of the IB program but also is quite um time intensive and so making sure that we can support the person who takes on that role as the extended essay coordinator in which they are meeting with extended essay supervisors or adults who are then guiding and coaching students and providing the appropriate kind of feedback along the way um a requester looking to have a point to in order to support that theory of knowledge and also the creativity and activity service coordinator again both of those also being a part

131of the IB Corps uh and looking at how we can maybe redistrate redistribute different roles uh currently within our guidance office to make sure that we're really supporting the needs of our IB students both as SEL components and also as post-secondary planning pieces as well uh again just a few additional things of consideration of what we're looking forward to further support the program um how to continue making sure that we are providing spaces for our students where they are working through any of their ibdp components again whether that's extended Labs that's SEL needs that's places for maybe coaching uh in some of their different uh course curricula or IV core components academic interventions that we'll need to look at in order to make sure that our students are being successful and then again the need

132for SEL supports as the the pressure uh we'll build for those students in the DP program how can we make sure we're helping them so that we can see them be successful and complete that yeah our timeline of authorization uh so as I had mentioned earlier we had two consultancy visits one in August and one again in September our authorization application was submitted at the end of October our IB verification visiting team will be here next Thursday and Friday and we hope within four to six weeks after that visit that we should have some kind of determination from the team as to whether it is a yes or if it is a not yet and they usually then provide some criteria of what we'll need to continue working through or providing evidence of um are

133hopeful than implementation for the ibdp would be August of 2023. um in terms of evaluation of the program as I had mentioned before IB is on a five-year re-evaluation cycle and so we will go through a very similar process of really what we've done for authorization so far in five years for that reauthorization at which time IB comes out again and they come to see the school and they will meet with teachers they will do classroom observations they will meet with school and maybe District administration they will look at course curriculum fully developed units at that point they will look at the IB budget and really again come to some conclusions about where are we at in our development of the program can we continue forward or again are there uh I'm not yet and

134we need to reconsider some things so our proposal for our proposal recommendation for this evening is that the ibdp program adoption committee the staff at Elgin High School the curriculum and instruction department and the educational Pathways Department recommend approving the ibdp requirements and adopting the resources to become an authorized ID World School for the 2023-2024 school year are there any questions great great thank you questions from the board all right I try to be fast should I kick it off go ahead Don so okay so thank you I know that you guys have been working on IB for what feels like a million years my kid who's now in college I think actually one was looking at the gifted Academy back in the day was concerned about it becoming like IB versus AP and he's

135in college now so I know that this has yeah Labor of Love Is that how you yeah I appreciate that and thank you so much for this very in-depth presentation so I'm going to start with a non-money question I'm going to start with you guys talked about um that it's an open access to IB at Elgin High School can you explain what that means and how that looks since we're we're used to the schools being like School within a school or magnet program so how does that how does that differ from what we have right now for the gifted Academy you know it doesn't matter so what we so we will still have the academy obviously students from anywhere in the district can apply to be a part of our um what is still currently

136being referred to as the gifted and talented academy right um and so students will continue to apply to join that Academy um as a rising freshman to whatever School of their choice um students in that Academy that experience will continue to have that um kind of core group of students that they will continue their classwork with they will continue to engage in some of those trips that they do summer break Chicago Shakespeare is it always Shakespeare Chicago Trip Chicago Shakespearean Chicago trip um and some of those other pieces team building and types of activities that the academy has always done and so those pieces will stay in place um our Academy students when they get to their Junior and Senior year will engage to some extent with our IV courses and the extent to how

137many of those IB courses will really be up to the students in the academy themselves we would love to see many of them jump into the full DP but the full DP is a lot it is a full schedule and there is a lot not only within the school day but also outside of the school day that that is expected of a student then um so a lot as long as Academy students are taking one to two IB courses in their junior year they maintain that Academy status however outside of the academy any of our Rising Juniors can also opt to enroll in our IV coursework that is a a fundamental key for IB is that we are not creating just an elite little group but it is open for all students who have the

138interest the motivation and the desire to take those on so whereas that has maybe been a different shift in how IB had been talked about before or even how other magnets kind of talk about their coursework that is a really important piece for Ivy to say yes we are opening doors for any student who wants to who has the drive who has the desire to engage in the IB coursework and again up to any student to say how much of that ID coursework they do or do not want to engage in so it's similar to the AP I mean the the sequence now correct yeah so AP is is one of the cornerstones for the current Academy programming and it's open also to all students that's what I was going to say is it's very

139similar to the way in which our current Academy system is as far as Elgin High School is cross-curricular and we do work between you know English and social studies and Math and Science and that's reflected in the way that IB is structured and so it's a very good fit because we essentially are structured in a very similar way um not meeting all of their components obviously because we don't have access to it but it does have the same sort of philosophical underpinnings as the AP where you need to open up access to students so if a student wants to take AP calc BC it they they can take it it's not that it's just an academy course Academy students might get to it faster right and that's kind of the the same philosophical understanding is

140that we give access to academic opportunities so I'm most families around here are not going to be as familiar with IB it's not as common um So when you say when people talk about AP corpses and having access everyone knows what that looks like right like it's you know people know so with IB if someone not in the academy was going to choose to take IB courses as a junior are there any concerns that there's like pre-ib or anything that they would need to be able to jump in to those courses does that make sense it does okay um I would say there isn't a concern necessarily because the way that IV structures all of their programs is that you can adopt they have three programs themselves pyp which is a primary use program nyp

