001Um, good evening. I'd like to call to order the May 14th regular board meeting. Um, just for a point of clarification, um, Secretary Ortiz will be participating via audio and video conference due to a qualifying reason under board policy 2-220 school board meeting procedure. Are there no if there is no objections, the meeting can continue? Um, Rose, just to clarify, you can hear us. >> Yes, I can. >> And you can see us. >> Okay. And then I'd like to appoint um Gina to serve as secretary pro tent for the meeting. >> Any objection? >> Then you get the spot, right? >> You good, Laura? >> Thank you. >> All right, then. Can I get a roll call vote, please? >> Not vote, roll call, please. >> President Wowski here. Vice President Boyd here. >>
002Ortiz is here. Um McFersonson, >> Neil >> here, >> heritch here. >> Also present are Dr. Slemmy, Mr. Rambor, Mr. Barrett, Mrs. DeliO, Mr. Grass, Mr. Ayata, and Miss Moran, and Miss >> Vanessa. >> Excellent. >> Yep. I think you got you got pretty close. >> Excellent. If you guys would join me in saying the pledge of allegiance 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. >> Long. >> All right. Um, I need a motion to approve the agenda as presented. >> Moved by Stephanie. >> Just second by Cynthia. >> Any questions or concerns? >> Okay. Roll call vote, please. >> Okay. Boy, >> I Neil, >> hi. >> Ortiz. I Wasowski. I >> we
003have one, two, three, four, five, six are present, one is absent. >> Yep. Six eyes's uh zero nays, one absent. Motion carries. >> Hey, the for uh board salute district achievements. There's always so so much happening at the end of the school year. Um but we wanted to give a few shoutouts. first to the Westchester Middle School Musical, to the cast and the crew, all the students, the staff, the families. I know there's a lot of um families of the cast and crew who come in and and help build sets and build things and provide snacks and help with makeup. So, um it's an incredible uh lift that everyone does to put off that um performance. It really is high high quality. um and they perform three days Thursday, Friday, Saturday. So kudos to everyone
004for um making that happen. Look forward to seeing what happens next year. Um also, um a shout out to the WPTC and all of the parents and families who volunteered all of the amazing goodies for teacher appreciation, teacher and staff appreciation week last week, right? Is that last week? last week. Um, you know, the pictures show that there was just a an overabundance of um, goodies and um, everything that everyone provided. So, I mean, it's just a small token that the community can show to everyone in the buildings, but it it is a nice week and we thank everyone for being able to participate, whether it was coming to help set up or donating items or donating um, money to buy items. It's all very much appreciated. Um this the third shout out is also
005to the WPTC and parent volunteers for the upcoming all of the end of the year um activities. So field days and dances and you know uh second grade celebrations and fifth grade celebrations all of those and field the field days the PE teachers really lead the charge with those. So all of those um just traditional things that make our buildings fun at the end of the year. We thank everyone for all of the extra effort um they put in and we know that life is busy so for people who volunteer their time it's it's it's wellreceived and we're grateful for it. And then last to the eighth grade students and families. This will be our last meeting before graduation. So just a shout out to the eighth grade students especially those that have been with
006us since kindergarten and some even probably prek and early childhood since they've been three. Um, so we're so grateful. We're so proud of them all. Um, to the families that this is their youngest. You know, they're always will be a part of the district 92 and a half family. Um, but we're grateful to everything they've given to the community and you know, they're still if you still stay here, you're still taxpayers. So, we hope you still um stay involved with our schools. But a real congratulations and thank you for letting us educate your children all these years. Um like with that. So anything else? Did I miss anything? All right. Um audience comments. >> All right. Then moving on to uh action um action items on the consent agenda. As a reminder, uh these are
007items that are routine in nature. Um, wait. I have to put my little sheet that I usually read here. Is it in there, Laura? Do I need to say it? Oh, there it is. Okay. >> I was just say I thought I put it in. >> Yeah. So, these are routine in nature. They will be approved in one motion. Um, but anything can be removed and voted on separately. Um, I need a motion to open discussion for the consent agenda as presented. >> Move by Jared. >> Second. second by Cynthia. And tonight we have the um regular board meeting minutes open and closed of April 16th in the personnel report which includes the um approvals for a math teacher, a special the sorry a speech language pathologist, a crossing guard and summer custodians. Any questions
008or concerns? All vote, please. All right, we have Wasowski. >> Hi, >> Herage. I >> Ortiz. >> Hi, >> Neil. >> Hi, >> McFerson. Dan Boyd. >> Hi. >> We have six eyes, zero nays, one absent. >> Motion carries. Great. And then um we next we're going to do discussion items with no action and then we'll do the items with uh action after our presentations. So first up is the advanced learner program discussion stuff other stuff. Sorry >> you both have green on and I >> call you both Steph sometimes. >> Yes. >> All right. You guys. Yeah, you guys all got >> right here. Right here. >> Let me know if you can hear. Okay. >> I got to figure it out. >> Use your teacher voice. >> No, I'm good. >> I have
009I have it on here. I just think it's a little too far away. So, sorry. Okay. >> All right. Okay. So, tonight I am excited to share Hello. Um, our work that we have done over the the past year on advanced learning for our accelerated placement procedures. I feel like we were just here a year ago talking about this probably was this or June one. I don't know for sure. But it it's it's been a it's been a pretty great journey and it was a quick journey. It's very um very it feels good to be here and to talk about all the things that we've done as a district and I and I'm proud to say that it's as a district we've involved staff members for every single grade. We've involved parents um getting feedback.
010So it's it's truly it's a collaborative effort and after I do present to all of you I we will also have a parent meeting and let them know that that's what we're talking about and then I will present the same thing to them. maybe take out some slides, but I'm not sure this will. All right, so here is our team that we have from each of the buildings. As you can see, it's I mean, it's a great representation of every building. We have got every grade level. We've got specialists um and we also have math people as well. So, I do want to let you know this is for ELA and math. This is not just um ELA. This is across the board. This is my new Well, it's not new. It's my favorite quote
011that I've been just kind of referencing. uh we're accountable for the growth of all students and doesn't matter where they are on the spectrum, we have to make sure that we are meeting their needs no matter what that looks like. And I I think this really just grounds our work. You know, I I was thinking about this the other day. Um you know, we were doing when I was principal primary before CO, we were doing DOS's and that's you know, depth of knowledge. We were at this point and then CO hit and now we don't even talk, you know, we didn't even talk about it until recently. Uh, and of course we knew they were there. We knew our top 5%, but our focus it wasn't intentionally there, right? Um, so it's it's it's good
012that we're bringing this back to focus. And and again, this what we're talking here is not just helping um advanced learners. This is all learners. This is good for everyone. This is best practice. All right. So, as a committee, we created a definition of advanced learners. And I don't need to read that to you. It's actually that packet that you guys have there. I have some there for right. Um this this information I'm sharing with you is inside of our our packet. This is our handbook that we created. Um it will go online. There already are sections of this online because we were already doing a lot of this as well. Um but so I think here for our definition of advanced learners, it is looking at um we're defining advanced learners as students who
013perform or demonstrate the potential to perform. Not just they already are there that potential is that key word where we need to look for it. We need to find it and we need to bring it out because everybody has potential in something just what is it right? Um and again this really does it needs to be intentional. We we need to be intentionally doing things and intentionally having conversations and intentionally changing the it's really a lot of about mindset here. This is this is a huge shift. It's a huge lift that it's that we're going through. Um, so and and and I'm I'm happy to say that I I think I do think we're we're ready for it and we're we're going about it. Um, so our program purpose here is I mean this is
014our goal. It's simple. We want to have equitable access to appropriately challenging instruction for all students. Doesn't matter if you're low, the lowest low, or the highest of the high. Everybody should get what they need. Um, and how we will do that is through making sure we're using data and and you know, I do want to say this, this isn't stuff that we have not been doing, okay? We do do this. It is now taking a different focus and a different look. So I I do just want to let everyone know that we're not just, oh, we never looked at data. No, we look at it frequently. All right. So, our guiding principles, um, this is something that we've done since math that we do look at students every year and, um, you know, I
015I think it's a great thing that we offer that. I mean, if we especially with the with the way kids develop, if we miss someone in grade and then they work really hard and they and they just blossom, we catch in the next grade. You know, when my kids go to school, it's third grade and it's fifth grade and that's it. And you don't get in, that's that's it. Those are the two gateway gateway years, you you know, and then research would tell you on the other end of that that you don't want to test these kids every year. They're feeling this anxiety every year. Um, I think catching them is is a better win than having a little bit anxiety. And, you know, I that's that's me and I have had parents complain. Um,
016we did have an issue um last year. We had quite a few kids that were upset because they they they wanted to get in. These kids, they work hard. They want to be there. Um, so we just I this year when I talked to the parents and I talked to I talked to each one of the this is for our double accelerated students. I talked to each to one of the students and I said this isn't for accelerated. I just I just kept it neutral and I said you know when we take tests we have a ceiling, right? We only we're only testing to here and that's all we that's all we check for. I said we're going to take away the ceiling and just see everything that we know. And they were seemed excited.
017I mean, I'm still I'm still sure on anxiety, but at least it wasn't worded, hey, you're taking the accelerated math test to go up to your math grades or it was just a little bit more calming, I felt at least. Um, again, so our process does have multiple data points. We aren't just looking at one single point. Uh, we we will look at it throughout the year. Um, we do have we we are looking at assessments in the classroom as well. We're having we're talking to teachers and um and like I said, it's flexible. It's not if you get into this group, you're stuck there for the rest of, you know, the rest of your life here in Westchester. Or if you don't get in, you can't get in. You know, it's very our gateways.
018I I think it's very large. All right. So, this is another change that we have made and I I I think I've shared this with you before, but the traditional MTS MTSS triangle is on the left. That is really does focus on remediation. that is looking at students who are at the lowest tier and giving them filling that gap. We and I've my dissertation is on coherence and I just feel like I'm going down all these rabbit holes with this topic. Um but it studies will show in after second or third grade you don't really want to worry about gaps anymore. You want to make sure that they're getting and accessing the core. So what scaffolds can we put in place? what what interventions can we put in place so that when they come to
019class and to learn something, they're ready to learn whatever their level of readiness looks like, right? And that doesn't matter if they're the highest kid or the lowest kid. What do they need to extend what they know or meet where we need them to be? Um, so that brings us the new modern beautiful MTSS diamond that supports both the struggling learners and those advanced learners. All right. So again, I just want to preface this. This is more about tier one instruction. This is for everyone. We do differentiate. We do pull small groups. We do we do all of this. Um I would say how well we do it is in pockets, right? And I think that's that that's what we need to focus on. That's what that's what having conversation with the teams and the
020teachers really brought out. We do do this, but it maybe not as frequently as we like to. And why? Because it's hard. It's hard. We have right now in our classrooms, we have the lowest of the low and the highest with the high. Um, and I'll talk more about that. I don't want to get myself uh off track here. Um, but we do we give them different assignments. We have, you know, um, different choice boards. We do this. But now, how do we do it better and more intentionally is really what we're we're looking at. And I, you know, when we were having these conversations, I just want to say too, it nothing it no one's being blamed, right? I'm not blaming them. You're not blaming me. You're we're we're working as a team, right?
