001Well, thank you. Be sure to share for that. Good idea. Do you think that's a good time for that? It's even better. Oh, good. Good stuff. That is good. It's a nice thing to do. It's a nice thing to do. Thank you very much. Thank you. Members must be able to find it. Are you all set? Yes. Okay. Calling to order Township High School District 113 Committee of the Whole meeting for Tuesday, January 9th, 2024. It is now 6 o' 6 p.m. Bermina, can we have a roll call? Mr. Pira? Here. Mr. Barraza? Here. Dr. O'Leary? Here. Mr. Heineman? Here. Ms. Newman? Here. Mr. Nader? Here. Mr. Strzok? Here. Can everyone else who is present please identify themselves? Vera Antti, Assistant Superintendent of Diversity, Equity, and Inclusion. Reshlaw Superintendent. Okay. Then we'll move right on
002into our discussion items for this evening. First up is overview of District 113 hiring process. And tonight we're jumping into the real meat of this project. So, Vera, I think you have the floor. Yes. Thank you. And I'm just waiting for Ron to cue up the video and then I'll use the remote and move through the slides. You do not want to open this folder. I know. You can open the folder and introduce yourself, but I will go through them. Okay. Thank you, Ron. All right. So, I just want to make sure that I am able to use this and we should be good. And that doesn't feel like it's going to be. While you're battling that, just make sure that as people are watching that the board has received materials for review, which is
003why Stan said we're just going to get right to it. Yes. You know what, Ron? You may have to advance for me, but for some reason my remote's not working. One of the things that I think was really important about the work that we're about to do is that this is a toe-dip. What we're looking at in the sense of understanding unconscious bias, implicit biases, explicit, et cetera, that's life's work. That's something that is not done in a single training, nor do I wish to change your minds or tell you how to think. One of the best things that I'm working on with our district is thinking about the tools and the techniques that we can use to help us do the work that we want to do within hiring. And so, what I'm sharing
004with you is also something that all of us are working on throughout our entire district, whether we're hiring staff who are working in our classrooms to our superintendent. And that's really an important piece, too, so I just wanted to say thank you for really welcoming me in to do this with you during what is arguably your most important work. With that being said, one of the pieces that's really critical here, as well, is that we are going to practice a little bit. I'm going to just leave you with some things to think about, but again, we're looking to explore this together. I'm really aware that there's a lot of things that you need to get to and that we have a short period of time. All right, so if you can go to the next
005slide, Ron, that would be great. One of the things I left you with in our last, it was really just some of you, but in our last meeting with the DEI committee was the idea that there are the three T's, training, tools, and techniques. And so, what I tried to do through my work in preparation for today is to really think about five really important pieces of what you're about to do. And the first one is about this idea of self-awareness. You are, if we go down, this shouldn't be a checklist, but you are already a very diverse body of people who have divergent thinking, who have lived experiences that take you in different places, your gender, your race, your religion. There's a lot going on here at this table, and I don't mean to
006kind of overstate it, but I think it's pretty incredible and that you have such a resource just right here. So I want to honor that, and I don't think we should overlook that even a little bit. And so when I start with self-awareness, I'm not looking for us to think about the ways in which we have deficits, but also our assets. What do you all bring to the table that could help each other as you're examining people's as you're looking at the materials, as well as when you start engaging in interviews. And that requires you to really think about kind of who you are. Sometimes it's really easy. You can feel it. So I'm going to give you two examples of when you can feel it. But many times it's very subconscious and you don't
007even realize the attributes and your lived experiences that are informing how you see something. And that's going to be then the trick will be how do you then speak with one another, listen to each other's ideas, ask questions so that you can get at those more subtle assets that you all are bringing into this. So without further ado, I just want to give you an example of very kind of obvious maybe experience of bias. All right. It's one of my favorite sounds, by the way. All right. So I'm going to play a song. I'm just play snippets. I know we don't have a lot of time. I just want you to kind of maybe even jot down the feeling or just think about how does it make you feel. So I'm going to stop it
008and I know you probably want to hear more, but I'm going to play this next song for you again, just feel kind of what happens to you as you listen to it. So the thoughts, the feelings, any reactions as you just heard, what is arguably the same song sung by first the Beatles, original Paul McCartney, and then second, Aretha Franklin. I immediately went, oh my God, they're the same song, but you would not, they couldn't be more different in their intonation, in their cadence, everything about it could not, although they are about the same thing, pretty much the same way, but couldn't be more different. Yeah, I was struck by that as well. I didn't know of their Aretha Franklin song originally. I grew up listening more to the Beatles version and had a real