141middle years program and DP which is the diploma program and the diploma program only encompasses the Junior and senior years in an American school system whereas the nyp starts in fifth grade and goes through the 10th grade and given our system itself is so huge that would be a giant undertaking yeah I promise but that DP program then at the Junior and senior years is typically what is most often adopted by American schools when they're starting off with a program because it is definitely the most robust and the most well developed of all of the IB programming and so as a result and because it does tie to University applications and University acceptance to you know test scores and getting your University coursework forgiven kind of so to speak is like with AP testing same

142thing that that has has been a lucrative space for both students and you know obviously the IV to continue to demonstrate that they're preparing students for that University level work around the world I'm starting to ask one more part of this I'm going to let someone else take over but students are still going to have access to the AP courses so we're not going to be replacing I'm just going to say APK BC with an IB equivalent we're going to have both at Elgin and you can choose to go the IB route if you're within the school or you can stick with the AP courses that maybe you're more comfortable with because that's the more familiar route of that path or okay that's what I thought thank you house okay so I have a question

143I I love the idea behind all this I think this is really great like in-depth learning and all that wonderful as an educator but as a parent if my kid were interested in this like we have a lot of things in the district that makes sense the Seal of by literacy it's got a clear benefit right what's the benefit of going full on getting the IB diploma after you graduate right where what's the benefit and I don't mean that's a sound accusatory it's not I'm just trying to understand how it works so as this is this is the second school that I've now been a part of with IB optimization so the benefit is that when our kids graduate from the gifted Academy it's sometimes only known by people that are locally within our system

144and within our local area when you graduate with the international Baccalaureate you're known across the world so it's a world-renowned recognized diploma from a high school student some of the data that I referenced so some of the research that I referenced by the University of Chicago shows that students that are actually in the international Baccalaureate have a more have a greater opportunity to be being accepted into more selective enrollment schools or more selective or selective colleges okay so uh it is an absolute outstanding benefit when we did one of our parent meetings one of the parents looked up during the time that if a kid who has International Baccalaureate versus just AP courses they have like a six or seven percent greater chance of being accepted into Harvard okay so that is those are the

145benefits okay also just the pedagogy of IB and just going through the IB learner profile it's what we all envision all of our kids should be and as Educators what we are creating as as teachers yeah so then let's say conversely if a student then wanted to attend a four-year University in Europe right they don't want to attend an American school and do a study abroad they want to just be a straight up University vision of that thing does this degree help diploma help them get into that school yes more so than you know six AP classes their senior Year yes and it is recognized across the world okay started out as diplomatic or education for diplomats oh sure I went across the world sure that makes sense okay and then so but you have

146to like go all in to get the something on your diploma that says you're International Baccalaureate right two classes there's two options students can be a full DP student which means that they're taking the full six courses they're doing the extended essay theory of knowledge the community activity service and at the end of their senior year then all of their course evaluations that are scored out external to us we have some internal assessments that we score and then we send all of those to the international Baccalaureate they audit those and verify that we are scoring according to their standards okay then the students will take an end of course exam which then will get scored on a one to seven scale very similar to AP except a piece one to five those will then get

147added together they have a minimum of a score of 24 in order to earn the IB diploma okay once they do earn that then they can you know move forward with that all the benefits of the full ibdp sure students who only take an IV certificate course which they take a course or two or three whatever their options are right then at the end of those courses they're still taking those end of course exams they are still benefiting from the ability to move forward forward with University acceptance as well as same thing like with ap credit it's IB credit to be a right test out of courses at the University level and that alone will give them that bump because they can check the box that says that they're an IB student you know or

148IB certificate student and that then puts them in a different pool of applicants for that College acceptance process okay so that does give them the benefit would they have the same level of benefit with the full IB diploma for say attending an international school right I'm going to go with I don't think so but I haven't researched that so I'm sure leave that tenant sure um but that then would be that Avenue where they do have the ability to say that they can stand on the world stage because they were successful in this course so it should boost their confidence to be able to go do things even if it is a study abroad as opposed to studying internationally full-time at say you know Oxford Cambridge what have you yeah lofty goals um um okay

149and then there were the costs in there when we get to the end of that five year are we anticipating an equivalent kind of cost again or will it be much more the same as if we adopt a new curriculum does that make sense probably wouldn't see much of a bump okay um there will be a periodic times so IBU requires that the curriculum is reviewed on a seven year cycle okay which is staggered so it's not all courses at once thank goodness oh that's good um so it just depends you know what courses we happen to be offering at Elgin I forget the year off the top of my head but um many of those courses will be kind of re-evaluated re-evaluated and authorized on a similar like two-year pattern so you might see

150there might need to be a change uh or ice sorry there might need to be like a high purchase amount sure depending on it are the curriculum changes pretty significant that cause us to have to purchase new testers but not substantially different than the math stuff that comes up every so often in science or whatever okay sure um one thing that you'll notice when you look at those budget predictions is they're based on ib's experience with working with many many schools for many many years right so they build in things that you probably wouldn't necessarily discover if you're doing this in a silo right so they're they're factoring in when you're going to replace your calculator start factoring an estimated time so resources wearing out so it's a very well researched prediction of uh the