021And I I think that safety piece is a huge piece for me because I've learned so much. I mean, the principles have learned so much, the teachers, just being just being open to learning because if we didn't feel like if you guys are pushing us and making us feel like, oh, you know, you know, it would make us nervous, right? Teachers, then I then my nerves go to the teachers and then they're feeling like, oh, you know, they're making us do this. My job, I feel, was to convince teachers to move this, who want this, right? I I don't feel like anytime I say we're going to do this, nobody wants to do that, right? They're actually going to go the opposite way. Um, so I I really was trying to get buy in from
022the staff, showing them that we need this and and I I do think that it's there. Um, okay. So, again, we formative assessment, we do exit tickets, we do observations. Again, I don't I don't know how intentional we are using the data. What I know what I do know now though is that so part of the co piece that came out of bridges is that they do something it's called a screener. So what you do is you have a screener before the assignment or before the next module and um you could you can see where the students what the students know where they're at. Okay, I got a lot of the remediation piece, right? We're we're just seeing where they're at. Um but we need to we give that every time every every unit we
023give it. The problem is we give it to them today and when do we start the unit more >> the point of this and we and this is just about scheduling right it's just about having a calendar and being intentional >> saying okay here's this this screener let's give it three weeks early and now we already do these fabulous win groups that um I'm using intermediate as example here have made tremendous growth this year they have done an amazing job at that building with this um and providing students what they need. And now what I'm like, okay, we don't need to get rid of the wind time because we're doing this cluster grouping. We need to be more intentional with the wind grouping. So now we're giving this assessment and we've got we're it's going
024to be on a calendar three weeks before the unit starts. Here's the here's the um screener. Now we're going to base our interventions off of which students need what, right? And if they already have it mastered, how do we keep them going and how do we enrich? And the other piece of that is I also and this something we have to work on is to get screeners um that test students and how much more than they know than just the beginning level, right? Because this is if I'm in third grade, I'm checking your second grade skills, right? I'm not checking where you are in third grade and how you know. So, we're working on and we've made note of that and those are something that we're going to look at. Um and we also do
025not have them currently developed for ELA. HH does not have this. However, our teachers have already been doing this. We've started in the last couple months, I would say, since our really our instit one of the institute days we talked about this. Um, so for instance, I can just talk to first grade real quick because they're I just had a conversation with them about a couple weeks ago. Um, they give every student um structure literacy. Everybody gets it every day. Great. They need it. It's wonderful. But we have students in kindergarten, let's just say, that are scoring at the 99th percentile. They're scoring in second grade. They know their letters. They know that they don't need we don't need to have them sit through this, right? That's this whole part of this acceleration piece. Um
026so now what they're doing instead of they give them the pre-EST for the um the unit for structural literacy and the kids that already know it they they don't have to participate in lesson and they do an extension activity in the classroom with you know with the with the group while the other students get the get that piece. Um intermediate's doing that with with different pieces as well. So, it's we're starting and again, it's the mind shift, right? It's not about that we can't do it. It's not about that we won't do it. It's how. And honestly, it's being proactive and thinking three weeks ahead. I mean, I don't know about you, but I there's a lot I don't even know what I did yesterday, let alone what I'm going to do three weeks ago,
027right? So, it's just really being structured and intentional and having these days planned out. And that's what we're doing. All right. Um so the uh cluster grouping overview here. So again so this is the tier 2 plus. So this is um what we would look what we are looking at to do for our advanced learners. Um this is total school clustering which means it would be yep the whole district the whole kindergarten through 8th grade would participate. Uh well not so much kindergarten because they're new but we we do screen them. So we'll try to do as best as we can. Um and this cluster grouping is when you group students with similar achievement levels, right? So we're looking at the big picture. Where do they fall? Um because right now what we have is
028the next one. Oh, I don't it's the next slide. Um so how we would group these students is we would look at their we'd have an identification process. So we would do it at the end of the year which we are actually are starting right now because we finished testing last um yesterday. I think we finished right? >> Yeah. Um, so we're looking at their math data. We'll look at their ELA and their math. We're looking at forefront data. Forefront data just holds all of our um assessments, all of our math and our ELA assessments that all teachers record that information, that data in there. And then from there, uh, we'll look to see where they're placed. Um, so for one through five, they'll be placed with the home room teacher. all the teachers and
029this is I think the the greatest thing about this model is that all those teachers will be trained and they they're taking a class through the gifted um the the I'm having a brain cramp right now but it's it's the it's our Illinois chapter of the Illinois gifted program um and they're doing it on their own time and I that's a huge lift. I mean it's it's three-hour class but then they have like I mean it's and they have homework they have to do. Um I I want to say the total amount of hours they have to put in is about 30 to 40 and unfortunately I can't I don't have the money to pay for them. We are paying for the class. So I that's that's that's a big piece too. It's not you
030know expensive. Um but yeah so we're doing that. >> Yeah. Yeah. Just to inter you too if you have a question >> there those are the just the teachers that are going to have a class correct not across the board. >> Correct. So what our what my goal is because I can't we could not do a mass overhaul. So we're doing it in sections. >> Perfect. >> So and I really what I would really like is to kind of like a train the trainer model. You know get these teachers doing it the teachers growing getting really good at it and then we pull in another teacher pull in another teacher >> because again these they're pieces that are happening just and it's stronger and that's why that's why my goal was two per grade. It's
031you're better when you have a partner with right. Um so yes so we're doing that and again the we will still look at doing the win groups and using our screener data to drive how we do group our uh interventions. Um yes so then sixth through 8th grade they will also do cluster grouping. Um they my there's a side at the end. My goal for sixth grade coming students coming into sixth grade is to get a track into the English um high school English class. Right now this is our first next year will be the first year that proviso is offering uh an English um high school credit. we have the math, you know, we have the two math, we have the Spanish. Um, but we need to do some work to get to that
032point to be able to offer that following year. So, I'll talk more about that in the upcoming ones, upcoming slides. >> All right. Um, so what is cluster grouping? So, it is taking an advanced learner group. It's a small group of students and they are placed together in one classroom. So, it's anywhere from three students to 10. You don't want to go over, we won't go over 10. Um, I don't want to say won't because what if we have 11. I would we would take one in. We're not going to say and I do want to say this is a big piece also that I I need everyone to understand. We're not we are making the system around students not around what works best for us, right? So, if we have a group of like
033right now I I will tell you right now in kindergarten we have 15 advanced learners that are very very advanced learners. Um, I'm not going to say well sorry we only take 10. you you you five are going to figure it out on your own. So we that's why my goal was to have two teachers and then we so we'll have we'll be able to have the 15. Um and if one day hopefully maybe you know next year we have 30 then you know I mean these are the things that if it comes down to I mean I don't know if it's I would love for that to be our problem but um but the point is that we do have students with these needs and we need to we need to recognize that. Um,
034and I think even looking at like our math scores more and more as we're getting better at what we're doing and more intentional, our scores are showing and we are going to have bigger and bigger numbers. Um, so yes, like I said, they these teachers will be specialized. They're they have that training. Um, and it's they're going to have ongoing professional learning. It's not just a one and done. We're going to continue this. We're going to have these conversations. Um, we're working with our gifted specialists again next year. They um there's we're working with two different different people. Um they'll help us plan. My goal would be So again, I'm not ignorant to the fact that time is money and nobody wants to do anything outside the work hours. I I get it, right? Um
035it's just I get it. This that's just how we are. So my goal is to get um subs to get two subs a day. So let's say today I do kindergarten, half a day kindergarten, then I'll do we'll do first grade. So we'll plan it during the school day. So now it's that time out of their day and and you know after school I have an hour meeting. I'm sorry it takes we've got people trickling in late and they people have to leave early. You can't get anything done in those in the meetings after school. So really and if I do it in small increments I don't need 10 subs. Yeah, we can we can we can pull off one or two. Um and again they will uh differentiate the instruction for the students in
036these groups. And the key here is really the manageable different differentiation and I will talk more about that in a second. All right. So this is our district's current reality. Obviously we have more than three sections. This is what I was talking about in the snow wiki this screen this slide and there's one more. So right now we heterogeneously group our students across the board. So if we have eight students that are high achieving everybody gets three. if we have, you know, we have nine students, everybody gets, you know, it's it's very very even. That's just that's what we've done. Um, and we think that's fair, right? That that's how we thought this is what's best for kids. Unfortunately, after, you know, some research and it's not what's best for kids or what's best for
037students. Um, there the higher students should be with those higher students. They can have those conversations. Just we talked about this last last time I was here a year ago. Just putting those students together in a group, we don't even have to change in structure. We can just put them in a class together right there makes a difference for them. Just having those different kind different levels of thinking. They think differently. They really do. Um so yeah, it's just our range that we have right now is is is far too large. We have the lowest with the low and the highest with the high. And those are very extreme levels um just with the with the gaps that we do have or some with some of our students. Um so like I was saying it's
038just we have a wide range of achievement levels. Um it's just really broad and it's hard and yes teachers do the best that they can with what they can but it's it it's hard. Um after just having conversations with teachers this year when we found out they weren't even able to meet with some of the students sometimes sometimes they would and this is the high ones because why their focus is on the low on I got to meet with them every day and yes and that yes we want you to but how do we make time for them to also be with the high kids because they have to be met with at least once a week checking in seeing what they're reading how are they doing you know having conversations whatever it might be
039um so yes that is uh that that's when we really figured out that um we're missing a big piece here. And then and I don't have the slide in there, but then what we've seen over the years is that our our students that are higher are regressing towards the mean. Um it's significant. I I mean it's it's significant. Um one grade we went from five to two to two. I it literally I mean you see the drop and if you look at this year's data with our kind I just used winter um when I did this for the teachers we have like I said 15 kindergarten teachers. So it's like 15 and then it goes to 12. I'm making these numbers up now. 12 and it goes to 8 1 1 0 1 and it
040trickles down even just looking at our cohort within this year. Um so it it's there. It's it's alarming and you know this is going to help. Um so again why are we doing this to deliver the right content to the right student at the right time and the word here is pace. Making sure that we're they know it we can move on if they know it. We don't need to teach them the ABCs over and over again. And again why are we doing this? We're not trying to separate students. That is not what we're doing. We're not trying to label them. We're just trying to support every learner by organizing their classroom in a way that really makes teachers more efficient. That's really what we're looking at. All right. So, why why are we doing
041cluster grouping? Um, honestly, it is the most cost effective way and and honest with research would tell you too, it is the best way to do it. Um, you don't have to pay an extra person. this when you do cluster grouping it's you allow for a full-time service meaning um like okay so right now we're doing intermediate they only get the gifted education or the advanced acceleration education 45 minutes a week this is all day every day every single class they're getting it in some way shape or form um you know and again by doing the cluster grouping they are still with their intellectual peers and their same age peers my child's school they do. You're by yourself. You're up in an island and and parents hate it, the kids hate it. And it's not
042we don't want it shouldn't be a punishment, right? Um again, cluster grouping does maintain that heterogeneous group. It's not putting all the smart kids in one class and all the low kids in the next. That's not what we're doing. Um research does tell you that when you remove those high that you know 5% of students that those kids that are in the 70th, the 60th, they now become the leaders and they get more um confident. They start to answer questions. they raise their hands. Um, they're not afraid to be wrong or take chances. And again, in the cluster group, we are working to make sure that all of them are with a teacher that is trained and knows how to do this. Um, this is the exact same thing I've just said. All right. So,
043some features again, we talked about the yearly identification because we know kids grow at different rates. We want to make sure we catch them when we can. Um, balanced classrooms. They again it's we're having learners of all all areas not just all the high kids with the high and the and the strivvers with the strivvers. Um we are looking at effective instruction and again spreading this right. This isn't just staying in this group. Our our goal is to have everybody be doing this. Um and then that specialized training piece. All right. So what cluster grouping is not? It is not Oh. Did I skip a slide? >> No benefit. No, I didn't. >> Maybe you updated it. >> That's right. >> Okay. Um, that's all right. Um, so again, the benefits that they say is
044that they uh dance the learners should be with their their intellectual peers. They should have those conversations. Um, we talked about the range from the very low low to the high high. We get rid of that range. Um they do say when you have a cluster group classroom that classroom usually makes the most growth out of the grade level because the teacher usually oh so let's just be honest teachers teach the middle and down right in a cluster classroom what we're really what we are kind trying to portray to them is we want to teach to the middle and high. Let's plan for high scaffold for the kids that need to get up to where those high kids are. Not plan for the middle to low and scaffold for the high. Right? Because the way
045the numbers work out, I mean, it's you're not going to have more high kids, but it's a larger number together than what you were seeing when you have one or two, right? All right. So, what cluster grouping is not? It is not tracking. This is this is something that we did 13 years ago. Uh we literally took the list of hundred kids in each grade level and we said, "Okay, top 25, you're in this class. Next 25, you're here. Next 25, you're here. Next 25, you're here." Yes. We look at gender and all that. Yes. But what happened was that when we talked about this at the last board meeting a year ago. Um and our in our little sections we had no models and the teacher struggled, the kids struggled and it was a
046hot mess. Um so this is not doing that. We are not taking the top 20. We're not grouping them. We are taking yes the top say it's 5%. I it it'll change every year but let's just use the the general term of 5%. We're taking them and putting them in one class. But then with the the other groups, those are still heterogeneously spread out. So now your high your not your high high, but your high are still your models in your other classrooms. That is what we did not do the last time. >> It did not go well at all. >> No, it was a long year that >> were the high. I mean, I think it was rough all around kids all over. >> But we really didn't just the instruction. >> The the
047high kids, they were just given more work. It wasn't about like >> we didn't change how we did we didn't we just it was an easy fix to the problem we thought we had right it was an easy fix here you go um and again we're not assigning all the struggling teachers or students to one teacher all right so what we're going to do and what we started to do is we're going to um we have categories and again these are labels are not going to be with the student this is just for grouping and then that it goes away um so we'll have that high achieving group so technically the high achieving groups are students that are high in math and ELA. Um, your above average are either high in reading or high in
048math. Um, and then obviously you go down from there, right? Um, so average they are good. They don't struggle, they're fine. And then low average, they're slightly below in reading or math. And in below, it's they struggle in both reading and um, so we're going to So you would look at those numbers. And again, you don't know what you're going to have because every year it changes. That's the beauty of this. Um, so again, how will they be identified? We'll look at their scores, their their MAP scores, their fast bridge, their HMH assessments, their bridges, um, bridges assessments. I do still want to look at their AR. I I don't want to hold it's not going to hold much weight, but I think it's important. I mean, our standard is I, right? So, we're so
049far behind on the A. We just got that's just I just want to know. Um and then at our rostering day which is in um a week. >> Yeah. A week. Um so we'll get teachers input there are cons again I get it. There's a lot of behaviors also. So you don't want to you can't just you have to do something with that as well. Um so you know what what I explained to them and what I you know talk to principles about is that they can go ahead and move whoever they want. They cannot move. It's you got to do an apple with an apple, >> right? Orange with an orange. You you can't put a an orange with an apple, right? So that's not an even exchange. So they can they they still
050have a lot of input on it, but we are just kind of giving them the color. So they they want to switch. It has to stay within this color scheme. I guess you can say. All right. So this is just a a different kind of a visual here. So in our cluster groups, the high achieving so those are our those would be our let's call them a number five just because it's easy with numbers here. So your f your high achieving are the fives and your above average which is on the other side are our fours. Our high achieving and our above average which are fours they will never be together. A five and a four will never be together. Your then we take our average students which are the threes they get split amongst
051all the rooms. And then your twos, which is your your low average, they still they do go with the fives and the threes, but the fives will never be with your low, which is the ones, okay? They will never be together because that's where we get that discrepancy. Um, and then in your general education, the ones will be divided amongst four groups instead of five. So you'll have four levels in the general, three in the cluster. um we still will uh cluster group for you know our ESL but we have to look at it because we do have students who are in ESL that are advanced learners right so we're just like what about this I don't know until you see the players in the game we'll figure it out um okay so this is
