Board of Education Meeting 2.4.2019

001so remember for 2019 but of Education meeting I'd like to acknowledge that um Jackson Teeter has joined us at the board table and if everyone could stand for the Pledge of Allegiance please I'm sorry and continue standing for a moment of silence we would like to take a moment of silence to remember Dominic can be a u46 bus driver who passed away on January 27 Dom began working as a bus driver for the district starting in 2000 coworkers and supervisors in the Transportation Department described him as a gentle man kind and always smiling he had no children of his own and the students he transported meant very much to him he was always looking to care for others and so the bus driver role fit him well services are planned for countryside Funeral Home in

002Streamwood on Saturday February 9th Dom is survived by his mother crystal campi two sisters two brothers and multiple nieces and nephews we will keep down this family and friends in our thoughts and prayers thank you okay the first item on our agenda is accent an achievement good evening everyone as part of the board of education Zek sent an achievement the Board of Education recognizes students who were named to the Allstate and all-state honors musicians by the Illinois Music Educators Association known as I MEA and I think a lot of those students are here with us tonight and if they'd like to join us up front I'm going to read their names and we'll give you your certificates including someone from behind the poet from one of our our student board member as well the students

003are and some of them are here with us tonight so if you're here with us tonight and I don't recognize you just raise your hand when I'm reading your name so people know who you are these students are Ileana Neilson all-state Orchestra viola Larkin high school Zac Wilder Allstate Orchestra clarinet Larkin high school Chloe Robbins Allstate Orchestra bassoon Larkin high school Jackson Teeter Allstate Orchestra trumpet Larkin high school Sarah file all state orchestra horn south elgin high school grace ryan all-state honors course alto one south elgin high school kevin johnson all state courts chorus tenor two Bartlett high school and ethan montgomery all-state band clarinet Larkin high school and finally Katelyn Babak all-state band tuba Larkin high school I have certain okay and certificates for each of you I'm gonna read one of them the

004Board of Education of school district you 46 hereby recognizes Sarah Nile of South Elgin high school for being recognized as an all-state honors musician by the Illinois Music Education Association for Orchestra Horne presented this fourth day of February 2019 and it's signed by myself Donna Smith board president and our CEO Tony Sanders and Caitlyn for let me say future music educated I do want to recognize each of them for their individual section and Jackson for Assos for band trumpet ethan for clarinet kevin for chorus tenor - i am going to ask one of you oh I'm sorry grace I'm sorry and grace for chorus although one to graduation and I am gonna ask one of you you can choose whoever is comfortable doing this on your Jackson would be but someone else if you want

005to I want you to explain the process you go through to become because I had one my son and it is not easy so I want the audience to understand what you go through the commitment you put into this to get this honor who would like to do that so this is on right I know you're myself okay so back in October all of us auditioned for the I MEA district festival and basically the way that works is we all went to Addison trail high school it's like an hour away you're there with like 500 other music kids and you're all auditioning and then we all got to go to the district festival and then if we placed in the and that's like a huge band in Orchestra and choir event like a hundred people

006in each of them and then if you place in like the very top of those organizations you get to go to the Allstate festival which was just two weeks ago and then you auditioned there and you 46 that a pretty good showing at the auditions this year so I know yeah we have more here that unfortunately couldn't be here but I know I was super proud of you 46 and it was a great festival I'm glad everyone here got to be there [Applause] but to get to those addition auditions you left out one part is a lot of hard work and practice alive so congratulations and support we're getting there so thank you thank you for your commitment and thank you for representing you 46 so well and Addison trail is not an hour away

007I'm an alumni [Laughter] and can I have the parents teachers principals who's ever here to support these students stand up without your support they need you so keep supporting them in this way so that they keep growing the way they are because they're doing awesome things thank you all I think they probably one picture tonight also in recognition of national school counseling week the u46 Board of Education is presenting a proclamation of appreciation to Kris Bowden u46 lead counselor on behalf of all you 46 high school guidance counselors is Kris with us and he counselors here in the room maybe Loic and you wanted join us school distr Kea 46 has 44 school counselors serving more than 17,500 students in five high schools eight middle schools and two alternative programs the role of school counselor

008is to support a student's academic social and emotional growth and assist them with establishing establishing plans for the future counselors meet with students throughout the school year on both an individual and a group basis to address social and emotional issues that are arise in their lives and help them create academic plans that align with their post high school goals and so I will read this proclamation of appreciation for national school counseling week whereas school counselors are employed 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 traits relate to career awareness and development and whereas school counselors help parents focus on ways to further the educational personal and social growth of their children and whereas school counselors

009work 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 considered an integral part of the educational process that enables all students to achieve success in school now therefore be it resolved that the Board of Education recognizes its talented counselors during the national school counseling week February 4th through eight eight twenty eight nineteen and asked administrators students parents mcommunity to join in recognizing and thanking these individuals for their dedication efforts and service on behalf of Children and Youth presented this this fourth day of February twenty nineteen cents on a Smith president Board

010of Education and Tony Sanders chief executive officer okay the next item on our agenda is public comments welcome to the Board of Education meeting we are now at the public comment portion of the meeting when the board listens to issues and concerns but does not respond to statements we ask that you complete a request to speak card each speaker will be allotted up to three minutes each one will sound when the time is up for each speaker if you wish to have a reply to your concern or question please check the box on the card and a written reply will be mailed to you think bienvenidos a la unión de La Junta you cat IVA en este momento vemos el público la oportunidad hacer comentários es ahora que la gente you cat IVA escucha preocupaciones

011e preguntas pero no de respuesta le pedimos que en una tarjeta para solicit our suit uno para hablar cada Oradour Tilly's de tres minutos para presentar suit Emma Wanda scooch el timbre su tiempo abre terminado seed ese obtener respuesta su pregunta ong toto corde DeCarlo en la tarjeta lugar Ramos su respuesta por correo gracias que a first speaker is Tim Chang on chin chin hello I'm Tim Sheehan I'm the president of s ou head custodian of this building are you 46 graduate you 46 resident and I've worked for the district for 13 years I'm here tonight in regard to the proposed change to policy five point zero three six employee probation and tenure which administration says clarifies the probationary period for support staff both Union and non-union alike a policy that is already flawed is

012written because in the first sentence it sets the value of a promoted employee equal to that of a new higher positive employee relations affect HR metrics including turnover data promotions and transfers from within versus outside recruiting number of grievances filed absenteeism and discrimination complaints this policy negatively affects all of those metrics and is contrary to the district's mission u46 will be a great place for all students to learn all teachers to teach and all employees to work all means all it also contradicts your HR website that states your Human Resources team is committed to providing a wide range of opportunities and services to encourage your personal and professional growth this policy discourages your employees from seeking promotions which reduces professional growth as well as job satisfaction to be told as a non probationary employee with

013years of successful service that if you accept the promotion you suddenly have the same value to the district as a new hire and will be back on probation during which time if your supervisor has the opinion that you are unsuccessful you may be terminated with no Just Cause if the board feels it's necessary to have probation for promotions it should be supportive of the employee and not punitive if an employee has been successful at you 46 but is struggling in a new position it's in your best interest to retain that employee and preserve your investment firing an employee without just cause right after promoting them would be throwing your investment right in the garbage by managing for employee retention you retain talented and motivated employees who truly want to be part of the district and

014who are focused on contributing to the organization's overall success if this change for promotions is adopted it puts in print that you 46 is not interested in national development and does not comprehend the investment they have in their employees so I respectfully request that you reject this proposed change and demonstrate that the board recognizes the value of you 46 employees and not open the door determination of accomplished support staff without just cause thank you thank you our next speaker is Grady Hauser members of the board good evening I'm a taxpayer I'm a homeowner registered voter living in Elgin I did the math the other day and right at 65% of my property taxes go to you 46 and in South Elgin and Elgin we received the Hyatt not the highest but among the highest levy

015taxes in the state of Illinois my next-door neighbor listed his house for sale about eight months ago very few lookers he can't sell its house they have reduced the price twice below what a reasonable market level should be and whenever someone comes in because he and I talk basically they say oh you're in u46 so they want a deeper discount on the house price or they go a mile south of us and they want to get into st. charles that has lower taxes than south elgin but perceived higher academic scores my challenge to you tonight members of the board is that these are real people with real issues that are resulting from board policies I'm asking you tonight as a taxpayer instead of focusing on social issues that seems to be what you 46 is

016coming to be known for around the state and around the country I'm sorry to say but that's the truth we are known in addition to that for the higher taxes and lower academic scores relative to the suburbs around us I'm asking you to focus on getting budgets down test scores up but consider the legal risks on another matter and in the remaining minute that I have I'll touch on that my understanding is tonight you're going to be voting on board policy section 5 personnel and my understanding is that in response to a question asked your legal counsel affirmed or confirmed that if there was a transgendered teacher particularly a male teacher who asked to be transferred into the girls PE program that there would be no recourse but to make that transfer that's my understanding

017of what your own legal counsel indicated considering a couple of legal cases the boy or town Pennsylvania case right now involving transgendered bathroom access is before the US Supreme Court I'm sure your legal counsel is aware of it Decatur Georgia in September of 18 just five months ago the US Department of Education began an investigation of a sexual assault by a male student against a younger girl in the girls bathroom and this occurred in the girls bathroom when he was allowed to be there by policy here we go again with the transgender issue in girls bathrooms my point is not to try and litigate all of that could you sum up 30 seconds less than that sincerely I asked you tonight to consider the legal risks to our district and to the board and to

018you 46 if you follow through on this policy tonight without carving out an exception imagine a grown man in the girls locker room of a high school how would that fly when a charge is made let alone a confirmed case I'll leave it at that I thank you for your time thank you okay the next item on our agenda is other business many board members sue a couple things first of all I want to thank the employees of the district who got the schools up and running on Friday I know a lot of people here did a lot the bus drivers that the people in plant department it was a terrible week in terms of the weather and I'm and I'm impressed that we managed to get this schools open for two days so thank

019you all very much and thank thank the the whole staff for the board the second thing I wanted to bring up was it's probably many of you're aware there's a district applied for a property tax relief grant from the state and we did not receive it I'm not going to complain about not receiving it that sounds like sour grapes but I am going to hope that we as a district can complain about the process because the way the state evaluated which districts were eligible really favored high school districts I used the unit multiplier that basically multiplied a tax rate and made assumptions that while ideally might be correct in reality are way off and I think that you can see the problem with it when now a single unit district in the state we've received

020any property tax relief and I believe 75% of the schools that gadot were high school districts so there's a problem there really is a problem when you have schools like Oak Park Forest High School getting property tax relief and other poor districts not getting it so I would hope that we can do something in terms of that so and I've already started to raise concerns that it's not a State Board of Education issue and make sure it's clear that we're not talking about a State Board issue they're interpreting the way the law was written and the way the law was written was never modeled and so clearly there's a problem in the way that they did it not only because it really eliminates the ability for you know districts who ever have access to those

