July 22nd, 2025 - Board of Education Meeting

001Here [Music] we go. [Music] Heat. Heat. [Music] Hey. [Music] Hey. Hey. [Music] Heat. Heat. N. [Music] I'm [Music] Heat. Heat. [Music] Are we Are we ready to start? >> Everybody ready? >> 7:00. >> Okay, it's 7 p.m. Um, I'd like to call the meeting to order. The board met in close session at 6 pm to discuss matters that fall under the following categories that are exceptions to the Illinois open meetings act. >> You got it. >> And one personnel matters C1 specific personnel appointment employment compensation performance and dismissals. C8 school building safety student matters exception C1 legal matters C1 specific personnel employment four close session minutes exception C21. At this time I'd like to ask for a motion to go into open session. >> Motion by Mr. Riddle. Second by who is that? >> Miss

002Hannah. >> By Miss Hannah. >> Um, >> Miss Fabian. >> Yes. >> Miss Hannah. >> Yes. >> Miss Lensing. >> Yes. >> Mr. McBride. Miss Ramirez. >> Yes. >> Mr. Riddle. >> Yes. >> President Rodriguez. >> Yes. Motion carries. We are now in open session. Next item on the agenda, pledge of allegiance. I'd like to ask Miss Schaefer if she would please lead us in the pledge of allegiance. Thank you. to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Next item on the agenda is president's report. Um just a couple things I'd like to mention. This Sunday I attended the Bravo Walk Keaggan, what did they call it? Broadway and brunch event that

003they had in Lake Forest to raise money. It was a fundraiser to raise money for Bravo Keaggan programs which are have been providing a lot of opportunities uh in the field of music for our students for years providing uh lowcost or free instruments training summer camps and it was just I was there with Mr. Riddle and uh board member uh um Fabian. So uh it was a wonderful event and uh glad I was able to attend that. I happened to see something in the Tribune this Sunday that caught my attention and um I don't know if any of you saw this. Nobody saw this. Caitlyn's Kitchen. >> Caitlyn's Kitchen. >> Absolutely. >> The John Lewis Middle School teaching farm in Waggan, Illinois be >> begins build of Caitlyn's kitchen. And I'm going to read this

004kind of a long article, but I think it's worth uh sharing with you. With support from Walking Community Unit School District 60, the friends and family of Caitlyn Shamberger and Philanthropies in Lake County, Illinois, a 24 by 24 by 64 fully functional modular demonstration kitchen and classroom will be built adjacent to a greenhouse and sustainable food forest on the grounds of the first school-based teaching farm in Lake County, named in honor of Mrs. Shawnburgger, a dedicated and nurturing second g grade teacher in the Walkegan school district who passed away at the age of 25 due to complications from CO 19. Caitlyn's kitchen will support expansion of the botany food education program for students and the greater walken community. By weaving food education into everyday classroom learning, the teaching farm helps students make connections between food

005wellness and community. Students are empowered to make informed food choices and can identify the benefits of nutrient-dense foods on their minds and bodies. The students engage in all aspects of the farm-to-table process, and the produce they grow is sold at a local grocery store or donated to a community organization for distribution to families in need. Miss Shawnburger was passionate about teaching her students the importance of preparing and eating nutritious meals. And the kitchen will ensure her legacy lives on by providing students and families with a place to learn invaluable life skills and create healthy meals from food grown in the greenhouse and food forest. This year, seventh and eighth graders continue to utilize makeshift stations in the greenhouse to prepare homemade crab rangon, Asian chicken wraps, churros, garlic scaped pesto, raspberry chia jam, fruit smoothies,

006and much more. Caitlyn's dream of creating an equitable food future for young young people in Walkagan will become a reality as students and their families develop a deeper understanding of how our food system impacts not only personal health but various aspects of societal, environmental, and economic dependencies. Contributions and support of Caitlyn's kitchen and the teaching farm can be sent to John 8. Lewis Middle School, Caitlyn's Kitchen, 600 South Lewis Avenue, Walkegan, Illinois. I thought this was really nice. It's it's a beautiful project and I'm just happy to see it's getting and um we are hoping to have a meeting the uh 29th I think a week from tonight uh with uh that's the meeting with Dr. Freriedman is that correct to begin the process of goal setting uh for the superintendent and setting up uh

007the evaluation uh uh process and we hope to get this on schedule. Um, it's been late the last couple years. We're hoping from this point forward, we're going to be able to get this going and get it get it happening on time every year. And that's all that I have to say right now. Next item is student board member report. >> Good evening families. Is it on? >> Yeah. Community members and members of the board education. I would like to begin by sincerely thanking the board for granting me this incredible opportunity, an experience I am truly grateful for. Serving on the board has helped me grow in both in many ways both personally and professionally. It straightened my public speaking and communication skills, taught me the value of leadership principles, and most importantly gave me

008a voice to speak up and represent others. Throughout this experience, I learned the importance of listening to diverse perspectives and finding common ground to drive to drive a positive change. I had the privilege for advocating for student needs, addressing concerns, and working alongside staff to help improve our school community. I also participated in the school's wellness committee where I helped creating anti- vaping posters to promote a healthier environment for our students here in Walkegan. This opportunity has shaped me into a more confident, respectful, and solutionoriented leader. Once again, thank you for this meaningful experience. I will carry these lessons with me for years to come. >> Oh yeah. Thank you. [Applause] Thank you very much. Okay, the next item I think we are going to postpone just a little bit. Where's Mr. Eljacus? >> Here

009back out. >> Okay, understand that. Yeah, that everybody is not here yet for the >> appointment and swearing in of the new student school board members. And we're going to move forward to >> Yes, we're going into special recognition and presentations. The Junaw's scholarship presentation. Is that Huntos? Huntos. All right. Yes. >> All right. Okay, good evening everyone. Um, my name is Elizabeth Maro and this is Jesus URI. We are uh two of the board of directors of Huntos which is a not forprofit here in Wagan and we're very excited. So, thank you for allowing this. This is our first time ever uh doing a scholarship and I do want to say thank you to Karolina Favian because you have guided me so much in you know how do I do a scholarship? How are

010how do I do the fund like how do I select the students like help me because I I don't know. So I want to say thank you. I really appreciate it for answering my calls or texts. I know um we're all busy but want to say thank you for that. But um thank you all for joining us. Um we the purpose of this is um to do or the award ceremony for Hundos. Uh we created the fund to select three students uh here in Walkegan High School. Um and um we did had a little bit of help with uh some sponsors, but most of the money came from LA the parade that we did last year from Biva Independencia parade. And one of our goals was besides doing the parade and celebrating our culture and

011tradition, also to invest back in our community and how can I help my community, my people, especially when we we do have a high rate of lowincome families. And I believe education is very important because nobody can take that away from you. And if I can help a little bit, we can help a little bit. Students to be able to achieve their goals, whether it is, you know, to complete uh a course if they can get into a 4-year scholarship, um or, you know, to help them. Uh so that's basically how we we basically started. Um so we want to say thank you to a few of our sponsors. Those were people Negart Investment and Ant Taylor. they did specifically said we want this money to go for the scholarship. So um we want to

012say that and then the rest of the funds we got it from the participants from last year. Um so you can go next slide. Um so the first student um it's a Moreno. He couldn't make it today here. Um he did excuse himself but I still wanted it to make sure I honor him and we will send the certificate to him. uh he is planning on going to the college of Lake County to study psychology and he just started working um evenings um so that's why obviously he's not able to be here but you can go uh the next student is Lynette Benura so um she is a high school student and she will be going to University of Urbana Champagne um so if Lynette Lynette is here today so you can come over [Applause]

013We want to say thank you for your shipments and everything. Um, and we're very glad you're here. You know, be able to study. Do you want to say anything or >> I want to thank the Huntos um whole team for like believing in me and giving me all the opportunity obviously and just to my community for being um very open to the decision of um giving back to the community in general and our studies as future leaders. >> Thank you. [Applause] [Music] >> Thank you. Okay, thank you Lynette. Um the next student is Sitli Samura. Um she will be going to Carthage College. Um and she will be studying diagnostic medical soner. I think I said that right. >> So sit if you can come in. for everything. Um, I just I just want to

014say thank you to everybody that was part of this and um for helping me for my future in college and um yeah, just thank you [Applause] >> Miss Lamora the Carthage College. That's my alma mater. Okay. >> Okay. But ill's representing And you look, they give you an excellent education. So go there and be in the prestigious group cuz that's where you'll be. >> Yes. >> All right. >> Thank you. >> It was a very hard decision of course selecting the students. I wish I was able to provide um you know the award to everyone. Um they they were selected because of their remarkable hard work and commitment to excellence in both in and out of the classrooms and their story really inspire us um and their determination reminded us about the power of education

015to transform lives and community. Um so thank you so much for being here. We're very proud of you guys. Uh we wish you the best, good luck. Um we are also taking a little bit of time. We are also going to be coordinating this year parade as well. The Bibbala Independencia, it's scheduled for Sunday, September 14, 2025. And it will start on Bri just like the regular route on Washington, Bri and Washington ending in uh downtown county. Right now the registrations are open. I do invite all of the board members to participate. Um I think last year only one person I saw there, but you guys are more than welcome to come in. Please join us. Is very fun. Um the students um they're also welcome to come in. I think they already have the

016the school band. They already registered and I'm just waiting for the ROC when obviously the school starts. I'm pretty sure going to start seeing that. But hopefully I'll see you guys there. And if you have any questions, please reach out to us. This is the parade route. Um, just so you guys can kind of have an idea there. But thank you so much. >> Thank you. Thank you. >> Can Can I just have the students come out? So, I just want to take a picture. >> Yeah, they could. And the families too come in. >> And I just want to add thank you because I did attend last year and it was very, very, very well organized. um being how many entries you have and how many people you have out there. So, thank you

017for organizing. >> Squeeze in. Squeeze in. >> Don't I can't I can't take another person. >> Let's not. >> I'm not trying. Thank you. >> I wanted to jump the line. >> Thank you. >> No, thank you. >> Okay. Are we ready? >> All right. Now you can go back up to seven. I believe we're good. >> Mr. Aljacus, are we ready to do the >> Yes, >> we are ready. Okay. Next item on the agenda is the appointment and swearing in of the 2025 2026 student board members. Are they here? >> Yes. >> Mhm. >> Okay. >> Bring them up. Bring them. >> We got to vote on >> Okay. We got first. >> I know it's out, but up is obviously >> Yeah, I'm going to stand up. >> Okay. >> We need

018to vote. >> Okay. Okay, we need to vote. >> We have I just want to make sure that they're both here first. They are. >> Okay, they're both here. Thank you. Okay. The item on the agenda is the appointment and swearing in of the 25 board members and the recommended action is that the board of education appoint rising sophoming senior treasure Allen for the Washington campus serve as a student board members for the 2025 2026 school year. Do we have a motion? >> I'll make a motion. Motion by Miss Hannah, second by Miss Lensing. Do we have any discussion on this motion? >> No, >> we should. >> I have a comment. >> Um I I just want to say you both did a really great job um with your interview process. You have a