052our traditional placement so that was what I had talked about before how kids are grouped how we use it well what we do currently next year that is the cluster group so it's the same amount of numbers. They're just like I said, there's no group one with group uh five. Same thing. I just kind of broke it down a little differently. All right. And traditionally, you will see higher numbers in a cluster classroom because when you get new students, you don't want to put them in the cluster classroom unless like you have someone that comes in with an IEP for being an advanced learner or they have some kind of data saying that they were doing this in their other school. um just because you don't know where their data is and a lot of
053times we don't even get the data from another school until they already started. Um so how will this look? So how many gifted cluster classrooms will we have? Um it honestly will depend on the number of students we have by that year. Um like I said because that data changes it's going to change. Research will tell you that you should not have more than like I said 10 in a group. So that is what we are that's going to be our number. It's going to be 10. And they say that when you have f uh five se five sections, the ideal number of cluster groups that you should have is between one and two. This is an added slide. >> Okay. >> Yeah. I took the questions that you guys had and I made them
054a slide. >> Cuz I'm like these are actually great questions and I you probably want to know this. >> I saw you guys look and I'm like, yep, this is a new one. >> There's a couple other ones. You might have to start again. We were we were trying to find us. >> Oh, sorry. So, how many clusters will we have? So that will depend on the number of students that we have for that grade level and it's going to change every year um based on the students. Um so research will tell you that you should not have more than 10 students in a class. I said if we have 11 then yes we're going to let one in. Um but if we have 13 then we would look to make a second a second
055class and we would pull in the next people on the list. Um as the placement it would be based on if they are strong in math. Like I said, if you're strong in math or strong in ELA, if you're strong in both, that's how that's where they would go. Um, some some special considerations for that. If our numbers of advanced are too high or we have too many far below average, then you will see we will have to put some fives with ones. But those fives or I'm sorry, not fives, the ones with the fives. If you do have the ones that are going with the fives, that they should be the ones that have the resource support. So there's another teacher coming in and helping with the instruction and modifying for those students. Um
056so yeah, right now we have for our teachers, we have two teachers um almost in every grade except for two. Uh and fortunately the way the numbers are shaking out, we didn't really need two in those grades either. So it it's working out in our favor. >> Yes, I know that is true. >> That's a good question. >> Yeah. Yeah. So for all the clusters one through five is the max for all of those 10. So like >> you know even in the the groups that have like the one like those all you'll split those up. It wouldn't all just like put them even or the max is 10. >> Yeah. So okay so kindergarten right now we have 15 students. We'll have two sections and I'll pull in five more than the next. >>
057But I mean for even not the five like we're looking at the one through four. Do those do each of those groups you only have 10? No, no, no, no, no, no. Those are not those are those are evenly dispute dispersed amongst the groups. Okay. >> Yeah. >> Anything else with that one? Uh so yeah, we do have our interventionists, we have interventionists trained, we have reading and math specialists, our steam teacher is getting trained, which is really cool to see too. So it's pretty exciting. So what is this going to look like? How are we going to make sure that we are growing our students and providing them the rigor that they need, right? Not getting more of the same what they already are. >> Um, so we already did and I I put
058it in my board report this this month. We had a um presentation that at the last school improvement day, we had all the teachers meet. It's very rare that we can all get together. So, we had them all meet and we gave them an just o all together overview of what's going on, what's it going to look like, what's what is our expectations for planning, what instruction is going to look like. Um, so this is kind of a piece of that. So, I'm going to be very honest that, you know, there's there's so many you can do curriculum compacting. So, if they already know it, you can just skip this. It it's a lot too. It it's it's hard when you don't really have what you need to do down. So, we are starting with
059little pieces of it. We'll get to curriculum compacting hopefully next year. I mean not next year, the year after. But we we're moving slow to do well and then go fast. Um so what we have talked with the teachers about and they again all part of the the piece is we're really looking at um tiered assignments. So looking at um bringing in that h how do we use assignments? How do we use resources to meet these students needs? Um, we already do the flexible grouping, but now how do we more intentionally, you know, make those groups and and based on, you know, what their interests, their the the read their reading, whatever it might be, their reading level. I mean, it could be anything really. Um, and again, making sure that this instruction is based
060on the readiness. Are they ready for it? Are they not? Um, and really looking at the depth and the complexity of what we're talking about and what we're doing. Um, and again, this needs to be, and this is the message that we're we're really pushing out here. It's it's the right work, not more work, right? It's not more and it's not you're getting punished because you're high. It's intentional and actually might be less work because it's harder work. It might take longer to do depending on what the assignment is. Um, so again, it's about giving the right work. So, some strategies that we talked about, first one is that when I kind of shared with you already is that preassessment. We need to preassess and we need to we need to uh formatively assess frequently
061and use that data to drive what we're doing next. If all if the students get it, we need to keep going. And maybe you have a couple that don't get it, but those that's what you pull in that group, right? That flexible group that says, "Okay, I need to give you a scaffold. I need to give you something different and teach it differently." Um and then the tiered instruction piece, that's that it's a tier assignment, which I'll talk about more in a second. Um again that faster pace that's where that's our goal is to get to there. Um I I again I don't think we'll get there next year. I'm hoping following year a lot of the advanced learning piece is about student choice. So teachers giving options and then students choosing that. So we
062will still control those options but giving them more choice than here's the worksheet you have to do and then just that challenge right >> and the good just going back to what I talked about in our last meeting referring to your strategic plan strategy number one says by June 2028 the district will convene a task force to develop and adopt a plan for advanced learners. So we are ahead of the game but just remember this is a fiveyear plan. It is going to take time like we're rolling it out. We don't want to rush into something because we know when we rush in, we're gonna be >> It's on like slide number 50. >> Catch you up. >> All right. So, what will this look like? Um, I I said I do. We're really trying
063to push saying let's teach it's called teaching up. We're going to we're going to plan for the high and then provide scaffolds for what students might have a hard time with. Um, again, I talked about the pre-assessment. We're looking at looking at the end of unit assessment and making changes. So, it's not the end of unit assessment, but we also talked about if we give the end of the unit assessment as a screener and a student gets a 90% or higher, why are we going to give it to them again? I there's no reason they've already mastered that. Let's keep like we're now we're going to get dig We're going to get deeper, right? But we're not going to go wider. We're not going to keep throwing things at them. We're going to, you know,
064give them activities to to make, you know, uh deeper. Um and again, we're not 90% or higher. And that's where we're starting at. That's a high percentage. As we as we get better, we can make it lower. But right now, it's that causes a lot of anxiety. What do you mean we're not going to test them yet? Well, don't need to. They already proved they know it. Move on. >> Right. Move on. >> Um, and we're really we are talking about with our system of the pathways, giving students different pathways. So, if you don't get a 90%, this is the pathway you're going to do. And if you do, then you're going to do this pathway, right? Instead of having just one pathway, we all get the same thing. Um, so yeah. And we will
065still be using HMH and bridges. So each So bridges we have the concept quests that we do use in some classrooms. We could be better at it. Um and HMH every every curriculum resource gives you how to make it harder, higher, make it lower, right? It's all there. It's just now digging through it and being intentional and planning for that and planning for and that's the whole tier instruction assignments. It's planning for three different levels instead of worrying about one, you know. Um, and again, we do do choice boards and we do have teachers that do have three different choice boards, but I cannot tell you it isn't that classroom. Doesn't matter what. I cannot say that. Um, so we talked about that. We talked about the grouping and again just that different levels of
066support. Maybe the students don't, you know, if they're higher, they can go and do a harder task and students that do need more support, they're, you know, pulled differently. All right. Uh tiered instruction assignments, it's about meeting students where they where they are while moving everyone else forward, right? So, we're raising that ceiling, but we're still keeping that floor. So, if the students, you know, are are low low students, they still need to access the content, right? So, we're not and we don't want to give them below level content. We want that they're in third grade, they're getting third grade content. >> But if I already know this, I'm raising my ceiling so that I can keep going and keep keep pushing ahead. Um, and again, we'll looking at using the Bloom Sexonomy. Um, they
067have uh like I guess we did this years ago, the DOK questions, just even the way you ask questions intentionally that that that's a little that is a just easy trick. Um, I wish I was going to bring it. Joan Hackstrom, whom I absolutely adore. Right. So, back in the day when we did this DOK thing, I gave each teacher this DOK and I didn't laminate it because, you know, I laminated paper back then was very expensive. So, I was, you know, saving saving resources and she every year would come, I need a new one. It's all crumbled up. She has that thing there when she plans and she write. So, this and I I actually don't care about resources anymore. And I laminated one for everybody to school. So every teacher has one and
068like that's the expectation like this use this and even if you don't plan with it like keep it out because you know what it's like I have stuff written here just sparks an idea oh I should ask that question you know so um but yeah really looking at the top levels and analyzing synthesizing evaluating u and doing different things you know explaining how do you know merging ideas together instead of one reading one novel and one novel how do we bring them together um and that is all through the differentiation, the content, process, and product. It all kind of just comes together. Um, this is a lot of what I've already talked about, but um, you know, the content is what we want students to know. The process is how are we going to get
069there? How are we going to teach them this? And the product is what does it look like at the end? How do they show us what that what they've learned? And what can they, you know, what can they develop? And again, not about giving more work, it's about giving different work, what they need. Um so the implementation of this is a quote by uh Sebaka. The implementation of different uh of differentiation requires a significant shift in thinking and practice of both teachers and administrators. And I I really believe this this represents a second order change. Uh it's one that requires individuals to adopt new ways of teaching and leading taking risks and navigating discomfort and uncertainty. This is huge. This is this is going to be hard for everyone. This isn't just oh the teachers
070have a you know good luck teachers. This is we're the administrators are learning the principal I mean it's everybody this is every one of us are being affected by this um and by doing this we need to have support we need to have collaboration we need to have trust we have to be willing to move forward and and take the risk and get past our traditional this is how we used to do things what now right and is it going to be perfect no it's not we're going to make mistakes and and you know what it they everyone needs to know it's okay right it's not okay to not try. It's not okay to not to be afraid to make a mistake, right? That's what we need to really think about. It's just it's it's
071going to be difficult and and and you know, awkward, but we're going to do it. We're going to do it as best as we can. Uh so, what support are we providing everyone? Oh, Sean, you get to be the first one to hear my great news. We are going to also support support the leadership. Oh, Meen, you too. Jacob, you too. I'm sorry, Dennis. You too. Sorry by you all. We are going to participate in a book study leading for differentiation. We're going growing teachers who grow kids. It's an amazing book. I have been photocopied all ready for you Lauren. I'm going to ask you to do that for me later. Um but it's it's a great book and I really think I we need to they it starts with them and me and Phil
072all of us right and Dennis giving sure we have the resources. It's all of us making sure that we're on the same page and we understand why we're doing this. Um, and if because if we're going to build capacity, we we have to keep we have to grow ourselves. Um, and honestly, if if we we don't have leadership buy in, this is going to go nowhere. And we all know that though, right? Um, so teachers, again, we've talked about this, but we're going to keep doing training. They're all going to the training outside, but we're going to have the planning pieces of the professional learning. And then um I do want to have them meet like maybe quarterly after school and collaborate and talk, say, "How's it going? What's going well for you?" Just that
073support piece. It's really it's about support and so they know they're not doing this alone, right? All right. So, our implementation timeline here, this is the one that we've been doing this year. Um so, we looked at data, we've we've analyzed everything. Um we are now in the spring and we're starting to look at our numbers and um see how it's going to look. It's actually we u Manda uh is looked at the middle school and it's it's almost done for the middle school. It worked out really well. Um then we'll finalize those placements. Parents will get notification um that their students in a cluster group. I'm not notifying this only the fives only the only the the advanced learners. everybody else that and honestly at the end of the day if you looked at
074the classroom you wouldn't be like oh this is the advanced cluster there even the teacher said you didn't tell us we wouldn't even know the difference I mean because we're going to have all the kids together um and then next year just the same you know professional learning monitoring talking about we're doing if we need to change anything you know I mean we can't change placement but for next year we can change any any of that we need to Um my goal for next year is to really work with the middle school the ELA department and um that's actually not on this slide because I have more group. I'm sorry. Talk about that in a second. So this here this is our tier three plus. This is this is everything we've had in the district
075in place. We it we had to when it went into a law a while back. Um so we have early entrance to kindergarten. We have early ent first grade. Okay. We do the single sub acceleration of math and we have the whole brain level acceleration. These are all things that we already do and it's all on our website. Um so I don't really need to talk talk about this. This is like I said all on there. Nothing has changed. It's been there been there for years. Um the high school credit attorney. So this is proviso has been amazing uh this year and last and we have been working with them pretty pretty pretty good and we currently offer integrated math one and two for our students and Spanish one if they take it in seventh
076and eighth grade. Like I said I want to work on an ELA piece so that there's a uh an English one um track for high school credit once they come to middle school. Um, and then I'm also want to work with them about so when freshman all freshman have to take this career exploration class and really would like to I I kind of threw it at him um like well if everybody has to take this we if I get a high school certified teacher would we offer this at our school and then they don't have to take it and fill a spot. >> Yes. I mean, and it's actually pretty because then they can start their actual track sooner. They don't because everyone has to take this class. If they take it in eighth grade,
077then you know that's Yeah. Yeah. They right in engineering or and I don't know if you guys know this, they're working with the college. They're working with Dominican and Triton. So, that's another opportunity to take a college level course for all of our students, not just the ones that want it. Um, another thing that I'm just throwing this idea. I'm not I'm not I'm not saying it's happening, but I really want to look at the middle school with that accelerated path. Um, having all kids be able to do it. You don't need to qualify. If you want to do it and you think you can do it, why not let you try, right? Um, there's been a lot of research at the older you get that if you want to do something, you will do
078it. If you don't want, doesn't matter how high you are, if you don't want to do it, you won't do it. >> And I I think there's a lot to be said. I I had a student actually that I was working with that was on, you know, we have numbers, but nothing's black and white, right? It's always there's a lot of gray. And I, you know, I just had a conversation with them and I said, you know, you've made so much growth this year. Is this going to keep going? Cuz I mean, I knew in kindergarten he could do this. He didn't know yet, right? So, we were talking. He's like, I want to do it. I want and I'm like okay here we go you know and that that's what you need like when
079a student is telling you I want to do this harder harder challenging material I mean that's I mean even you know I don't want I don't want I don't want to throw Parker but he he you know he he he had a little bit of struggle in the beginning of the year and you know what his growth this year after we after kind of had you know whatever we had >> little push he skyrocketed ative. It wasn't because he couldn't. It was because he didn't want to. We knew he could, right? But he needed to know that this is where it needed to be, right? So again, I'm not saying that's how it's going to go, but I really want to look more into that because I've been reading a lot more about it. All
080right. So that's just this planning for the middle school for all of that for the English one class. Um, so one thing that we had on our accelerated plan that I have taken off because again I've been reading about things and talking. We said that if you couldn't maintain a C average or whatever it was, you would be removed. You know, think about this. You're gifted and we're telling you you're not gifted anymore. You're coming out of accelerated. It just doesn't make sense. >> Yeah. No. >> Right. I mean, when you actually think about it like that, like no, it doesn't make sense. Please get seats, >> right? Well, but even indeed it's >> harder to count the rate. They might want to get a seat. >> And what are we going to do for
081them? Right. What what supports are we going to have in place? What I mean that that's the piece that I that I've added. I we there's a plan. You're not doing well. What supports can we put in place? Because that's what we do for everybody else. Why not them, right? All right. Um that's the support plan we talked about. And then okay last one this whole journey it's embracing this journey I like I said we have to anticipate it's not going to go well right and we are going to have a natural implementation dip it is going to be challenging it's going to be difficult it's going to be uncomfortable um but we just need to have ongoing conversations and reflections and how do we make it better and um just have to be okay
082with not being perfect, right? And the teacher's not being perfect. Um, it takes time and if we want to do it well with it's going to take time. So, what kind of questions do we have? Mick, you are more than welcome to questions. You want to start a list? >> I'll start the list. Go first. >> Okay. >> So, Dr. Deli, >> not yet. I >> I'm Deliago stuck on two. >> I'll say D. >> I'm not get past chapter two. >> I won't give you the R. I'll say D. >> Yeah. >> Um >> so I guess one of the questions that I have is um for the middle school. So I can see this for primary and intermediate because they have the same you know teacher. Um but for middle school for the