021dollars but those dollars that are given now are baked into those districts funding from the state from this point forward the challenge that I have with that is that it flies in the face of the conversations around wealth versus poverty and the districts they got it by and large not by a large but a significant number of the districts I got it we're already being funded of over 100 percent their adequacy target and so it is it is problematic the way the law was written and I think we need to collectively encourage a change in the General Assembly and can I just jump in on that I kind of inserted myself into a breakout session at the forensic law conference on on Friday where they were talking about the reassessments that will be going on

022in Cook County because this is the triennial triennial reassessment and so but I have something I need to say about property taxes and because you know there were there were people in that conference that were knowledgeable of the work that advanced Illinois did on this formula and it's really kind of indicative of what happens when you rush something through and as Mr Sanders said you don't model it and you don't understand what the ramifications are and you know the intent of putting this into the law and the intent of evidence-based funding is to address the vast inequity that is occurring in this state over school funding one of the most egregious parts of this now is that the grants or the the rebates that the districts will get and again there were four tier four

023districts there were a couple two or three in a future two districts the grant that they get is going to now be put into their base funding from here on out so not only did this not address equity it is exacerbating inequity it is building inequity into perpetuity so we you know I I would very much like for us to be able to find a way to address those because it you know and and and I've I've said this to other people it's not so much that that we didn't get the the grant although I would have liked that for our taxpayers but unit districts were blown out of the water and no unit district had a chance to get that and and the the it's it's wrong on principle and it needs to be

024addressed so I don't think anyone should be surprised that a sprawling bureaucracy of the state didn't give us tax property tax relief I never expected yours even anyway but people did get it but if you look at how they figured it there was a logical flaw in their numbers but we could have granted property tax relief to our at residents by reducing property taxes correspondingly to the amount that we receive from the state which is what I advocated doing so we already have offered our residents property tax relief and we relied on we said at the time no we're gonna go after this property tax relief at the state level and lo and behold we didn't get it shockingly so again we're a district that's still fifty five percent they're funded at fifty five percent

025the adequacy target that the state has set for based on this formula and I think the inequity issue that I have is that there are districts that were 100 percent actually ninety percent or greater their funding capacity so they locally they've already made that determination that they want to spend more than what the state would ever put into their school system that was a choice that they made locally the challenge that we have in the more poverty-stricken districts is that we don't have that choice the the choice to offer up a really good education for our residents does rely on us raising funds locally not because we want to look because we have to to survive okay anyone else yes so a couple of months ago I announced that I would not be seeking a

026another term and I just wanted to let the public know tonight that during the remaining months of my term here beyond my normal participation I will focus more on district tax payers which is coincidental I guess but I think we're all here because of those reasons they touch each one of our lives differently but the fact is is that I think we should be dealing with the larger issues how taxpayers in this district are treated you know and what we're expecting of them and what they should be expecting of the schools my overriding concern is that the school board elections generally do not engender significant voter turnout that other state and federal elected positions garner and yet property taxes can be more than five percent of a family's household budget to address this I will

027be hosting two town hall meetings tentatively scheduled for February 20th and March 20th I'm also inviting one of my fellow non-candidate board members either Donna Smith Veronica Noland or Melissa Owens to join me at these events to provide another perspective the town hall objectives would be twofold but they won't be that narrow but I just the focus has to be there otherwise you don't get attendance so what I'm trying to address is what are the key issues that challenge school district you 46s success how can we improve voter turnout on Election Day I think two very important this board needs to hear from you all whether you're an employee or a taxpayer a teacher whatever we need to hear from you it can't be just in this room it's got to be outside of this

028room during the balance of my term I will also be reviewing the breadth of work done during my years on the board to decipher impact and perspective lessons learned again this is not acrimonious I'm not finger-pointing hopefully I've never done that here I hope that this board and following board members don't do that we should be discussing issues like that we're addressed tonight both at the employee level and at the taxpayer level these are key things we should be looking at I will be posting these via a weekly blog including tonight's comments on u46 BOE - Phil Costello calm Thank You Veronica I just wanted to mention that we had the our governance Dave yeah yes we had our own self-evaluation on a Saturday not this past Saturday but the Saturday before and IASB staff

029were here to facilitate it was a slightly abbreviated session but I found it to be very very helpful actually and we had good discussion and we do have some work to come out of it we haven't really put together a timeline for that but as it relates to our board agreements and one other item that we still that's our action item it'll be the next month or so right so comes together yeah but I found it to be a very useful time to talk about how we all work together no yes it goes yeah that's it for me anyone else I'd like to note that I also attended that board self evaluation this year okay Koya Tony there are six feet of information act requests that are posted on the board Docs and will be

030available on the website this week and I can answer any for questions does anyone have questions I'm for you none okay can send it down to mr. Simmons a consent agenda we have the personnel report in workers compensation cases minutes of the board meeting December 17 2018 termination of Craig L denied custodian head determination of James duck bus driver termination of Michael s la prairie prayer educator termination of donald o Smith bus driver a bit from information for information services for the 2019 voice-over-internet protocol session initiated protocol services proposals from plant operations for chiller control panel replacement a change order from plant operations for the new food service commissary renovation work project number 20 39 and finally we have two building permits one for lockdown hardware phase four for the dream Academy central office and

031Larkin high school and the central office elevator renovation are there any items that a board member would like removed from the consent agenda item a item a any other items okay could I have a motion to approve the consent agenda for February 4 2019 items B through J so soup second any discussion roll call please yes yes yes yes always yes yes yes [Music] kay can I have a motion to approve item a of the consent agenda February 4 2019 so moved to second any discussion so the consent agenda includes two new positions one is an avid mentor which is filled by a high school senior necessarily have a huge problem with that but don't know there is a new position that's a materials stocker a position that was added and so it's to me

032expanding operations and I will be voting no okay any other discussion roll call please mr. Devereau yes yes yes oh yes no mr. Costello no yes okay the next item on our agenda is discussion action Mr Sanders I percent of under the discussion action Muraya demise bills for February 4th 2019 mr. Burrage has joined answering four questions administration recommends the Board of Education approve the list of bills the amount of 14 million four hundred and ninety nine thousand seven hundred and ninety four dollars and 80 cents I have a motion to approve the itemized bills February 4th 2019 in the amount of fourteen million four hundred and ninety nine thousand seven hundred ninety four dollars and eighty cents so moved bill second any discussion or questions yep roll call please hurt yes yes yes yes

033yes yes yes item B is the revised school district you 46 retirement committee charter of January 2019 administration asked to leave for leave of the board to pull this item to be brought forward at a future board meeting is that okay with the board agree yes yes yes yes yes our next in is board policy section 5 Human Resources this was brought forward at the last board meeting as a work session item we went through it in a very detailed form mr. Rodriguez and miss Chan are coming forward to help mr. Miguel Rodriguez answer any more questions that remain but otherwise before you is section 5 of the policy with leave of the board I'd like to mr. Audrey used to respond to the the probationary issue that was brought forward this evening the way

034I interpret the language is that it is still subject to any collective bargaining agreements would still apply to any employee group that is something negotiators it's different the way I read the policy gets drafted correct that policy has got nothing to do with the issue of the probationary employee that's something that is going to be negotiated at this point in time and it is really the policy doesn't affect it is it is to what the process is that the contract of each bargaining unit controls would control that issue and could you explain a little sure sure so in the proposed change in 5.03 six there's a last sentence and we did have this discussion and all fairness so the president of the Union we were going back and forth as it relates to the implications

035the proposed language allows for the administration and the Union to still negotiate something different and I what from what I heard the the concern to be for mr. Sheehan is that now you know there's language in here that allows for a person to be terminated but there's many language in there and in addition to the main language because it's not a mandate there's also the option of an extension of the probationary period furthermore I think this language as it relates to the policy is intended to be very broad it is not intended to be specific to one person one specific set of circumstances and again it leaves the option for the CBA the collective bargaining agreement to still be negotiated between the Union and the administration thank you any questions I guess I just want

036to say with all board policies not only this one but every board policy we write we do try to write them kind of general and open to allow administration and you know to make things work well because the board we don't get involved in the day-to-day and we don't want our policies to direct the day-to-day so we try to keep our with the may you bring up may that's the word we use a lot because it doesn't mean you will it means you may and that is at our level the best way to write the policies to give everyone the leeway to do what's best for our students for our employees for our taxpayers for everyone so you will see in all our policies there they are very general and not real specific and there

037are a lot of maids not wills any other questions or comments you know so I'm gonna make comment after the motion is made okay no one could I have a motion to approve board policy section five Human Resources so moved second okay so as I've expressed previously the change is reflected in this policy include adding gender identification to the list of attributes for which employees may not be harassed which is in section 5.0 2-0 and adding gender identification to the list of attributes for which employees may not be discriminated against for teacher transfers and that's in section 5.2 oh three my concerns are twofold here one that peer-to-peer teachers could be compelled to use language that violates their deeply held convictions and First Amendment rights more specifically it could be construed to mean that a

038teacher who refuses to refer to another teacher by the sex they are not is harassing them and two that adding language to policy that prohibits discrimination based on gender identity and teacher transfers could mean that a biologically male teacher who thinks he is a female could be could demand to supervise female students in locker rooms and vice versa our board lawyer admitted at the last meeting that this could happen this should concern every parent these policy changes also set the district up for profound potential legal challenges my responsibility as a board member is to perform my fiduciary duty in assessing and warning of risks that changes in policy may bring about which could adversely affect the district and although those around me may tire of hearing me do so I will never tire of doing

039so I will be voting No any other questions Cummins policies Melissa so a couple things on first on the harassment policy you know I know mrs. Morris brought up before the the language that she would have rather have inserted into the board policy being severe and pervasive and the concerns that that this will lead to undo I guess issues around now that sure how to paraphrase this but on issues around unjust claims of harassment do I understand that correctly so when I look at this policy versus what the press policy is under IASB and the examples that they have one of the things that they continuously refer back to is the EEOC and the EEOC is quite clear about how they are progressing at this point on pursuing claims of harassment against LGBT workers I

040think it would do us a disservice to try to limits this policy in a way that is more narrow or that doesn't comply with what EEOC is currently doing on how they are actually going about it and enforcing and if you want to go you know and take a look at their website and they're very clear about taking claims of harassment against LGBT workers seriously they you know list on there a lot of case law that they follow there they list down there the federal sector guidelines that they have in judgments that they have issued so I think that we need to be cognizant of that the the these are the laws and we need our policies to make sure that they are in compliance with the laws I wish that we were going a