151funds that we're going to be looking at as opposed to if you just sort of get into something and then you know two years later you might have some Surprises with this it's all been very much fleshed out uh in in the real world already so what we see is most likely what we're going to get and these are con you know conservative estimates and it's not uncommon for us to come under yeah and then when do kids need to commit to that full DP program so our um and I think our counselors did a really great job of it this year when our our counselors met with our Rising Juniors they really did a nice job of we needed to talk plan a plan B plan a if IB goes through and plan B

152if it doesn't um but in having that conversation with the plan a to say here are your options are you interested in doing IV yes or no and yes then to what extent and are you interested in doing the full diploma yes or no or do you want to just try a couple of courses yes or no um so I just really give a lot of credit to our guidance Department I think they did a really nice job in really coaching kids through those conversations so even during the course registration of your sophomore year for that that junior year to say what are you interested in taking um yeah I think the benefit of our IB offering so far is that we do have some been college level course offerings that we don't otherwise have

153so we will have IB music we don't offer AP music so that's a new and exciting opportunity for students who maybe have an interest in studying music further and get some college credit for it potentially likewise we don't currently have AP French but we have we will have IB French and so that will give them an opportunity to maybe get some college credit for the kids who study French um so what are your interests in um your your post-secondary plans and then helping to guide students if they have that interest for IV and which IB courses would be best for their plan I'm sorry one last question so let's say they do their junior year they've decided they only want to do partial they only do three or four of the classes they get in

154they love it they're like this is great or they kind of out of luck to do I mean they could theoretically do the full amount their senior year but it wouldn't be enough to get the full DP right yeah you're shaking your head okay correct because they would have lost they would have they would have missed I'll say that first year of instruction so really and that's another shift for IB is is it's not I take one class junior year and another class senior year it is the same class just extended curriculum so you get essentially twice the credit okay of your English class over Junior and Senior year twice the credit of math awesome thank you thank you for those answers I have one more thing I'm a pure Point as you promote the

155academies to our middle school students and even down to elementary students as well as the pathways programs and all the other amazing things that u-46 has this is another thing where we just want to be really transparent here's some great ways to prepare for it to have start having conversations early what courses do we want to look at in Middle School how do we prepare for possibly engaging in this when we get to high school so that everybody's aware of it and also uh the the Fantastic ability for it to really support our our dual language students and all these other pieces yeah so um so it can be a conversation in classrooms throughout the district and when teachers see a student that this might really be a great fit yeah and this is probably

156a good time to remind everybody that everybody has choices you literally can't do it all yes too many choices okay Melissa I I appreciate the questions that have been asked they kind of mirror some of the questions that I had um and I think that as you've been saying one of the challenges is going to be that pre-work that that you're going to have to do at the middle school level to prepare students to be able to make this decision right because if they they want to go the full IB route they're going to have to have to know that going into junior year um I just I want to remark that it's it's it strikes me that you in in trying to re-imagine and set the gifted and talented Community Academy apart from you

157know the normal course offerings that they have at Elgin High School you've actually opened up an Avenue for all of the students at Elgin High School to really set themselves apart as they move on to their next step after high school so I'm really I congratulate you on that because I I was not when we started talking about IB a long time ago I was not imagining that every student at Elgin High School was going to be able to take part in this program and I was just remarking to DR Sanders I'm looking at the course list I want to go back to high school yeah I really really want to come back to high school now so thank you can we re-enroll yeah you can and another thing that I will add about the

158inclusivity of IB is that this is in some respects just the beginning for us we the ID also has an IP careers program that allows our welding program our culin our fax program to all get IB recognition so then that's another opportunity for all of our kids across our system to be engaged in international Baccalaureate and it is a great it's an absolutely outstanding opportunity and uh I would not be here like telling you this if I did not personally and professionally believe it you're welcome along that line I know that there's a couple schools in CPS that do IB but does anybody else that we're aware of in the area do I'd be outside of CPS I know of Homewood flossmoore does IB and I think there might be one other or is it

159just there you go but other than that as far as in the Chicagoland area that's it okay thank you to uh Eva I love everything about the presentation and everything that you said I really like the fact that you really have laid out the professional development of implementation and that you know that you need to have a Lead Teacher someone there to really support those teachers so that if you adopt this or if it goes through you get accepted that uh you'll have the support there to make it successful and the fact that you know in five years you're going to come back and you're under review to prove what you've done and to see if you accept it again because it's not a given that you'll be accepted after five years of implementation is

160that correct correct yeah so you're due diligently with this thank you thank you done okay so now I want to ask some money questions so the proposal itself that we've been presented with is for the approximately 500 000 um which appears to be the five-year cycle for just the resources okay so that I can appreciate I can follow that and I can see where that money is going and what that's tailored to um The Proposal that we will be voting on not today um mentions I'm sorry I'm trying to find it it's uh page four um mentions says in addition to the physical and digital resources that are requested in this um there are other items needed to adequately support the IB programming at Elgin High School are which it has the membership fee um

161it has like four bullet points none of which appear to be the the also the construction work that we need um I am wondering if I can see like a full full money budget of what we're looking at giving to Elgin High School to implement this full IB Program because it's one thing to be like okay so it's a half million for the resources and that's like five years but we're also looking at I believe it was six Labs at 300 000 a pop plus training plus staff so I'm wondering like I appreciate that we vote on that in different pieces and that comes to the board in different pieces but I'm wondering if we could get an estimate for what the big picture money is on this proposal like on the full on the