019lot of great ideas. Um and I'm excited that you're wanting to get the perspective of your peers, whether you agree or maybe it's slightly different. Um, so we really look forward to working with you and seeing how well you excel in this position. >> And I'd like to I'd like to say I was not involved unfortunately uh in the interviews, but I do trust my um board colleagues and if they chose you all, then you are the quality that we are looking for. Thank you. >> Thank you, Miss Avian. Sorry, just on behalf of the board um a little bit about the process. So the students were selected on the basis of their applications um their recommendations from teachers and then they were interviewed by us the board. All the students that were interviewed were

020absolutely impressive and we were so proud of all that they have accomplished. We expect that they will continue to impress us. Um, but the two present here today were very firm in their desire to be the voice of their school communities and they dedic and they're committed to dedicating their time to uplifting those voices. So, I personally am excited to work with you both and I believe the rest of the board shares the same sentiment. So, welcome aboard. >> Absolutely. >> Thank you. >> Y >> just want to say it was a very impressive evening for me. The all four candidates we interviewed are outstanding. It was a very difficult decision, but the two of you stood out. You were really very impressive and we just liked your attitude and just the fact that you

021both seem like you're really going places. >> So, we're very very proud to have you here. Uh, one of the the toughest things that I ever had to do was talk to the other two candidates to let them know that they were not selected, but wow, they were they're just outstanding candidates also. So, what I'm going to do is I'm going to come down to the podium. >> Can I say something, sir? >> Yeah. Oh, yes. Yes. Mr. McBride, please. I just want to say to you, uh, you are there to help us out. >> We're not in the buildings. You guys are. >> Don't be scared to challenge us about things that you see that you need that needs to be changed. That's why we got you here for you to help us out

022because we don't see what's going on over in those board in those schools. You guys do. So, challenge us. Whatever you see that's wrong, please don't hesitate to tell us. We can. We're here to help make those changes. >> Thank you. Thank you. >> And now we need to call the vote. Yes. >> Roll call vote, please. >> Miss Fabian. >> Absolutely. >> Miss Hannah. >> Yes. >> Miss Lensing. >> Yes. >> Mr. McBride. >> Yes. >> Miss Ramirez. >> Yes. >> Mr. Riddle. >> Yes. >> President Rodriguez. >> Yes. Motion carries. Congratulations. [Applause] Hello testing. Are we on? Good. I'd like you to face face the podium and we're going to do the oath um together. Both of you, please. >> Oh, Mr. Rodri, pause. I'm sure this is going to be in the

023paper. So, is Mr. >> Give him your good. >> All right. What I'm going to do is I'm going to say the oath and I'd like you to repeat after me. Okay. I, Treasure Allen. I Frankie Jacob have having been appointed to the position. Both of you a student board member board of education community unit school district number 60 unit school district 60 in the city of Walkegan Illinois in the county of Lake solemnly swear that I will faithfully perform my duties as a student board member. and will conduct myself in a professional manner. I further swear that I will uphold my duties as a student board member by attending board of education meetings and faithfully representing my fellow students to the best of my ability. I shall encourage and respect the free expression of

024opinion of my fellow board members and others who seek a hearing before the board while respecting the privacy of students and employees. I shall recognize that I am a non- voting member of the board. However, I am encouraged to lend my opinion to board discussions and I shall remain respectful to community members, my fellow students, my teachers, and all district employees. and I will not attempt to use my position to exercise influence in matters unrelated to my duties as a student board member. Congratulations Brook. What is the procedure then? They will be seated at the next meeting. Is that correct? Or are they going to be meeting right now? >> We're going to invite you back right now. >> All right. Participate in the meeting. Your first meeting. >> Have two seats here. We don't

025have chairs. Let's make it work. >> Yeah. No, they have an extra chair over there. Yeah, they have cake for um our outgoing board member. >> Who made the motion? >> I I did. So move >> lensing second. >> Riddle. >> Lensing first. Riddle second. >> Riddle second by Mr. Riddle. All in favor? >> Oppos? Motion carries. We are now in recess. Is there [Music] again? I guess [Music] I'm [Music] just [Music] Hey. Hey. Hey. [Music] I'm [Music] a world. [Music] Heat. Heat. [Music] You yourself. [Music] Heat. [Music] Heat. Heat. Heat. [Music] I'll be [Music] yourself. [Music] Ooh. Ooh. Oh. I [Music] high. [Music] Woo! [Music] Oh, [Music] hey. [Music] Pride. >> All in favor? I >> oppose. Motion carries. We are now in open session. Next item on the agenda is approval of the

026close session minutes. Is that >> I don't think we >> Yes, we have. We didn't >> We didn't do it in close session, so I don't think we can. >> No, we did not. >> Excuse me. >> these are minutes that the board previously approved. They're not on They're not the closed session from today. >> Thank you for the clarification. >> Yeah, these are not the ones that we're not board. President, I'd make a motion that we approve uh 9 A, B, and C. Everybody was here for that >> for all meetings. >> Those three. No, A, B, and C. Miss Hannah was not here for D. >> Okay. We have a motion on the floor to approve the minutes from um A, B, and C. We have a second. >> Yep. >> Second by

027Miss Lensing. Any discussion on the motion? >> Roll call vote, please. >> Miss Fabian, yes. >> Miss Hannah, >> yes. >> Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Mr. Mr. Ramirez. >> Yes. >> Mr. Riddle. >> Yes. >> President Rodriguez. >> Yes. Motion carries. Minutes are approved. Item 9, approval of minutes of the special open session meeting. >> Motion to approve. >> 2025. >> 9. Correct. >> 9D. Yes. Motion to approve. That was the minutes for the discussion of the board. >> All right. Let me just read what we approved first before we move forward. >> Okay. >> Approval of 9A, which was the close session minutes. Um 9B, approval of minutes of the special open session meeting of June 23rd, 2025. and 9C, approval of minutes for the regular open session

028meeting of June 24th, 2025. That was motioned, seconded, and approved. Next item is going to be 9D, approval of minutes for the special open session meeting for July 9th, 2025. Did we have a motion? >> Yes. >> Motion by Mr. Riddle. >> I'll approve those. That was the minutes. Um I mean those were the minutes of the special um meeting that where we chose the student board members. >> Right. Motion by Mr. Riddle. Second by >> I made Miss Lindsay. >> I didn't second the D, but I can. Oh, second. >> Second by Miss Lensing. Any discussion on this motion? >> Roll call vote, please. >> Miss Fabian, >> yes. >> Miss Hannah, >> yes. >> Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes.

029>> President Rodriguez, >> yes. Motion carries. Minutes are approved. Item 10, opportunity for public comment. We have uh Mr. Ray Vukovich. >> Good evening. I'd like to start off on a positive note and uh just welcome back Michael Rodriguez, old Michael Rodriguez that I've known from years back. He knows that my wife and I have supported him every election with the exception of this last one. and after he was uh sworn in and sworn in as president, he reached out to us numerous times and took us out uh to to meet and just talk about issues that we have with this district and we appreciate that. >> Thank you, sir. >> Just a couple weeks ago, I reached out to him and brought an something to his attention just down the street, a fence that

030was in disrepair. And within minutes he responded to me that he'd take care of it and within days he responded that it had been taken care of. For that I thank you. Now shouldn't have to go to the board president to get something like that done. This is a situation that was seven blocks up the street. People in this building drive past it. It was that way for 3 to four weeks. Now it's unsightly. And I I spent plenty of years in government in the insurance business. I know the red tape that's there, but more importantly, the safety hazard that was there. There should have been red tape or uh barricades up. Nothing. The bottom of the fence, it bowed out uh halfway across the sidewalk. It was a trip hazard, a liability hazard. uh

031you know there are people in this district that should be held accountable and that particular department you need to look at as I went back to double check that fence I realized that the previous board had put in a new parking lot there for sever several hundred,000 and they had to cut an opening in to put the driveway in and they just pulled back some of the fencing for that kind of money they should have trimmed it off and and make it look decent. You know, the same department, half a million dollars at the Brookside campus when they put in a parking lot and they didn't put in handicap parking spaces. You know, you you give these people contracts and bonuses and they're not doing their jobs. The hell with all these extra uh goals,

032make sure they're doing their basic job. That's what we need in this community. And and I hope that uh that the people at the very top make sure that the people are there looking around the community as they drive around that every school is their responsibility and they they should make sure that things are safe. Thank you. >> Thank you, Mr. Okay. We get the agenda back on the screen. Thank you. Next item on the agenda, consent agenda academics. We have anything consent agenda operations. We have nothing. 13 purchasing the contracts. Uh 13A, approval of purchase of secondstep K to5 bullying curriculum. It is the recommendation of the administration that the board of education authorize the superintendent to approve the purchase of the SecondStep K through five bullying prevention curriculum for grades K through 5,

033which supports tier 1 social emotional learning and aligns with district goals for proactive student support. The value of this item is $76,266. >> Motion to approve. >> Motion by Mr. Riddle. >> Second by Miss Favian. Any discussion on this motion? >> Yes, >> Hannah. >> Um just a a couple questions. Um the is this in compliance with the um state law that um the district had to implement the uh B bullying um curriculum and policy. Is that what this is? >> Yes, ma'am. >> That's what this is? >> Yes, ma'am. >> And so we are now in compliance with the state law. >> Yes, ma'am. >> Okay. Number two question. Um is this is going to be the first year >> we're implementing with the second step. So with the SEO that they're already getting,

034we're adding the bullying curriculum component to it. >> Okay. And >> so it meets the standard. Okay. Okay. Okay. And so are the um ho how is this going to be um rolled out with the teachers? >> So >> and I'm sorry >> and hopefully um there's been uh conversation and collaboration with the teachers and the union for this bite. So the um SEO um second step, they're already getting that. That's already implemented in their day. We're just now adding that bullying component through SEO U curriculum. So they're already getting the SEAL curriculum. We're adding the bullying part to the SEAL curriculum. So it's just going to be another uh lesson that they're getting within their second step already. So it's nothing new. It's something we're just adding that bullying curriculum aspect. So instead of

035them just getting strictly seal, we're now adding that bullying component to it. So they're going to learn about what to do if they're being bullied, what they need to say if they're a bystander. They're going to get all of that component inside of that curriculum that's already being given to them through SEO. >> Miss Fabian, >> so I just think words matter when we're talking about this curriculum. if we can continue to call it anti-bullying or bullying prevention because it sounds like we're going to teach kids how to bully. >> So we can get used to the wording anti-bullying curriculum with that. >> Yes, it is the anti-bullying curriculum um component to that. >> So there uh students are already getting SEAL. So now we're adding that additional component to ensure that every student is