041step further and actually referring back to EEOC the way that is modeled in the press policy so that's actually an issue that I have that we're not going back and and modeling that to the degree that the press policy is and I don't know if that's something that we can look at in the future but I think that some of that some of that language needs to be in there that the press policy is also very clear on what to do or what governs a case of retaliation which I think is important to have in our policy and that's currently missing right now and they also you know go through what enforcement looks like and part of that enforcement is the false claim of harassment so I think that those are two issues that we're

042currently missing in this policy and I realize I'm kind of coming at this at the you know at the 11th hour but I you know I I think that we need to revisit that on this particular policy regarding policy 5.20 three and this is the one with the teacher assignments I'm not quite sure that we need to have the non-discrimination language in this policy we've already said in our hiring policies that we will be non-discriminatory we've said that you know we have harassment policies that are non-discriminatory I'm not sure why this language is being put into this policy press doesn't model this I've looked at other board policies they don't have that language in it this Illinois School Court ellen oy school code doesn't require it i'm gonna be abundantly clear that I am NOT

043saying this because of the issue that mrs. Ward raised I firmly reject in it it upsets me that we are saying at this table that a class of persons is automatically assumed to be either pedophiles or sexual criminals and I presumably reject that statement but I do question why this non-discriminatory policy or language needs to be in this particular policy so again it's just a recommendation to the board can I recall the discussion as it relates to this assignments and transfers is that we wanted to be consistent not only with our hiring practices or how we treat harassment but also with respect to the workplace because in an assignment or transfer is an action that we take to an employee in the workplace so if someone's being hired in a non-discriminatory fashion then an assignment

044as it relates to the workplace it would also be consistent if it was done in a non-discriminatory fashion but that's entirely up to the boy correct and also there aside from the EEOC that University's next it was just as any any folks of different sexual orientation there's a Seventh Circuit case which controls the law and clearly state comes out of protecting the you know the rights of transgender employees in the Seventh Circuit is the law of the state of Illinois a federally and you know week there may be other cases somewhere else but a lover the senator the Supreme Court unites reinforce us otherwise we do have to follow Seventh Circuit precedent is so are you referring to a case law then at the Seventh Circuit level did was that a school situation or another

045general employment we scoured all available resources in light of the discussion that was add we can gladly forward them to you I'd be here for a significant amount of time try and explain the details and then analogize it to all specific instances but we can for that to you okay and it's applicable here okay generally employees in the workplace it's right or as private or public architects and you know maybe this is a conversation that we need to have at the board level I mean I'm you know when I look at these policies I try to go back to again what's in the law and what is required of us by the Illinois school code what is required to us under employment law and I I didn't see you know any requirements that we have

046that kind of language in this particular policy because we're already covered under you know our non-discrimination non discriminatory hiring practices the harassment policy that we have so you know maybe we need more information on that then and then I also wanted to weigh and you said that there also to be language about retaliation I want to note that it there is actually language that or exists and the policy under EEOC that prohibits being retaliated against for coming forward well but it's not an art board policy is it yeah it's an it's under code 5.0 know the same persons who believe its second paragraph there's no employee or applicant will be retaliated or discriminate against for reporting but missing or participating in an investigation provided the employee replicant did not make a knowingly false accusation provide

047only false information yeah so there's its there it's not quite as robust I think is the one that as the model but okay okay go around the car Thanks at first I wanted to just thank miss Owens for her comments I completely agree in rejecting those assumptions that are made about groups and communities based on their sexual orientation and then the other item was just as miss Owens also - you mentioned press policy a lot and I was hoping you just for the public's sake explain what press policy is because other folks may not understand quite what you're saying sure thank you so press policy so the Illinois Association of School Boards part of the membership package that we have with them they publish model board policies for us to refer back to which is

048very helpful because it goes back to all of these laws that feed into the policies that we have to have so the employment law you know things that go on at the federal level as far as harassment you know in the context of the employee policies that we're doing right now within also back to Illinois school code after the human rights law so it's it's a very helpful way for us to ensure that our policies are in fact in sync with what is incumbent upon us as as board members okay I mean you know yeah so I'd like to clarify I'm not assuming that any person is assumed to be a sexual criminal but any father of daughters any mother of sons does not want their children to be supervised in bathrooms and locker rooms

049by a member of the opposite biological sex that is just common sense reason okay any other just very quickly I will - we'll be voting against it my concern is the overarching is that we talk about non-discrimination we talk about behavior acts and a lot of other things I think we've codified that why then we have to drill down and I'm not privy to if it has to be the way that mrs. ins and others have described it but we've described the behavior in our policy that has to be non-discrimination and that all means all it's just you know it should be applicable or not and and that's why I would be voting against it I think we just drill down to the to the point where it's just a little bit confusing and where

050maybe and possibly not addressing each and every sector that might be out there that may be or may not be affected by these things so again I like the overarching approach of just saying all means all okay anything else roll call please yes yes no no yes yes [Music] yes okay thank you other business CAC they're years can you see a little bit I didn't see them I was hiding hi everybody Larry barese Vice Chair Citizens Advisory Council I just want to know so we've got three upcoming events that are worth the public's attention on the first our specialized Student Services Committee is hosting a program on Tuesday February 19th on building self esteem self awareness self advocating activate advocacy in your special needs child this is a great opportunity for parents to learn how

051to help their special needs children understand their disabilities but also maximize their abilities be able to advocate for themselves and build and self confidence these are actually important skills for all children but it's specially for your special needs children on this program will be presented in English but there will be interpretation into Spanish um that will be held as I said on Tuesday February 19th at the poplar Creek library at 6:30 the CAC s general meeting is Thursday February 21st subject is keeping your kids safe in cyberspace social media and apps parent 101 we're gonna have detective Andrew Houghton from the Elgin Police Department and June add a thief from the Illinois criminal justice information authority I'm presenting on this topic followed by they're following their presentation there will be a panel made up students

052social worker middle school principal a high school administrator answer questions about the presentation on that event as they said Thursday February 21st Elgin High library at seven o'clock and then finally the CAC will be hosting our u46 board candidate forum on Thursday March 14th on the CAC Canada forum as the great was one of those primary ways for you 46 voters to learn more about the candidates their positions and goals for the district we have the following candidates will be participating John Devereaux Daniel Hancock sue Kirk Eva Porter ina so Milewski Kate Thomas and Jeanette Ward and thank you for everybody for getting back to us and agreeing to participate on the event will be held at the Dream Academy auditorium at 7 o'clock that evening and if you can't attend in person the district

053disc is very nicely videotaping this it will be broadcast live via the districts you've YouTube channel and it's also going to be a Val recorded so you can always tune in later prior to the forum will be releasing information background information about each of the candidates um as we did in the last election we are soliciting questions from our u46 community for the questions so if you have a particular question you'd like to ask issue or concern that you would like to see addressed please submit them to the following email address you for six CAC at gmail.com um please submit them by February 15th all the questions will be provided to the forum moderator for her consideration I thank you for your time thank you next item on our agenda is other business Mr Sanders

054oh no that's fine under other business our first item is the December financial report mr. Bernanke thank you so at the end of December our total fund balances are 330 million seven hundred five thousand five hundred ninety eight dollars which is a decrease of about eighteen point three million from November for revenue we received about a half a million in property tax revenue the state paid 16.1 million for evidence-based funding and 1.5 million in categoricals the total due from the state at the end of December was 12 million we did receive the first quarter categoricals which is around 6 million in January our federal revenue is reimbursed monthly and we receive 4.8 million in December so our total revenue is 8 point 8 percent higher than last year at this time and that's primarily due

055to the timing of the payments for the evidence-based funding and our expenditures are 2.7 percent higher than last year at this time but in line with the budget the largest increase is in the capital outlay section where we purchase 5.9 million in transportation equipment this year compared to zero last year if there's any questions I could answer them at this time are there any questions Phil the budget surplus for this fiscal year is three million dollars five thousand and ninety seven dollars is that correct I just want to confirm that three million at five thousand and ninety seven dollars as for all funds yes all right thank you any other questions okay all right our next is the investment report for the second quarter mr. burnshaw yes to summarize our second quarter investment report our

056total invested funds as of December 31st were 299 million three hundred ninety four thousand seven hundred twenty our current yield and the entire portfolio is two point two eight five percent and the accrued interest from October 1st to the end of December is 1 million nine hundred twenty-five thousand one hundred forty six the yield on our savings deposit accounts is two point three three percent are there any questions so that's an increased yield from the past I believe for list yeah that's the last quarter it was about one point one nine percent and probably a year ago is probably about one point one yeah so that's good any other questions comments but just a clarifying it for the sake of the public the two hundred ninety nine million that we have invested is not money

057that's not that we don't need yeah it's just money that until it is needed we invest it in the short term and a variety of different CDs or whatever to ensure that we have cash on hand when we need it on hand exactly the meantime it's it's turning editors for us right so that's our balance as of December 31st right January second we had to make our bond payments so it was about thirty seven million dollars right there the month of January we spent it down the most cash about sixty million dollars so so the balance is going down thank you okay and it's good sound financial management to invest the money and get an interest what what we can get on it while we're holding it thank you for that yep okay any other

058questions all right then finally we have the secondary schools financial report for the second quarter mr. Furniture yes so we also have the secondary schools financial reports on activity accounts for the second quarter which is October 1st to December 31st the total balance for all secondary schools accounts has increased slightly 1.7 percent to four million twenty-nine thousand four hundred forty seven dollars the largest increases are due to the school's collecting athletic admissions athletic participation fees for the winter sports and also various club fundraisers where the funds will be spent in the third or fourth quarter if there's any questions on these reports I could answer them at this time are there any questions okay thank you Thanks our next other business item is under student disciplinary cases administration before the board as a matter of

059student F administration recommends the Board of Education expels student F for the term of two calendar years while serving the expulsion student F will have the opportunity to enroll in an alternative education program okay could I have a motion to expel student F for two calendar years can to conclude two calendar years from the date of expulsion during while serving the expulsion student F will have the opportunity to enroll in an alternative education program so moved Genet second who's that soon yeah any discussion roll call please oh yes yes yes yes this girl yes there's no Lee yes madam president yes okay the next item on the agenda is work session Mr Sanders Thank You Madame president members of the board our first workshop session item is the 2019 2020 draft school calendar it currently

060the board will note that this is an executive content our intent would be to put this out publicly tomorrow this aligns to past calendars calendars I will say calendars which would be a string I'm sorry okay remember I haven't slept for two weeks I think so so this essentially starts our calendar off similar to past years will we start Wednesday August 14th you'll note at the very beginning of the school year we're recommending to reduce the number of professional development days leading up to the school year for teachers that's based on feedback and so those are spread out throughout throughout the rest of the year the first semester would end before winter break as has been our past practice Spring Break would be March twenty thirty three twenty seventh this aligns to the state law