083five they will be together for math and ELA. >> So it depends some of our high kids in math are not high in English. >> Okay. So but those would be the fours, right? >> Correct. >> Okay. >> Yeah. But they would have that are both um ELA and math. They would be in the same ELA class and in the same >> it honestly would depend. because because the way we have it, we have quite a few of our we have quite a few kids that are double accelerated in fifth grade going to seventh grade. >> So based on our numbers, we um Mr. Leven and Amanda McManner, our SMA specialists have looked at um there's a six there'll be it's an eighth grade classroom that'll have sixth and seventh graders in it. So they
084won't be with eighth grade and then we have the same for the seventh graders with So it's not going to be as fun. I like this. >> No. That's what I was trying to visualize. It didn't quite make sense for me to meet. >> We And because we have um two math teacher Oh, we have three math teachers >> that are trained in this. >> Oh, okay. >> Yeah. So, we have three math teachers and we have uh two. We able to only need two. The way the one teacher teaches six or seventh and eighth. >> Okay. >> We able to and the sixth grade teacher um can do sixth and sixth and seventh, too. So, it worked out. But our goal is to have everybody. We actually had quite a few other teachers that
085wanted to do it, but I'm trying. Hold on. Let me >> Did that answer your question? >> No, they did. >> Okay. >> I I'll keep it short. I see that there's uh going to be training and then training the trainers >> and there's support for the teachers, >> but some key words I pulled out was, you know, there's going to be a lot of digging, a lot of differentiation. There's going to be a lot of pathways. And I think that um all good teachers will get into a rut doing that all the time. And I'm curious to know to know like what are we thinking through like what support we're going to offer these teachers because it might be just an extra set of hands to like to do something. Um >> you mean
086like like planning or >> Well, because I understand that the curriculum comes with the with the um >> you know with the accelerated part, >> but it's usually just a simple blur like to accelerate here's some additional questions or here's an addition. >> That's what we have discussion. So we already started so we've we started planning for the beginning already. So they our goal was to get at least the first one module done. >> What I hear you saying is that your team planning >> correct? Yes. They're doing it. They're doing it with their So if it's first grade, those two teachers are coming together. >> Wonderful. >> Yeah. >> And then also then comes the the the making the copies, the additional supports because the curriculum doesn't come with the accelerated stuff. >> It
087comes with the tier tier one stuff, right? So like just also making sure that they have that extra time and also a lifeline to ask for additional help because >> um a big load. It's a big load and there's so many other things that we're dealing with like behaviors and stuff like that. >> Well, that's the thing too. Just because you're in the cluster group doesn't mean you're not going to have any behavior. It's still a normal classroom really. >> I mean, it's not it is going to be a lot though. I I agree and we're we're looking Yeah. support. >> And I think I I don't I don't assume that it would be any other way, but just being very transparent and like you will need help. >> You're saying this to the kids
088under mentorship and monitoring. >> Yeah. The same slide here on 34 that we see >> should be for the teacher as well >> so that they know that they have support if they need it. >> Yeah. >> Um and then I guess I have a a thing an idea in my head. Um and I know that you and I have both really love looking at data and using that to like >> do things but that wasn't smart what I just said but I had >> I'm thinking of like a control group a baseline. So, like, can we follow some of these kids who are starting at the earliest grades to see what's happening and how they're growing? Because I really think that if we >> if we're doing this on at this level and we're
089if we can get one control group, one class like super monitor, super support >> and then we can measure their success and then their and what their next steps are, what their reflections are because I really think that you have something here that could grow but we have to be really mindful of >> how how because a lot of these things and a lot of in teaching, you know, it's like oh this is great. Let's get on this bandwagon and then it's flat. >> Yeah. >> So I want >> the next best thing and then we stop to do it. Yeah. Agreed. >> And so I just think that this could really be something like >> this is it sounds so promising. So can we just be very purposeful in how we collect our data
090and how we support the teachers? >> Yes. Absolutely. Great. >> And then if can you tell me the name of that book again? Growing teachers. >> Yeah. Growing teachers. >> I will. I offered it before. >> You can because we have the um I I downloaded the whole copy. I Oh, I photocopied it for educational reasons. >> I'm giving them tons of money. >> It was a college record. >> But no, I would just like to hear more about that book. I I feel like I might even have it on my shelf, but like, you know, I need to pull it out and look at it again. But >> I will provide you with >> Thank you. Thank you. I >> All right. Well, we have been in conversation this entire year and I have
091literally seen this process unfold. And I know initially Miss Sto was like, "Oh, let's do this." You know, but then there's that little thing with your teacher buy in, right? And it's important that they want to do this otherwise it's just going to be another thing. >> And I know that we talked to that if if this doesn't >> if it's not working out that we can look at other, you know, things, right? >> Um because, you know, my my model is always acceleration, which is also very costeffective, Dennis. Um, so when so and I sent my questions all before the meeting, but these two just um came up to me. So if we're capping one classroom at 10, >> right? And I know you're saying, you know, if there's more, >> how do we
092see it expanding throughout the grades, if we have to cap it at 10? >> Well, the just the teaching practices, >> but but but if a true cluster group model has 10, right? >> Right. Right. and we have to add, you know, more. If we're we're going to 15, then it's not quite a true cluster grouping, right? And so if we have another classroom, you know, where we could we it's not realistic, or is it to do two classrooms with 10 kids, >> it's realistic? >> We have 15. We have 15 in kindergarten right now. >> So So >> we have two rooms, >> two rooms of 10. >> And we'll have classrooms. uh the other classrooms will not have any other teachers >> because I'm not understanding it now. >> So if we're right
093now we just have one teacher or two teachers per grade, right? And so if we're trying to expand it with where other >> like let's level gets >> certified and we're doing >> right >> I guess is it feasible for us to have classes? >> I would say hold on. So I would not say every classroom is going to have a cluster group. I would say every classroom is using the teaching practices of a a cluster classroom. >> That's that would be we would not have cluster because it doesn't have >> that gets rid of the cluster. It's no longer cluster class. >> Right. Right. Right. And so and that's where >> the teaching practices. No, the teaching practices that they're doing in that room. >> That's what we would want to see in all
094of our rooms. >> Yes. But you don't know because you're always I mean that's in world you're always in life you're always going to have top 5%. It doesn't matter if you're if your top is 98. I mean, this is in Arlington Heights. This is their issue. Every kid in that school is super high. So, they have to differentiate and and there is a there is high, >> right? Yeah. And so, and I know that, you know, this is the beginning and I appreciate that a year later that we are here and we have this, you know, program in place and that we're going to refine it, >> but will you let us know >> if we do have to put five ones together because then that is not a true grouping either and this
095model might not be working and >> well, I'm hoping we don't have any. So, in order to do that, you have to have too many fives and too many ones. I'm hoping we have too many fives and not because if if you have more than one one like if it's too many fives we're fine and I'm praying we don't have too many ones right >> because then that's something I need to do in tier one we need a limit before we do all the other stuff >> will let us I definitely would do that we do yes I will do I appreciate all your hard work the teachers that are really they're doing Yep that's love they're doing Y >> does she have any questions? Oh, I've had a couple. So, um obviously I've had
096kiddo since 2011. So, I've seen very variations of the advanced learner and I the >> current demands of what we ask of teachers for the differentiation is is huge, right? like it it's hard to do all those different levels and um >> so I think you're making a smart calculated play of how to make this work and I lived through a lot of different variations of it. >> So I recognize that like this is a challenge and I kudos to all of you. Um so one of my questions I think you answered it but like how is this going to be different than the previous system which wasn't ideal and I had kids on high level right it was not >> so it's not going to be 25 >> still be heterogeneously grouped after we
097take away >> the top say 5% >> um and then uh how does this will this change the accelerated math at all and I do at all >> no so if So technically, if we need to, we wouldn't look at an accelerated ELA. But a lot of times, if you know, if you're accelerated in math and in ELA, you're probably go up a grade, right? Um, you don't have any qualify with our standard. Like I double checked that before I I didn't want to say that, but >> my parents may not want to because we chose not to, >> right? Exactly. It depends. I mean, we've had we had kids that have and they've been successful, too. So, um, yeah, it just depends. Okay. So this the IM2 will still be structured the way it
098currently is. >> Well, so now that's the thing. The what our numbers, right? So 12 is our magic number for for a group. So if we get to 12 in that in that IM2, then we're going to have to look at a classroom and figure out how we going to but again I'm already thinking about that because we've got some high numbers coming up. So we need we need to figure something out. >> And it's not that she can't teach it. She just doesn't have the >> the section more. Yeah. Mhm. Um and then I think just I the slide that you um included in there and and to Gina's point too about the students. So again I have some high achieving students. So I think like when I think about the time that they
099first were double accelerated in math like it was the first time they saw some challenging work and they >> they've never had that feeling >> that feeling. So like being able to make sure that we're supporting those students and fail's not the right word but like struggle. >> Yep. They don't know how to struggle >> like it. They don't know how to struggle. >> They also don't know how to ask for help from while we're dealing with Yes. Yes. >> Well, and that was the very first when we had our meeting with the teachers. We talked about the profile gifted learner because that was another piece too. You know, teachers think they they're they're smart. They supposed to know the answer. No, they still need supports. They they they don't know all the answers, right?
100That's our job. And we have these these students that are in the top 5% of Naguayori and they're like well he can't do this and he can't do the but stop >> and think this was a teacher that already think about what you're saying. >> Yes. Like the executive functioning skills are like like these are the things that like these students have and we have to teach them. They're still Yes. Exactly. >> Exactly. So we talked about that too because it's it >> just how we think about people. Right. You're supposed to be gifted. You're supposed to know this already. >> Right. Right. Yeah. Yeah. They can teach themselves everything. >> No. No. >> Um, great. Any other questions? >> Yeah, that um was a really good point um about um making sure you have
101the supports for um the kids. >> Well, staff students >> um cuz I have one um who had a huge meltdown. I mean, like just freaked out. >> Um and I think Mike and I had already decided if it didn't work out. um that we were okay with it because it just it was a lot. Um but my next question sort of related. Um how does um the cluster grouping work with the accelerated placement? >> So it so again it depends on how they score on the the score in ELA. Okay. >> So if you're so your fives it should be they're high in ELA and high in math. your high would just be ELA or just math. >> Okay. So, it depends on what where they are because I'll tell you a lot of
102kids who are good at ma are high in math are not always good at ELA also. >> Very true. >> It's and that's really a discret as a gifted learner usually they're very high. I mean that's just that's a characteristic of them too. >> So for I'm looking at the you know early entrance. So for a student who comes in um to kindergarten a year early >> um and they're still you know accelerated in one of these that kindergarten kindergartenner would be a five if they're accelerated in both and put in a cluster group. >> Well we so we're not really it would depend on their level. So we're doing the bansance we all we've done bans since I was there. I started when we did the kindergarten screeners. So that was the data we're
103going to use. Um so it would we would not push them above math like they wouldn't go to first grade math but we had like I said we had 15 kids and when when we got their results in winter and like guys what are we doing our team what are we doing because these kids >> are at second grade level they know how to count to five they know how they know their alphabet and we we started we started doing different activities okay for them. Yeah. >> So, they're not necessarily clustering in kindergarten right away until we get >> Right. Right. We're going to the ones that we like if they're readers if like it's the blaringly obvious ones. Yes. We're going to because to make it easier, but prechool screeners that you guys did
104set up like not everyone comes to that, right? Well, sometimes >> our goal our goal is if they don't come that we're still going to screen them when they come the first day. >> Yeah. We in the past I have you can't I have to come to school but what we're going to do is if they don't do it they're going to do it during school so they know because I think so to that point um I know some of the information's on the website um but when it was like I couldn't find it and that's why I ended up just calling you were over at um >> primary um >> but I and that was my concern for um kindergarteners especially even if they're very high achieving achieving they're younger already. >> Yeah. >>
105Um and then going to another level. So it's double acceleration at three or at four. >> Right. Right. Right. >> No, I agree. Yeah. >> Okay. >> Um >> and so the accelerated math, they'll still like if I'm a third grader, but I'm accelerated one level. So I'm still going into a fourth grade classroom. >> Correct. >> Okay. >> Um and so the same thing with 12. If we don't have 12, if we have 12, then we have class. So right now we have a fifth grade fifth grade teacher doing sixth grade, fourth grade doing fifth grade and a third grade >> third grade. >> They they disperse. Yeah. So once we get to 12th, but we'll have um for kindergarten we'll have a kindergarten teacher. So we do have not kindergarten first grade. Um
106so what we also added two years ago um Barb offers a summer summer school let's call jump start to accelerated math for kindergarteners. So those 15 kids that get that are going to second grade math, she does a week boot long a week boot camp for them to give them those skills because it's it's a big like for you just for saying it's a big jump. >> And then she then they'll all get activities to work on over the summer. So that >> Okay. >> It's just we're calling it a bridge class. It's just how do we bridge those pieces? >> Yeah. >> She This is her second year. >> You have something like that for the older ones that that work. So, >> so Amanda, so our math specialist has already been pushing in
107and working with them. >> Yeah, she's been coming. Um, she definitely came this week and I I don't think she came last week, but she's coming every week. >> That's what she's >> Yeah. And then she'll give them a list of the stuff that they need to work on over the summer. >> Yeah. That's what we're doing to get to fill that, too. >> And I get a follow-up question from something Rose sent me. So, I'm going to try to um >> blend our two questions together here. So like the goal is then to sort of by clustering uh to free up some of the all the different levels of differentiation >> hopefully each group will be able to be seen in their small group clusters and getting what they need >> more frequently. So
108like >> we're you know we've been doing it for the low this would kind of do the high but the ones in the middle are still going to be getting >> they're still in the same area. So instead of having 20 different levels now we have if you you know if we have five threes and twos they're all that's three levels and if we do four three two you know to one that's four they're closer in range >> so this is hopefully going to get everyone what they need correct inside of that >> correct >> and I think again the important thing just I'm always going to bring it back the strategic plan because we have the dashboard we will be updating the public we'll be updating you so it's Not like, you know, this
109is the next last time you're going to see Stephen. >> Yeah. >> Right. And it won't be a year or two you're hearing from her. So, we'll be constantly I think that's the difference for us, too, is just constantly staying on it and updating and as we're seeing things the data we're go, you know, we'll >> I'm sure part of the state of schools. You'll want to know what those classrooms are doing. Well, and and I think that's that was the other piece that teachers were very nervous about when they were trying to commit was we're going to, you know, under a microscope or we're going to if we don't make the growth we're all classrooms are on like we're going to look at it just the same as we would any other >> and
110you know what maybe we look at all of the all of the like we did this year all the advanced learners to you know in that grade level not just your class and your class and separating the two right so >> yeah and we have to look at qualitative and quantitative data so even getting word from the kids how do you feel in the classroom, you feel like you're being challenged, like we could go back and bring it to the five essential survey that they ask those specific questions. >> They'll be our best, you know, guide to see if this is working. >> Yeah, it's on there. Yeah, it is too. Yeah, we're going to questions. >> Awesome. Any last questions? >> No, I just want to say this is fantastic. I love it. >>
111Thank you. They've been We've been They've been working hard. >> We've been working hard. >> Well, and and really you've been doing this stuff. So I mean I want you to give your credit. Yes. But this has been I've got a lot of we've got the oldest kids probably in the district and I've seen new guys have have tweaked this. >> That's what I just said been tweaked every year to just get it fine tuned. >> And you have to adjust also with the kids. Right. That's really what's happening. They adjusted it better better and better every time it's going to the kids. >> And our scores are getting better and better too. >> Yeah. >> The Mason breakable. Oh, one last thing I did want to say. Um, when you were talking about >>
112fives, depending on the number, won't be put with the ones. >> Um, and it gives the fours an opportunity to I think that's such a great um model because one I can I have one um but I think it it just encourages that next group, you know, they can shine and then that next group can >> they get the confidence to do Yeah. That's a I love that. That's really great. >> Yeah. >> All right. Anything any other questions. >> All right. Next, we have probably not as lengthy of a presentation, but >> but it's exciting. >> But just as exciting. I was say I'm like if it was Dennis try to reach an email. >> Hello everyone. >> Hi. >> So this year for network up years I have two issues that I have
113to address. One I have to absolutely which is I our firewall uh we're getting to the end of the hardware support on it. Um, and after I spoke with ARC consultant, he recommended a new hardware. This is ARC, this is about three years old now. Uh, the hardware is actually very cheap. It's about five, uh,5 $6,000. The software yearly fee that runs all the security checks. That's what's very expensive. The three-ear options are about $40,000. Fiveyear option is about 5055. Uh we're moving so quickly right now with hardware. So I kind I I'm shooting for a three-year option. Uh it does give me um security scans um application scans um that this is the piece that sits between internet and our network. So this is the probably the most important uh well everything is important.