162full project and then I know that you won't have that today but no we wouldn't have it today but we can certainly work on it as we as you've noted we we did the refresh of the labs at Lark and high we've done in the lab now and Streamwood High uh Bartlett will be getting their Labs so we're in a sequence of getting the labs done so that's going to happen whether regardless of this proposal we need to refresh the labs and provide more space at Elgin High School so we know that that's going to have to be on our list of things to do but we can certainly work to get you a more um encompassing list and then there's also the sapling implications that were noted in here but that's not right technically

163the Builder is going to vote on that separately in the sense that you're going to approve the budget and the Personnel reports that that support those positions this is just giving you an idea of what it's going to require in a way of FTE yeah I just wanted to just because the proposal itself has the little section that's got like the four bullet points of the additional resources but not really with costs attached to it I wanted to ask just so that you know just so that we know um kind of what it looks like especially you know as we're re doing this whole Academy I mean it's just it's a ridiculous amount of work so I appreciate all of that um but it's good to know like the ongoing outside of that half million

164yeah we wanted to make sure that we were transparent and let the board know that these other things yes coming forward whether it's you know several years from now with uh with a lab renovation or when you uh hear about a new position or an fdu so we just wanted to get that out there for for awareness and then even even if it gets voted on maybe in a separate space uh outside of the resources we just wanted to make sure that we were not uh looking like we're you know pushing something through without everyone being fully aware and understanding no one I appreciate it and because I think a lot of times we get projects and pieces so like you know any of the academies that have had work done sometimes it's like we

165see it all in these little pieces so then I don't I mean I don't always have a feel for what all went in and you know that you know if you're looking at a benefit cost analysis or you're looking at like are we really getting enough students that are supporting the work we put in and how do we increase student you know all their different academies have different students that apply so I just want to make sure like since you guys put it in here that there's these other things we needed I thought I would ask to make just to see if we can get a rough idea there is a link to a five-year projected budget did you click on that okay okay because that might have some of that information so yeah I

166had a couple quick okay um when you when you talked about opening things up to all students and I know Melissa and I probably really jealous about this we talked about the databases like jstor would not only um Academy students have access but all students at Ellison High School I know I know it's yeah yeah exactly um and I think you answered my question so for example if a student had taken two years of Spanish already and they wanted to continue with Spanish would they be better off taking a IB course or continue continuing on with whatever Spanish was offered it would depend probably on the student's level of comfort with their language acquisition okay so if a student was very proficient or a student who's taken a couple years of their language acquisition and

167happened to be a native speaker so they've been in that native speaker Spanish one or you know Ali or whatever the that course is then a Spanish B would probably be a very good fit for that student um we will still also have you know AP Spanish Lang and AP Spanish lit and so depending on what the student would like to study in their their duration of study because all these courses again are stretched out over two years so they would start with the curriculum in their junior year and it would Encompass so many areas of the curriculum for that junior year and then it would continue on into the senior year and so that they would finish out all of that with that two years worth of study before they take the exam whereas

168with AP Spanish lit and AP Spanish Lang they would take a test at the end of each of those individual years because those curricula are self-contained Within singular year okay and so they could either earn two different scores on the AP exam or they could earn the one score on the IB exam which then is typically weighted as two once students get their credit at a university so if they score well on an AP exam then they would earn a score of three to five that translates into so many semester hours that they could potentially earn at a university if they get a score that qualifies for an IB exam then they typically will get between 8 to 10 hours worth of credit already for whatever their score is at the University level so sometimes

169they actually benefit more at that end of things because they will end up earning potentially two to three semester hours more for their credit and IB end of course exam versus an AP exam okay thank you and the other question I have comparing an IB course to an apicos having had kids who've taken they beat AP courses it seems like the IB course is as much there's much more emphasis on well let me back up AP courses are aiming for the AP test you take practice tests you do certain things you you know if you're doing the U.S history one you learn how to write the essays on on whatever this strikes me as being a little bit more flexible and more individual is that the correct way of putting it I would say it's

170fairly accurate having taught AP for years um and being very familiar with the AP Lit exam that one definitely is here's your multiple choice section of the exam and you know can you identify these literary terms basically in usage in a passage and then here's three essays write these three essays in your hour and a half and you're done let's hope you score well right and so it's a lot of memorization and just hoping that you crammed all the info in your head from the things that you have read and can you know reuse it on the exam itself with the Apex or the IB exams sorry I didn't mean to misspeak with the IB exams you are actually doing an internal exam which is for English it's going to be an internal oral examination

171where you are presented with a question and you have 10 minutes to speak on the question your teacher will evaluate you over those 10 minutes and at the end the teacher has the ability to ask questions for a total of five minutes so your full exam is 15 minutes long entirely in a verbal capacity that then gets scored by the teacher as well as moderated internationally by the IB that's one portion of your score and you typically take that in your junior year then the end of course exam is two essays there's paper one paper two and then if you're doing higher level which is what our AP or AP I keep saying that our IV language a English Lit course is going to be as higher level they will also have a higher level