061that increases the number of instructional days from 174 to 176 days we also are recommending on here you'll note some very draft this is not finalized but some draft dates for some early release days for teachers to have the opportunity to collaborate throughout the year in addition to the professional practice days are already on the books spreading those out more frequently would provide more opportunities for teachers to collaborate in their buildings and also to schedule opportunities for parents to meet with teachers I'd also like to note that this aligns to all the other Kane County school districts that are moving towards a very similar calendar as we are working towards the regional career pathways having an alignment of calendars with districts 301 303 and 301 a fit us all this is my Deller the pieces

062that I'm missing on the calendar that I should note other than we will continue to collaborate obviously with the Elgin Teachers Association and other groups and regards to the calendar before it's brought back at the end of the month so that's the main piece is the the early-release and the definition of instructional time again that's a legislation piece that's while it started to give us flexibility there's a chance that that will change so all of the districts are very cautious in their design of their calendars November 5th you'll note it is an election day so with our many sites being election sites it is intermittently depending on the year sometimes those that Tuesday is used and then again Mr Sanders you already brought up that we have to bring our instructional days for students up

063to 176 so it does bring some challenges and the idea that our professional development language and design is still under discussion with our groups our teacher groups specifically again looking for early release flexibility defining those PD days and effective locations of those potential days we want to continue to discuss that but here is the first draft they actually did get melt that she's not giving herself a credit mrs. Mandela this is actually draft 14 that she's put together so I thank you for the time and energy but again this is just a draft for the board's consideration at this point that we will put out publicly and continue to have discussions with the ultra Teachers Association and also make sure parents are familiar with it and can give feedback as well mm-hmm yes note the

064September October and blue the reason for that is we've traditionally designated a day for parent-teacher conferences and we're looking to give that flexibility to the schools so that they can determine whatever those times might be whenever we do give the guideline of how many hours one needs to be dedicated for that instead of designating one day we find that some of our programs early childhood and some of our other programs elementary middle and high school look very different so knowing that when the community looks at these calendars it does become their Bible of sorts of how they plan for their family so we want to make sure that we're transparent when we do make that final decision are there any questions part of me I noticed there are 11 early release days scheduled yeah yeah

065it so they're not scheduled well it's a consideration and they're not wet I can't say that we finalized that's just a thought that we have and it relies really on the continued flexibility in state law which which may go away very shortly and it could be 11 it could be 6 it could be none so and even their placement is right now very draft it's more of a concept okay but if if the legislation changes their mind then they don't exist yeah okay so to cut you off on it I just wanted to explain for the general public I don't see this that we're going to do the earlier these days it's a concept that we have it's what one of the feedback we've received from visiting schools that are doing a school improvement work

066is their desire to have more time to collaborate with each other more time to do things like parent-teacher conferences so there's a lot of things that they would like to do and the flexibility to stay provided by saying you don't have to have 5 C 5 o'clock hours of C time every day allows for this but we have to wait and see what happens with the law and then continue the discussions with parents and our teachers right so my question about those then is if we have them as they're proposed what would that look like like what time would could we logistically do that like what time would buses need to come and what time and kids get home and and at the end so the that discussion will and it has started to occur

067without any decision because we do have to maintain our transportation our four tiers that we have and you also have a concept again and I'm speaking more about there's been so many different ideas very good ones but we do have to talk because it does we're not saying half day it's early release so it could be a combination of online learning for some groups and they're not in session in seats at the school it could actually be a layer of elementary is at one time middle school be in another high school is released at another or not in attendance and it can flip on another day where it would be high school in the morning you know I could flexibility the other concern we have to also keep track of is our early childhood program

068early learners whenever we change transportation that impacts their attendance and their ability to use the busing so all of these complexities have been discussed but there has been no decision it's been more about a concept of the what if and so the main thing right now is with this draft is that we found 176 instructional days for students and if they maintain the flexibility it would be very interesting I personal opinion I think it would be a very marvelous thing if we could consistently look at something each month conceptually so teachers could finish grades at opportune times during ends of quarters parent-teacher conferences could have a huge flexibility almost all year and so there's just so many more things that we could benefit from but again we can hope that it continues and they don't

069make too much of a change we have to wait yeah so you know I've always been an advocate for a later start date because I think August 14th is way early to start school wouldn't with this flexibility allow us to both start later and finish a semester before winter break or doesn't doesn't that not help us at all it conceptually no not with the be able to be able to finish before winter break that wouldn't help but it might help us with is when we start building emergency days to the end of the year if we look at when if we're not in school what could we do alternatively so that we could still consider that an instructional day and not have to build it onto the end of the year that's probably would be

070the biggest benefit if we could navigate that first it doesn't mean that we can't look at other things but as we all know a big change for large districts we need to maybe take a step at a time but I think the biggest benefit would be not having to build emergency days at the end of the day and of the earth okay I think any time the state gives us flexibility we should appreciate it and thank them for it yeah and this is certainly welcome flexibility at least from my perspective and I do think there are future options that we could think about the challenge that we have with with elearning days for example is that we still serve a significant population of special needs students who we would still need to figure out how

071we how we best serve their needs on any day that's that that they're off yeah because their IDs may designate a certain type of learning and that wouldn't be online they may have to still attend school yeah I'm glad you brought up the e-learning because West Chicago is just an example district you declared a learning day on those really cold days it would be nice if we had the flexibility to use to utilize that in some way so so House bill 247 looks like it wants to get rid of all this flexibility and it is coming to the committee Elementary and Secondary Education Committee on February 6th that sounds right it does okay so we should have some idea in a few days whether it's going to get buried in rules or whether it's going

072to continue like this it'll likely pass okay no I mean so the conversations at least that I've heard is that it will likely pass and then there might be a further negotiation before the end of the before may but it's hard to say I believe the 176 will hold firm the ones over certain estate my only comment I think is to look at I'm a little concerned about some of the dates you have for earlier these days for example the Monday and Tuesday of Thanksgiving week or the two days after Memorial Day and I can just see parents just saying well you know I'm just taking the kids out altogether if we're going go to go see Aunt Mary or something so and we again if the concept was hard we still need to work

073with our teacher team because conceptually they have some really good ideas as well you know a monthly regular day yet so we've had these conversations since about we because of the snow days and other things we haven't been able to complete those conversations so again draft draft draft and we hope that February 6 may be glass-is-half-full let's hope so yeah I think you're but you make a good point number one for the general public if you like the added flexibility that's a great opportunity to weigh in legislatively but then also for the draft calendar when parents see it is that again those released early release days that are proposed on here very flexible they're not set in stone at all but they would still count as a full instructional day under the way the law

074currently reads okay any other so and and mrs. Kirk mentioned that the earlier and I understand that their conceptual with the earlier release days in May but then we're also so this calendar has the 22nd as a day off which is it's Friday which then creates a four-day weekend because of Memorial Day and I'm gonna be optimistic and say we're not going to have any storm days next year we're not yet so that means that we would have a four-day weekend and then go back for two days and partial days at that possibly that seems to me like a really rough schedule I mean I it's I mean there's we have four days and then come back for those last two days and I mean I understand that there's the constraints because of the 176

075days but boy so there's other there's some options to try to maneuver if you look at the calendar in January you know there's the sixth there I took those two days we used to have two days prior what we try to coordinate with groups you know do you bring that professional development option they put that back and bring some of that into top back into August there's you know you've got the Oh November 5th election day so there's options encourage feedback I would you know as the board email Mr Sanders with what maybe some ideas that you you know now that you've seen this draft it's very hard to conceptualize until you see something sitting in front of you yeah so I would suggest as we are speaking now is to eat you know as

076a board if you d mail Mr Sanders and then the community can actually email let's talk you know that's our portal for information to give feedback and then from there we'll you know bring something forward after we speak also with our ETA group and try to combine everybody's thoughts as you know this is a complex decision each year yeah and now with 176 that brings just another layer but there's options to push now may to look a little different so so district 300 actually backed up their start date to the 13th and 14th that is crack then so there's other other districts are doing different things 14 well you know you the start dates rough no matter no matter which way you cut it I don't care if it's the 13th of the four change

077the start dates rough you know when you have that carrot in May of you know school being done before Memorial Day that helps swallow that a little bit better I think that it's also that that four-day weekend and then going back for two days is just operationally that's tough if they you know conceptually again if you if the flexibility is there in the 22nd is not a full day off but it's an early release day your high schools can prepare for graduation and it's still an instructional day again we'll have to see how February 6 you know turns out but yeah okay any other questions no okay thank you thanks for your time for the feedback and then for the public will have this out on the website tomorrow I'll work with communications to make

078sure it's out thank you our next is the 2019 2020 school fees coming forward to present this year's mock up is dr. Jeff Kane the board will indulge me for a minute I'd like to thank our mechanics our bus starters our transportation staff meet and it's custodial and grounds for the work that they all did last week we had people working around the clock because we had building issues all over the district pipes breaking in several locations because of the the cold weather we had going on and they they just did an outstanding job keeping up with all the issues that we had so thank you for indulging them [Applause] so I'm school fees the first sheet is the instructional fees for the programs there were we're not proposing any changes for 1924 the instructional

079programs at Central Schools moving on swept and Center house for elementary schools the only change that is in the sheet is we are proposing to add a 25 dollar repair insurance cost for potentially issuing Chromebooks to 5th and 6th graders which will be encompassed in a proposal that the board will see within the next few weeks so that would be a $25 fee for fifth and sixth graders at the elementary level at the middle school we would do the same thing the proposal that we will bring forth to the board will also include one to one at the middle school level so we're proposing a $25 additional fee for repair insurance on the Chromebooks and then the the high schools currently have the Chromebooks they are currently one to one but because of the timing

080and how quickly we rolled that out last spring we the fees were aria by the board so we could not implement anything at that time so we're proposing adding the $25 fee for high school students as well now again this will be for repair insurance if a student intentionally destroys a device they will still be responsible for the full replacement cost if a device is stolen we will ask for a police report if we're issued a police report we will waive the replacement cost for those students involved in that and then I can entertain any questions that the board has regarding that and then clips dr. King do you know how many Chromebooks this year have been lost stolen damaged right now I think we're around thirty to forty devices gone okay or damaged beyond

081repair and that's out of we have over 12,000 okay okay we deployed 14 is what we ended up ordering so you were talk about high school 12,000 yeah okay so forty okay okay and is it possible for a family on their own to get insurance like under their homeowners to cover something like this in case it's still lost or I don't know okay any other questions yes dr. King on it might appear to a casual observer looking at the document where it says late fee it might appear that the late fee for example and in high school for grades 9 to 12 that the late fee is $285 I don't think that what you mean I think that the cost is $20 more if you wait to pay it later it would be correct yeah

082so I eat maybe a suggestion you could put in parenthesis $20 late fee because otherwise it appears that $285 is the late fee you know you know what I'm saying I understand and that would be like insane if that were the actual [Laughter] any other questions in general how much does the fees raise in revenue I'm sure roughly around two little over two million to main because you figure only about fifty percent or less of the district pay the fees okay alright thank you so why do only 50 percent of the district pay the fees because we have to waive them if they're free or reduced and that's by federal estate law federal federal law yeah any other questions okay thank you all right our next are the school improvement plans so this year as