114This is one of the one of the um significant components of our network. Uh there are three uh major players in the world right now. Sonic wall which is well we currently we've had that for about 10 years. Uh foret which is a more kind of businesslike maybe bigger districts. I had a um tech director's meeting yesterday and there are some smaller district that use all brand firewalls. uh most of them are going with something enterprise level right now. Palo Alto is out of the question. This is what banks use uh not even in our price range. It would eat up the entire budget. So I'm recommending um getting something uh for this. We have to make a decision. I will be asking you for decision next in the next board meeting. Yeah, I spoke
115with CDW uh with a different uh networking company. The problem with um someone who doesn't know our network, this the cost of installation is significant. They have to come in and figure this out. Uh also, if we would switch the firewall brand, it's not easy to transfer all the policies and network protocols over to a different uh brand. Also, I don't I do not want to learn anything. I'm honest with you. I am super happy with what we >> If it's not broke, don't fix it. >> In 10 years, it it went from a simple interface to something that I need to be an expert in now and I just don't I ask a lot of questions and I it's the learning curve is very large. Wi-Fi on the other on the other um end.
116Our current system is is paid up and ready to go to only 29. At this time, we're going to have to make a decision if we upgrade the entire network or we purchase a software license. That's the other thing. Everything moved in from just buying stuff to yearly annually subscription level. It's just all cloud-based. So, Wi-Fi, I would recommend replacing the u older, smaller packs and get these the 4,000 ones. This way, we can we have about seven years of software upgrades, changing technologies like Wi-Fi 6E, which will be the next big thing coming to schools that allows four, five times higher speeds. But that we have to make that decision in 2029. hardware will be we'll be able to stay with the hardware until 2033. That's per arrowhive. That's when they will end end
117the support for these models. So, um the cost is about $30,000. Everything now is $30,000. I feel I feel better. Um it's just what it is. So, in the next two weeks, I'll be asking you to make a decision. Um you have any questions? >> I just had a quick question. What was the last thing that we did? Was it the network or the backup system? What was it that we did from a IT perspective? >> Last year we went internet moved up to a state the ICN as our internet provider. We gave up a category one um um discount which was about $10,000 and we're not paying anything for the internet. AT&T is all paid through the state of Illinois. So they bring in the huge uh I went I have the biggest internet
118I could have. >> So I guess so how how does this relate to this? This is like the Orbee or something like that. If I'm thinking about like we have a backup system is what is this? >> No trying to understand the main this is the Wi-Fi is just the PS that provide Wi-Fi coverage in the entire um district access point. >> Just an access point. what they do, they allow access the Wi-Fi. It's managed. Uh the ones that we currently have, they >> that's why I would like to upgrade them to the same model number because I stay with the same controller, something that controls the excess form. I would not like to fix match. There's only two places. So to follow up Stephanie's question previously, was it internet because I'm not a tech
119person, but I know we had a issue or um concern about access um in the garage whether the internet reached there. >> Yes. >> How does that play with what you're >> It doesn't It's another component. We have a bridge. We have a wireless bridge. That's two dishes that they work like microwaves. Okay. >> And what they do, they connect the garage with this. We were thinking about bringing a fiber like some kind of a dedicated line from middle school to the garage, but it came out to be $40,000. So, I just decided to stay. We do have occasionally I do have to restart them. Um, transportation department lets me know that it's getting kind of funky, kind of slow. also weather, sun, rain. >> Um they do have a lot of cameras. So they,
120you know, they're sending a lot of data over to this school um um security server. Uh but it's working fine. >> And you know, like when I came here, we paid um probably was about $1,500 a month. >> It was a lot to keep the garage open. So we've >> kind of designed um the dish microwave kind of system. It cost us $5,000 and 10 years later, >> no issues. Like do regular updates. Um restarts. Sometimes you just have to go in and turn this off like let it just go to sleep for >> 30 seconds right off. >> That's that's good. >> So this is uh Wi-Fi access and firewall, right? Two pieces. >> And that would be also the one thing that I should mention is local money. We do have -ray funding
121available but next year I will be asking you for a large network upgrade. The last time we did the entire network switches the routers core core stuff uh there was in 2018. So these Cisco this is a Cisco product. Everything just is super expensive and will eat up probably more most of our rate. >> So you're saving the rate. saving the rate. I don't have to use the -ate right now. I would like to go ahead and and do and plus we're going to do some changes. Maybe uh something will change next year. The one thing that I have to tell you is a quote now. It's getting crazy. I get two weeks to maybe a month and then I just got the call from CW. Jacob, everything is going up June 10th. And I
122said, I will not be able to place the orders. I understand. um Chrome move double even the lead time we're going to be trying to get projectors the boards and everything for the uh intermediate school uh project is they don't knows anything uh they tell me if they have something in stock that's awesome but if they don't and up to you on the way that the schools what what the problem is I was speaking with Bill the school now ends in Hey, >> so I should be working in June. Well, I can't because the budget is not set >> and I don't know. So, it's just something that we have to do. >> Daniel, you had a question? >> Yeah, I um Okay, so here in your quotes, we didn't have the CDWG quote. >>
123Yeah, I have them. >> What was it for? >> It was a $44,000 for software only. >> For software only. So, you're you're >> I will give you the quote. I will give you all the quotes for the vote. >> Uhu. >> Yeah. I >> But are you estimating it at at n because your proposal says 90 85,000 to 90,000? Is that what the seat >> total? That's for the total for total of two >> for two two separate >> for two separate projects. Yeah. Total. >> And so I'm wonder because you know when I saw the propos I'm like didn't we do something? Is there any way that you can create some kind of timeline for like the next three years or five years just so that we could see all because you're like
124it expires in July 16th. Well, what you know is there can you create like some kind of timeline of the things especially if you're saying that these licenses and software you know has to be yearly just so that we can see what the technology >> the three years like yeah most of us three years three or five now. >> Yeah. And and then I guess my last question is since you know it's 80 to 90,000 is this something that we have to go out and bid for? I know you're saying that you feel comfortable with the current company because they know our installation, but is that something that we have to go and get for? >> Not that tech is not because it's home. We just get pretty much what we feel it's it's a
125good buy for the district. Technology like for for example computers all the network stuff is exempt from >> from betting except you rate. So the big stuff when you go through I have to bet it all. >> What makes it big? I mean if it's $90,000 is it big? Like what makes it bigger than that? >> You know what I mean? >> Yes. It used to be 20 it double. So that's what's happening. >> So tech is exempt except for >> the e- rates >> and we're looking at e- rates >> for next year for >> for next. Yeah. Can you change that plan? So we absolutely annual three years with five years. I know you gave us 2033 and 2029 but >> from here to there. >> No problem. >> Dennis wants to chime
126in >> for that ring. He's talking about bidding it next year and implementing it the following. >> Okay. Two years. Okay. >> And then obviously we you you have a plan. I know you have a plan because you guys your team works on it, but like of the life of the Chromebooks too, right? Like the >> I mean I know we do the best we can because sometimes Chromebooks don't last you think they're going to but >> um you know everything was recommended like the netbook I would recommend about five six years. Now we we're going to get to about nine. Um we do have some servers that's are still 16. I mean they they're running and it's just we have to we have to stretch it out. I'm asking for a lot of money
127now just because it's just getting so expensive and it kind of feels odd. But it's like I said, it's I'm surprised how much how much how much everything is going up, especially in the last 6 months. And now that CD even cuz I I'll be looking to get Chromebooks and and they're like five $550 right now. So my first batch was you guys voted on that was 200 230,000 $230 per device. Well, they doubled in in eight years. >> Okay. Well, any other questions? >> So, you'll have the additional materials and we'll see for the next board meeting. Okay. >> And I will have the >> like kind of I mean maybe and network infrastructure >> kind of uh what we have >> and this is when it's expiring. Firewall and Wi-Fi is currently the
128one thing that's under subscriptions. That's just the way it is. Uh my first firewall that I implemented was just plug and play and hey it worked. Uh this one is not everything they know co just moved everyone from >> being able to sell and hardware to now you have to subscribe to >> to hardware so >> right I know it's a different it's a different pay system. >> Thank you very much. >> Thank you. >> All right. um action items with discussion. So, first we have um bills, claims, and payroll. So, I need a motion to open discussion for the approval of bills and claims bills and claims in the amount of $490,8116, the payroll in the amount of 1,133,5162 and to authorized payment. Moved moved by second. that completed stuff. >> Before we ask
129any questions, Dennis, anything you want to highlight for us? >> So, it's a pretty standard month coming through the end of the school year. Once had a gentleman who is very adamant that whatever percentage through the year we are, that's where we should land when it comes to our budget. We're right in line with our expectations. >> I felt like, did you want me to ask Don's question? That was always that was always Mr. Slagger's question. He loved to see that report where it gave you that percentage. Yeah, you're right there. >> Excellent. >> Right on. >> Awesome. >> Any other questions besides Mr. Serger's traditional question? >> Traditions are hard to break. >> They are hard to break. It is a nice report though, like it it gives you an eyeball right on there.
130U Okay. Roll call vote, please. All right. Boy, >> hi >> McFersonson. >> Hi >> Neil. >> Hi >> Ortiz. >> I was I seven I zero nay zero absent. Motion carries. Right. Going on to Whoops. The next one. I need a motion uh to open discussion on the approval of the destruction of furniture and equipment as presented. Would I skip one? >> The motion says destruction. >> Which one? >> Am I looking at it wrong? I'm literally reading the motion. Yeah, >> it says destruction. >> Destruction. Say disposable. Yeah, >> wait. It says destruction. >> It does. >> Okay. >> You can make a motion for whatever you want. If you would prefer the disposal, that's fine. >> Hers is different than ours. >> Why is it different? >> Oh, wait. I say I
131was still on bill's claims and >> mine says disposal. >> So, they really should say the same thing. So, well, okay. 6B on the side says disposal. In the motion, it is destruction. >> Okay. I was going to say and that's your job. That's fine. >> Okay. Well, are we disposing or destructing? I thought we were >> Are we just destroying it and leaving it? >> We'll give you guys who come tomorrow. >> Okay. So, after >> I need a motion to open discussion for the approval to dispose of furniture and equipment as presented. Move to second. >> Oh, that was a lot. Sorry, Mr. Ros. >> Rose and Oh, sorry. Backwards. Desanda made the motion >> and Rose seconded disposal. I'm changing the wording. All right. So, there is um a memo in there.