036getting it. Miss Lindsay. >> Um I just want to make sure the shared language is extending into this. So this program's definition of bullying is in alignment with the district's definition whether it may be continued and pervasive or extreme in one instance. >> Yes. So the goal of this bullying curriculum is actually to teach them what bullying is and that is to understand that it is severe and pervasive by our standards. So they will add that component to it. But there are instances where bullying can happen in one if it's severe enough. >> Yes, ma'am. >> And that's in the curriculum as well. >> That's what they told me. >> Okay. >> Cyber bullying, all of it. >> Yes, ma'am. I made sure the cyber bullying was included in that cuz that's one of the

037big components that we see a lot. >> When you when you say cyber bullying, are you talking about cell phones? It >> it can social media, cell phone, Snapchat, anything else, email Google Meets. [Music] >> All of those components are under cyber bullying. >> Sorry, just one more quick question. And is it bilingual? >> Yes. >> Thank you. >> Yeah, I Mr. >> Yeah, board president, I did a little research on it, too. And Second Step uh elementary anti-bullying program looks to be very effective. There was several studies that were done, independent studies, um, and they found it to reduce bullying by at least 20 to 23% in the schools in which it was implemented. So, if it's implemented properly, it's going to do some good. They also said it teaches kindness and empathy, which

038I thought was important. >> Yes. >> And they also said that is very effective in >> besides teaching the children how to deal with bullies, um, teaching them empathy and kindness helps. >> Great. So, I think it's great and I'm glad you're doing it. Thank you. >> Thank you. Any other >> Yep. I have a quick one. Um just on that point with the reduction by 20%. From my understanding since I've been on the board, we've had zero instances of bullying reported to us. >> We've had bullying incidents reported. >> When we get the reports to the board though, it's always been it's been zero. Misre >> No, the one for the 2425, you'll see that there was incidents of bullying. They were addressed immediately. You haven't gotten that report yet. >> Okay. Yes. So,

039for this past year, yes. >> From my perspective, it's accurate, but there's upcoming information that we have found bullying within the district. >> Yes, ma'am. And it was dealt with accordingly. >> Okay. >> Miss Hannah, >> last question. Um, and so the um they're going to teach the students what bullying is. Is there a component in there? Clarify for teachers and administr but it isn't if that makes sense. So it is geared towards the students um the staff. We I'm working on that right now for staff and identifying exactly what bullying is and ensuring that they are reading our bullying policy to ensure that they understand the definition of bullying. Just because we use the word bullying doesn't actually mean it's actually bullying. So we have to make sure that we're defining that for our

040staff and our students and our families. >> Yeah. Mhm. >> Certain they have. >> Yes, ma'am. Uh with the new bullying mandate, we have to ensure that everybody understands what the definition of bullying is. >> Okay, now we're just got a worm. >> Are you guys going to be doing a lot of not just reading illustration to what bullying is? Because just because they read that one thing, but understanding and seeing is another thing. Are you guys going to be doing a lot of illustration >> with Second Step? They have that component where they can answer questions to ensure that they're understanding the concept of bullying. So there is a component where they teach and learn in conversation. So we need the kids to ensure that they have that in the curriculum. >> Role play.

041>> Yeah. You don't want to role play, but maybe vignettes to observe and comment on. >> Yeah. I don't I don't want them to roleplay the bullying. >> It's a researchbased curriculum. That being said, it will have what's best for students to be able to understand >> on their grade level. Yes. >> Um I think too because um there may be different understanding of what bullying is. I think maybe um what I would like to see is collaborating with the police department so parents are also aware >> so that they can better advocate for their kids on is this bullying, is it something else? And they can clearly work with the school to address whatever needs the students are experiencing. >> Yes ma'am. and provide resources. >> Thank you. We have a motion in a

042second. >> Roll call vote, please. >> Miss Fabian, yes. Miss Hannah, >> yes. >> Miss Lensing, yes. >> Mr. McBride, >> yes. >> Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. >> Item 13B, approval to purchase NWA growth assessments. It is the recommendation of the administration that the board of education authorizes superintendent or her designate to approve the purchase of NWA and MAP growth assessments for the 2526 school year in the amount of $18,100. >> Motion to approve. >> Motion by Mr. Riddle. >> Second by Miss Favian. Any discussion on this motion? Yes, Miss Lindsay. Miss Hannah. Miss Miss Hannah can go first and then I'll go after Miss Hannah. >> Um I I'm just um is this like a continuation purchase superintendent where we have to

043buy this every year? >> Yes, ma'am. It's a renewal. >> It Okay. Cuz see it doesn't say renewal. It just says the to approve purchase. And if it's a renewal, it needs to be termed that way so that uh the board is um is approving the appropriate thing cuz it doesn't say renewal. >> I do know that um an email was sent to the board in regards to this coming back on the agenda. I believe um I don't know, maybe a week or two ago. I can't actually say when the um item went out, but this is a renewal for um NWA NWA to be utilized in our district. >> Right. >> Um so within that email, it was brought up that there were discussions with the teachers um and our our building leadership on

044the frequency of testing. I would like a little more context on that. Um I personally think our kids are overested. Um especially when it comes to the middleofyear data that we get the constant um tagline to that is it's not fully accurate because it's measuring on things we haven't covered yet. And to me that's a waste of our our time. It's a waste of our kids instructional time. It's a waste of our teachers and administrators time. So I just want to have more um insight as to what those conversations were around the frequency of testing that we're doing in this. >> Absolutely. Good evening, board president, superintendent, members of the board community. Um Dr. Jonathan, please chime in if there's anything that you would like to also add as this is um well within your

045wheelhouse of course. Um the conversations that we had with our union and our teachers um around the assessment calendar um really piggyback both of the agenda items that you're seeing tonight on NWBA and I Ready. The conversations around they're both considered benchmark assessments. And so we wanted to make sure that when we're looking at using the I Ready curriculum resources that we use through our teaching and learning um team that we are using those resources in alignment with the I Ready data that comes with the I Ready benchmark. And so we we wanted to decrease the amount of assessments especially at benchmark as you mentioned beginning of year, middle of year and end of year. And so instead of having to take both assessments um both NWA MAP and I ready simultaneous especially at our

046middle school level um we had a lot of conversations related to that. So we've decreased some of the tier one our curriculum based measures. So there's less testing um um through the teaching and learning tier one uh that you've heard a lot for this past year. We work with curriculum council. We work with our um union parah team to talk about streamlining some of the required assessments as well as decreasing some of the benchmark assessments. So that is the goal of the our assessment calendar this coming year and to not overlap especially when there are so many assessments that happen around the same time of year. >> Perfect. Um from what I'm understanding right and I'm glad it's clear for the community is that essentially the discussion around the frequency of testing has been had

047and it's been reduced and streamlined to minimize the impact on our students away from their curriculum. >> Correct. >> So very simply put, I hope I hope parents are watching and they're excited about this change. Thank you. >> You're welcome. Thank you. >> Thank you. Any other comments? >> Maybe I just let the board know that on the attachment it did say that this is a renewal. >> I think the point is that on the agenda itself, the item for board docs, it doesn't recognize, but yes, the PDF does say it's renewal. >> Okay. >> Thank you. Roll call vote, please. >> Miss Fabian, >> yes. >> Miss Anna, >> yes. >> Miss Lensing, yes. >> Mr. McBride, >> yes. >> Miss Ramirez, yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion

048carries. Item 13 C, approval to purchase I Ready assessments for math and reading. >> It is the recommendation of the administration at the board of education authorizes superintendent or her designate to approve the purchase of curriculum associates I Ready assessments for the 2526 school year in the amount of 43,36. >> Motion to approve. >> Motion approved by Mr. Riddle. >> Second by Miss Favian. Any discussion on this motion? >> Roll call vote, please. >> Miss Fabian, >> yes. >> Miss Hannah, >> yes. >> Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. >> Moving on to personnel items. It item 14, 14A, personnel 722,2025. It is the recommendation that the board of education accept the administration's recommendation to

049approve the appointments retirement and accept the resignations and terminations as found on schedules F10002, L949, T317, and G660. Accept the second and fourth name on the certified staff resignation schedule L949. >> Motion to approve. >> Second. Motion approved by Miss Mr. Riddle. >> Yes. >> Second by Miss Lensing. >> Oh, Miss Fabian. Okay. Any discussion on the motion? >> Yeah. >> Okay. >> For the rest of them. >> Okay. All right. We have a motion and a second. >> Mhm. >> Roll call vote, please. >> Miss Fabian. >> Yes. Miss Hannah, >> yes. >> Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Miss Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. >> Okay, now we have >> It is the recommendation that the board of education

050accept the administration's recommendation to accept the resignations of the second and the fourth name on the certified staff resignation schedules L949. Helen Judah and Kirk Ozek. Motion to approve. >> Motion approved by Mr. Riddle. >> Second by Miss Favian. Any discussion on this motion? >> I have a comment. >> Miss Lensing. >> Um so I will be voting no on this item based on the very limited information that we have. I don't think it's appropriate to um proceed in this manner. So I'll be voting no. >> Thank you, Miss Fabian. >> And just um I look forward to having future conversations on how we proceed in cases such as these. So, I look forward to seeing that on an agenda where we can have a community discussion. >> Thank you. Roll call vote, please. >>

051Miss Fabian, >> yes. >> Miss Hannah, >> no. >> Miss Lensing? >> No. >> Mr. McBride? >> Yes. >> Miss Ramirez? >> Yes. >> Mr. Riddle? >> Yes. >> President Rodriguez? >> Yes. Motion carries. >> And then do we have >> Okay. 14B. >> We have admin appointments, don't we? >> Oh, yes. >> 15. Administrative appointments, please. [Music] At this time, I'd like to introduce Miss Jenna Flon Nick, who previously served as the manager, family liaison at John Lewis Middle School. She will now serve as the manager of special initiatives at Lincoln Center with a starting salary of $60,000. Congratulations. [Applause] >> Um, and we just want to highlight again walking alum. >> Yeah. >> Yes. Great. Congratulations. >> Thank you. >> At this time, I'd like to welcome Miss Jacqueline Thomas Phil, who previously

052served as the director of academic enrichment, PK K through8 in Zion Elementary School District. She will now serve as the academic chair for social studies at the Washington campus with a starting salary of $9,000. Congratulations, Dr. Thomasville. [Applause] Our next appointment will be Miss Elizabeth Sebastian who previously was a teach a math teacher at AOEC. She will now serve as the academic chair in math at the Brookside campus with a starting salary of $90,000. Congratulations, Miss Sebastian. [Applause] again. Wkegan alumni and ill. >> Congratulations. >> Yes. Thank you. >> Great. >> Oh, you did. Okay. >> And our next appointment will be I believe it's Dr. Fazia Ber who is project lead with the Illinois State Board of Education. and she will now serve as the bilingual coordinator at Lincoln Center with a starting salary

053of $108,000. Congratulations, Dr. [Applause] Our next appointment is Miss Shannon Lindsay, who previously served as the assistant principal at Macau Elementary. She will now serve as a literacy coordinator here at Lincoln Center with a starting salary of $83,000. Wait, $83,500. Congratulations, Miss [Applause] I mean, she's got to serve all of them. She did so good. >> Look, I'm screaming my call. But that's why our next appointment is Miss Cibby Bailey, who previously was an assistant principal in Round Lake District 116. She will now serve as the current assistant principal at McCall Elementary with a starting salary of $76,000. Congratulations, Miss Bailey. [Applause] Our next appointee will be Miss Beatatric Beatatrice Reyes who previously was a teach a bilingual fourth grade teacher at Washington Elementary. She will now serve as their assistant principal with a starting

054salary of $74,500. Congratulations, Miss Reyes. [Applause] >> I love that we're growing our own. that part. That part. Our next appointee who has been with the district for many, many years and has served as the interim principal at North Elementary for a number of years. I want to believe it's almost close to a decade. But we wanted to make sure that she was appointed as we did an internal audit of interim positions and ensure that she is in that seat as the appointed principal is Miss Nicole Lmberger who served as a principal of North and her salary will remain the same. Need a bump. Her salary will remain the same at $129,58412. Sorry, I'm still reading. >> Congratulations, Miss Lmberg. >> You can't leave now. You cannot leave now. >> Our next appointee is Dr.