172paper so those three papers two of which they sit for as exams just like I AP does currently where they're presented with a question and then they respond to that or they have to know in depth at least two pieces that they have studied in class so these are not things that they're getting apropos of nothing or they get a passage and then must respond instead it's things that you've studied in depth and now you're going to do something different and cognitively interesting with them over the course of that exam for paper one and paper two both have different Focus ones a comparison contrast one is a global issue then you also have that hlp paper which is a student self-generated independent of a timed exam but the student has two drafts that they can

173turn in they get feedback one time from the teacher and then that's and it's all verbal feedback that the teacher can give at that point it's not nothing handwritten per IB rules and then the student goes revises and submits and hopes that they score well on that so it really is an exercise in the cognitive capacity of the student as well as can they think in that you know theory of knowledge about a cognitive way about a text or text in plural in order to demonstrate their capacity at that International and academic college level preparation okay great thank you and I should note I have a box of books behind me I think they go with the yeah of course so people should check them out yeah anyone else uh Eva I have a question

174of clarity so if a student doesn't get into the program in the beginning and they decide to take a couple of courses you say they still can get a certificate not a diploma right and that still is recognized whenever they you know get ready to go to college at least they can check that box that they have a certificate okay thank you and then just for clarity so okay are you talking about uh starting in eighth grade as as an Academy student whatever is introduced to them you know so that they can take advantage of it yeah so as long as they start sophomore year the full I'd be yeah so so yes you sign up sophomore year right start junior year and you take the full IV diploma Junior and Senior year then you

175can get the beautiful diploma but if you don't know about it and find out later and you want to get into it you said you could take courses and you're referenced as a certificate student at that rate right and so you're taking single IB courses and at the end of taking that course for the two-year duration of that curriculum you're going to take those exams and then that curricula or that exam score itself is what then we'll carry with you to the university so that you can use that similar to the way that AP scores are used currently thank you okay good thank you very much you're going to have at least two new people who want to sign up great you're welcome to start and thank you I know that's uh it's late I

176know you have to get you're the earliest ones up and uh and certain latest ones out so thank you so much for the presentation and thank you for all the time and energy thank you good luck thank you our next presentation is from Equity Innovation our business courses textbooks and resource proposal and we have Melissa damewood coordinator Career Technical education coming forward to present this to the board along with Mitchell please presentation let me know well while Mitch is getting that set up I'll just say hello it's so nice to meet you all I'm new to you 46 since this August and I'm excited to be talking to you guys about textbooks and I'm glad to sit here this is kind of a comfy chair I gotta say I'm kind of I'm kind of glad

177I got the upgrade Mitchell they may be driving it from the back I'm not sure you yeah I just they didn't have the tile on so let's see if we got it here we'll get there it's not the game so it looks like you're ready for questions so let's go ahead um [Music] let me let me see if I can I can pull it up here and maybe just a pdf version of it or something let's see yeah oh look at that thank you sir that's great oh no I'm not doing it yet so okay yeah I'm I'm working on here now we just gotta get into presentation mode I don't know that it will you may just have to scroll down did I mention that we're technical education okay great all right so um

178I'm really excited to be talking to you about uh tonight about textbooks and so what we found in CTE is that due to oh gosh covid and then just generally trying to keep Pace in CTE things move at kind of a quick Pace we realized that our textbooks needed an update specifically in our business courses and so we wanted to make sure that we were improving instruction for our kids making sure they had lots of options and resources so that they can engage in the literature and making sure that those textbooks aligned with our given curricular purpose and so we found that four of our business classes needed updates our accounting our College accounting introduction to Global business and then our management and Entrepreneurship so we decided to work together because Unfortunately they become a

179little outdated like I referenced covid what are you going to do uh in one case they just stopped using the textbook the manufacturer and they didn't tell us bless their hearts so we got together so this was instigated by our business teachers so we were really fortunate that they were spearheading this movement and then I got together with all of our assistant principals all of our community stakeholders and other coordinators and then of course Mitchell here our director of Pathways education and our director of post-secondary success and curriculum and instruction and so we were able to work within a system of giving feedback we decided that we needed new textbooks and resources to help us meet our goals and that we also wanted to make sure that as long as we were investigating this we

180really took the chance to look at um what was being used currently and then also what aligned with our curricular pathway so we decided to split into two subcommittees one focused on the accounting books and then one focused on our books for the entrepreneurship and the intro to Global business to make sure that we were able to take a wide variety of supports we worked with a lot of vendors we also consulted a lot of Chicagoland high schools and just to get a feel for what other people were using and utilizing and then we kind of winnowed it down to possible recommendations and then we brought those back to the teachers for review and feedback and then we collectively created The Proposal recommendation and so I won't obviously read all of these you can read

181these yourself but I thought you might be interested to see what were the key pieces that we wanted in accounting and then obviously College accounting marries really well those two courses this is what we were looking at and then um we came up with these two great books and so they are a team they're the same group the 21st century uh accounting and we found that the majority of other districts are using these as well and what's nice about accounting is that accounting itself does not change a whole lot but the resources for accounting have changed dramatically and so what we really liked about these was that there was a special instruction instructor companion site and that it had a read and listen that was really beneficial our instructors in accounting were really devoted to

182the idea that students would have both a physical hard copy book and then also access to an e-book they found that an accounting particularly that was really important that they would have multiple ways to learn the material and then also it had some immersive oh thank you much it had some immersive simulations that um they had found to be really really helpful for students to understand the application of accounting so that they would know exactly how they were learning it their favorite was forensic accounting so they're they're big fans of forensic accounting simulations they like the idea of being detectives in uh in that world and it's pretty pretty cool and then we looked at our introduction to Global business management and I'm sorry our introduction to Global business and then our management and Entrepreneurship