132Any questions on that? >> Can he present this to us the last minute? I do remember you talking >> I remember you talking about >> they showed the picture of all the stuff that was like old in a closet area >> was that stuff that we was that the donations >> I think I might have alluded to the fact it might have been coming but I didn't have that >> okay details >> I remember talking having a something about it okay >> so there's two memos in there so one has basically the furniture which desks and tables. >> Um, and then the second one, I don't like that I can't >> is the list of the more maintenance equipment. Is that >> yes, >> the floor cleaners, um, carpet extractors, etc. And those are just
133their usefulness. >> They're inoperable. The cost of repair is just not worth putting good money in a 20 year old equipment that we've already bought for replacement producing those replacement. If some of this equipment has been sitting for plus years inoperable fix have no intentions on fixing it up. >> Any other questions? I thought last meeting talked about or asked a question about whether any of these were in working enough condition like the furniture to be donated anywhere. >> We are going to if approved by the board of education reach out to the west boarding districts. >> Okay. >> Ask if anybody wants to come and pick it up. We'll give them a couple of weeks to come make arrangements if they don't pick up the furniture. We're hopeful that some of the equipment, the
134chairs or not, desks, they're not >> they're not okay. >> We it be very fast and we put three classrooms worth of furniture down there that we wanted to keep very fast with our access and anything that was broken. We say destroyed, but that was pretty. >> Yeah. >> We put in the the pile that we're presenting to you. So then follow up to that if West 40 um doesn't want them or doesn't come in time. >> Yes, the church too. >> Oh, okay. That's what I was going to say. >> Yeah, we ask all the local neighborhoods. >> This scares. Is it scarce? >> They take any of this too. >> Yeah, we we ask them and if they want any of our books too. >> We will try to >> Yeah. Our goal
135is to give to someone else. Any other questions or concerns? All right. Roll call votes. Gina. >> All right. We got Wizowski. >> Hi. >> Heritch. >> Hi. >> Ortiz. >> I. >> Neil. >> Hi. >> Pearson. >> I. >> And boy. >> I. >> Seven eyes. Zero nazs. Zero absent. Motion carries. All right. Moving on to the lunch fee. I need a motion to open discussion for the approval of the 2627 meal prices as presented. Move >> by Cynthia. >> Second by Jared. >> There is an attachment in there as well. >> Which is way too small for my old eyes to read. Let me increase this um with a chart of where we've been. Um, and what the price is. Anything you want to start off >> highlighting? You got to speak loud,
136Dennis. >> Yes. Sorry. Come on up, Rose. Can you hear? Okay. Okay. >> Good evening. >> How are we doing today? >> Nothing really to highlight in there. It's just we're we're trying to anticipate the increase in the meal cost, our meals uh through Quest, which I believe we approved the price for Quest in April. That does not include the cost of a milk. So, we do have to factor in the cost of a milk when planning out the actual cost of a meal. And we try to do it so that we're not increasing every year. These are the numbers that uh came up with but past the board has always requested that we cover the cost of the meal and the actual cost of the student meal and the additional costs are absorbed by
137the school practice that I have been following and that's what presenting. >> You can tell me the what is the cost of it's public in here and I'm going to scan but what is the cost of the request? >> $3 $4.50 50 cents is what they'll be next year. >> 450. And then the milk is like a is it more than a quarter now? Because it's been a long time since I bought milk only. Can you tell? >> Cost of milk is coming in just around 38. >> 38. Okay. >> You're looking at about $48. >> And that is the price we pay, not including the staff cost. Like that's part of the budget as you were saying in one of the questions. Correct. >> You are correct. >> Yeah. >> Thank you. >> Soft
138spoken. >> Oh, you got it right. You have the milk price. Yeah. The milk only would go up a little bit. Yeah. Five cent. >> Yeah. >> Do you know the the price we pay for the breakfast? >> Off the top of my head, I don't. that I know it enough where the two will cover it for public. >> Okay. >> We were able to negotiate a cheaper breakfast cost due to some it was pricing that happened a while ago where they help price the same. So we're actually a little bit church from West >> which worked out very well for us. >> Can you Dennis, can you explain that? You said that typically the practice is that the district covers the cost of the the lunches? >> No, we cover the cost of the
139labor. So there's labor to supervise the children in the lunchroom, which would be >> people that bring a lunch, people that get a lunch, anybody in the lunch, >> but then there are specific employees that you have that prepare the meals and serve them. Those are directly related to the cost of distribution of the food. >> The district covers that cost. >> We're not adding that into the cost of passing. We're only asking for the actual cost of health. >> So then this increase just covers the cost of the meal >> that we're fronting. >> We're providing. >> So that's where this So it's not the vendor asking for an increase in the cost, right? >> The vendor increases every year. We approved that in April. Now we'll come in May. >> Actually adjust that
140one. >> So they increase it every year. >> Yeah. And so because I know Phil uh sent out the the deficit, right? >> Which was 167. >> 167,000. So does the national lunch program does that provide a reimbursement like partial or >> the numbers that were reflected and sent do include the reimburse >> those do include the reimbursement. So is it is it partial then you assume that >> so our national I should say our launch program always >> we don't want to make I think we're allowed to make revenue off of our lunch program. We have to operate in a deficit which is why we cover the labor costs. Okay. >> So, if we're only looking to get pass along the cost of the meals to the family, the actual true cost of food,
141and it's going to fluctuate from year to year, yes, we're asking for $5. We're going to be 12 cents over this year, but if we don't increase next year, it should balance each other out. And then the following year, evaluate. I look at it. It's just to make sure everything looks good. they wouldn't come before the board of education because we were over this year under the following year and then at two years I would come back and say hey projected them believe you get five renewals after the initial bid of the food service we are in year two of our work >> what will the gap be once we implement the new price because right now you say it's 167 right the adjustment >> are you talking about deficit >> funding. >> No, no,
142no. What our current gap of deficit is because >> that was as of April 30th year. >> I'm not anticipating >> meaning that you No, I'm saying that is that is this factor in the increase? >> No, that's actual live data from a >> So I'm saying once we implement the increase, >> what does that reduce our gap by? I would have to run the numbers on that and I'm guessing it's an educated guess because I deal with the numbers. You're not going to >> also depends on how many kids are buying lunch. Right. >> What's that? >> It depends on how many kids are buying lunch. >> Correct. I would have to pull the numbers from fiscal 25 and say how many meals do we serve? Pull the numbers from this year. See the
143rating time approximate out what that would look like. I couldn't give you exact number. I just was wondering because you said I was trying to see and understand when you talked about 150,000 what where was that number related to? >> So that is uh there's a program out there through the federal government called the community eligibility provision >> where if our numbers get to a certain threshold we can apply for this program and we would get free lunch for all students free practice reimbured through the federal government. However, if you're not above a certain threshold, they'll still allow you to enter the program. It's just going to cost the board or the school district. >> So, we're approximating out if we did enter into the community eligibility provision, it would be roughly $150,000 less, right?
144>> We don't qualify right now. >> Yeah. >> And that's why you talk about provisor riso qualified. So, that's why they get it. >> They get >> all the schools in CPS get qualified. Along >> and is it based on reduced reduced >> but only the percent is certified? So if >> only certified applies with an application that also count towards my seat. >> Okay. >> Oh interesting. >> Certified comes from the state. So we get you know in the old days you had to f like now comes we get so many comes from the state we get a report every month. I didn't realize that only social number they only you for C C they only use the directly certified one. >> Interesting. >> Most of our families that are on their free and
145reduced are directly certified. We get a handful. I want to say roughly between 40 to 50 applications. >> Okay. And if they apply can they then become directly certified or how does that work? directly certified teachers receiving some kind of government. >> Yeah. >> So, Dennis, if we do this increase, then we're not raising next year. >> That is the plan like to reeval look at it every year, but you can see from the that's why I always put out the track record off of the prices. >> Don't shouldn't say I, but the board has not been in the practice of increasing year after year after year. We try to do it right out and we do it again. So the plan would be that this would last us two years. >> And it's the
146it's for the parents that are paying for lunches, right? >> Free that pay. >> Free and reduced. The maximum amount that we can charge for reduced family for lunch is 40 cents and for breakfast is 30 cents. And if you're free, it's three and it's no cost. >> Yeah. So it looks like we were at 375 for like four years and then we were at four for just a year and we've been at 450 for three years. That's about a 20% increase over the past years. >> Yeah. Basically what it is. >> I'm feeling this. I'm packing my kid a lunch and he's buying a lunch, >> right? >> Like I am feeling this. >> Yeah. >> And that was actually one of my um questions. Um I know it's not apples to apples um
147but when we were talking about um insurance coverage um last meeting do we think that these incre increases will result in you know parents opting to try to get their kids to bring the lunch instead of purchasing the lunch? like what in partic um any potential impact of these increases >> and it is a possibility. I do know some of the surrounding districts and what they're charging for school lunches and I don't think that our price is >> but Dennis maybe even when we went from 375 to 4 like what did you see changes in the amount of people because that was an increase back then. I remember Stephanie yelling at us that is not from the price of a lunch. >> I'm seeing more prevent from people going from pay >> our shift is
148going that directional when I started think about the increase in unemployment. >> Yeah. And that's I mean >> so that could be a driver that's creating that switch from there to there. Meaning all the changes from a you know economic standpoint >> but it be driving those people to >> and people unemployed the cost of living is going up and so if you ain't you're not >> salary is not a different >> Yep. That's right. >> You're qualified. So, there is another form that I do do every year when I compute the analysis and it's the paid launch equity form that the Illinois State Board of Education requires us to complete and it's just making sure that we're not trying to subsidize anything by charging additional to the paid people who made anything else. So,
149it is a form that I complete annually. have ever had >> completed with these numbers and no issues for next year. >> And this is just a sign. There's nothing that's not going up >> and we can't continue as a board to think that we can just continue to absorb all of these cost that everything is going up across the board. And so we have to cover or recoup some of those expenses from a district perspective. Those questions. Anything else? One more question. So on here, adult lunch. I'm assuming it's teachers or staff or whatever. Um what percent like I'm sure the Well, let me just ask a question. How um how many staff or teachers or whatever um are purchasing the adult fund? Okay, >> that is correct. >> Okay. And do we think
150I mean cuz that's going up by 50 cents and >> which one is Oh yeah, >> I missed that part. Yeah, I thought it was a quarter for I was looking at the breakfast. Yeah. Yeah, that is huge. >> Yeah, those school districts, >> you answered the other question. So, the >> I should say though that when we went from 4 to 450, I did not see a decrease >> due to the jobs >> and then >> but that was already but so I mean we were at 375 through CO and then coming out of CO you know we were at four but that following year it's I think that was sort of us rebounding from co um if you can rebound but now with the economy trending you know prices trending up I get
151that we as a board can't absorb all of the cost um but it just seems like a a big jump if we're looking just three years ago a That's for the student lunch. So from 2022 to 23 we're in 20 20 we're going into 26 27 that's a dollar in three academic years >> and it's quest driving that cost too. They're the ones that raising the costs but we're trying to keep up with their raises. So that's the question is why are they raising it that much? We we wouldn't go like this. So, we're not trying to make money, right? >> West keeps going up. >> They're contractually obligated based on the agreement that we signed with them. >> The most they can increase it is the consumer uh price index food away from home
152at 4.1% here. So, it went up by 4.71%. However, a few years back, I do recall that they came to us in spring. Remember that? >> Yeah. It came as soon as spring and we were getting there's a big charge at cost of >> and we had to eat. We had to pay for it >> and the state was on board with the food service vendors doing this because of of how much the prices had gone up. So they they green that we really didn't have much choice. >> I mean we could we could look at doing something in the middle between 450 and five. We definitely would be losing money. Yeah, we >> it runs in a deficit, right? It's already running in a deficit and it's meant to run in a deficit. >>
153But I mean, but we can't So, so we we're looking at everything in pieces and pieces, but when you look at the totality of our district, we can't keep absorbing all the cost increases in every specific area. That goes to the >> like from last meeting and it's not directly relevant here but we're sort of picking and choosing which um areas or categories where we're going to absorb some deficit >> um and then in another category not. So what we're looking here passing these additional costes cost pots on to the families when there you know was an area where we could have reduced by 10,000 and I don't know how much it was 14,000 but and I don't know how much um the um meals cost us um over a full year. Um, but I
154guess what I'm getting at is if we're running in a deficit um or the meals and the so it's the cost and the labor and then we have another area where we can cut some of the cost for the district that we're eating. It's just like how do we pick and choose which area we're going to absorb the cost and pass the cost on to either the staff or to the parents. So if we're in this mindset of we need to start saving some money and not absorbing everything. I guess what I'm thinking is shouldn't we be doing that across the board? >> I think to a certain extent we are >> where do you think we're are you not? I'm thinking just back on the insurance um conversation from you know last board meeting
155and I was I think it was like 12 or 14,000 that we could have saved if we had implemented the um increase for the HMO. Um, and so I guess my concern is if there are opportunities for us to reduce the amount that the district is absorbing um in one category, shouldn't we also be considering that for um doing the same in in another category? So just basically equalizing it across the board. So in this area, maybe we wouldn't have had to pass on this um these increases to families if we had absorbed the or did not absorb the additional 14,000 for the you get what I'm saying? >> So I'm I'm thinking one more of a burden on >> staff >> our staff, >> right? But that's what I'm saying. If we're trying to