055Michael Fields, who previously served, give me one second, who previously served as the assistant principal at Brookside campus. He will now step in as the interim principal at Jack Benny for the full school year of 2526 with a starting salary of 106,862. And let's not forget the 8 cents. Congratulations, Dr. Bill. [Applause] You brought your cheerleaders. Congrats. >> I look forward to working with you. >> Don't be sad. >> He's He's still with us. Excited for him. >> He's still with us. Um, board president, can I ask a clarifying question? Um, so within the introductions of our administrative appointees, I understand there was an audit done on interim positions. So what is the normal practice? Like I'm glad we're hiring our own, right? But when there's an interim position, um, superintendent, do we put out

056a job posting and those individuals have to reapply for that? How does that work? >> So, I want to >> Well, can I finish? Let me finish the question because then I'll forget Miss Hannah, but I will answer your question. Okay. >> Um, so I believe it was in March or a I believe it was March, Dr. Saro, April. Um, I asked the team to go back and look at intram positions and who was out there that still had an intram title based off I'm sorry, based off conversations that we previously had in closed sessions around how many intrams we have, how long have they been there. Um, so my team went out and um did their due diligence and I don't know the number of positions but I believe there was about don't hold

057me to this five to eight. >> Okay. So I asked them to have conversations with those individuals that we were going to look at advertising those positions. Now over the summer um though people who are in those positions we are hoping that they apply and they go through the process of the interview process and then the team will select the be the most highly qualified candidate that fills that role and we'll be bringing those forward to the board. Um Dr. Cesaro, do you remember how many positions that was? You don't have to state it if you don't remember. I can circle back with the board. I don't want to give an inaccurate. >> Okay. Um and there was a few in operations. Um and so we're just ensuring that we get people appointed and having

058them have that chance to interview for that job or other jobs in the district if they're interested in >> Okay. So clarifying questions. So we had an interim principal for 10 years. You're very patient. You're very patient. And so that job was posted and she had to interview it even though she had been doing it for 10 years. >> Yes, Miss Lmberer did go through an interview process and at a at the school level it's a combination of teachers within that building staff from Lincoln Center. Um I don't exactly know whether there was parents on hers but we do like to ensure that parents are involved um if we can have a student involved. So we we want the school community to be part of that panel um to select their next leader. >> Understood.

059Okay. >> Okay. In terms of interims, okay, that I've never heard of an interim be for that long of a duration. And so, um, I'm just wondering, is there any kind of anything that goes retroactive? >> No, because Miss Lmberer was paid based off our salary scale that we previously did. So, she has been getting her salary increases. She's probably placed on the salary scale. So, there will be no um retro pay in that sense. Um, what happened? Well, I'm not she she just had the intram title for quite some time. Actually, it may have even fallen under the radar that that intram title was still attached to her. But when we did that audit, it was apparent that that was there. And so, in fairness, um to Miss Lmberger, that position was posted. Her

060team came together. Of course, it may not been well, I'm not I shouldn't say that. It's over the summer, so I do know teachers came in to interview. who I do know part of ASAP was um individuals from ASAP were also part of the interview panel. Um and a number of candidates were interviewed. Um Miss Lmberer did um earn the position through the interview process. >> Yeah. And we're going to stay on top of that. >> Yes, ma'am. >> From here on out. >> Yes, ma'am. >> Yeah. Sorry to put you on the spot. We're not >> It's the 10 years that it's like Wow. Patience. >> No. Absolutely. um on her that's on us. >> Yeah. No, that is definitely not a reflection on Miss Lmberer. Absolutely. So, thank you. >> Thank you and

061congratulations. >> Okay, moving on. Personal items 14B, approval of the AASA National Conference on Education in Nashville, Tennessee. >> It is a recommendation of the administration that the board of education authorized the attendance of superintendent tricencia and deputy superintendent Dr. Edward Cesario, Eduardo Cesario to attend the AASA National Conference in Nashville, Tennessee, February 11th through 15th at an estimated cost of $4,63 per attendee or $8,126 total. I will state that this is a conference that we attend yearly. However, we just brought it earlier because the early bird special is open and we wanted to ensure that we are able to access access those discounted rates and ensure that we have um the best travel rates also. >> Right. Motion to approve. >> Motion by Mr. Riddle to approve. >> Second by Miss Favian. Any discussion

062on the motion? >> Few questions. Miss Lindsay wanted to point out the date on the actual agenda item as September 27th, but it looks like your travel dates say February 10th of I mean we can't go back in time, but February 10th of 26. It's not even the It's not even the same month or day. So, if we want to make sure that we can update that. >> Are you talking about the forms in the PDF right in front of you? Right on your screen. >> Oh, I see it. I I apologize now. I do see it. Yes, we will make that. We will make that correction. says it should be February 10th >> through the 15th. >> It is definitely in February. >> And the other um my question >> not 22 either. >>

063Yeah, we will have that. >> We're not we're not time traveling. Um and then the second question is again is when we're filling this out that we're sure that we can capture as much as we can. So with that transportation piece again um trying to capture those ride shares into that because we always get a higher bill. Um, and I'm hoping that that registration fee is in case you don't get the early bird because if it doesn't get in on time. So, just that we're mindful that we're overestimating so that we don't have to come back and adjust later. >> Yes, definitely noted. >> So, so are we going to vote on how this is on the face of this or are we going to Oh, did do you see that? Uh, Miss Vanderbra, >>

064yes. The dates the dates that you're referencing are related to when it would show up on the agenda for board action. >> You would be acting on the recommended action which says fe I see that these dates for September 27th,22 and the absolute date September 2722. That is what is put in when we load the document into board docs as to when we would like to see it come before the board. This I I'm not sure how that date got in there and didn't get caught, >> but what you are voting on is the dates of February 11th to 15th, which would be 2026, >> which is when the conference would take place. >> Right. Right. >> Right. but it needs to be shown on there. >> Um, so I I know we're in a

065time, especially when we're looking at uh national funding and concerns around that. Um, typically I wouldn't be um supportive considering the the larger climate. However, I'm hoping during this time that Dr. Cario, Miss Placencia, you're both able to network with other superintendents on what these next couple of years are going to look like, right? And bring back ideas on how we're able to pivot. And for that reason, I'm I'm supportive of this. >> Yeah, I'm supportive of it, too. However, I don't like the way that it is listed here >> with the 2022 preferred date September 27th, 2022. Absolute date September 27, 2022. That needs to be changed. >> Hey, who made the motion? >> We we can correct that. >> Who made the motion? >> I think I made I seconded. I'd like to

066ask if you would amend the motion to reflect the dates of February 11th through 15, 2026. >> So the recommended action is correct though. >> The action is correct. >> Correct. So we don't have to amend it. We have to just fix amended. >> Not the action. We just have to update it on there. >> We're set. >> And the other thing is irrelevant. Okay. Roll call, please. Sorry. All right. Who's that Fabian? >> Yes, Miss Fabian. >> Yes, >> Miss Hannah. >> Um, I'm going to pass on this because I don't like the way that it is being presented. >> Miss Lensing. >> Uh, yes. With the acknowledgement, it's February 10th through the 15th for the >> Mr. McBride. >> Yes. >> Miss Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez,

067>> yes. Motion carries. Item 14 C. Reclassification of EL student assessment data position. >> It is the recommendation that the board of education approved the reclassification of coordinator of EEL student assessment data to manager of EEL student assessment data. The position is currently vacant. >> Motion to >> motion by Mr. Riddle to approve. >> Second by Miss Unzing. Discussion on the motion. >> Yes, >> Mr. Riddle. >> Um I have a question. And I see we've been a unable to fill the position. I am curious what the pay range is for the uh data coordinator uh versus the data manager. So how much is it going up and what's that range and is that going to help us you know secure somebody to fill this position? >> I will tell you based off the title

068of coordinator to manager it will be a decrease on the salary schedule. Um Dr. Ambrosio I did see her earlier >> right here. >> Oh I'm sorry. Hi. Oh, it's going down. Okay. >> Do you want to speak to this, please? Community, superintendent, board president. Um, I'm I don't set the salary schedule for any of the personnel. However, we have had this position vacant for a couple of years now, and we are desperately needing help. We have a lot of wonderful candidates, but they don't have the type 75. Um, and it requires somebody that knows data and knows eel and can speak another language. So, it is very difficult to find. Um, yes. >> So, I just wanted to point out I did ask the question. So, the only reason you really require 75 is

069if you're in a supervisory role and so this data position to clarify is does not supervise anyone and therefore does not technically need that 75 position. >> That's right. we were able to change a job description and add some of those responsibilities as supervisory under our assistant director. >> Okay. And then so that way now all they'll need is their bachelors. >> That's right. >> Right. And so the actual salary schedule is going down on this position, but the requirements are moving down as well. Correct. >> Yes. Yes, sir. >> All right. Thank you. >> Which you believe will cast a larger net so that you're able to fill the position. >> Yes. >> Thanks for that clarification, >> Miss Lensing. >> Okay. So you caught me at job descriptions. So the coordinator job description

070had has supervisory responsibilities within it. >> Yes. >> Okay. And that would make sense for that role >> as a supervisor. Yes. As a coordinator. But now that we've moved it to data manager, >> the coordinator uh supervisory type job pieces of the job go under the assistant director. >> Yeah. That piece I understand it's more within this um coordinator level. if supervisory expectations are truly needed at the coordinator level. So, it was there and I understand why we're moving it down, but as we go into review job descriptions, that's going to be on the the back of my mind is what coordinators really need to have their type 75. And that's not a specific you thing. It's just so I >> Okay. >> Thank you. Roll call vote, please. Thank you, Miss Fabian. >>