183Course once again here's our key criteria these courses tend to be more for freshman sophomores they're not limited to freshmen and sophomores but that just tends to be the student population that we tend to absorb in these classes so we were looking at a few different criteria and then you'll notice that some are similar that we thought were still really important criteria to look at and we found two great books and so our foundations of business we particularly liked because it had personalized lesson plans for the student we really liked this particularly because while not you know regulated to freshmen it tends to be freshmen and so this had some nice companion site pieces with assessments that were a multi-learner layered meaning that a teacher could look at the assessment ahead of time and look

184at the criteria for how the student had done on the formative assignments and then curate the assessment for the student based on their needs it also broke it out so that the teacher could easily do a reassessment based on the areas that the student had a hard time with so it allowed them a lot of choice so let's say a student had a hard time with vocabulary they could just focus on vocabulary and their reassessment versus maybe a student had a hard time with a mathematical equation and an intro to Global business they could just focus on that so they really liked how this textbooks resources broke that down in a really edible way that it really helped them and then they had some nice supports for our El students as well and then our

185entrepreneurship book uh the one thing that people really enjoyed was the Precision exams by Youth Science that supported job skills and it comes with a certification which was great but it allows them to really think about because it's an entrepreneurship management course so could they consider different ways to consider those essential skills that would be important in any job and so the Youth Science helped to develop that out in the students so some other textbooks we investigated if you want to look at those just so you had the sense of the broad scope of our research and that we looked at lots of different pieces and then the cost and so you can see it's broken down very specifically so that uh and I I won't go over every little piece of this either but

186you can get a nice sense of how everything's broken down unit cost and then our average student cost as well so that you can see what each one would cost our students based on our average students per year and so then professional development so in the world the CTE business it is not atypical for our teachers to teach all of these if not the majority of these courses so I'm in CTE we we're we do four and five prep sometimes that's just what happens so it's very possible that teachers would have to learn two new textbooks the good news is is that the curriculum didn't change so we're not learning new curriculum the textbook especially for accounting did not it just got updated so really the biggest issue would be the online resources so when

187we focused on professional development we'd focus on learning how to utilize those online resources and in general whenever you're learning someone's new computer program the key is one-on-one and also repeat repeat repeat so we made sure that our vendor offered that hotline support where a teacher in the middle of their school day when they have a free period could pick up the phone or send a quick chat and they would get an immediate response from a human not a computer and we wanted to also make sure that there'd be plenty of opportunities for professional development so our timeline is this spring if approved we would start out by having some larger group online with our vendors professional development that would be recorded So that way people could come back to it you know that's always

188nice when you can go back to it again and again and then we would go ahead in August and those do some in person for teachers on those Institute days before the school year begins maybe a little breakout session a little reminder refresher and then throughout the year they have that individualized support that I referenced so that way if at any point they're like oh wait what's that one function again how do I do that they can go ahead and find that out right away so that is the end of my presentation if there's any questions I would welcome them questions comments go ahead early on in one of the books it was the I can't find it it said ADA Compliant does that mean America's Disabilities Act or is there another business no no

189it was it was Americans with Disabilities so that that um specialized um read highlight feature oh um so it will actually highlight and it can also enlarge it if you want it to almost like a you know how they have it's almost like a magnifying yeah no no I've seen that yeah yeah so when you find that that is really helpful depending on the students needs yeah as well as it'll actually speak it so it can be on a vocal setting where as the student is highlighting it um a computerized voice we'll read it aloud yeah that's awesome because even if a kid doesn't have a diagnosis of some sort they might still find that beneficial oh gosh who who here doesn't put the closed captioning on Netflix right yep thank you sir anyone else

190great thank you all right hey guys thanks so much thank you our next work session items are uh nope nope we have one more I'm sorry uh curriculum instruction literacy and libraries K-12 uh Gail for educators resource proposal I'm coming forward to help present with this Dr Carpenter assistant superintendent for teaching and learning um Celia Banks director of curriculum instruction and again Ms Catherine Kettle coordinator of literary and libraries so I'm not sure who's kicking it off but all right good evening everyone um thank you so much for the opportunity to uh really present this Innovative approach to literacy resources for our Secondary School members our students my name is Kathy Kettle I am the coordinator for literacy and libraries K through 12. um and this is the second half of a presentation we're going

191to be looking at the informational texts and standards for reading for information the purpose for this proposal in this presentation is to provide core instruction resources for our secondary schools we um need to make sure that what we're providing to them is engaging we need to make sure it's high level we're really working in our district on higher levels of taxonomy and thinking so the resource that we provide to them really has to incorporate that we do believe that we found such a such a resource one of the things that's important is that it is aligned to our strategic plan and we're looking at Student Success of course and then an effective and engaged staff so whatever resource we're using has to be attractive to our staff it has to be something that they will

192be able to use and and see the utility of it as they're meeting the standards and developing their learning targets and success criteria for students the other thing that we consider is that we have um priority instructional strategies that we want to meet so the resources that we are looking at and the one that we're proposing tonight are resources that actually meet those priorities and so we're all in alignment with what we're providing as a resource for our students to support that instruction we're looking tonight at Gale for educators um we have been using Gail in context as a resource for um several years the data shows that it's used well but it's interesting because that actually came out as something that's for the library it's great for research one of the things that the