156not absorb all of the cost and treat everything sort of equitably, if we're going to pass on um the cost to the parents for this, but we're not going to pass on a moderate increase to staff who choose the HMO. the staff is benefiting from that for the ones who are under the HMO plan, but then the families are absorbing or are taking um the additional cost for the >> I hear what you're saying, but I'm just saying >> and I'm not saying the staff not important or the parents aren't important, but I'm just thinking, you know, holistically if we're spending a lot and we're concerned about our budget and because everything is increasing, my mindset is all right everything is increasing let's try to increase the let's try to reduce our spend a little
157bit in every category instead of picking the areas where we're going to absorb and then passing on expenses in another area >> and see and then I'll just say this from a this perspective even though for the insurance they don't have a choice they have to take the insurance as a parent Even for myself, we didn't necessarily have to buy the lunch. >> True. >> So, you do have a little bit more flexibility as a family if you decide that this has priced you out from a lunch perspective that you can say you only get to do lunch twice a week and they can bring lunch and see if it's more economical. >> They have the >> the means. >> Yeah. But that's the same thing like when we were talking about you know what
158would be the increase if we had said we're going to um ask on the additional to staff. It would have been a small percentage but it would have saved us 14,000. And then here, okay, we're going to allow um this increase for the family so that we don't have to absorb that saves us whatever dollars. Um, and so if we're talking about being sort of fiscally responsible because of how high everything is getting and we don't want the district to even get close to the red, let alone go, you know, under, we need to be thinking about how we can save across. >> Was the strategy for the insurance and not to go into that whole conversation, was the strategy for the insurance, remember it was about having more people to the HMO. So that's
159a bigger a bigger issue, right? Because the bigger save down the road is bigger than at 14,000 because if more people are going to HMO, it is helping us in the future, >> right? >> Because and and I don't know I think that those costs are could be exorbitant towards this. Well, I hear what you're saying about the lunch program, >> but what I'm saying even with that part of our discussion with um the HMO was if we passed on that increase, it's not big enough that people who are on the PO um wouldn't still consider going down because on the PO they're still paying a huge amount. So that 14,000 would, you know, potentially be helpful um and not a a deterrent for folks going from a PO to an so all I'm saying
160is we're trying to be considerate of how much the district is absorbing across the board. That's also as we're making decisions on um what we're spending and what monies we're passing on across the board. >> Yeah. >> Any other questions? Well, were you saying something about an in between? >> I mean, I I'm not proposing it. open. >> I said the board some could if they wanted to, but I personally would not cuz then we're I I feel like we're just going to be in the same boat next year. Next year. >> Well, I mean, so if it's meant to run in a deficit and we're looking at an increase and it's not going to close the deficit, right, we're not going to get $100,000 by raising the lunch by 10%. But but I don't
161think we ever I mean we already we know that the deficit includes the labor and the st the labor cost. So we know we're we shouldn't say we always know a board could >> come in along and and pass that along. We are we have been choosing not to pass that along. >> Um so yes, it will always have a deficit because we're eating that pot. >> Well, and it's that's the way it's meant to run, right? according to >> well it doesn't launch program you can't make a profit so you could have a deficit of $1,000 and still follow the rule >> right >> so and I'm not saying um you know not to do the increase but I'm saying 10% is harsh in one year happens if we do what was it the
1625% and the five or you know we split up I mean 50 cents that's a lot whether parents can do it or not I mean if you're if you're buying lunch every day. That's I did the math it was like a hundred extra you know 100 extra dollars if you have one kid you have two kids you have three kids you have four kids you know and so I'm just saying I'm not saying don't do it but can we you know babies baby incremental step so that 25 cents this year 25 cents next year >> I think it's a strategy of the board like like >> previously we haven't wanted to increase every year because then the >> increasing every We are not. >> Yes, you show me where we are. >> It's still if
163you look from 2021 to 2026, still 20% increase. And if you divide that up by five, that's that's still I get. >> You know what I'm saying? Like that still doesn't result into that still does not equate to wise, right? But it's still a 20% increase whether it's one year or in two years or >> but the point is they had the luxury to pay for 15 or threeear strength. That's the bottom line. >> Sure. >> Three years straight they paid for >> and then for two years they had to pay more for two years back to back 75 cents. >> That's a big That's a big increase two years back to back. >> Well, I paid it so I felt it. I understand. But I'm just saying they did get to have a flat
164rate of 450 for three years. >> But but at the end of they're still paying 20% in that 5year period. You see what I'm saying? Still 20%. That's not to me that is not a dramatic increase considering what how we have been increased. Everything has increased so that you can't think that you're going to pay in 5 years only pay 5% more over a 5year period. Does that make sense? >> I'm not saying don't increase it. I'm saying do it slowly because >> that 50 cents that's a 11 12% increase. That's that's a big increase for a parent. But if you do five point whatever and then you do five again, yeah, I understand it's a yearly increase, but it's still the same amount. >> If we propose what you're saying and then next year
165they go up again, then what do we do? >> We're still request goes up again. >> We're still going to raise it next year for 5% or whatever it is. >> No, no, no. I'm saying we're already we're only taking >> what we initially planned to take was the 10% >> for two years. No, because they said, >> right, that >> we're going to lock it in for 2627 and 2728, but I will still do the analysis at the end of 2627 given the quest price to see if we can maintain it for the following school year. But that's how we've done it in the past is we try to project out so we're not changing it. >> Rose had a question. Yeah, I just wanted to say like we have been able to hold
166things for a good while, which we've been able to do across the board with many things, but the cost of food and everything is just going up so much. We're all seeing it when we buy our weekly groceries and everything else. So, it is going up request and it's going to go up for everybody. I mean, we can't keep that the amount where we were at when when the cost of food is going up so much. >> I didn't say that. I said to do the increase slowly like over two years. So because it's still 10% at the end of the day or 11 or 12% whatever it is at the end of the day you're still paying the 12%. And either you're going to be slowly >> over two years which might be manageable
167more manageable for people or you know it's a it if parents are going to be disgruntled when you get a big increase 50 cents is a big increase you know when you're when you're buying lunch every day or even two times. Dennis, I have a question. So, to make sure I'm understanding this correctly. So, we have a contract request. >> Okay. And how long does that contract run? Is it a two-year contract? >> One year contract with an option. >> Okay. So, where are we on the >> year? >> We're on year two. and I want to make sure that I hear your question um and understand it. So right now we're in 20 256 and the cost of lunch is 450. Quest has increased their price going into the next year. >> They increase
168their price. >> Right. But I guess what I'm saying to your point is if we do the jump from 450 to five and next year they increase their price again, we may not be able to keep this $5 >> in the 27 to 28 school. >> Correct. Okay, >> I got you. >> You understand? We're just still creating more of a hole for oursel is basically what I was trying to say. So essentially, just to summarize, we don't want to increase every year. And so we're hoping that the $5 next year will hold for the following year, but Quest could increase it again next year. They will >> where we'll be in another situation where >> we're trying to figure out how not to >> Well, and saying they are going to increase. >> Well,
169we know we won't increase, >> right? I mean, we know they're going to increase, but I'm saying if if we know they're going to increase and our policy has been let's try to hold it for two years, is there a possibility that we won't be able to hold it going into the 8 29 year because they've increased it so much because that's what it was sounded like. they've, you know, because the cost of food is skyrocketing, we've been able to hold it for a period of time. Now, we're in a position that we really can't. And even though we want to hold it for two years, it's possible that they will increase it so much that in the 28 29 we're going to have to do another increase. >> What is their limit? >> So,
170they are tied to this consumer price food away from so it's a maximum increase of 5%. >> Okay. every year. Okay. So then that does make sense what you're saying if we know that they're going to increase 5% every year um >> up >> to 5% um to split the increase of 10% over two over two years. I get what you're saying too. >> I would change my methodology, but we're going to be increasing food. And that was what I was trying to figure out. If we know they're going to increase it, but they're capped at 5%. Then it's possible for us to spread that over that 5% increase annually instead of trying to hold it for two years. >> Well, how would it change your process? >> Just be coming to the board every
171year asking for an increase. >> Well, sure. I mean, I I realize that. >> I mean, it's a decision. It's an op, right? I mean, cuz you're still paying it at the end of the >> there's no like not >> increasing. Did I hear you say though you're going to try to keep with all your your intention was to keep the same price next year as well >> for two years this price. >> So this $5 would be for this year and for next year >> and realistically next year it could potentially cost us $550 >> but we're only going to be charging parents $5, >> right? And so, you know, can I ask a question because when I hear about the disgruntle, you know, when you talk about the disgruntled families, >> disgruntled and
172and so I wonder though, like is the disgruntledness with us or do you know like we are consumers too, right? So we're we're at the will of of our vendor >> of quest. And so it's not like it's like we're sitting here conspiring to charge more like but we like we're you know so they may be upset but I think as you all just said many of you you're upset at the jeweler wherever store you go to you're like oh my gosh I'm paying this much and you know I'm not going to I just you you got to do have to do I and if we could hold it for two years next year we will be >> still at And we know that that bill will come in more than $5,000 at least 4%.
173>> I'm sorry. >> So next year it might cost us 523. >> And does milk have the same? >> Yeah. >> Milk is not under the consumer price index, but we're not when you go out to bid for a food service fun, it's a big cost. all like we have to make a statement. It's >> it's like a six month process. >> Can I ask a question for the years that we did stay flat? Just curious and you may have talked about this already and I just don't remember. Um did they go up every year from 23 24 25 24 25 and 25.6 and what was the percentage? >> Okay. >> I do know that just like in this year we held it to absorb cost. So we're absorbing like the years that we held
174it the same they would the next year we're absorbing more >> because they've increased but we made our quest the same. >> Correct. >> We also had a food service change too. Didn't we? >> No. We've had Quest. >> We had a we had a a >> kids selected Quest is a better the kids we did taste testing that kids like that more. You can go cheaper, but you're going to get what you pay for. And you know, and that's the that's the concern. We don't kids just throwing food away. >> Okay. I'm going to ask the same question one more time to make sure I get it. So, the proposal is going from 450 to 5 in this next year for 2627. We want to keep it at five for 272. So the amount
175that we're absorbing for next year um maybe this it would be easier this way. What um what would what is our total sort of cost for the labor and for the food in for lunch? >> The labor and the food. >> Yeah. Cuz we're absorbing the labor. Right. >> Right. And then we're absorbing some of the price for the lunches >> dependent upon the year. >> So for this year, how much are we absorbing for the lunch? >> Was that the numbers that you gave us? >> I projected out for next year as far as $4.88 88 cents is going to be the cost to us and $5 will be this year was probably a year that we're actually paying more than what we're charging. >> So in the answer you have as of April
17630th >> the food expenses were 4,6 465 465,985 while the revenue was 298. That leaves a current year year-to- date gap of 167,000. >> I'm missing this. >> That's it. No, >> that's so that's the gap so far this year. >> And that's what I was trying to see. So, we know that gap is going to go up because >> Questa is going to go up, >> right? >> We don't want to pass that on toap could go down if people aren't buying as many lunches. Correct. Then we're not absorbing as much money. I mean, it would have to be significant. The amount of people stop buying lunches, but >> we're still absorbing the labor costs. >> That's only going up. >> The same thing with National School Lunch Program. We get those meals reimbursed.
177We're not getting them reimbursed. >> Okay, that's cool. I guess I was just trying to figure out a way to bridge what you were saying, Stephanie, with what you were saying, Cynthia. Um, but there's too many variables. Okay, we have a motion on the table, so I'm going to call for a vote on the motion to move us along. Is that okay? >> Okay, roll call. Are you ready, Rose? Roll call. Um, boy, >> hi >> McFersonson. >> Hi, >> Neil. >> Hi, >> Ortiz. >> Hi, >> Carage. >> Hi, Rosski. >> Hi. >> Seven eyes, zero Naz. >> Motion carries. >> All right. Thank you. Um, are you a consolidated district plan or is it time? >> All right. Next is the uh consolidated district plan approval. I need a motion for the board
178of education to open discussion for the approval of the consolidated district plan as presented. Move >> by Cynthia. Second, >> second by Jerry. Uh there is a memo. Well, it's the actual plan in here, right? >> Yeah. >> Is there anything you want to highlight there, Stephanie? I mean, we just things um we've lost we aren't able to use money on uh grant money on technology anymore like forefront and all that. So, how we're going to pay for that? So, it's something to use. Um and I just put more money toward the gas program in this plan. >> Yeah. The training piece. Any other questions for that consolidated? >> Yeah, those roll call vote, please. >> We got Wasowki. >> Hi. >> Ortiz. >> I >> Neil. >> Hi. >> McFersonson. >> Hi. >> Boy.
179>> Hi. >> Seven eyes. Zero. Motion. Motion carries. You're fine. For those of us with eighth graders, I think both flights are in the air. >> No, flight one landed. >> Oh, nice. Excellent. One or two? >> One. >> I'm two. >> All right. >> We're watching that. So, I'm glad he is on the ground. >> Yes. >> Mhm. So, I don't have to like leave and come back. >> Nice. >> All right. So next um is the optional outdoor education approval that in a motion to open discussion for the approval of the sixth grade optional outdoor educational tour as presented. Moved >> moved by Gina. >> Second by second. >> Oh Rose try next time. Next time Rose do it through second. >> Uh Cynthia was the second. Rose tried hard. >> No go.
180All right. So, we've got um the budget in there and then also um the letter, theformational letter. Um it looks like he's recommending that the cost of Camp Timberly Tour be set at my old eyes. I think it's 3:05. Um this reflects an increase of a dollar um from last year's projected cost. Uh the cost of the camp is slightly increased in the base race price of activity cost, but there's a decrease um in transportation because they're projecting we'll need one less bus. Um I know no one from middle school is here, but we will do our best to get any questions answered if you have any. Huh? Rose for vote, please. >> Okay. Boyd. >> Hi. >> Person. >> Neil. >> Hi. >> Ortiz. >> I was I seven I zero. >> Motion carries.