071Yes, Miss Hannah. Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. Item 15, grants and donations. We have none. 16 other, there's nothing. 17, financial reports, ratification of the second processing of June 2025, and the first processing of July 2025. board bills, manual check request payments, and old national bank insurance payments for the period of June 18, 2025 through June 30th, 2025 and July 1st, 2025 to July 15, 2025. It is the recommendation of the administration that the board of education ratify the 2nd June 2025 and 1st July 2025 processing of board bills manual check request payments and no national bank insurance payment for the period of June 18th 2025 through June 30th 2025 and July 1st 2025

072through July 15 2025. The accounts payable board payments for the period of June 18th, 2025 total $0 and the period of July 1st, 2025 through July 15, 2025 totals $330,933.76. The mayor check request payments for the period of June 4th, 2025 through June 17, 2025 total 1,487,325 and July 1st, 2025 to July 15, 2025 total $454,949.85. Though national bank insurance payments for the period of June 18th, 2025 through June 30th, 2025, total $0. July 1st, 2025 through July 15th, 2025, total0. >> Motion to approve. >> Motion by Mr. Riddle, approve. >> Second by Miss Favian. Any discussion on the motion? >> Roll call vote, please. >> Yes. >> Miss Hannah, >> pass. >> Miss Lensing, >> pass. >> Mr. McBride, >> yes. Yes. Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez,

073>> yes. Motion carries. >> Item 18, reports and presentations. Do we have any committee reports? >> No committee reports. Delegates report. >> Superintendent report. Thank you. At this time, I'd like to ask Miss Jennifer Rice, Dela Sanchez, along with her team that will be giving us an presentation around grading and final exam in regards to policy 5212 and 5213 with updates and recommendation. Thank you. >> One one second for the committee reports. Um, are you going to give us our assignments? >> That's later. >> No, that's on later agenda. Good evening, board president, superintendent, board of education, newly appointed board members. Congratulations to you all. Um, community colleagues, my name is Jennifer Rice Sanchez, and I want to welcome our team that is also here with us this evening um to present to you. We

074have Dr. Robert Vosel, Nate Weber, Frederri Curtis, Tanya Evans, Victor Chang, and last but certainly not least, Molly Schaefer. And um we are here this evening to walk you through our timeline if you're new to our board. We've been going at this policy and working with teams and committees to enhance the work for about a year and a half. So we're going to update you on our timeline and our process and the events that have occurred over the last year and a half. Um we're going to walk you through what our district policy believes grades should mean and represent and communicate. um as well as walk you through our most recent committee's work and recommendations for the next two years. So the continuation of the work never stops as it's around grades. Um so next,

075thank you very much. So, we started our work back in December of um 2023 in which we had a committee that got together with multiple leaders across all those roles and responsibilities and um we used our equity review tool for this process. We reviewed surrounding districts policies. We looked at research that was current. um we dug into a lot of readings and we made recommendations to the board of education and that was in May of 2024. Our committee then presented our process at that point, our recommendations to you and um on the next slide which when I get to it, we'll actually share what those recommendations were which were approved at that time. They are in our current policy right now. The one recommendation that was not approved at that time was shifting from 100

076point grade scale to a 50point grade scale in which every single letter grade an A, B, C, D, and F would represent 10 percentage points. What the board recommended at that point was that they asked for our committee to further engage its stakeholders, gather more information, come back and um and share that information of all that data. So what has been approved just to update you so far within our policy is we have combined two different policies into one grading and final exam. We required all of our courses to use the the percentage breakdown for summitative and formative assessments. That's a 7030. We wanted to replace our class rank with the cumloud system in which you see all of those breakdowns of the of the three categories of cumloud. Um and that was starting with

077class of 2025. We also have work of our middle schools that were getting together to do work around a common retake and makeup policy to make sure that that uh was guaranteed for all of our students across our five middle schools as well as within our high school um to have a framework within each department for a common retake and makeup policy um and adding their relevance to their content. So when the board gave us feedback to hit the streets, right, and to engage further stakeholders, we got together throughout August and October and we did just that. Surveys went out um to students to f to our staff as well as um hosting three town halls in which Nate is going to speak further on in in just a second here. And um after that

078we prepared the information, the data, the process that we went through at that time and we brought it back to the board and that was on December 10th of 2024. Um in which I would like Nate to go a little bit deeper into that and I'm going to bring him right up. >> Good evening everyone. Um so you'll see on the slide here that these this is actually the beginning of our policy which is our statements of our grading philosophy and beliefs which are what we carry throughout the entire district and all of our policy work all of our committee work was rooted in these belief statements. Um next slide please. So as was mentioned previously we conducted surveys. Whoops. We asked roughly about 1,500 students and 130 staff members various questions which stemmed around

079our belief statements to determine to what degree students and staff were aligned in their experiences in regards to how our grading policy was carried out in practice. And on most of these issues, both students and staffs agreed they were in in alignment. However, there were two glaring exceptions. um students and staff members were not in the same um belief in terms of their grades meaning the same thing no matter uh what course if they were different teachers. So if two teachers were teaching algebra students said depending on which teacher you had you could have a different uh grading experience and that um students articulated that teachers often graded based on behavior. And when we say behavior we don't just mean a student's conduct in class. It can also mean a student's ability to turn in

080assignments on time and completely. Um their ability to show up to school and basically anything that is considered to be nonacademic. Um we also consulted some data to determine to what degree our grades were validated by test scores. And then we also, as mentioned previously, held three town halls in which we solicited feedback from community members um to determine what we found were common themes in terms of what we believed about grades. Um what we found was that there were numerous um themes that had to do with rigor and maintaining high degrees of standards for our students. Next slide. And so based on all of that, we found that our four main areas of focus were articulated, which is what is highlighted there, that we need to ensure that our current systems, that our current

081practices reflected that um academic performance and skills were reported separately from academic behaviors. Um that both still need to be reported, but they need to be reported separately. Um, student learning needs to be reflective of state and nationally recognized standards and that we need to clearly and regularly communicate to all stakeholders where a student's learning is in order to inform instructional decisions. And then lastly, that grade should mean the same thing for all students regardless of what class or school they attend. And um I will turn it over to Dr. Bovasel who will um speak on some of the recommendations the policy made. So when we uh sent out an invitation to middle school and high school staff to uh take part um we looked at those four different areas um and you can see

082there the four bullet points at the bottom uh as our four areas of focus that would lead to our four subcommittees. So go ahead to the next. And so we started in December. You can see our timeline. Uh we began meeting in those four committees um and worked our way up until May uh preparing our presentation to all of you here um as a result of the work of those four subcommittees. So we started with each committee having a problem of practice as we had highlighted those four different areas that are currently in board policy where um we saw some type of uh either discrepancy in the data or something that we led us to believe uh that it was an area of focus um we broke into those committees um and worked through then

083what kind of data we needed to look at. Um, we looked at either uh sample gradebook data, we looked at student grades overall, we looked at state data, we looked at research, we took a wide variety of of data for each of those committees to take a look at um areas that uh possibly highlighted uh areas of practice that needed to be addressed. U we talked about possible solutions. We talked about short-term. We talked about long-term. We talked about middle school. We talked about high school and and brought those forward. then uh as a result and so these were the areas of focus again of each of those four committees. The first one grading systems with academic performance skills separately from ac behavior academic behaviors um the second is the district's grading system reflects student

084learning relative to state and nationally recognized standards. The third being looking at equitably and reliably um for students, parents and educators to be regularly updated on student progress. And the last uh the grade should mean the same thing for all students regardless of classroom or school that they attend. Go ahead and turn it over to Victor. So there's not much that Mr. that Bo mentioned here uh that that's different. Um just that each problem each committee focused on those things. So they looked at first committee talked about whether or not they can divide the academic progress and the student behavior. The second one was whether or not our grade books were actually aligned to the standard like if there were the grade you can see which standard was being assessed. Uh third is uh whether

085or not each teacher like if I'm teaching ESL5 and there's another teacher that's teaching ESL5 whether or not our grade books align. Um and then committee four is about whether or not the parents and the stakeholders understand what those grades mean. >> So the committee's findings reveal that grades are often influenced by behavior and um like participation and completion rather than aligned directly to academic standards or learning objectives. There's inconsistency in grading practices across courses in the district with variations in assignment types, weights, and reassessment policies even within the same course, which impacts the reliability and the equity of student grades. So, as a result, the grading uh practices do not consistently or clearly reflect student learning. >> Good evening everyone. The committees aim to improve grading practices by clearly separating academic performance from behavior

086and ensuring alignment to standards and appropriate rigor. The committees are working to create consistent equitable grading systems across classrooms and refine how grades communicate student learning. And lastly, the ultimate goal is to make grading more meaningful, accurate, and reflective of student progress. Thank you. And and hi everyone. Here are our recommendations of how to proceed. All of these recommendations are procedural recommendations. There's no recommendations for any change of the board policy. Committee one um is recommending that while gradebooks still can be used to communicate behaviors to parents that grades around behaviors would be weighted at zero. So their communication piece and do not affect the academic grade. Committee two um establish there over the next year or maybe two I think four to six learning of outcomes per unit and they will align with assessment

087instructional practices. So they'll be common across all courses not all courses common within each course is the better way to say it. Committee three, sorry. Course of the year, each course team, content team, that's what I wrote here. In grades 6 through 12 will develop uh agreed upon common weights, naming conventions, and other things. If you've ever looked at teachers grade books, they're all labeled different things. We're going to get that common. and committee 4. Um, at the end after these first three are in place, we'll investigate the efficacy of the current 100point grading policy. Thank you. And now I think is >> so with all that being said, there's going to be uh two years we're going to need time, space, energy for that common language and common understanding and for folks to get

088together to have this academic discourse and negotiation sometimes of what's there and what's not. And um that's the important work of aligning those standards, ensuring that professional development is is geared around having that collaboration and um it would be over the next two years in which we would use institute days. We would use our monthly school improvement um uh SIP Wednesdays and um we would continue to dig into research. We want to make sure that those common weights are there and that it's just in general in the heart and of the process to begin with that it is equitable for for students when they're receiving a grade. And we really just know what that means no matter what, right? No matter what classroom and again what school. The cool part about this is this is

089actually the work that we're doing. It aligns to our initiatives around our core uh tier one implementation and professional development and really ensuring that our teachers have a voice in this at the table and allowing a space and place for that agency to happen. Um as well as our school SIP goals. School SIP goals are all around that core and that tier one implementation as well as their Wednesdays being supportive of that for student learning. Um, so with that being said, we we're going to open it up for questions that you may have for us. >> Yes, S. >> Um, hey, I'm glad that we're not going to thrust this right onto the teachers, right? You know, going into this school year. I hope not. Right. >> Okay. And so, um, we have time. It