193company has realized is that we really need to focus on what's happening in the classrooms and make sure that our teachers understand how this resource and these this Suite of databases can help with research and writing papers and really looking at informational text one of the things that we know about high school actually middle school and high school is that we have to increase the amount of informational text our students are engaging with in eighth grade they should be about it should be about 55 percent of the text that they're reading is informational text it grows to about 70 percent for our 12th grade students so the resource that we are looking at has to be able to provide a wide range of informational texts and um supports the Gale in context already has a

194number of um of uh components and databases that our students are already using what four Educators does is include everything that we have right now but it also includes Global Studies which is actually nationally recognized as a support for IB programs Environmental Studies and then resources and supports for teachers in lesson design collaborative work and really engaging in standard-based instruction and instructional design another uh one of the priorities that we're really looking at for our district is around equity and diversity and they have resources specifically for diversity equity and inclusion as well as social emotional learning so they are really aligned to a lot of the priorities that we as a district have identified as priority priorities for ourselves the process for rolling this out is to provide professional development for our teachers of course

195training will be offered on DCd and PPD days but we'll also have a rollout in Fall of 2023 where we will work with the teachers to not only share with them what this what this product is but also how do you use the tools and the features embedded in this Suite of databases to design lessons for their classrooms um there are such features in the in the software where you can customize lessons for students you can have students reading the same article but at different Lexile levels so that they can have those discussions engage in academic teaming and talk about what the article is is talking about and yet be able to read it on the level that is is right for them um if you have students who speak a different language you can

196there's a feature on there that you can change the language so that they can read in the language that that they are comfortable in and still engage in those discussions and then there are also lots of tools for collaboration which we know we want to have at the student level and also at the teacher level and so those features are also included so again Gale in context is what we have right now that we have in our libraries and that our students are using um so what we'll be doing is just rolling in that third year of the contract that we now have into the new contract of Gail in context for educators um and again we're going to be looking at Global issues and Environmental Studies rolled in there as well the cost for

197this um is 11.91 per pupil per year for a three and a half year period and we the reason I say three and a half is that they have graciously given us the rest of this year to use the program and not charging us so it's the chart they're only charging us for the three years um the other thing is is that we say it's for 13 sites but they they're also including our our alternative schools in that cost as well to evaluate um whether it's impactful will of course be usage reports we'll be looking for Teacher feedback with surveys the common assessments that we already have in place that are standards based as is this for educators formative assessments and summative assessments one of the perks of Gale for educators is that they have

198formative assessments already prepared and that are part of what we're purchasing and they are going to be rolling out summative assessments as well as well very soon and then of course our Statewide assessments to see how we're doing with iar and the SAT Suite and I would very much welcome any questions you may have any questions no looks great hey thank you thank you so much now we're down to bits and proposal yes we are our first uh Pat Waldo is going to be coming up for these first few uh the first are bad bids mostly for a roof and other Replacements and plan Ops the first is the plan operations for Elgin High School roof replacement project number 246 Administration recommends awarded the lowest lowest responsible bidder L Marshall Inc in the amount of

199five million three hundred and seventy one thousand dollars and requests authorization for administration execute related documents this will be charged the operation and maintenance fund and is included in the budget any questions thank you for answering all my roof questions there were good questions uh the second is a bid from plant operations for Fox Meadow Elementary School roof replacement project number 726 Administration recommends Award of the lowest responsible bidder Ellens and Machin Roofing and Sheet Metal Inc in the amount of one million two hundred and ninety three thousand eight hundred and ninety dollars and request authorization for administration to execute related documents this will be charged the operation maintenance fund and is included in the budget any questions the next is the bit from plant operations for huff Elementary School roof replacement project number 1002

200Administration recommends awarded the lowest responsible bitter preservation Services Inc in the amount of two million 403 000 in request authorization for administration to execute related documents this will be charged to the operation maintenance fund and is included in the budget any questions our next is a bid from plant operations for Lourdes Park Elementary School roof replacement project number 1151 Administration recommends Award of the lowest responsible bidder Ellens and Machin Roofing and Sheet Metal Inc in the amount of two million three hundred and nineteen thousand seven hundred dollars in request authorization for administration to execute related documents this also will be charged the O M fund and is included in the budget any questions and next is a bit from plant operations for Streamwood High School boiler pumps electrical switch gear and generator replacement phase one

201and phase two project number 323 Administration recommends a war to the lowest responsible bidder Monaco Mechanical Inc and the amount of five million 55 100 and requests authorization for administration to execute related documents this will be charged to both the O M fund and the health Life Safety fund and the cost will be is included in the budgets for the appropriate fiscal years any questions okay moving on to contracts over 25 got out without any questions thank you you're welcome our next contract's over 25 000. yes all right our first is the contract for teaching and learning with care Solace coming forward answering questions on this in addition to me uh is Dr Johnson Deputy superintendent of instruction and Dr Carpenter assistant superintendent of teaching and learning um I just want to clarify that care