083the board is aware we've kind of undertaken a unique process that we're following where I along with members of the cabinet the assessment office are visiting every school in scheduling a 90-minute session where their school improvement team really engages in conversation with us so the part of our presentation this year of all the school improvement plans you'll see in addition to the links to individual school improvement plans we thought it'd be a good idea to give with the board a quick overview of the process we're following and then we asked one at one of the schools that has already participated Garfield elementary school to come forward and also kind of give their take on the process what it was like and so with that I will hand it over to the team Laura are you

084gonna do all of the introductions that we need to do or will people introduce themselves as we go through actually while you're doing all this going introduce everybody of Mr Bryan Lindholm he's the coordinator of strategic initiatives Laura Hill director of assessment and accountability as Lisa Jackson assessment accountability coordinator we have dr. bunker the principal of Garfield elementary school mrs. Cavett to our grade three for general education teacher and Miss Mariah grade 4 dual language teacher from Garfield so thank you all for being here yeah I think I think now we're all organized sorry we're excited this evening to present our continuous school improvement process in school district 46 we will review our design of the process explain our new cabinet data reviews and highlight the school improvement work of Garfield elementary so tonight we

085are presenting all of our school improvement plans to the Board of Education for your approval we have provided you a link to each school's Google site that houses their continuous improvement plan within each of these sites will be common goal areas based on their level elementary middle or high school access to the data analysis link to a title 1 plan if appropriate link to the Illinois quality framework rubric if applicable and other supporting evidence in school district u46 our school improvement plan design began with our district strategic plan evaluating our district strategic plan we noted that there are two main areas the schools have a direct relationship in planning and implementing these two main areas of the plan that our school continuous improvement plans are designed upon our student achievement and community engagement under student

086achievement our school plans linked priority 1 implement and support a challenging standards-based curriculum across all content areas and priority 2 coordinate our efforts to provide a nurturing and Ceyda learning experience and a flexible approach in meeting the academic social and emotional needs of each student under community engagement our plan links to priority six support and empower schools to be welcoming centers of family and community engagement as noted in Prior presentations from the district priority metrics evolved the design of school-based metrics as an example priority one metric is to increase the percentage students who are college and career ready from this district metric came to school metrics of graduating within five years students passing freshman mathematics percent of students algebra-ready and percent of students above the 50th percentile and mathematics similar similar methodology was applied evaluate

087each priority and design research-based metrics to continually move forward the overall strategic metric so this year each of you 46 schools is scheduled for a data review the goal of the 2018 2019 cabinet data review visits is to create alignment between you 46 central office and school sites in an effort to support shared understanding increased collaboration equitable opportunity and improve student learning results in our district prior to the data review meeting schools are given this protocol and the feedback rubric cabinet members read and school school improvement team members are asked to read this article mindsets are key to effective data use we're educators from other districts share their involvement with data the purpose of this reading exercise is to provide a third point or a common experience for all involved teens are encouraged to reflect

088on their own experience with data and how it plays a role in their school improvement process and to describe what they hope will come from the data review process here's an example of the 90 minute elementary data review protocol so the initial block of time is to share school goal statements excuse me this includes unpacking house standards-based learning early childhood learning family and community engagement looks and feels in their building and explaining why these statements are important to their school community and to the work that they're doing every day the next walk up time is where schools describe how they embrace a growth mindset how their data reflects strengths of practice as well as areas in which they want to improve questions to consider in this portion include how might you be using systems to

089create continuous score improvement what is your school's culture regarding the use of data for continuous school improvement how is the culture for learning being established within your school community how my educators within your building describe their roles impact in impacting continuous school improvement and why what might be some ways that you are capitalizing on challenges obstacles or successes and successes that you encounter within your school community and then the last one to consider in that area is as we consider our district's commitment to equity and to serving all students what is one courageous question your SIPP team is asking about practices in your school the 1st 4th block of time is dedicated to resource allocation including these reflective questions describe how you are optimizing your school's resources to support school improvement describe the top of

090central office action or resources that would support your success and are there any ESET members that you would like to request to join your SIF teen during future meetings during the final block of time the team has asked to describe their feelings on the data review process to share how they might use this it to enhance for improvement in their school music community and to share one final celebration ok so the next few slides show the rubric that we've been using to provide feedback to schools after conducting the reviews the purpose of the rubric is not evaluative but to provide formative guidance for improvement and the first category of the rubric is evidence of a cohesive and comprehensive plan and in this case meaning the set plan itself as posted on their Google site not

091necessarily the presentation given that day by the team so for each category of the rubric we provided a description of proficiency and also frame questions to guide the team's work in preparation for their data review so the second category of the rubric is the ability to stay in a reflective stance many schools use the framing questions in this area to develop a courageous question they're asking themselves after reviewing their school's data so for example one of the elementary schools we visited recently asked do we have high enough expectations for all of our students which we thought was a great question for that school and probably for any school in that matter the third category of the rubric is the efficiency of resource allocation so in this area many schools described how they're strategically using their

092building funds including title 1 where applicable this is also where we ask schools to describe additional resources they would like to see from the district to help drive results in their schools the level of analysis is the next category and this is where we assess how well schools are using data to inform their practice and develop prioritized areas of improvement with the current essa designations tied to subgroup performance we're also expecting to see schools disaggregating their data both academic and behavior down to the subgroup level and then the final category for the rubric is clarity of the presentation itself this was another area where many schools used the framing questions that we provided to reflect on the overall process and also has an opportunity to highlight celebrations at their school the protocol in the rubric

093intentionally left some discretions for schools in terms of how to shape the presentations and so far everyone we've seen has been different but we've definitely learned something new from a review which I think we feel is probably more evidence that the process is working so then this slide summarizes the schools that we visited so far so as of today we've completed a little over half of our schools we were set back a little bit with some of the snow days we hadn't missing a few that we have to reschedule but we will have roughly 2 per week through the most of the rest of the school year to allow us to hit every school by early May and other than those few that were recently cancelled due to the whether we have scheduled appointments with

094with every other school I said to make sure that we visit every school in the district by early May so as the Board of Education you have access to each of the schools Google Sites which actually houses their school improvement plan these plants are living documents that reflect the ongoing school level conversations that educators have around creating learning environments to meet meet the needs of all of our students one of the links there's there are many many many links within their plans but one of the links in the resource tab is the Illinois Equality framework schools that received a state dick this designation under essa every student succeeds act of underperforming in June 2018 and as well as October 2018 were required to complete this needs assessment survey also schools that receive title and funds

095have their title one plans linked to their school improvement plans ready for Garfield I'm Kyle bunker and this is my second year serving as a principal of Garfield elementary school Madam President and board members of the board CEO Sanders in cabinet we would like to thank you for the opportunity to share with you what we're doing at Garfield over in our little community just down the street I am Giselle Merida a for a dual language teacher and I have served Garfield for the past nine years at Garfield we began with engaging our students staff community and district we began the word needed match to our goals identified in our school improvement plan and then we implement those goals tonight we would like to briefly tell the story of Garfield where we have been and where

096we're headed good evening I'm Stacy Keach AVO I teach third and fourth grade and I served Garfield proudly for the past 22 years together with my colleagues were very honored to be here and we're to talk about a process that all 42 elementary school's take part in every school has a vision mission statement a plan and each school takes very seriously the work they do to improve the quality of instruction and that will always translate to the quality of education new 46 Benjamin Franklin said tell me and I forget teach me and I remember involve me and I learned this is this is with that friend of mine we began our planning process we firmly believe that the more we engaged our community the more successful we will be with results to us community means

097students staff parents and district support we began our year by listening in order to make effective decisions we live by learning what is needed to guide our students by creating the hopes we have for students and translating that into growth targets for us a key piece in this planning this year was when we were asked to share with the CEO Sanders and the cabinet where we were as a school where we were headed what stands in our way and what support we needed having completed that process this first October allow us to move fast and as we say a Garfield Tisch like our hair is on fire knowing that each day is important and that we only have 174 of them with our students building relationships with parents has been one of my highest priorities

098this year as a new principal I begin each months with a copy with the principal for a time just simply to have parents come in talk ask questions listen and find out what we're doing through these conversations we've created a group of parents that are interested in sponsoring activities and events for us which is a non traditional look at PTA Garfield has parent activity leaders we have found that in our community right now we don't need the PTA we need people who can come and serve in a way that works for them whether it's serving on one event or serving on ten events but it's meeting the needs and we found that based on our planning protocol which was to listen and learn to what our parents needed this year our parents sponsored a winter

099family dance well it's not a big deal for some schools Garfield hasn't had events like these in many many years in our first event that was led fully by parents 100% over half of our student body and their parents showed up and we raised over $1,200 simply by following the process of listening and learning another part of our school improvement plan is student engagement and a year ago a group of us were able to go to a seminar by Charlotte Danielson and as you know mrs. Danielson is the author of the framework by which the district it's the foundation of our evaluation system for teachers we focus for three days on domain three and how we can every day engage our students we want to deeply to know what that meant what it looks like

100and how we can practice that model we brought the content back and we built our year-long staff focused on increasing our work with our students all of our staff is observant for possible problem areas we all take ownership of solutions and we invest into finding and trying new things that are in the best interest of each and every one of our students we find that Garfield is low stress non-judgmental for staff and students and we fully support the need to address the social-emotional concern of students alongside their academic progress many of us attended the trauma-informed school approach this summer and many of us are still on that team staff and students set goals and help each other reach those goals we focus on students every teacher administrator office staff custodian and paraprofessional is genuinely interested

101in the well-being and learning goals of the students I was at the staff lounge of the and one of my peers began a conversation about what he could do to increase the reading proficiency of a student it is a natural and organic conversation that happened when a teacher has a question as t-shirt as t-shirts we sat over lunch with cross gray levels discussing the planning and engagement of one classroom or student this example of focus by our staff is an everyday occurrence another teacher with 30 years of experience recently said I'm learning so they the students can understand and another unknown author made this statement the true strength in our classroom lies in collaboration of learners not in the knowledge of one expert this concept leads us to move forward as we discover the opportunities

102we gauge in to design our work and that work leads to student performance our design in this slide here represents the direction and the different hierarchy that we are thinking of as a garfield which is often different than most organizational charts rather than looking at a perceived change of command we've chosen to look at a chain of service at the core of our work we begin at designing our work around what the students need we look at our first responders the staff how they will implement the instructional needs of students and how they'll go about building reviewing revising and refining their work when it comes to instructional delivery of content from there our planning takes into account the parents but the needs are and how we can support their students and how we can build