009sense of nostalgia when I heard it. Questions that I want you to think about are, so if someone comes into your presence or there's a document in front of you and one is very familiar and you know it somehow, kind of like you may know, let's say the Beatles song, the version, and it feels good. And then the next one you read, it could be almost similar to the same content, person saying the same thing, but somehow is very unfamiliar, it could be their cadence, as you said, right, the intonation, whatever it may be, how does it strike you? No, the Beatles song, because I've heard it so many times, I immediately, I'm just thinking of the mental pictures, I see a train station, Manchester in the rain, everybody's wearing raincoats. There's an English church
010with a little graveyard and there's the old lady picking up the rice, cleaning up, you know, that just comes, that's part of the song, so familiar with the Aretha Franklin version of it, it's like, oh, that's interesting. I'm not getting the mental picture that automatically comes to me, but it's also, hmm, this is an interesting way of interpreting this song. Yeah, that curiosity. And what you said is so fascinating to me, because that's what I really think we're dealing with, are our mental models that give us these shortcuts to make these decisions that are about survival, that it's our wiring, right? So, yeah, what do we do with the familiar that feels right and good, and then also with the unfamiliar so that there is that curiosity? Because we are also, and I'm going to
011show you another example, not necessarily permanently, but wired to see the unfamiliar sometimes as something that's unsafe. See, and I see it the opposite. I looked at it going, the unfamiliar is more intriguing. Yeah. To me, the familiar is, I see this every day. And you hear this song every day. The unfamiliar, to me, is more intriguing and makes me look closer. Okay, so, and that's going to be a really important piece that you know about yourself, that when it's happening, because I say it sometimes like a roller coaster, if people like roller coasters, some people don't, that some people are like, yeah, let's go, and their hands are up, and then others are like, oh my God. And so you might be someone who knows, I like this, I love change, I want to
012see it, I want it to be different, and you know that's your disposition towards it, so that we lean into that. And then for someone who's like, you know what, I don't, but they're still a critical thinker and an important decision maker, then how can you also give that person space? So I think that's going to be the important piece of what is your, because hopefully, as you guys go through your, the different people, you will experience both those who are familiar, those who are unfamiliar. So just thinking, I just want you to feel, I'm going to give you one more visual. If you can go, let's see, I can't do this, Ron, oh, okay, look, okay, I'm going to show you, who are these people? The Obamas. The Obamas, okay. Click to the next
013one, please. Just in case you didn't know, we've got Barack, and then just in case you want to see Barack one more time, Mr. Obama, former president, you might be picking up on something. One more time. Right, thank you. So the Thatcher effect, they've been Thatcherized. One of the interesting pieces of our research in psychology is to understand perception, the cognitive unconscious bias that we're exploring, but similar in that we're not quite sure, you know, we know probably like about as much as we know about space is what we know about our brains, not as much as we'd like. But what's fascinating is that because, and this goes to your point, Dan, our mental models are what we use to determine if we understand something, we have these schema and scripts or whatever it is,
014familiarity, and on the new stuff, we hold up against it to understand it. Because we have very few mental models for upside down faces, it's very hard for us, this is what the theory is, to perceive the irregularities and even quite, I mean, some people use the word grotesque or just very, just different faces. And so we will re-correct. We will look at things that don't really show up in the ways in which we're used to and make them familiar. So go to the next one, I think that Michelle Obama's face is even more so. One more, you can just keep, yeah, click one more time, I was going to do a little that. But when we see it in its upside down form, our mind does not allow us to see it in that
015way, so off. So I just want you to think about what might your mind not allow you to see when you're going through resumes, when you're looking and listening to people, think about the context that allows us to see things. They've even studied at what degree do you have to turn the picture to begin to see it for the upside down nature. And so your job is to think about what is the degree at which I need to look at information so I can see it differently or see what the person intends versus what I'm picking up on. Let's say a person says, I'm a lot and and but does that have anything to do with their actual competency? Probably not. But their cadence could kind of give you like that. I don't like it.