090appears that we have time to make certain that we truly do have the voices of the teachers. And so, um, I heard you guys said that there was that you guys surveyed, but uh, but there was only 130 staff that participated in the survey. that is not representative of our teaching stock. We have many more teachers and so I would like to see some kind of data showing that you all survey all of the teachers in terms of this um initiative. And I just have to say this and a disclaimer. You guys are doing our board work. >> So >> let's collaborate. >> Well, what do you need from us? >> Well, it would be good, you know, if we could collaborate. You know, >> anything you need. >> Policy work is board work. >>

091We're right there for you. We're all on the same team. We're a cog in a wheel. So, let's keep that up. >> All right. Very good, >> Miss Lindsay. Um so just on that point so in terms of I was asked for the first part to join with the um the grading policy and then so that kind of ties into it but I hear you miss Hannah. Um I want to give some kudos because I said it the last time and I'll say it again. What I really like about this commu this committee is that >> you heard the feedback. You took it back a step and you created a project plan and you set specific timelines. You set goals, right? So each committee, this is our ultimate goal of what we want to achieve

092and you set responsibilities. It's very organized and it's very intentional with people's time and I can't express how much I really appreciate that. So fabulous job in that respect. >> Um I'm also going to sing the praises of Miss Klein and I'm going to age myself. This is 25 years ago. In her class, she gave the students agency over how our grade went. because um granted we were part of the CSP program so we thought we knew everything. I'll just I'll be upfront about that. Um so a lot of us felt that the homework was busy work and if we understood it we shouldn't have to keep showing you that we understand it. So, she gave us the agency to say, "Okay, let's decide." Now, if you feel you're the type of student where you

093just want to be assessed on your tests and that frees up other time, you can you can accept that as your grading standard. If you feel that the homework is helpful or you feel you get test anxiety and that homework could boost your grade, then you can take that route. So, I'm hoping that these committees also talk with the students and and provide different access points on on how they engage with their grade, right? Because if I've got it and I need to keep proving I have it, I am not going to want to do the homework and I'm going to start calculating, all right, where is my time worth? I can give up 0001% of my grade by not doing this assignment, right? And then the teacher has to chase him down and like,

094why aren't you doing your work? like it's just not worth it. So, um I'm just going to put that little bug in in people's ears. Um with the committee three, I'm curious for the sixth to 8th grade teams because we do have students and you even alluded to it so hopefully I'm I'm tracking um that move between middle schools for a variety of reasons, right? So, I want to know how are they going to collaborate with other middle schools to make sure that it's cohesive across the district because if we have a kid that's over at Abbott and they need to move to Benny, you know, they they shouldn't be surprised with, oh, this is how it happens here, like we're going to have different teaching personalities, different approaches, but it there should be some

095semblances. So, can you confirm how that collaboration is going to happen? Um yes, thank you for the feedback about the student board members. Um first and foremost, we did work back when it started with Victor. >> Oh yeah. >> So I believe this would be something that we can meet with you all once you get your feet wet, you start the year in which we'd love to partner with you >> on that. I think that'd be wonderful. So thank you for that feedback. A as far as a prime example of I'm a student at Benny in seventh grade and I'm going over to Lewis and or vice versa how you phrased it. The long and short of it, that's exactly around our initiative in general, right? That that we have a a scope of work

096and around a a time frame that the learning gets done and that we're assessing the learning and we're looking how well kids are doing that. All common. All common. And then there's differentiation within the classroom. Right. Of course, with this this also this is a deeper layer >> of Yes, that's in common. And then when we go to look at the grade book and what a grade would be on a report card, we realize, sheesh, that actually skews our data of what's common. And we could have grades that may or may not be matching the rigor um based on assignments that are in addition to what's there. And we could just be labeling them different or in our platform, one is weighted 50, but one is weighted 70. And so the communication will first and

097foremost be with just to get to get our professional staff together of the work that they really already are doing and to continue that and uh those processes within the school and giving them time to do that and to negotiate those things. Oh, this is a summitative. Oh yeah, well I was using this as a formative and you know those conversations. Um then it then it really does does move to the kiddos, right? in in which those are the conversations that we have when a student would come to us in the first day here's your syllabus it would be in across all of our sylli and that they're going to have that communicated and it starts there as this is the work of the course across a year and so that starts there and then

098and then working with them so if it was a course um to your example uh where students had agency in weighing in that and and we knew that to be true those teachers get together in that department and they discuss pass and they say, "Okay, here's how this looks. How do we want to have a little bit of this gray area wiggle room?" Those are the conversations. Um, and what I appreciate about this and and hearing all of our staff members and staff is very passionate about this. So, it cannot be overnight. They're very passionate. And so, what we need is area uh time for them to talk through that safely. And and I say this sometimes you just got to go through the mud a little bit >> versus going too quick because too

099quick you don't get to have the rich dialogue and the safetiness of practicing safe conversations um and in um a place professionally sometimes. So it's going to allow for that over time and it's again it's a continuation and some of these areas that we represented and that we showed some of it's already done in in some of these bullet points which is really great which is really great. So it will continue to the students as the grades are always communicate communicated to them. They just won't know that it's being communicated in the class or the street um down the street or the school down the street I should say. >> Okay. Um I'm going to just summarize what I heard and my takeaway from that and one last question after that. Um so what I'm

100hearing is that across the schools the sixth grade math teachers are going to get together go through the mud. I appreciate the honest conversations and safe spaces, right? Because we need people to have their voices heard so that we can identify this is where everybody agrees and this is where we need to fine-tune and get everybody on the same page because that buyin is so important, right? It's so important because if you don't have buyin, it just hinders all of the work we're doing. And the impact is our student success. The impact is our student scores. The impact is their future, right? we got the day-to-day jobs, but it's we're trying to impact them. So, I really appreciate that that's an intentional piece. >> Um, with committee 4, how long do you guys anticipate you'll

101need to look at the practices in place for committees 1 through three before you decide, okay, we have enough information to start looking at that 100% scale. >> I could see it being 100, it could be a 100% scale. It could be a one through four just like a continuation of our elementary. It could be, hey, let's keep the 100% because that's in line for college, but let's make sure that there is this separate behavioral piece on a report card. >> It could be multiple things. Um, but I could see us, we were kind of chatting about it beginning with the end in mind. Um, we most definitely will be back within two years because we want to bring all this back and and share percentages of the implementation plan and completion. Um, and then

102from there, we'll be gathering information, I would say, within year two. Okay, let's look at this. Let's see how this works. And >> it it's going to be clunky. Um, and being vulnerable to that and being open to that, I think is appreciative at at the minimum. It's just appreciative. >> Yeah. Thank >> Oh, I want to add this too. Um, within Dr. fields department. Um a additional piece of uh what students are learning across grade levels are those curriculum grade level brochures in which they're being they're being added. And so you're going to see like the types of stuff they're learning in parentfriendly language. And then this is what the grade looks like a little bit more nitty-gritty. >> Okay, >> Mr. Riddle and then Miss Fabian. >> Okay. My question um when I

103read this um I was I I appreciate all the work that you've done and my question is um for uh when you know the well here let me let me explain what my question is I guess is really more about how do we test for real learning and if we you know is does behavior not do we not want to engage students as well isn't that a part of our responsibility in education and we turn off a lot of students students I think in our systems because of the lower grades they get and and I don't like to see that I don't like to see us turning off students um you know if if a test is truly reflecting learning or is it is it is the test really reflecting recall memorization you know if

104that's all we're testing for I you know I get concerned when I when I see us putting so much emphasis on testing and and if you're a teacher for instance who's teaching let's say psy psychology or vocational educ uh and you see students who are really participating. They may not be outstanding students, but they're really participating in class. They're there every day. And yet you can't reflect that in your grade. You have to give them You said you have to here you want to separate behavior and academia or academic testing. How does this does this teacher who has a student that participates a lot, he may not be getting A's, but the teacher feels he's there every day, he's participating, he's asking relevant questions, but he has poor recall and he doesn't or she doesn't

105do well on tests. Are we building anything in there where how do you reflect that in when you report, you know, to on the grade? And I noticed you in here you said a teacher has to reflect reporting every week and you know and but they can't they got to do zero for behavior. So how are they reporting that good behavior the participation the you know uh asking critical questions in class but gosh this child does terrible when we test them. You know is there anywhere that a teacher can how can they separate that? How can they report behavior and participation and engagement? Versus the student who's really bright and says, "Yeah, I don't have to do the homework. I don't even have to come to class. I can sit in the back of the

106class and play on my phone." >> MTS >> because I'm going to get A's anyway when the when the test is given. So, I guess those are tough questions I'm asking. >> Sure. Um so if I'm understanding you correctly basically the question is how do we basically ensure a student is still engaged um even though that they may not demonstrate um learning or mastery through traditional assessment methods and then basically how do we report behaviors as well >> that behavior that that willingness to be engaged and participate but he's not going to be you've got me. >> Sure. Sure. >> Tough. >> Yeah. No, those are good questions. >> Come on. >> Too powerful. All right. Um, so, uh, basically what goes back to our our phil philosophy statements at the beginning and one was

107that we would report both academic and behavior. Um, so committee number two, which was the committee that I had the privilege of being a part of, was ensuring that we align to standards. And one of the really difficult tasks that comes with this and which we'll be going throughout the next two years is not only coming up with four to six learning outcomes per unit for every single course but along with that performance descriptors that every teacher can look at and say yes if a student can do this consistently then they have demonstrated the mastery of this and therefore they have earned this mark because ultimately we want grades to be communicative. We don't want them to be comp uh compensatory where students are basically gaming the system by just doing what needs to be

108done to get something where they're chasing a grade rather than chasing learning, >> right? >> Um so what we're really trying to do and the big task is really looking at our current practice is we giving assignments that are assessing learning or are we giving assignments that are assessing compliance? Right? And that's a really difficult thing because we have a lot of teachers who have been doing basically what they learned in teaching schools and what they learned as learners because a lot of these shifts will be definitely very new to a lot of people. And our hope is that we shift the focus to learning. But what that can mean is that if a student like you articulated is struggling to demonstrate mastery through traditional assessments that we can provide alternative assessments that if they

109are continuously trying if they are engaging in reteing, if they are engaging in um additional formative work that is demonstrating a a movement towards mastery, then it is on the teacher and it is on the school to figure out ways to allow that student to perhaps demonstrate ate mastery with alternative performances. Um, and that takes a lot of work. >> Um, and I can say in my experience, generally speaking, if a student is applying themselves in the manner which you described, >> more often than not, in fact, I can think of zero examples where it's occurred, they do improve, they do learn. Um, but it is on the teacher and it is on the school to ensure that they have those alternative assessment demonstrate that. As with behavior, um there is not a single teacher,