181All right. >> This is just board. Sorry guys. >> Okay. No, they sorry. >> Is it still three days? >> Yeah. I just want to make sure. >> All right. So, next is the first reading and discussion of policy 6-160 English learners. I need a motion for the board to open discussion for the first reading of policy 6-160 English learners. >> Moved by Jared. Second. Second by Tasha. Right. Um again, thank you Laura for doing the work and um highlighting the comparison. It really is so helpful. >> Yes. >> Yeah. >> Any questions or concerns of going with press? Yeah. All good. >> Yep. >> Okay. Rose good. Okay. Roll call vote, please. >> Boy, >> I >> Neil. Hi. >> Neil was an I. >> Oh, sorry. Ortiz. >> I whistles. Hi. With >>
182an I. Zero Naz. All right. So, let me close that. All right. So, >> I need a motion uh to open discussion on the first reading of policy 7-150 agency and law enforcement requests. >> Okay. Cynthia. >> Second. >> Oh, yay. Rose, you got it. >> Been trying all night. >> All right. So again, the comparison is there. Um, remind me what the colors mean again, Lauren. >> What? Um, so blue is addition. >> Okay. >> I believe green is something that was in there before but maybe like moved around. Okay. And red is a is >> strike out. >> Okay. I couldn't remember what green meant. >> Yeah, >> I believe that's what green is. We don't see it very often. >> Yeah, you can cross reference. Scroll all the way down. in the
183green. >> Yeah. Gotcha. >> Any questions or concerns with this one? Assuming the proposal is to go with press changes. >> Okay. Rose. Good. Okay. Roll, please. >> All right. Wesowski. >> Hitch. Hi >> Ortiz. >> Hi >> Neil. >> Hi >> McFersonson. >> Hi >> and boy. >> I zero nay zero abs. Motion carries. Did you >> all right? Moving on. I need a motion for the to open discussion on the appraisal of the first reading of policy 7-190 student behavior. Move >> by Gina. So it gonna be Jared Jarrett in here. This one not. >> Yeah. Right. Six, right? >> Yeah. How many >> on this one? They're really >> it's I think the notices if you go down onto the sixth page >> and that matches actually a policy that you it
184just matches the wording of another policy that you guys pass. >> Okay. Any questions on this one? All right. Gross. Roll call vote please. >> All right. Boyd >> I. >> McFerson. >> I Neil. >> Hi. Ortiz >> I wasowski >> I zero nays zero absent motion carries right last one uh the first reading I need a a motion to open discussion for the first reading of policy 7-290 suicide and depression awareness and prevention >> by Jar moved >> by Jared second by Cynthia. Okay. All right. This one. >> Not much of a difference on this one. Okay. Any questions or concerns on this one? >> All right. Roll call vote, please. >> I >> Ortiz. >> I. >> Neil. >> Hi. >> McFersonson. >> Hi. >> And boy. >> Hi. >> Seven. I zero
185naz. Zero absent. Motion carries. A um correspondence. Here was um a letter from ISB congratulating us on board leader education achievements. >> Um Oh, is this the letter that you printed out right here? >> Yeah, the one that looks like it got bit. >> It does look like it got ripped in half. >> Bill did that. Bill ripped our letter. >> Yeah. So weird. Oh. Um, >> there was an attached district list. Is that on here? >> It's not in the letter. >> No, I think she was. >> Okay. So, the letter says um >> and closer. >> Enclosure certificates for those board members who achieved a new level of recognition. Also enclosed their lapel pins recognizes achievement. Please see enclosed district list indicating what your board members should receive. Oh, the only thing I
186got was that little pin right there. >> What she got? >> Was it just me? >> Dana, that's it. >> Okay, stand up. >> I didn't see a certificate. >> Gosh. >> Well, I would follow up. What are you certificate? >> It is E. >> You're establish established board leader. >> Is that based on the number of years? You're finally somebody >> because these pins are new this year. board members who have reach reached letter levels in past years are receiving a pin for each level they have achieved. We encourage you to wear your pins too >> November >> get that on there. >> All right. Well, thank you. >> All right. Uh for request, they always are very interesting. So, thank you Laura for um sending those out. just a couple. Um, >> yeah,
187I mean they're >> they've come a lot. Yeah. Um, for president's report, I'll keep it short. I made contact with our IASB um representative about our board self-evaluation. So, he is it's it's a new it's not the same woman who's done it before. So, um come in and do a >> Yes, it is the one >> he's the one assigned to the Westcliff area. I know he just did a training with um the 209 board. So, I was able to be like, "How' it go? What did you think?" And they were, you know, thought it was positive. So, um he wants to set up a a Zoom call just to kind of talk through what we're looking at. So, I'll hopefully have some things soon to to share back out. It'll it'll definitely need to
188be a special. >> His name is Justin Cole. >> Yes. Justin Paul is a gentleman. >> Um >> and then there's report. Okay, so things are moving very fast in Springfield right now because the legislators are working toward their May 31st budget deadline. So I just want to give you a quick update on four things that you know could potentially directly impact our schools and our wallets. So we have the budget gap, right? Our school's funding. Um there's a big gap, a major gap I should say, between what the schools need, what the government has proposed. So, school districts need 151 million for mandated services like sped and busing, >> but the state's only proposing. >> Yeah. >> Um, so if that 100 million gap isn't closed, the state >> 32% >> the state pays
189a smaller percentage of their bill and districts like ours are going to have to find that money elsewhere. Um, we're also watching a $50 million property tax relief grant. If it is approved, it'll be a win-win because um it'll help the schools and it protects bills. Um last month I was telling you about the call to action for the um school board remedy um the teacher conduct and local control, the SB2914, the notice to remedy. So currently if the teacher needs a formal warning to correct their behavior, we handle it, right? The school board handles it. But this bill is g would hand potentially the final decision over to an outside third party arbitrator. Um and obviously we have serious concerns because you know it could require that students are subpoenaed to testify um legal
190hearings without proper protections for them. Um and we believe that these decisions should stay with the local board, not an outside appointee. And in my report, I really dive into some of the reasons why we don't want this to happen. Um, and then number the bills on pause, which is the Bear Stadium and voting math. >> Um, so you may have heard about the Chicago Bears Stadium um or changes to how our voting districts are drawn. Both are currently on pause. Senate is taking more time to ensure that the stadium deals taxpayers. >> Was that what what mayor um Johnson went down there to try to propose >> to get away from >> and then he >> he was not >> he went to Springfield or some for something. I was trying to understand but
191I heard about it trying. So, so what they wanted to do was use taxpayer money to build a a stadium for a private entity. So, people had a lot of problem um proposing, right? >> No, no, that's he doesn't want affairs legislators. >> So, what was his alternative to do? What was >> he didn't have an alter to not do it for them to fund their own >> because they won't have the money for school. Yeah, I think some I'm not saying for this one, but sometimes like states will do like we'll we'll cover the infrastructure, you know, like if you need a new road or if you need like an updated road. But >> I know he was trying to get them he was trying to leverage something to get them to so that
192they would stay in Illinois. >> Right. >> Yeah. >> Well, he was like, well, Pritsker in his address said, you know, if you go, you go. That's on you, but we're not going to use taxpayer money to build your stadium. Um, and the voting maps, you know, I think this is something that's impact that could impact us because it's about how the districts are being divided. Yeah. Right. >> So, that's on pause. And then I don't know if you guys had heard about the millionaire tax >> and it's it would be in the long-term plan, right? So, the millionaire tax is a 3% extra tax on income over 1 million, >> right? So if you made 1,200,000 only that 200,000 would get that 3% right. >> Correct. >> Um and the plan would be to
193split that money 5050 between school funding and property tax the rent property tax. So don't get your h h h h h h h h h h h h h h h h h h h h hopes up though. >> This is this has been something that they proposed before. It has been proposed before. So >> yeah, but they it didn't make the deadline. So you may not you're not going to see it in November, but it's out there. It's a big plan B because this is a way to get some revenue for >> schools and so that we're not increasing. Yeah. Right. For your property tax. >> So the next two weeks are going to be critical. The legislators return on May 12th and the final well May this week and the final budget
194is due May 31st. >> May 31st. So our goal is to make sure the state keeps its promises so that the financial burden doesn't fall our community. >> Check out the report. I actually updated the aesthetics of it. So I noticed >> it's always nice. So this is just another >> um on the uh notice to remedy >> 100% we don't want this. But um >> if it were to pass and this um the decision decision would go to an outside arbittor, >> would we be paying for that arbiter too? >> I think that we would be paying for it as well. >> Yeah. >> And so the main concerns I have it in the report here. So, not only do they take the decision away from if it passes, but then we also >>
195we would be on the hook for it. Uh, >> yeah. Students could be subpoenaed to testify against a teacher >> and right now they're um a loss of local control, >> shifting, high cost and legal risk. Every time a board wants to give a warning, we might end up in the expens expensive lost. >> Yeah. >> And concerning that it did pass up. >> Awesome. Thank you. >> Thank you. Thank you, Cynthia. Very nice. >> Rose, anything for West Cook? >> No, no report. >> Nothing to really the summer, right? >> That's right. Um, we have a space here for any board representative. >> Yes, I have something. Um, just wanted to give a shout out to um, Miss Delako and the the bilingual the bilingual advisory committee. We went for the loia night. It
196was so much fun. They had so many vendors. They had food >> and I didn't win at all. There was like 10 games. I had eight cards. >> Well, Millie won once. >> Millie won twice. Millie won twice. >> But I didn't win at all. Well, despite that, you know, it was really good. It was such a good turnout. >> Um, and it was just it it was like the pole thing. Like I was out of time for the PO thing, but I'm glad that, you know, we were able to make it and these cool new fun thing, you know, that are coming out. >> They're working hard. That committee is working really hard. >> Yeah. The parents that are running at the parents with so much pride like when they were charging at the
197door, you know, speaking on the microphone. It was nice. It was really good. >> Yeah. Really good job. Um, I guess this kind of fits under the board of representatives. We went to the chamber, the Westchester Chamber of Commerce dinner, the celebrate Westchester. That was >> nice. >> Was it? I don't know. It feels a lot longer away. >> I think she said chamber. >> Was it really? >> Yeah, >> I remember going. >> It was great. >> No, that was last year. >> Okay. I know that was a costume. >> So, no. Yeah. Yeah. Yeah. Yeah. Yeah. No, we did not go in costumes. Um it was it was nice. Um >> our person of the year was there with her entire family and friends and they were really um excited. She was very
198honored. So it was nice to be there and nice to be part of the community. They did um >> they celebrated a longtime Westchester community member, Bill Erns, who passed away recently. So, um, there was, you know, lots of wonderful things about I and I actually knew Bill and kind of worked with him, but I still had learned so much that I didn't realize that he really touched so many parts of the community. Um, so that was a nice event. >> The um the spring concert was it last night? Was last night >> and so is at yes. So, u Mr. Collins, you know, he really put put in a lot of work and the kids and also, you know, Mr. Barrett was there. I think Mr. Barrett was there for Mr. Barrett was there
199for the concert. Mr. the lotto this week. >> And then just one more thing because um I am trying to create a a community >> another community connection with uh dog shelters, cat dog and cat shelters. So, you know, in my head it's going to be, you know, maybe our kids come and they read stories um to the dogs and then we fund raise and we wash blankets and all this. Um but there's some red tape. You know, I tried with the wood uh the wood shelter and you know, it sounded very much like the Chicago just like where you know the intake of dogs and there's blood, there's all this stuff and so like oh it's not you know that's we're not going to be able to go there and you know Hinsdale is
200looking more promising. So just a connection. There's also they don't actually have a shelter, but the one that's pretty I don't think they have a building, but it's magnificent muts is pretty well regarded here in the community. I think they rely on >> um what do you call that? >> Foster Fosters. I don't think they I think they keep their frost down. I don't think they have a spot, but I think they're pretty organized and going out to places. So, it's another >> one to go check them out. >> Yeah. >> When they have like food pantries, sometimes they'll be there with their stuff. Yeah. Yeah. They were at the Were they at the school? >> They might have been. Yeah. >> All right. >> Listen, just I want to just say thank you all
201again for the >> everything really smooth. Yeah. Nice job. >> Thank you for always just signing me up even though I don't mind. Sorry. Appreciate it. >> I was wondering. I was like, I don't think I said I was going, but okay. >> You're going. >> My name was on something. I was like, I guess I'm going. >> All right. Superintendence report. >> Good evening. >> Perfect. 10. That is how many days we had left. >> Perfect. >> 10. Tomorrow is the last full week because next Wednesday we have a half and then follow >> we're out. Um, well, >> as you said, congrats to the class of 2026. This will be the last meeting. And I said before, this is my special group that I came in and started with. So, um, it's definitely
202one of my highlights of my career is lasting that long to see them graduate. Um, it's important. They are, as you said, one is landing, one on a plane. I think they had a great time. They are probably super tired, so it'll be a good night to sleep. um next week over the next two weeks and days celebrations you know grade level celebrations field days make teacher night there's another concert in there it's busy >> busy >> um next Monday we have the Memorial Day event so Dana and I will be there we'll have a group from the student council that will be there >> it's at it's at Bayfair It's like 9 or 10 o'clock in each kind of >> I've been there. I've done >> You've done it like a lot >> each
203community like the park portal present a read and the Cub Scouts present a read. Yeah. >> And then we're planning for the we're planning for the Junth celebration which is what day? >> Friday. >> June 19th >> and the 20th. >> It's June 19th and 20th. We participate on the 19th. So, we are doing an essay contest and I had an awesome student today like you don't want to waste money on or I don't want to I don't have ink in my can I I go just send it to me. >> It's awesome. So, we're getting some essays >> and so this is coordinated with the village >> with the village >> and they pick a they pick a winner. >> No, we thought they picked it. >> No, we hand it to them and
204then we are also donating um a bus. >> Yeah. Yeah, for the for the walk between the church and we worked that out last week. >> I'm sorry. Yeah. The bus Well, the bus goes to the the the uh the church in Bellewood over the bridge. >> So, it's a shuttle. It's not a bus for us. We central it. >> Got it. >> Yes. Pastor Brooks. >> And so, it's it's a good event. I mean, it's it's nice and last year was a little hot, but it was there last. So, you know, I even though the the district is closed because it is a holiday, we'll be here >> at least >> myself and the bus drivers and I will make it up because it's >> um >> hot last year. >> Any questions for
205Phil? >> All right. Um, administrative reports, always >> whole lot of information in there. >> Um, I never know who's going to have the most uh connections to links if it's going to be Mrs. Laughen or Mrs. Delako, but they're having a little link a link link challenge there. >> Any questions for those that are here tonight with us? And if there's um there's anyone who's on a plane or at home, we will uh we will get the question to them. Anything? All right. Then audience comments being none. Um close session. I made um motion for the board to retire into close session to discuss the appointment employment compensation discipline performance or dismissal of specific employees and litigation when an action against affecting or on behalf of a particular public body has been filed. Um,
206collective negotiation matters between district employees and their representatives or deliberations concerning salary schedules for one or more classes of employees and student disciplinary cases and matters related to individual students. >> Second by second by Right. >> Right. Roll, please. >> All right. Boy, >> I >> McFerson. >> Hi >> Neil. >> Hi >> Ortiz. >> I >> and I seven eyes, zero nays, zero absent carries. Our close session at 853. Great.