202Solace is not a supplier of social workers or counselors or anything what they do is partner with u46 to help find a partner uh students and their families with the appropriate Mental Health Services and they will expand our list of appropriate providers in the area to shorten wait times and more importantly to reduce the burden on our social workers and counselors who spent a lot of their time trying to get placements for students and so they this will be a warm handoff from a counselor or a social worker or an administrator to care Solace and then they take it from there and help that student get the services that they need what that Administration recommends approval of the contract with carousalis in the amount of 363 420 and requests authorization for administration execute related documents

203this will be charged with the yeser fund the cost will be included in this fiscal year but the services will extend I believe for three total years any questions okay um yeah and I'm looking at this and I think it seems like a really great idea do they have experience then in working with families who have insurance versus those who don't to get them what that family can afford and Medicare Medicaid not Medicare but Medicaid and all that stuff yeah they they there's a variety of variety of ways that they go about paying for the services but Medicare Medicaid and then also private insurance but then they also have the options for those who don't do not have insurance yeah there's a sliding scale sliding scale that could be created for families who do not

204have insurance but you said they don't actually have counselors so how would the sliding scale they set people up with services that accept sliding skills yes okay perfect thank you done so thank you for this proposal I feel like I would agree I think this is a very needed service um so and I just want to confirm so we would use this so say a student is working with one of our counselors and that counselor would identify that the student may need additional services so then they would put them in their family and that student in contact with carouselis is that how that process would work so we expect that it would primarily be utilized or provided to students um could be could be households who have experienced or experiencing a need around tier two

205or tier three assistance so it might be due to the completion of a safety survey a threat assessment something that is also revealed or shared with social workers and or guidance counselors okay this is not a service and I just want to confirm so that you know people know that like this this isn't like there's a phone number or family can call carousalis if they're looking for additional services like the student would need to go through our counselors to get the referral they they yes that I think is the the typical although they do offer another component that's called like care match in which there's the ability in an anonymous manner as well for a family to reach out so if there is concern about going through um you know School Personnel or someone who

206may have data or information about a student or about a family if they would be more at ease and likely to access support and assistance through that resource with care Solace that is also available okay so we do actually have access to both we do okay and that's something that once this is in place if a student walks into the counseling office this would be information would be accessible there yes okay great thank you anyone else Melissa I appreciate the description of this taking some of the burden off of our staff members who are going through this process of trying to connect students with wrap around services and with care because it was hard for me to I guess my my concern and I know um Miss Kerr also address this in her questions but

207knowing that they're you know there's been all this talk about there being a shortage of providers out there like how does this address that right and and do you do you know what their typical placement rate is with other districts that they work with I mean and I guess that can vary you know depending where they are across the country right yeah so uh the data that that was shared with us is it's a roughly 50 placement uh placement rate and to answer their question uh that Miss Kerr asked about the shortage we can do a lot about the shortages right but what we can do is to create scenarios where it's the accessibility is much more of a fluid process as opposed to as opposed to red tape and just the accessibility so we

208work with what we have but what carousalis has indicated that they can do and that they have done in other communities is that they have created you know databases and created sort of a a map map if you will of of geographic regions that have of our geographic region that offers Therapy Services for students so that point of contact as I referenced it my response that there's one point of contact for families so it's not calling calling various various people so that that was a huge as DR Sanders brought this opportunity forward that was a huge selling point for us is that there's not all these different individuals that are calling any of us who have dealt with with just the Health Care system in general that becomes a real challenge oh and kind of

209like what I was saying earlier with the presentation from the Larkin Network where interventions getting our students interventions time is of essence right this is the same thing so a little down that timepiece too that it takes to get students care that's well and and we're all sitting here in this room you know well educated with a lot of resources we have a lot of families that don't speak English as their first language don't have those resources so being able to give them one person to do all those phone calls is great this is a 24 24 7 Services right yeah right so if they go into crisis at two in the morning they can still get help awesome thank you and I hate to pick on her but Angelica is with us and I

210I mean this has been mental health of students has been a topic at every single student Summit and been top of mind for all of us for quite some time and um yeah I think anything that would ease the burden on our social workers and counselors uh in that handoff process and the time they spend trying to get services for students outside the school district I think would benefit our students tremendously because it'll give more students access to the counselors and social workers on a daily basis so I don't know if you want to speak to that from the student perspective but yeah um so throughout our process in preparing for the student Summit we've noticed that mental health is a huge role for students and it's an issue that's been ongoing and we need

211to alter certain perspectives because the issue is still prevalent to this day and it has been for several years so that's one thing that we've noticed and we we've needed to change certain discussion questions because of that so I think that it's so important to pay attention to mental health not only of students but faculty as well anything else and thank you for answering my questions of course okay thank you both my last contract is with our culture and climate department for Crisis Prevention Institute Training and materials you started the day and you're gonna or you started the night you're gonna end the night David Bell so yes so you have to dance that was it oh there you go I missed it you have to do it again all right uh Mrs yustovic assistant

212to attended schools the Mr Bell uh called coordinator of culture and climate return for this presentation if there's any questions Administration recommends approval of the contract with Crisis Prevention Institute CPI in the amount of 448 115.60 and request authorization for administration to execute related documents this will be charged the idea American Rescue plan Grant and is included in the budget any questions okay I think we've been thank you thank you thank you and since I believe that is your last item could I have a motion to adjourn some moved second we'll call please Ms Martin yes Miss Nolan Ms Owens yes sorry yep Miss Porter yes Miss Thomas yes president Kerr yes we're adjourned at 9 56 pm um