103capacity alongside that then is the planning that we have we have the luxury of a very supportive central office staff who becomes a key resource information for us in mentoring providing direction and providing short support for the work we do at Garfield through the creation of a school-wide schedule that provide specific instructional blood for all students to reach their fullest potential we continue to design our work through our title one funds we hire additional personnel to support classroom teacher for at least 60 minutes per day the doubling up of the personnel reduces decide the class size for that period allowing for a variety of academic needs to be met through our academic collaboration time and our focus on student needs we are seeing increased scores in all performance measures and as a title one school

104and a dual language campus we provide additional funding we are provided digital funding to support our at-risk students we've been creative in the use and how we prioritize the funds we bring in additional personnel paraprofessionals to support our classrooms we use our funds to design instruction that can provide hands-on materials for students it supports small group learning centers and creative non-standard ways that teachers are able to reach every child we know that not all students learn the same not all come to school with the same readiness to learn but we believe the need to design our instruction to meet the needs of every student they'll be able to learn fully with fidelity and as we implement our Common Core Standards through our instructional design our addressing academic needs at the same time as addressing social

105and emotional needs we've seen a reduction in discipline referrals and out of time out of class time for students in January 2019 we had five office referrals where as January 2017 we had sixty and all this work comes out of our desire to put the students at the top of our hierarchy this past year we've also seen inconsistencies in our math program and in looking at the way that we design our model here we look from grade level to grade level determine why we sat down with the math match cut math coach from the district we brought all of our grade levels together and identified the key elements we needed for success at the end of each grade level prior to going on through this identification and planning as a part of our SIPP team

106we were able to plan the next steps adjust classroom instruction online our grade levels have stronger cohesion and make sure that no student was falling through the crack our map winter to winter scores were the highest we've had in five years staff collaboration is key to our work with a small staff there's also been a commitment to serve on every single committee and have every single staff member participated in that when we presented this idea to the staff this year not one person refused to do that and every single person at Garfield serves on a committee before and after school and does so willingly garrison win the author of the real truth about success what the top 1% you differently says knowledge is not power but the implementation of knowledge is power and as we

107wrap up our work which began with the task of finding the best ways to engage and then best practices with designing our work we set out on the path to implement our work as you can see through this visual there are multiple spinning wheels that rely on each other and as we monitor our work we must use data to guide that as wheels turn on one day sometimes we stop and reflect during the lesson at the end of the week a grading period and the key for us at Garfield is to look at a variety of data sources formal and informal listen to a variety of voices inside the building and out and we make decisions to drive each new tomorrow we have data-driven staff meetings and we bring together our our staff to talk

108about what students needs and where the successes and deficiencies are and where we need to correct those we constantly ask ourselves how can we do better teachers use their planning time to sit together they use their upcoming times to plan the structural units which come up and in order to strengthen our implementation this year we came together as grade levels for during blocks at the time during the day to plan each coming three weeks we do this so that each classroom teacher is focused on what's coming that the instruction is directly related to an assessment that was given or will be given or that is historically showed to us area where students struggle as staff we have said to what we have said to ourself we need more collaboration time that what we're doing as

109we move into the spring we're planning on using our paraprofessionals to support some craft classroom instructional activities so teachers can step aside for a short period of time to address needs that we see in reading and math through this constant review of our academic program we're confident that we will continue seeing growth in all academic measures and moving the performance of Garfield students forward and we as teachers I know we talked about more planning time and we at Garfield couldn't wait for that so we have implemented planning time together for example we had a Zumba teacher come in and she would take grade levels so then we could meet at that time she also stayed after school to offer free family classes and again we have to find creative ways to address the implementation that

110we need as a staff the theme on our spiritual ear says we are the future and as a school that has been in this community for the past 129 years we value our place in history and look forward to the story that we will continue to write as one of the oldest schools were committed to being one of the best we have current grandparents and parents who were attended that school as students the current mayor of Elgin and his father was a student at Garfield earlier this year received a letter from a student who attended Garfield in 1945 he said in the letter when I moved to California I was told my education was such that I could skip their grade entirely I was enrolled in fourth grade so clearly the education I received in

111my tenure at Garfield was exceptional it's our passion that we continue to create a space where students are purport provided an exceptional education where staff plan and guide students and where we collaborate with the district office in order to continue to develop and continue maintain the Garfield legacy a legacy where future leaders are nurtured and developed we appreciate the time that you've taken to listen to it one of the 42 amazing elementary schools in u46 does thank you I'll just conclude with our next steps the first one we talked about was the Illinois quality framework rubric that needed to be completed as of January 31st for any of the schools that were identified as underperforming and we did did have our schools go ahead and complete that and it is posted the actual data behind

112that is also posted within each of our school improvement plans in the resource tab on the next point after we complete each of these reviews we try to make sure that we consolidate our feedback and discuss as a cabinet to provide some relevant timely feedback for the schools and then we're also keeping track of consistent themes and resource requests that we're hearing from schools and to use that information to help drive resource planning decisions at the district level so I want to quickly just note so first of all thank you to the whole team for presenting but I also want to thank the members of cabinet who over the summer this last summer we were looking at some of our results district-wide and started having deep conversations about how we were going to engage in

113our schools how we currently engaged in our schools and how we would like to engage with our schools and I lamented at the time and I tell this to every school team that historically in this role in my fifth year here and my 12th year in the district I would pop into a school say hi to a few people Stacy by the way I apologize for watching your name I know your last name because I delivered your National Board Certification flag to you yeah so but it was that type of an event where I would pop in say hi to a few teachers say hi to the principal and I was out the door on my way to the next building never was there an opportunity to really have deep conversations around instruct and teaching

114and what's happening in buildings and so this is really afforded us all I think an opportunity to reflect on the successes of our schools the opportunities that we have moving forward with new money coming in and I just cannot thank our teams at the site's enough for for the work that you do and especially the work that you've done to prepare for these and we look forward to the rest of them throughout this year so with that I also look forward to bringing back to the board some results of what we're hearing from our teachers the calendar and the option of trying to do more operative release days for teachers to collaborate is one of the things that we hear frequently from sites very shortly you'll be hearing presid about really not a new curriculum

115but a rethinking of how we are doing English language arts at the Tier one level that it really is coming out as a result of what we're hearing back from school so again I can't thank you all enough and I don't know if anybody on cabinet has anything else you want to add before we open it up for questions I'm getting a lot of shaking heads so all right any questions I just I wanted to commend your team but especially you dr. bunker with your meeting with parents that is a fantastic idea that way parents don't feel like I love what you said they can help out with whatever they feel comfortable with but they don't feel like they have to commit to a PTO that's a great idea and um how did you you

116said that you had the highest map improvement scores winter to winter ever you said you looked at the details of how to teach students from what was missing so how did you do it because that's a phenomenal achievement and I would say I didn't do it these people here did it came from conversations about looking at what is today look like and what is tomorrow needs to look like and we would look at a common assessment that we would give cancer K one of these results tell us and we need to teach on but what do we need to also underneath teach that we missed as we in the last three weeks so as we teach a new three weeks what do we also need to bring by in some of our additional time that

117we've we focus on so it's been very specific about what are we doing today and looking at every single day so did you have to look to look for additional resources or you notice there were gaps or can you tell me a little bit more about that or did you just reteach based on the resources that were already available we very much use the resources that are available we've spent this year focusing on what those researchers look like as well I probably even the newest person on the staff I hired one teacher so all the teachers have even been there more and in listening to teachers talk about oh I didn't know this existed and I didn't know this we felt the need to step back and have a little more PD for ourselves and

118that's why I brought in the math coach to work with us to really help teachers understand what does this need to look like today because the curriculum was rolled out years ago and so it's refreshing that I think that that refreshment has helped us yeah I might like to visit your your school sometime just to see someone some of how you did that I I'm just really curious and I think it's like Giselle said it's teaching like our hair's on fire is that we look at the data and we see where the students are the skills that they need like for that gray lever the gap so we try to close that gap and we with map we also look at the deck artists and that tell us the skills that they need to for

119that grade level so after we look at the data we plan our lessons and then we reflect and if we need more we give them more the resources that we have kudos yes our school we are very we use all of the district resources all the discs everything we we are very fluent on them and we are very precise with them as far as all of the math resources that we've been given as T math math i stationed all of the things that are provided by the district we use and but then we also have to implement guided math and what our students need because they come in with gaps and so we use what the district gives us and then we also have to plan more for each student it's impressive thank you first

120of all kudos to you as jeanette says - it was up here it's exciting and I appreciate your enthusiasm and and really kudos I guess district-wide though how do we replicate those best practices that we've heard tonight and make sure that you know I can appreciate that you're trying to talk amongst yourselves kind of a thing but also replicated in other schools so they can hear these success stories and replicate it everywhere so we take the best of all schools and make sure that what the whole district is doing it so that's my question how can we do that so I can I'll take that to start first of all I think with the state's accountability plan the this rubric the schools that have been labeled as underperforming which we don't have that many of

121considering our size but that framework that we go through there's money that comes with it called Illinois empower there really allows schools to determine the level of support that they need they can reach out to similar schools that have had success and and peer up with them so that's for some of the schools that have been designated but internally we're having conversations about how can we pair up schools that one that has a strength in one area and another that is having a challenge in that same area to see how we can cross pollinate some of these best practices that we're finding they're truly not just a garfield but at every site every site has some best practices of things that they're doing that they should be able to share one of the other things

122that we've contemplated is having a Leadership Conference for our satine's where they can share out actually calling on schools to present to their peers on what they're doing low and so that's that's one of the ideas that I see Lala's back there smiling I don't think you have the plans done yet we're working on it but that's one of the ideas as well that as we move this process forward that they're really the schools like Garfield that really have a team that's so reflective and so willing to go that extra mile clearly my hair has been on fire for a while but yeah I don't want to say anything dr. bunker but right I mean wouldn't you go to a session called Pete's like your hair's on fire and listen to what this fine group

123has to say I would so it's how do we think that we're on a fire truck and we had lunch and all right is that the one down the street from you any other so this is for the the district team how Garfield explained wonderfully what they do how does how do high school do things differently I mean they're obviously have you know a lot more teachers or more departments how do you approach them the same way they also have a school improvement team they do have slightly different goals for middle and high schools but but it's the same process so they're sub teams that are a little bit larger but they we put up to the exact same process and give them feedback on the same rubric because good practices good practice I would

124say the high schools are a little bit more of a challenge because in special thanks to them they have to get up really really early to present to us like what time do we get there like 4:00 a.m. or something it feels like it but really early for the high schools and middle schools for them to participate and we appreciated their time did anything else that I that I missed okay and I guess the other question is um Garfield mentioned using a math coach at least and we have reading we have reading coaches as well yeah no yes okay to whether you find the other schools to take more to the coaches so one thing I'll say is like I think we've found some of the schools like Garfield taking more advantage of some of