016It just didn't. And then you have to ask yourself and maybe Jody or somebody else will lead this with the curiosity. Oh, I thought that was interesting. That's a different way. And so what I want to talk about now or what are those questions that you can use as a way of continually. And this is kind of one of those cliche words like woke is a cliche. You're going to lean into this work. But I had to use it because I was doing alliteration. I have listen, look, and now we're going to lean. So that was that's why I say it. All right. So next one, Ron, we have 10 minutes. We're doing OK. All right. All right. So just so we're clear, that was my just like toe dip into self-awareness, just thinking about
017who you are, what you how you approach your work. One of the things that I think so important that has already happened, especially with the work with the exact connect was thinking about what are the competencies, all of the and the surveys that went into developing this profile for the new superintendent is really important. And that's going to be the work that grounds you so that you all have the same kind of table that you're working from. The thing that really holds you anchors you, if you will, to your work. Otherwise, obviously, things will be playing out everywhere. So what I want to do is show you how I just parlayed that into a tool as an example of something that you can do as you're heading into your work, but is a reflection of
018how to mitigate. But I would even argue interrupt because mitigate is kind of dealing with the bias. But what if our work is to really interrupt unwanted biases, some biases we want? All right. So if you go to the next slide, I'll just show you this quickly because then we'll get to our. This is the lean already said that part. Next one, please. All right. So all I did just to be clear and again, I am offering I'm not doing the work for you. And I'm sure that this will be done later with our awesome folks that we're working with. So when we think about the competencies, I just tried to bucket them. You can find your own buckets, but I just did this to extend to the work today. There seemed to be four
019or five kind of buckets that these I would argue these were attributes that fell into these five competency areas. OK, so that's I'm just kind of walking you through the thought process. So then if you go to the next slide, run. So what I did, if you go into your folder now, folder time, you should see that list from I'm sorry, I said the wrong school exact connect. I think I said exact connect. You'll see those and then you'll see the chart, which looks like this, the purple bars. OK, so this is what I think is so important about thinking through your work. And this is what I'm arguing is a tool to help interrupt any biases you may have because your goal and again, I hope I'm not duplicating anything that's going to be
020done. I'm hopefully I'm enhancing. What I did is I just worked to define those areas, those competency areas that came as a result of all the attributes that were gathered from our stakeholders. The question is, though, what do you need to see or hear in order to know if that particular candidate has those skills, has those that competency? And so that's what those look for us are. And then because you're only looking at a 2D version of the person today or people, the examples of where or where you may see them. But when you read it over, it's kind of regurgitating. And there's only a few documents that we can actually go to in this point. There are sprinkling sometimes of an interview or here or there. But your job then is to ask, so
021do you all agree that that's what it is that you are seeing? And if not, even better, why? How is it that Anne saw that within the cover letter, there was some indication of this person's ability to communicate at a level that not only showed effective communication, but also collaboration with their community. And you might then have this sentence that really captured it, that you bring everybody's attention to, who may have missed it completely because their skill or their way of reading it didn't didn't garner that same interpretation. Now, it's not that Anne is necessarily right. Now you have this great conversation and possibly a question of, well, how might we get into that even further by asking a particular set of questions of our candidates or whatever it may be. And so this is
022where your conversation will become very rich and where you want to show what your biases are and you want to use them as tools. And then you want to be able to navigate and interrupt any that are unwanted. But the goal is not to hide them from one another, to act as if you don't have them or to, you know, just lean into one set. You want to really work through that together as a team. I see you as a hydra. And and so that's a way to really think about how you're working together. Thoughts or questions before I take you into a little experiment? What you just said to me, same way as I joke with you, that I look at my little thing you give me frequently, you're saying that our goal is
023not to hide our biases, but to use them with each. That to me was like an eye opening because in my mind, the process of this was to try to hide them and get rid of them as opposed to use them to build with each other and see what would never have occurred to me. Well, and so because I would have thought my goal was to try to get rid of, to hide it, to as opposed to have them, we've all got different ones. Yeah. Right. And so and and if we because here's the thing, we're about to come to show you a resume. You'll see there's some redaction and I know you're not redacting resumes. What I want you to do is experiment with what does it take inside of you to do the