110there's not a single educator, there is not a single parent who doesn't want to have behavior reported. Everybody wants to know if their child is behaving in a way that is appropriately, if they're turning things in on time, if they are performing um in a way that is appropriate for school. However, with our grading philosophy statements, we believe that that should be reported separately. So if we do have a student who is brilliant and has mastered all of the academic requirements for that particular course but they are disengaged then that student shouldn't necessarily be punished if they know all the things they need to know for that course but maybe don't necessarily engage in some of the daily formative tasks that are clearly beneath their level. So that is another additional challenge of shifting that

111mindset um for not only our students for our teachers who have been inundated in a system that more often than not well very frequently rewards basically compliance as opposed to learning. >> Right? So, and that's a big shift and >> you're going to get a lot of push back from some of those teachers that really relied heavily on engagement and they they have a problem with giving this student who's not turning in homework, not participating, but yes, can blow through these exams, you know, that are currently given and get ace on a on everything, you know, 100% on everything. Sure. Those teachers are going to want how do you deal with a teacher that says, "Yeah, I've got to use behavior as well. Otherwise, why am I teaching this class?" You know, every day I'm

112here. That student doesn't participate. Doesn't even isn't even here most of the time. students with one another to show that they understand to be communicative and also to practice. So the engagement is key to the final product. It's a part of the process and so sometimes that is the shift because um we have a power class or direct instruction or directions of what to go do and independently. We actually really want that, >> right? >> The engagement is is key to learning, >> right? And employers want that too. They want they may have a student that that over here or a worker that knows, you know, knows everything but can't engage with the rest of the team with them. >> How do they apply those? >> Oh, sorry. I I just want to be careful

113when we're using the word engagement because engagement is different for different students. Yes. >> And so when we say engagement is I'm always raising my hand and answering questions. That may be true of me, but maybe Miss Lensing's engagement is she goes home and reads the book and does her own research on the topic. So, I don't want to keep saying that just because I'm raising my hand, I'm more engaged with the topic than she would be, right? >> So, we really want to be clear and it goes the same with parent engagement, right? Our parents engage in different ways. So, we want to be clear with >> there is not one way or one right way for students to engage with the material. Number one, >> I think what we're missing though too, hold

114on. I just want to add the MTSS process. >> Yes. >> And we also have because we are teaching to master standards, right? That is our goal in education to master the standards. When those standards are not being mastered, then we go through that MTSS process, tier one, tier 2, tier three. So that it is the onus is on the educators to then find those accommodations on how do we engage the student in the way that they are able to or can that is also why we have IEPs and 504 plans. But I also want to remind you we have standards where we're also asking children to master those standards on behavior and comportment. Um, so I just really want to caution because not each child and not every child is going to be, you

115know, an extrovert, an outstanding, not every child can sit still, >> right? >> Like so we just want to make sure that and our policy our we have a nonsocial promotion policy and after hearing what I heard today then that's not true. We've been promoting kids for social behavior versus actual academic. So if our policy says that we are not to promote children for, you know, non for um academic behavior or social behavior, our policy says that we it's non-social behavior, right? We want to make sure we're getting the academics. So this all aligns to that policy. I want to I'm hoping that after what Miss Lensing said, we're also looking that it aligns to our homework policy. Um, but I just really wanted to caution that the other reason um I was raising my

116hand was because when you said everybody wants to know how their child's behaving as a teacher, I can tell you that was the number one question at every single parent teacher conference, the first question. And so when you're working with your face department to do those brochures or I I suggest also having those different um presentations to parents so that they can also shift their their minds to not just ask how was my child behaving. Um that is important but also to ask what is my child learning and how can I support that learning at home. >> Um because it is a mind shift um and just because they're behaving doesn't mean that they're capturing the academics. So, we also have to teach our our parents that. Um, I have a couple more questions and

117points, but I'll let Miss Lindsay go ahead. >> Well, this was just tangental to the piece. So, I think Mr. Riddle, um, from when I was hearing your your question, it sounded like we wanted to do limiting care where we wanted to give them bonus points for being participatory and doing good things and they're trying their best. And yes, we want our kids to try their best, but if they're not mastering that content, we need to capture that. Um, and to Miss Fabian's point, I will never forget my AP lit class. One of the other students, the teacher called and was like, "Oh, you're not really engaging in the discussion." She's like, "I know what I think. I want to hear what other people are saying." And I thought that was the wisest thing for

118a 12th grader to say. Um, so we can't really assess engagement just on raising hand, not raising hand. And if we do have a student that truly is not engaged and is at 100% with the content, they're not in the right class. That part, very simply put, or it's not differentiated to meet their needs. So that that is maybe a scenario, but then we shouldn't be looking at how we're grading the student. we should be looking at they're way beyond where I'm at because I had I had a teacher again CSP it kind of took over our brains where we knew what the content was and we were messing around in class and she's like well fine if you're not going to listen to me you guys teach and one of our students his mother

119worked for the district in the math department I'm not going to call him by name got up there and taught the class and we were all like yes great job we knew it right so you need to know your students if your students are 100% mastering the content you're providing. You got to change up the game. You got to figure out what they need to excel, not just follow the lesson plan. >> And that again goes to our MTSS process of moving our kids to gifted. I had the same situation. My child was in first grade and was getting graded low because he never volunteered to read. And so the teacher assumed that he couldn't read. My child was reading at a third grade level at first grade. He didn't want to read out loud

120cuz he had already read the five sentence. At that time it was open court you guys. So when we had open court it was literally five sentences at the first grade level. So he's like I already read it like you guys I'm way beyond this. So I completely agree. The other two points that I want to bring up um along with this policy as you're working through your groups is also looking at how we utilize our infinite campus our system for capturing the grades because not all of the teachers are using that um in the same manner adequately. And so when you are doing your um mid reports, and I've mentioned this before, you have some teachers that wait till the end of the quarter um to grade or the end of the semester to

121grade. So at that mid report, my child has a zero and is failing everything. But it's not that my child is failing, it's that the teacher did not enter any grades. So we also want to make sure that we have a standard for our teachers of how often they're grading. um so that when those midpoint check-ins come in, it's communicated clearly to the parent of where my child is at or what they'll do is instead of um grading each individual item, they'll put all of them on the 100 scale. So, for example, homework is 10 points, right? One homework a week for for the 10 weeks. That 100 points, you can't get that 100 points to the end of that semester. So mid mid check-in you're at 50% and it looks like you're failing. So

122again just making sure that we're also consistent on how we're grading so that's communicated out um to the parents. Um and I and then also you talked about syllabus or syllabi. Um there is none in the there are none in the elementary school. So, if we can look at getting something standardized in that way as well, that would be great because I can tell you as a former elementary teacher, you could walk down the hallway and see the drastic difference between the four uh first grade classrooms, right? Some kids are writing paragraphs and others are still copying and pasting or tracing letters. So, that also helps parents to support and encourage the teachers to level up our students as well. >> Miss Hannah And I am going you have got to get the teachers all

123of the teachers on the same page and you have got to talk with them collaborate with them and I'm just saying that based on me what I'm hearing that th this plan was not brought before the teaching staff. They're the ones that are going to have to implement it and do it in the classroom. And so the um the the the teachers the teachers should be um should be involved in all of this planning and everything. And I know that there that there were some teachers involved, but that but not representative of our >> ab we get a broader survey so that >> you're absolutely correct, Miss Hannah. I love that you want us as teachers and that's where I wore my union shirt today >> just to say that we were represented and we

124were on the committee and particularly me and Hasers were on committee 3 about the equitability that uh of these grades and so uh what our recommendation is is that each department content team is the one that is defining those standards. It's not going to be from Lincoln Center. I guess we're not called Lincoln Center anymore. Whatever we're called here, um 214, >> let's move away from >> wherever. Um but it's going to be rooted in the teachers deciding what are the core uh learning outcomes from committee 2. Uh what units are we teaching per course? What are those key target uh standards? And then what are our naming naming conventions like? Are we going to name them the same thing? How will we name them? And then that that will be put in the syllabus

125for the parents so that the parents can all see dystopia. If if we're all teaching dystopia as a sophomore lit teacher, then dystopian short story. It doesn't matter whether or not your short story is this or your short story is that, but we're all teaching dystopian short stories. >> Um, and so that that will be determined by the teachers. And we also talked about in in our equity uh committee, what does that look like for math teachers versus uh world language teachers versus art teachers? And ultimately it came down to we shouldn't decide across the board. We should let the department and the course decide. So that's where that work is going to come in in the next two years is you can see here um in 2026 after 2025 the idea is that we're

126all going to come and create those common learning outcomes. then we'll decide on the common naming conventions and it will be rooted out of the grassroots level. It's not going to be decided and pushed on to people. >> So are we also looking to um um back up? >> Yes. And as a sidebar for that, we will definitely have to come back for the graduation policy because world language credits will be rolling in. So we look forward to you weighing in on that when that policy comes front. Yep. I just want to be clear with our expectation. There's never going to be 100% buyin on anything statistically ever. And at some point you just have to move, right? So if we have those heads really coming in and we provide adequate professional development, then all

127of our teachers can feel supported enough to be able to do grading the way that you know our pol or our protocols I should say are um put together. So I just want to have clear expectations. I don't expect that you're going to get all 1,200 teachers together in a room to agree. Um we just have to keep the that work moving forward. But I absolutely appreciate that you are going down to the academic chairs and down to having some of those um lead teachers do the work. >> Yeah. And and also when you think about the road map on paper and being able to talk through that um I'm a long-term sub I wasn't a part and I don't know. So having that framework that is there that is the roadmap that I follow

128also supports that classroom so that they're having the same learning experience no matter right and the new teachers who are just overwhelming. >> Exactly. Yes. >> Yeah. I just want to point out the board that we still have a lot of business to conduct tonight and we still have to go into close session again after this is over. So um we need to kind of move along. Just want to ask if our student board members have any comments on this topic. I really do. Um I've heard suggestions and I really do agree with some of your terms on like behavior and academic grading. I've uh have ex experienced that myself on how if you're engaged or if you're just academically gifted, you don't really have to do much. Um, of course, as the board has

129stated, um, there's a lot of dispute and how things should be really should be settled. Uh, I really do appreciate you sharing your opinion as I've never really heard this as much as usual, but yeah, thank you. >> Appreciate that. Look forward to speaking with you further. Uh yeah, I really agree with upping the credits back up to like the original, you know, credit line what you said and also like a lot of your like ideas like I will want to like further go more into it when we do have more time cuz like the assessment um they seem very interesting want to see like how could they help students have like a different type of learning like ability. Sure. >> Thank you. Thank you. >> Yeah. Thank you very much. >> Thank you. >>