125the district resource available than others so I think that's one thing that we've kind of encouraged it is good it could it be that the schools may not have been aware of all the resources available that could be and then that would be on us to make sure that they are all the way or that all they have to do is this request to have one of the coaches come visit them you know if they've got shortcomings if they've got new staff who need to be trained but yeah so I think I think that is one thing that we found is with the schools that utilize those resources find that they're very helpful and others from maybe just didn't know how to ask for who to ask okay and my other question is uh some

126are non title one schools I know you've visited some of them they may not have the extra title one money to get the resources they may like how are we helping them if they need the additional resources so honestly I don't we'll have to AG regaled us from the sites but I don't recall a request for significant additional resources from non title one schools I think what what they will share is that they certainly recognize the difference in title when buildings being able to purchase more technology or additional resources right lower the big thing would be the location aesthetic the initiative right that the time to collaborate during the school day through some additional resources I think is something that's clearly missing from the non title one schools but is also missing from some of

127our title one schools so there's always opportunities there and in my final question extra for Garfield folks how big a role do you think technology plays with what you do is really just another resource that you're using you know we buy a lot of technology how important is that or is it it's just one of the many resources that help student achieve know I think that for us is very important and super important especially now because we have they like we said before the esteemeth and the ice station and the fast math and that's all in computer and but another thing we just we don't stop there we also teach the students how to do a PowerPoint how to use the Google slide how to do their presentation the word and Google Docs and everything

128so so I mean we you said to a max yes yes and we learn with the students and they like it and is engaging for them and they're involved from what they're doing and they're producing there yes yes we use it a lot yes yeah and as a title in school we've been fortunate to be able to purchase more than the district's been able to give us so we have a computer cards that's just shared between two classrooms so kids can have for the entire half a day if they need to know quite lucky barring any other questions okay thank you so much thank you our next work session item is the secondary art curriculum proposal coming forward to present dr. carpenter will be joining Jimmy Abney Giraldo or mine arts coordinator and Jamie if

129you don't mind I'll let you introduce the rest of the team who's presenting tonight thank you for having us coordinator with me I have Michelle's at the Ike Meyer who was part of our secondary art for Dylan writing team and Amanda Brad Scofield who is part of our dream Academy is a conduction course writing team so we are presenting we are presenting today a brand new secondary art curriculum currently we offer a wide variety of classes but they are not directly tied to any career so we're writing all of these classes as well as the dream music production course all of the existing visual arts courses will be highlighted with the exception of fine art studio the AP studio art courses which we just recently adapted at Larkin high school and ap art history this

130curriculum proposal applies to the district strategic plan under the student sematic category we will implement and support a challenging standards-based curriculum across all content areas we'll start our focus on middle school currently our middle school art courses are part of the elective rotation meaning that a student in middle school has the opportunity to take a grand total of two quarters of art throughout their entire middle school career we are we have written and are proposing to you this evening the adoption of for sequential semester based courses that would be truly elective based and would provide interested students the opportunity to take art every single day in middle school as I mentioned earlier our current high school course offerings don't show a lot of clarity and connection to post-secondary life and what they can do with

131the skills learned in those classes the new courses that we have written details specifically the skill transfer ability and what career connections they can take with the skills that they're learning from the specific classes in addition we have found that with our current high school art course offering specifically we have a difficulty getting enough enrollment especially at the second and third-year levels so we end up seeing art courses that are multiple levels within the same classroom the same class period which obviously is less than ideal for the students and obviously is significantly more difficult for the teachers so I'm sure Michelle could attest the new courses have been focused more and we have actually reduced the number of courses so that we anticipate seeing fewer of those multiple level courses running in addition the courses

132that we've written have been aligned into what would easily transfer into career pathways if we if we go down that model dream Academy currently students in the dream Academy have very few elective options there is an art option for the students in the dream Academy which we have also rewritten the Art Production course for Dream Academy is a compilation of bits and pieces of the introductory courses that we'll see in just a few minutes with the idea being that the Dream Academy students then can take those skills and when they transfer back into their home school site they can begin into one of the art strands or pathways at that point we also decided to add a music production course the title taken to align with art production and music production so that they would

133have an additional elective option this gives the students some skills that they can directly relate outside of school and even make a career from with recording sequencing and mixing various recordings this work actually began in 2014 the secondary art curriculum process Calton committee was done at that point and unfortunately has been in fits and starts over the past several years we reinstituted this work this past summer and the committee has been very dedicated and diligent in putting in the work necessary to be able to come up with a finished product that we are very proud to present to you today we learned and spent time unpack getting the National core arts standards which are now also formally adopted as the Illinois arts learning standards and the committee also created a professional development plan and implementation

134plan curriculum frameworks scope and sequence course outlines and rubrics all aligned to the content standards we did review resource options however we are not bringing forth a resource proposal for secondary art tonight and I will explain why in just a few minutes so as I mentioned for Middle School we are proposing four semester sequential courses you'll see that the art one and art two courses could be taken by seventh or eighth graders we don't want any students to not have access to art whether they begin day one or they want to begin midway through their eighth grade year we want them to have the opportunity to be able to jump in for high school art you can see vertically how we lined them up in two strands or pathways if you will so that there's

135a clear route for students once they determine which media they are most interested in so students particularly freshmen we recommend would start with the intro classes those are semester courses for the students to really get some of the foundational skills and also to determine if that is for sure the area that they want to focus on if a student comes in and they already know they're gung-ho they want to do a specific media they want to be in photography they know it they can start immediately in photography one and complete the strand from there you'll see at the bottom of the flowchart the advance studio courses they are modeled similarly but not identically to the AP studio art courses so that if we did decide to transition into that model it would be an easy

136transition in addition to the strands that you saw in the previous slide we have a couple of standalone courses we felt the need to offer a commercial art option a lot of students are looking more at the marketing side of things and I'm not trying to step on marketing but you know there's a lot that goes into what students see and what we see in our digital lives every day so that commercial art piece does talk a little bit about graphic design color Theory the psychology of different aspects of advertising that we might see and then the art production course which I spoke about briefly both the art production and music production courses offered at the dream Academy would be able to be repeated for credit given that the materials that the students would be

137working with and the skills that they would be using for various projects would change over the course of one semester to the next there's enough difference in what they're doing that warrants the opportunity to repeat for credit our implementation plan right now is for middle school art to begin with the art one and art two options in school year 2021 however that is contingent on how we proceed with the middle school electives in general and we'll rely on that timetable as art is currently part of the elective rotation it really does it is critical that all of the courses within that rotation are ready to go at the same point then we would follow this the next year with the art three and art for options the Dream Academy art and music courses would begin

138immediately this coming fall because the system of enrollment for the dream Academy is very much different than what our traditional high schools look like we don't have necessarily the same identical staffing considerations and we can be prepared to begin those courses right away for high school beginning in school year 2021 we would start out with the freshman sophomore junior focus so those would be the intro classes we talked about the level one courses from each strand as well as the majority of the level two courses the only level 2 course that we would not implement that first year is the digital art - and the purpose being that we don't currently offer any digital art so there would not be any students at that point ready to go into a digital art 2 course we

139would also implement all of the standalone courses and we would anticipate that seniors would continue under the current curricular offerings unless they are electing to begin a new pathway as a senior then the following school year we would roll up into the next level of courses including digital art to the advanced studio courses and we would anticipate then that all students would be within the new art curriculum at that point the professional development anticipated needs would include spla support Sanders based learning an assessment this would be the first foray into SPLA for our secondary art teachers so we did we are very fortunate that we had the majority of our secondary art teaching staff as part of the curriculum writing team so most of our staff has already had some foundational knowledge put out for

140them in terms of you know what some of the key pieces are for spla but we would need to expand on that and support the teachers to be ready to implement that within their classrooms that would include you know expanding familiarity with the standards how to write rubrics and assessments with SPLA in mind and then how to work with an infinite campus with the SPLA model the second tier of professional development would include familiarity with the curriculum itself again though we had the majority of our teaching staff as part of the writing committee there are still a lot there is still a lot of work to do in terms of taking that written work and putting it into practice and what is involved with that we would also include instructional practices and differentiation strategies to

141help support our English language learners professional development for secondary arts these are the only resources that we are proposing at this time we want to begin the professional development immediately or as immediately as possible so that our teachers are ready to go hit the ground running in fall this would include professional development on our art resource which is the Adobe Creative Cloud suite we do have licenses for this software currently but they have they are not an official part of the current curriculum document so we are proposing that it is officially part of this new curriculum so as support for the teachers we are requesting one set of these for Adobe CC classroom in a book series for each secondary building as well as site licenses or suite licenses for each teacher to be able

142to go into the Adobe Creative Suite and work within these various apps to familiarize themselves since many of our teachers have been using the Adobe suite to varying extents they're all at different levels of proficiency which led us to this more individualized approach to PD for this so having the teachers have these books is really kind of an at-a-glance as-needed that can look and see specific tools that they might need that also ties into the LinkedIn learning which is formerly lynda.com which is a series of online video tutorials that walk through specific tasks within various Adobe apps so the other part of the art resource professional development support would be one-year subscription for this on-demand online tutorial database for our teachers the last prong of the resource support would be additional in-person PD opportunities we

143Adobe trainers to come in and work with our team as a whole so that we can all be getting the same foundational knowledge and information for the dream music course we are asking for resources we are asking for professional development support for the various recording technology pieces including workshop attendance for audio technology and engineering and PD sessions with qualified audio engineers beginning as soon as we hopefully receive approval and continuing throughout the this coming school year as I mentioned briefly earlier we are not bringing forth a full resource proposal for secondary art right now since we are over a year out from the proposed implementation the quotes and the pricing information that we would have had for you today would have been drastically out of date by the time we were ready to actually make

144the purchases so we have elected to re-approach the board with a separate resource proposal approximately this time next year as I mentioned the only resources that we are asking for secondary are for the professional development so the costs associated with those professional development resources would be approximately twenty eight hundred dollars for the sets of these books that would live in the schools approximately sixty-five hundred dollars for the LinkedIn learning online video tutorials and approximately $2,500 for the in-person PD with the Adobe trainers for a total of eleven thousand eight hundred dollars the ongoing annual cost anticipated would be to support any new hires with again that lynda.com LinkedIn learning online video tutorials so that they can have access to support their needs as they come on to our team the Dream Academy music production course

145we are asking for a full resource support as proposed here the media resources would include access to various online music databases where students and teachers could download specific pieces of music to sample to be able to use within recording and mixing as well as technology we are using Mac computers which is the industry standard for music recording and engineering in addition we have worked with plant operations to determine the infrastructure needs to be able to support the music production course in the proposed classroom space that infrastructure total of twenty thousand eight hundred twenty dollars includes sound proofing of the classroom and the recording booth as well as running the cables and the wiring to the digital audio workstations which would also have counters installed as the workstation platforms equipment just over three thousand dollars would