024work that is often engineered by a redaction or by a hiding. Right. Because that isn't sustainable usually, nor does it necessarily deal with what you really want to do, which is your own work to figure out how it can be used to help you or how you can interrupt if you want to. I mean, so I hope that that's a way of doing this, that is more sustainable. Now, this is it's almost the exact opposite of what sometimes people think, oh, what we're talking about with diversity. It's we're not talking about a bunch of quotas. We're not talking about you got a checklist and you have to check off a certain number of qualities. It's actually probe and ask the tough questions and go and really dig into the person's qualifications and who they are
025and what they present and how they match with our needs. Yes. And that's the project here, you know, and it's not to, oh, well, we've had we have to hire one of these. It's not that. Right. Exactly. Not even close. Yeah. I like my my cheesy way of saying it is that's what people would say. Oh, you're this woke. We're talking about being alive. Like, you know, we're not going into this fake way of quotas and and like you said, check marks. This is about consciousness. This is about understanding real ways of approaching our educational world that allow for us to hire people who can do the best work with our kids and way beyond surface. So, yeah, thank you for noting that. I I want to take you to this last experience just as
026a way of kind of underscoring that and how you'll work together as a team. So if you look at the redacted resume, I'm going to force you to do a little bit of assumption work, just well, I'm going to invite you. How about that? It's a better way of saying it. So I know I gave you lots of papers. What you're going to do is this tool here is it's called reframe stems and questions. So these are ways of reframing. This is kind of like the what Jodi Shapiro said when she said, oh, you know, I get excited by things I don't know. Well, because I'm sure she's saying, oh, well, so why do we care about that? How is that different? You know, those kinds of stems can come naturally. And sometimes we need
027help with them. So I have stems and then I have questions. What I want us to do is work on the table. So I'm going to leave you with those. You can read those on your own and kind of begin to use them. But I want to do the resume redaction table. So using the resume that you have in front of you, not the one in the envelope. I want you to see if you can just quickly guess the gender of candidate one and candidate two. And then just right now, write that down and then write down where you found it. What what's your evidence of support? And there I put some Easter eggs in there. So and all right. So are you ready? Can I cold call or do you want to volunteer? I'm
028not ready. OK, I'm still reading. OK, I'm sorry. I'm sorry. That's what I'm not trying to do. Rick should find one. And sounds like Dan did. I don't know what I did with my pan. I didn't find any. Oh, stop. You're not at all. And it could not be obvious either. I don't know. But all right. So what do you think, Dan? Because you said you were done. Yes, that's right. OK, that was all women. Yeah, yeah. Yeah. It's just the spirit of war house. Yeah. OK. All right. So that's great. And then the other one that I gave, I don't know anything about this, but Rick, do you see that professional? Yeah, the Miller. Yeah. The 50 miler. I thought it was mylar. That's a boy scout award. No, you didn't. I thought you
029were deep in the boy scouts. Isn't that funny? I made an assumption. I don't know where that came from. He seems very boy scoutish. Well, yes. So so these are the things, right, if we redact them. And just quick age, what do you think? Who's older? One or two? Why one? Yeah. Yeah, that came out. Come on, why don't you get me a lawyer? So kind of fun. But if you look in the envelope, I just did this. Honestly, I'm just peaking interest in having fun. You know, I'm a teacher. And so these are like a classroom to escape room to all of it. It's just the non redacted. I just wanted you to see if we had more time. We'd go through and we'd talk a little bit about universities. We would talk about
030all the things that you probably know in a sense of technical, but we'd have a minute to kind of wrestle with them. And then what I also had on there was team building and positive culture, which is one of the competencies. And I'd ask you to pull it out of the resume. The point is, is that whatever you find to be true, you want to be able to have evidence to support it. It's that, you know, Socratic, it's whatever discipline you want to point back to, good practice. And then to question even that, why? How come that made you think that? What about that? Tell me more. And really dig in. And with each other, that's going to be your critical work. This is when you want to disagree with one another up until a
031certain point. And then obviously you want to agree. Like one of my guesses, I think, was because on a candidate, number one, because it was AOL. So I knew it was an older candidate. And then I saw the dissertation title title about mathematics. I assumed it was a male. OK. Since, you know, historically, females tend to drop out. They're not motivated and incentivized. They within them and the other special ed. Yeah. And playing into these stereotypes. Right. And so, yeah. And and and so what's fun is that you'll get resumes, you'll get information and you'll know and you'll know what your brain's doing while you're taking in that information. And then your question is, how can you use it to help you? And interrupt that, which you don't. Yeah. So question about the love the