130Yes. Thank you. [Music] [Applause] Next item. >> That was the meat and potatoes for them. >> We have a couple of information items. 19A policy 507 accelerated learners first reading and the foyer report June of 2025. >> I liked what I read on the accelerated learners. I thought that was really well written. the changes made in there as well. So, >> um I actually had a concern because one of one of the things that I brought up previously is I don't think there's enough advanced coursework for our dual language kiddos, for our primarily Spanish speaking kiddos. Just because you're not proficient I keep clapping into the mic. Um just because you're not proficient in English doesn't mean you're not a high performer. So I want to see some further language and the policy around that

131to ensure we are providing that for our dual language students because Mr. Chen, I'm sure you have kids who are excelling it and killing it and could use more rigorous coursework to prepare them for the next level of academia. >> Yeah. And just to um if you have any suggestions, please put them in writing and get them to Mr. Ella Jackis. So, I just wanted to piggy back on that because I that's a concern that I brought up before and I believe Miss Ambrosio has um done some work around that. So, maybe we can get if Mr. Alajakis can give us um some more information on that because previously, yes, kids had to uh refuse EL services in order to accept um accelerated or or gifted classes. So, if we can get information on that

132work. >> So, I'm going to ask any requested language changes. Be sure I'm on that email as well. >> Okay. >> Thank you, >> Miss Fabian. Can you please put that question in writing to us tomorrow because I didn't cap I did capture it, but I'm a little confused about it. If you could just send it and then we'll get that for you. >> Thank you. Okay. Any information items? Can I just say I appreciate the information and feedback from the board members at first reading because that allows us the time to develop those thoughts out for you for second reading. >> Fair report. >> This is just a summary of the work for the month. Um if there are any particular questions, please email me because I don't have that document memorized. >> Thank

133you. 20. Old business student support handbook 2025 2026 second reading. >> It is recommended that the board of education approved the student support handbook as presented for the second reading and authorized the administration to make any final technical changes such as page numbers, name updates or email addresses. >> Motion to approve. >> Motion by Mr. Riddle to approve. >> Second by Mr. Mirs. Any discussion on the motion? Um, I'm going to be voting no on this because the handbook didn't in my perspective really address our um, lookalike weapons conversation. I know Mr. Riddlehead brought up the um, emotional impact or harm. That's not included. Um, >> I disagree with this stance we're taking with lookalike weapons, but again, it's the majority of the board. M >> I'm not going to hold it up for a

134third reading, but that is why I will be voting no. >> Roll call vote, please. >> Miss Fabian, >> yes. >> Miss Hannah, >> Miss Lensing, >> no. >> Mr. McBride, >> yes. >> Miss Ramirez, >> yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. >> Okay. 21 new business standing committee board appointments. Okay. You saw the list that was uh in the board docs and there was one error that I need to correct. Capital improvement committee um instead of uh it being Carol Febian it should be Anita Hannah and Rick Riddle. >> Okay. >> So that was my error. Uh other than that um I had also mentioned to the board members as we were doing this that if anybody had any other ideas you know once we uh this

135motion was brought on the floor that uh we could still discuss it if there was something that you really feel that you wanted to be considered for that you weren't. Um so first I'd like to ask for a motion >> motion to approve >> motion approved by Mr. Second by Miss Hannah. Any discussion on the motion? And the motion is with the with the corrected um um capital improvement committee. >> Right. >> The the only thing I want to add is just ensuring that um whoever on the admin team is coordinating the committee, be mindful of people's schedules and have a virtual option as well. And I'd also like to find out if we can get a schedule of the meeting because we never seem to know when the meetings are >> board president. You're

136in my head because I think the last time we talked about this, we wanted to have the year's calendar worth and not a month by month. >> Yep. >> So, Mr. Aljacus will be in charge of all committees and ensuring that calendars. Um so he is hearing your comments um and we will um ensure that we are looking into all concerns. Um, really quickly to add on to that, superintendent, I know life happens, but I'm going to request um if there is going to be a cancellation of a committee meeting that we have more than the morning of unless there's some extreme reason um I I think everyone and not just board members, everyone's time is important and we should know and get a reminder that yes, this is going forward or really more so

137this needs to be cancelled. Having a reasonable amount of time at 24 hours I think is is fair enough but just so we can plan our day because I don't want to be in a meeting room it's like oh it got cancelled five minutes before the start of the meeting. That's not fair. Completely noted. >> Any other discussion? >> Nope. That's it. Sorry. >> Okay. And the other thing I want to point out too is that the committees are limited to two members for a reason and that is so that we don't uh violate the open meetings act of u having a majority of a quorum which would be three uh present at any meeting and that would involve a lot of posting requirement not notices. So uh we have a motion and a second

138on the floor. Can we have a roll call vote please? >> Miss Fabian, >> yes. >> Miss Hannah, >> yes. >> Miss Lensing, >> yes. >> Mr. McBride, >> yes. >> Mr. Ramirez, >> yes. >> Mr. Riddle, >> yes. President Rodriguez. >> Yes. Motion carries. Okay. We have other committees and um Oh, can we go back? >> Okay. That are not actually board committees, but board members have wanted to participate and have been requested to participate. So, we have the strategic budget committee uh with uh board member Nita Hannah and Carolina Fabian, safety and security committee with Christine Lensing, and the face advisory board with Angela Ramirez. So those um will continue to have the same board members participating. Okay. >> Thank you. Student discipline matters. There are none. 23 board member time. Okay. I'd

139like to start with Miss Hannah. >> Um I'd just like to say congratulations to uh Mr. Frankie and Miss Treasure. Yes. A and welcome aboard. If there's anything that any questions you have, feel free to contact any of us and we would uh we'll as much as we can and um we know that you're going to do a wonderful job as all of board members and um you Welcome. >> Welcome >> to both of you. >> Thank you, Miss Lensing. >> Um, I just wanted to say it's really exciting um that Caitlyn's Kitchen is continuing to get broader recognition. Um, and I love the initiative, right, for training our our younger generations with uh self- sustainment with growing your own food and learning how to cook healthy food. Um, I know there's other community initiatives

140like Hoodto. They've been um trying to get that going in Waggan. So, if you as an adult are interested, there are things happening um on a larger community scale. So, I encourage you to to go seek out some information. Um, I also want to give well wishes to our student board members. Um, Miss Bravo did an amazing job and she was really engaged. Um, I would just suggest that if you're interested in like doing more, wanting to get involved with some of the policy pieces or as you're talking with other students, feel free to reach out to a board member, right, to say, "Hey, I have this idea. I'm not quite sure how to do it, just like community organization did it with Miss Fabian. Please use us, right? It's not just sit here and

141be part of meetings. Like if you have an idea, speak it, ask it, right? Um I also um know we have our goal setting um for next week. I would just like to know a little more context on why we're bringing in Dr. Freriedman. It's something that we haven't done before, so it kind of caught me off guard. Um but I will be attending the meeting, Mr. Alzakis. I just would like that context. Um and then the last component that I have is we had recently put in a um oh my brain is not working. Um then I wrote goodness. I want to update on our our traditions. Right. So we as a board agreed that traditions are important within our community. I can't think of the the word right resolution. Thank you. I'm like,

142it's not referendum. My brain's not working. Um, so we had a resolution. So, in part of that resolution, we are supposed to be getting like action plans and how it's going to be handled, right? We have lost some traditions, which our passport president specifically acknowledged. Um, Dirty Bird at games that really motivated our students. So, I'd like an update on what our plans are to bring back traditions that were um I'm going to say left to the side um and what we're doing with our students to see if there's any new traditions that they want to imply. So, if we can get an update that on that'd be great. >> Thank you, Miss Lindsay. Miss Oian, >> I already talked a lot. I'm passing my time. >> Miss Allen, that's you treasure. Thank you very

143much, Mr. Haka. you want to >> education and yeah thank you >> miss Ramirez >> uh thank you um We have 20 days before school starts. So, I cannot believe um how quickly the summer has gone. Yes, I count >> anything back cuz I'm handing out backpacks left and right right now. Um so, I'm really excited. And with that being said, I hope you see everybody Saturday at our resource fair where we definitely will be giving out school supplies. And if you haven't registered your kid for school, please come and register. That helps transportation and all the other wonderful stuff that goes along the first day of school. So yeah, 20 days, guys. >> Oh my gosh. Yeah. >> Thank you, Mr. Riddle. >> Yes. Um, thank you, Angela, for mentioning the back to school

144fair on Saturday. Um, very important. It's going to be a nice day. And um our Lions Club will be out there as well doing vision hearing testing and retinopathy testing. So um get a chance if you have any potential eye problems you think or hearing problems um check out the Lions Club event there. That was also going to be free. And uh Lions Club uh helps students um that need help getting glasses or hearing aids. So um if you do test positive, why come and see us and we can help you. Uh and again welcome to our new student board members and as Mr. um Jeff McBride here mentioned to you, you are the voice of your uh prospective schools and we really do want to hear from you and respect what you tell us

145because you're in the schools every day. So please um let let it be known to your fellow students that you are their voice and come and tell us and we definitely will listen to what you have to say. Thank you so much for being and volunteering your time here. Thank you. >> Thank you, Mr. Riddle. Mr. McBride, >> I'm looking forward to you administrators passing out hot dogs tomorrow, Saturday. >> Also, uh be mindful those that's around, especially our seniors. It's going to be hot tomorrow. >> Oh, yes. >> I would advise everybody to stay tight. >> You know what I mean? We know what you mean. >> Thank you, Mr. McBride. >> Thank you. >> Okay. And I just want to uh tell the uh new student board members how happy we are to

146have you. I think everybody else has pretty much expressed that. And you're looking at the time right now. It's almost 9:20 and you're thinking, gee, how long do these meetings go? >> Hopefully not. >> And they don't always go this long. Sometimes they're longer. So, we apologize for you up so late >> when when it gets to be um you know during the school year and um and I know there are going to be times when you have a lot of studying to do or special projects to do um if you have to leave early or for some reason you can't make a meeting we will understand but we do expect your commitment but we also will be very understanding because we want you to succeed. I know that the two of you just from

147reading your resumes, you have a lot of other commitments, other things that you're involved in, which is very commendable. They also are very time consuming. So, you know, just um look at your um your commitments that you have and prioritize that you don't uh you know, if you have to leave, we'll understand. If you have to leave early at some time, just let us know. >> Can I just add a note to the parents also that thank you for staying the entire time. >> Oh my gosh. You don't have to, but we do welcome the support. >> I bet they welcome. >> Thank you. And at this time, I would like to ask for a motion to go back into close session. >> Motion. >> Second. >> Do I have to state the reason again?

148And if you don't >> for the aforementioned reasons for the two items can shortand the >> a motion to go into close session for the matter of discussing legal matter C1 specific personal employment and C21 close session minutes. I think that's all we have. >> Bobby on motion second. We need a roll call vote. >> Miss Fabian, >> Miss Hannah, yes. >> Miss Lensing, yes. >> Mr. McBride, yes. >> Miss Ramirez, yes. >> Mr. Riddle, >> yes. >> President Rodriguez, >> yes. Motion carries. We are now in close session. Thank you.