146include things like microphones cables microphone stands turntables etc etc consumables and then professional development to support that teacher that professional development piece given that technology changes so rapidly I would anticipate that technology piece are the professional development piece rather having that annual cost to support the teacher throughout the developments in technology as we are implementing these courses we will be gathering data by speaking with teachers getting feedback from students watching enrollment trends to determine if our proposed and implemented curriculum is doing what we intended it to be doing we currently follow this model with all of our implemented curriculum with the goal that ultimately we are providing students with what they need in supporting teachers to give it to them and this and this concludes our presentation if you happy to take any question if

147you have any are you ain't question sue just a couple when you say your Twilight in our current courses does that mean for example we offer three years of jewelry so we would next year we would only offer jewelry three four and five the first year only offered Julie three four five six and then the third year only jewelry five six so that am I getting that right when the new curriculum begins the old curriculum will no longer be so nothing nothing at all okay okay except that first year that seniors can continue with whichever curriculum they were already involved in okay so if they were doing the jewelry's thread strand they could take a final one in the new curriculum the 3d art strands includes elements of sculpture ceramics and probably a unit in

148jewelry okay look they were dropping and then we have cartoon graphic cartooning errs would that be in the 2d art problem in a digital arts dream oh the digital okay okay that makes sense okay okay I just know that one of the complaints I suspect the board will get was they're dropping this what's my kid gonna take now okay we're not dropping them they're all still there they're just repackaged okay thank you mm-hmm any Melissa so just to kind of just kind of piggyback on that for a second if if a student now say in freshman year is taking you know drawing or photography or another art class and say they don't take a class in sophomore year but if they want to go back then into junior year when these new classes come around

149are they going to have to take that introductory class then or they'll be able to go right into level to be able to go right into the comparable level okay in a new career okay thank you I just want to clarify that any other questions okay thank you thank you thank you all are next before we get into the next work session item I would believe of the board I'd like to just quickly acknowledge that in addition to cal bunker who joined us from Garfield elementary we also have Noel dupuis from Oak Hollow and Maria Lopez from Laurel Hill so thank you for being here tonight and observing a board meeting so glad to have you I missed you earlier because there are so many people our next work session item our four contracts over

150$25,000 the first when only is a contract for educational pathways magnet schools of America project initiative coming forward in addition to mr. Phelps is connacher Brown director of educational pathways administration recommends approval of the contract with magnet schools of America for two years in the amount of forty four thousand seven hundred dollars and requests authorization for district administration to execute execute related documents the six pinner expenditure we charge the educational finance included in the budget for the next two fiscal years just as a side note on malas joint as well I would like to note that this was part of the has previously been presented to the board as part of the educational pathways work and the envisioning of new envisioning of what our current Academy programs could be at which time we asked the

151board at that point if we can move forward with this proposal so this is actually just the cost that goes along with that now it's the wrecking couldn't say it better myself sorry are there any questions no probably should have read this more thoroughly but the 44,700 is that for two years or is that each year two years so it's 22 3:54 okay Thank You Melissa actually I did have a question that popped in my head when I was reading it earlier so there's gonna be on site visits at two schools is that correct actually it stagnated because the schools are at different parts and the magnet school process yeah so it'll be to the first year with the following ok jeer okay okay so they will get to all five high schools then okay

152all right thank you our what our schedule for this year coming up so we just wanted to make sure that okay so what schools are those so far they will probably be our beacon Academy of media and digital arts and market okay is that because they're farthest along in the planning process okay all right thank you anything else okay thank you the next work session items are all bids and proposals you're going to be seen quite a few of these coming up in the next few meetings as we gear up for all the capital projects as a reminder in December of 2018 dr. King presented to you the list of capital projects that would be coming forward all of these are the next few here items were on that project list the first is a

153bid from plant operations for a wireless access point installation that plant operations and business services project number 20:53 joining mr. Phelps is Sheila downs our director of plant operations administration recommends approval of the low bid meeting specification to apply communication the group in the amount of sixty thousand four hundred and forty nine dollars and request authorization for administration to execute related documents the expenditure we charged the operations and maintenance fund and is included in the budget for the school year are there any questions okay next our next bid is for plant operations for tap middle school chiller replacement project number five twenty nine administration recommends approval with a little bit meeting specification two mechanical concepts in the amount of 1 million four hundred ninety one thousand and requests authorization for district administration to execute related

154documents the expenditure will be charged to the operation and maintenance fund and is included in the budget for the year any questions on the chiller replacement okay our next is a bid for plant operations for Elgin High School main electrical service replacement project number 235 administration recommends approval of the little bit meeting specification to Associated Electrical Contractors LLC in the amount of 867 thousand dollars and request authorization for administration to execute related documents the expenditure we charge the operations and maintenance fund and the life safety fund and is included in the budget for the 1819 school year are there any questions go ahead all right our next is a bid for Canyon woods plant operations bid for Canyon woods middle school chiller replacement project number 451 administration recommends approval of the low bid meeting specification

155to AMS mechanical systems Inc in the amount of eight hundred and forty nine thousand five hundred and ninety seven dollars and request authorization to execute related documents also charged to the operation and maintenance fund and is included in the budget for the year so I have a question on this one um since Canyon woods is only 15 years old I was a little surprised to see it then I read that the current chiller has been damaged because of the high calcium counts in the water do we have any of the school buildings or buildings in general but this is an issue yeah so we currently work with a company called the ewt to treat the water various schools have issues with just the quality of the water and that's throughout the district I can provide

156information about the specific schools I'm just wondering whether we're gonna be seeing future of chiller replacements for other schools because you are also exploring other ways to remedy that so right now we're looking at some other proposals that I'll bring forward if we decide that that's a good fit for the district to remedy that going forward however I mean a lot of the water is not the best quality and so it is very hard on the equipment there's only so much that we can do about it um unless the villages switch their water source so it is something that we are battling but that's why in this particular case and we were able to move from a water chilled um unit to an air cooled unit which will take the water out as a factor

157and so where possible we're trying to remove that and move to systems that don't depend so heavily on the water source okay Thank You Melissa so just to follow up on that one Barlett moves to lake water will that have a positive impact or do we know that we're assuming that it will okay and so we actually just talked about that earlier this week we're assuming that it will our understanding is that they've already switched over and so we're working yeah working to confirm we're gonna reach out to the yeah we're gonna reach out to the village but we know it's in the works and we're looking forward to that so yeah anyway because we have a lot of well water we have a lot of water challenges and so any switches to more standardized

158fetid water sources is going to be beneficial to the district so Bartlett is definitely one that will impact us in a positive way okay thank you I know it so I appreciate you're gonna move to air-cooled but for other buildings that have this issue maybe a water softener is a solution like it might have saved in this case if a water softener had been put in you might have saved the chiller right yeah so over the years plan ops has looked into and implemented several different types of like of remedies so water softeners is one that again that is actually the proposal that we're looking into obviously there's a cost associated with it so we're just vetting it to make sure that that's the most appropriate remedy however we are looking into that district-wide and

159we just met with the vendor earlier this week to discuss that great water softener is one and then there's also been several other applications over the years thanks you're welcome any other questions okay all right next is a bit from plant operations for Clinton Elementary boiler replacement project number 651 Administration recommends award of the low good meeting specification to AMS mechanical systems Inc in the amount of four hundred and seventy nine thousand five hundred and ninety seven dollars and requests authorization for district administration execute the documents the expenditure we charge the operation maintenance fund and the life safety fund and as is included in the budget for the year any questions all right our next is a bit from plant operations for elgin high school domestic water piping replacement phase two number twenty project number

160233 the administration recommends approval below good meeting specification of north northwest contractors inc in the amount of nine hundred and seventy two thousand eight hundred and thirty nine dollars and requests authorization for district administration to execute related documents the expenditure we charge to the operation maintenance fund and is included in the budget for the year there any questions all right our next is a an emergency order that we had to place but we're asking for the board to ratify it on the backside it's a proposal from plant operations for Streamwood high school emergency replacement of pool circulation pump valued and accompanying piping administration requests has already to pay for emergency repair work performed by Thomas pump company in the amount of thirty four thousand six hundred and forty seven dollars this expenditure we charge the

161operation and maintenance fund any questions any question about the logistics of this so I understand this was an emergency how do we decide what vendor to use when an emergency is comes into being is it whoever can respond the quickest or so this one in particular there was only one vendor who could supply the equipment that we needed just because it was antiquated it was very difficult to source this one but typically we have a list of vendors that we have within the department depending on the emergency if we have a boiler down and there's impact to staff and students typically we go through and we try to get it done as quickly as possible however I mean we always try to factor in price and so it's a delicate balance between the two especially

162when there's an emergency and there's a direct impact to the staff and students but this one in particular there was only one vendor who could supply what we needed great thank you can I ask a general question and not in this particular case but a lot of the preceding ones I notice that the bids were coming from similar companies had we considered packaging this whole thing as one larger bid to get a better economics behind the bids is that a possibility so that's a fair question and we're actually looking to do that in other area so like VCT flooring partitions that will be coming to you in the future a lot of these other ones are done independently just because I'm finding one source who can do all of them it really becomes a tribe

163you don't have capacity but where possible we're definitely exploring that because often times it does result in better pricing um however again that's a delicate balance because you just need to make sure that they're they have the capacity and a lot of this equipment is hard to procure now some of these vendors they do bid on several right know so that often happens however we look at them case by case and then we make the best decision for that piece of equipment at that time any other questions Tony our next that does it for plan a house doesn't it oh no no you have one working me up here shortly but there next is a proposal from career technical education precision manufacturing kits coming back up is Kenosha Brown and mrs. Stewart the coordinator for

164CTE administration recommends approval of the proposal from snap-on industrial and the amount of sixty five thousand nine hundred and fifty one dollars and fifty six cents and request authorization for district administration to execute related documents this experience will be charged the Career and Technical Education approved a grant fund and is included in the budget for the 1819 school year are there any questions okay thank you thank you and finally actually it's not the final one but our next was they change order a change order from plan operations for Dream Academy at F middle school elevator retrofit project number 328 and administration recommends approval of the change order with kr Miller Contractors Inc in the amount of minus three thousand seven hundred and twenty two dollars and fifty five cents his mount will be credited to

165the operation and maintenance funds are there any questions okay Sheela our final is the work session resolution has a resolution abating a portion of the tax heretofore levied for 2018 to pay debt service on the 50 on the fifty four million five hundred thousand school bond series two thousand two of school district number 46 can cook and DuPage County's Illinois administration recommends the Board of Education adopt the resolution abating a portion of the tax heretofore levied for 2018 to pay this debt service on school bonds series two thousand two of the school district and if you have questions either dr. King or I can answer are there any questions nope all right thank you that being the last item on the agenda could I have a motion to adjourn so moved Genet second roll call

166please yes yes yes yes yes oh yes yes