032questions and the reframing stems of, you know, why do we care about that? What is it? You know, and all those questions. Question number six, does this person remind you of anyone else? Is it positive or negative? Is that trying to pull out sort of preconceived notions of I may or may not be making a connection from this person to somebody else? And that's why. Yes, 100 percent. Because and I always use it often in our district work when I think about how so many people remind me of my aunties or my family. And so it brings in where somebody else is like, oh, that person's so rude and so entitled and so this. And I'm like, oh, my gosh, it was, you know. And so that's my positive bias towards that type of behavior,
033let's say. And so I think it's important for us to understand. Yeah, how we are tapping into our prior knowledge and schema to recognize then why we're interpreting things the way we are and what the impact of that is. So in that context, though, how do you remove part of the decision making process is you've got experiences, got experiences with people and situations and that sort of thing. So how do you balance that with, you know, I'm seeing something here that I've experienced in the past. And, you know, so how do you, you know, how do you balance that? And you're saying if a person is in a situation and and you already know, had some experience with them. Not them specifically, right? We're interviewing somebody and getting answers and they're starting to remind me
034of situations. People I've worked with or whatever. I think you acknowledge it. I think you don't, because that is next to impossible unless you have a series of like many experiences that begin to reprogram that type of person with somebody else for you. Then you say it. You're like, you know what? I keep thinking about, you know, Sarah, this person I worked with every time I heard that, how did you hear it? Because this is my mind is not even allowing me to hear it in another way. So I think you just recognize you just don't pretend as if it's not happening. You even bring awareness to that occurrence. You share it and then you seek challenge and other people's point of view. So you also ask that awful question, even though I hate this
035person, would they be good at this job? Well, I'm not a friend. Yeah, you go back to the evidence that you've that they've given you, that you've asked about. That's why those tasks and the things that the interview process will be so important and those other bits of information. And you use those and not your gut or not your, you know, whatever is coming up for you to make that decision. And I think that's really because I like to think, Oh, I have spidey senses. I just know. Well, I just know cannot go into that box. It has to be these things. Right. And that's a great question. And it's a lot easier for me to say this than for all of us to do it. So I recognize that, too. What I hear you
036saying really is the the value or the strength is the collective. Yes. Yes. And and you guys are a pretty amazing collective group because no two of you are the, you know, the same. I mean, no matter what we aren't, but you have very different. Each of you have such different backgrounds. I just I'm so kind of tickled by that for us. It's such an amazing opportunity. So. And what I think we are good at and through this process, we have to continue to be good at. I can totally disagree with Jaime, but that doesn't mean he's right or I'm right. It's just we have we're coming at it differently. And I'm seeing something else, but that doesn't mean one of us is right. One of us is wrong. I am always right. But and
037that will respectfully listen to everybody's position. I frame it so we all feel better. Well, and isn't that going to be it? Like, I would say, oh, and no pressure on whatsoever. But each of you should know. And maybe you shouldn't use the word should should should should. But it would be beautiful if each of you knew each other's strength in this space and that we're able to name or multiple and able to name them as a dream team, you know, there doesn't need to be two forwards or two centers. And exactly, I don't really know basketball, but sounds like I do. So, yes, exactly. I will say one of the things years ago when you and I spoke about it, you guys have there be quiet. OK, I'm listening. One of the things years
038ago when I did my first superintendent search 10 years ago and they came in and they redacted all the educational institutions where they got the degrees. And it was such an interesting like we all look at the degrees and already then have an idea. Yeah, the person. It doesn't really matter where they got the degrees. It matters that they have the degrees. And that changed the way I looked at applicants when I took out my bias of, oh, that one. And I someone said, yeah, well, they got a lot of debt then, you know. But I don't know how you could ever redact and get a good picture of someone where they've taught what they've done. To me, that is not something I think I could ever look at and not. I think to me,
039that's such an important part of a resume. 113 in particular has a responsibility to vet fully because it has an experience in the past where it didn't vet fully. Agreed, which, oops, yes, maybe would have been an outstanding superintendent. But what wasn't vetted was a problem. Was a big one. Yes. But like I said, I will say it really changed my mind. I'm looking at where it was a great thing when someone took those degree where they got the degrees out, because we all look at certain places and say and as a former educator, I also know where better programs are for different things and to get that out of there. It really did have me look at those resumes very differently because I no longer looked and said, oh, this person went to Northwestern
040for their PhD versus the person who got it, you know. Right. Right. Yes. And the types of doctorates are very different depending wherever you do. Right. And the one thing that I would also add is sometimes this is my cautionary tale at the end. We want people with all these different attributes and identities to come and be in our spaces and work with us. But sometimes we actually want them to be like us instead of thinking about what is it that their lived experience, what skills does it do they bring to us, to us? And then think about how is that really going to contribute? And so if it is that someone went to a different university, other whatever X versus Y to your point, oh, it's because they learn something there because that particular
041education school of education thinks about constructivism, whereas over here they're still dealing with, you know, X, Y or Z that then you start to create an argument as to why that particular university has power for us versus the name. And, you know, so, yeah, that's where always where I think the gets really tricky. So we want to set the table with people in mind. Well, it only becomes more and more tricky in our current society. It's very tricky. And besides our own biases, we sometimes have to try to decipher what somebody else's biases are as well. Right. Which is a challenge. Huge, huge. So there lies the most important work that I will get out of the way for you to do. But, Rick, before we end. Part of the concern that I have is
042we can we can talk about these things. We can get just what we appears to us to be the right person. But we need to make sure that that person really does believe what we think they believe. And we can't assume they do because they are a certain way. Is how are they to how they actually respond? How do they actually treat people? I've been doing a lot of reading and inclusive leadership recently. Yes. And, you know, how you lead matters. You know, it moves the organization and it moves the results. So we need to make sure that no matter what characteristics we decide the person has or the person needs, that they can then reflect that to the organization and make sure that we treat our students right and our staff right. Yes. And
043what would you need to hear or see to know if at least they have the capacity to do? Probably learned experience information. What you know, what in their background, what have they learned? How did they learn it and describe that to us? That's probably the way to do it, because anybody watching us over a period of time and we know these people well, we'll have an idea of what our inclination is. We're pro de, you know, we're we want this stuff. We think it's important. So they're going to know that coming in. Right. So lip service or. Yeah. How do they deliver it? How are they going to deliver this vision? That's what we have to focus on. Yeah, that's probably a good place to wrap up. Thank you. Now, this is very helpful. You're
044up. Thanks for taking the time. Yes, it's so great. Thanks to the board. I mean, Mira obviously designed this for board, but it's not unlike what other hiring teams in the district do in order to get, you know, to get better at what we do. So it just speaks so highly of this board that you all are doing this. Don't don't take that part for granted. It really speaks highly of you. Thanks. And now we will move on to public comments. Policy two dash two thirty at each open full board meeting. The Board of Education has a public comment period for a maximum of 30 minutes. They're ready to listen and appreciate your comments. We recognize that it takes time and work to prepare a three minute statement. Public participation is not intended to be
045a back and forth discussion between the public and the board. Questions asked during public participation may be sent via email to be answered subsequent to the meeting. I see that there is no one signed up on the sign up sheet and nobody else has come into the building. So we will move on to our action agenda. First up is a personnel notice. It is recommended that the Board of Education approve the personnel notice as presented. Is there a motion? So moved. Is there a second? Second. Any discussion? Romina, can we have a roll call, please? Mr. Barata? Aye. Dr. Elliot Shimmer? Aye. Mr. Heineman? Aye. Ms. Newman? Aye. Mr. Nieder? Aye. Mr. Pirra? Yes, please. Mr. Strzok? Aye. The motion carries. Next up, we have the approval of a settlement agreement for student 2020-3-02. It
046is recommended that the Board of Education approve the settlement agreement for student 2020-3-02 as presented. Is there a motion? So moved. Is there a second? Second. Is there any discussion? Hearing no discussions, can we have a roll call, please? Dr. Shimmer? Aye. Mr. Heineman? Aye. Aye. Mr. Nieder? Aye. Mr. Pirra? Yes, please. Mr. Barata? Aye. Mr. Strzok? Aye. The motion carries. That concludes the open session. We will now be moving into closed session at, it is 6.44. It is recommended that the Board of Education move into closed session to consider information regarding the appointment, employment, compensation, discipline, performance, or dismissal of specific employees, specific individuals who serve as independent contractors in a park, recreational, or educational setting, or specific volunteers of the public body or legal counsel for the public body, including hearing testimony on
047a complaint lodged against an employee, a specific individual who serves as an independent contractor in a park, recreational, or educational setting, or a volunteer of the public body or against legal counsel for the public body to determine its validity. However, a meeting to consider an increase in compensation to a specific employee of a public body that is subject to the local government wage increased transparency act may not be closed and shall be open to the public and posted and held in accordance with this act, 5 ILCS 120 slash two. Is there a motion? So moved. Is there a second? Second. Romina, can we have a roll call, please? Mr. Heineman? Aye. Ms. Newman? Aye. Mr. Nieder? Aye. Mr. Kira? Yes, please. Mr. Baranza? Aye. Dr. Elliott-Shermer? Aye. Mr. Strzok? Aye. The motion carries. We will
048now be going into closed session. We will go into open solely for the purpose of adjourning the meeting once we're done with closed.