Westchester 92.5 Board Meeting - Feb 19 2026

001Good evening. I'd like to call to order the uh February 19th, 2026 board meeting. Uh can I get a roll call, please? President Wowski, >> excuse me, here. >> Vice President Billy Ortiz here. McFerson >> here. Neil >> here. >> Heritage here. Sanchez >> here. Also present are Dr. Swami, Mr. Vanour, Mr. Barrett, Miss Deliako, Mr. Crest, Mr. Kayata, Miss Moran, and Miss Pisca. >> Thank you. Um, if you guys would join me in saying the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and is to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Right. Um, I need a motion to approve the agenda as presented. Move >> by Synette. >> Second Gina. Any questions or concerns

002for the agenda? >> Roll call vote, please. >> Pearson. >> Hi. >> Neil, >> I was hi. >> Six eyes. Zero nays. One absent. Motion carries. Okay. next for uh board recognitions. Um just I know we're sort of in the middle of our state of the school presentations. Um but just a collective uh shout out. We did not have district achievements on our agenda last meeting. So thank you to the middle school um team that came to present. It was uh really thorough, well documented, a lot of good information in the slides, in the presentations and good questions. Um we're going to thank you guys in advance uh for putting the time and the work in um on the committee for this presentation and throughout the throughout this school year. And then um next meeting

003uh we have primary school. So an extra extra thank you to them for their work um on their committees and preparing their presentation. Um audience comments. >> All right. Then on to action items um on the consent agenda. Um as a reminder the consent agenda items are those items minutes business personnel matters that are routine in nature. Any item may be moved from the consent agenda to action items with discussion. All items are approved by a single motion unless removed before the roll call vote. So can I get a motion to approve the agenda? move that second. And just for the record, tonight we have um on the consent agenda, we have the regular board meeting minutes open and closed of session of the board meeting for February 5th. Um and on the personnel report

004we have uh the resignation of a teacher and the uh hire approval hire of a pair professional. Any questions or concerns? Okay. Roll call vote please. >> Wasowski. >> I pearson I >> six eyes. Zero naz one absent. Motion carried. All right. Now to discussion items with no actions. So um our first presentation is the state of the school for Westchester Intermediate School. So take it away Sean. All yours and we'll save our questions to the end. >> Right. Okay. >> Thank you. >> Uhhuh. >> I want to hear by myself. [laughter] >> Don't be scared of books. >> Um no, I do want to say thank you for having all of us here tonight. It is um uh it is one of those things it does make us nervous to stand up here and

005talk to you guys about how we're doing at intermediate. Um but the first thing I'll do after saying thank you all of you for having us here tonight. I do want to introduce um a really great sil team that we've been working together for the last probably three four years. Uh so we've had the same team for a while and a lot of together. So Bob represents our fourth grade team. Uh Nancy is our third grade team and her final civil presentation here and Laura obviously our reading specialist. Jenny's here representing our um special education team. Melanie our fifth grade team and then Katie Mento our social worker with the part of um so before we get started and I start talking with you guys about the data and everything I do want to say

006just I've been in this position for a while now. Um I am really proud of what we do at WIS. have come a long way in the time that I've been there. Um, and I do want to give a shout out and it is the staff that gets a lot of that done. They have embraced a lot of the challenges that we've faced over the last few years, whether with COVID, the pandemic, just looking at all of our reading and math scores, embracing new curricular tools, kind of working through all of those things together. And they really have um shown a lot of metal and grit as we have had through those things. So I do think it's it is continues to be a really great place to work in it. Very lucky to have

007the team around me there. So I just want to preface by saying that before we get into all of our data for you. I'm going to talk briefly about this. If you do have questions we can ask about those um at the end. Um we still are in our commendable range. We're still in the 70s which is nice. It's a little bit uh we'd like to be closer to that uh exemplary range. We've got close before but we'd like to get back up there even though you know we still live up there. We'd like to get back there. Uh, one of the nice things is we did make our proficiency targets for both math and reading this year. Uh, our growth targets were a little bit off and we were especially uh, disappointed I think

008as a school by our math growth because we just feel like we were a little bit more stagnant there than we'd like to be. Um, and then obviously we'll talk a little bit later the science proficiency one. We took a hit there, but that was I think in part because they did update the cut scores for all three of those and I think the way that they did that it did impact what our science scores look like. Um so which but still I mean that did make us as a team in the school look at how we're handling our explicit instruction. So that's something that we're going to continue to look at. Uh so again but it is nice for us to continue to be in that upper range. Um and that's [clears throat] for

009our index scores to be compared to the rest of the state. So we are still really proud of being um in that upper [music] range. Uh our enrollment has grown this year. I think we've had Linda and I were just reviewing it. We had 28 so far new students come in. Um I think if I remember right, we've had five fifth graders, seven fourth graders, and 16 third graders that have started with us over the course of the year. Um right when we got back from winter break, I think we had third graders started inside of me, like three of them. So it's been we've had a definitely an increase in our our student enrollment this year. Um but again, like the staff and we they really just kind of embrace it. The kids are

010really wonderful about wel welcoming new students. Um, so I think that speaks a lot to our culture as a school. Uh, we continue to be pretty diverse. I think it is when they do put the redacted stuff up there. I think that's just we don't have enough students. We're under like 2% for students that have particular population. So they don't necessarily in the data. Um, we have seen an increase in our lowincome uh students which is uh probably I mean that I think that just speaks to where we are as a economically as a country. our English language language markers if I can say that right. Uh they uh we've actually seen a drop in that. So that's nice. Our numbers of students with IEPs uh that continues to be pretty much the same. And

011then our mobility rate went down from last year and our attendance rate went up a little bit. So it's there's we're going up and down in a couple of spots in most of those areas. Good to see us continue to um grow. And when it comes to our ELA, math, and science proficiency scores, this is a part for us. I mean, and it's a reality for us we're going to talk about later. Our reading scores are obviously not where we want them to be when it I uh we continue to lag behind the state, and that's a frustration for us. And I think as we work through using the HM tool, uh making sure we're getting the small group instruction stuff done the best way we can, supporting all of our learners in the most

012creative and useful ways that we can. I think we're still working through some of those things. Reading is just different from math in a lot of ways. Just a lot of moving parts. Uh and our math scores were right with the state. But again, like I said, like we're still Bridges is a really great program. We feel like we should be making better leaps with that like should because we our kids do fairly well with that and the way we teach it like we ought to be up higher than what we are. Um, and science I kind of talked about. We definitely took a drum in that. That was just in the way that they did our job scores and our growth. Uh, we're kind of right there in the middle. This is pretty close

013to where we were last year. Um, so again, I think we'd like to see our growth going up. We're still kind of in that middle or we'd like to see that closer to like 60 to 65% of our kids um growing, just continuing to grow. And as far as our uh where we fit across our different subgroups, one of the biggest noticings for us again, especially in our reading proficiency, is the gap, you know, our black students and our white students. It is still rather sizable. Um I did include last year's data. I do want to put in a uh just a disclaimer because when they did change the cut scores, that did change how they look. So we're not necessarily comparing an apples to apple comparison when it comes to that, but I know

014that was one of that is what we were last year. So there was a nice lead based on the cut scores uh realigning. Um so we did get a nice jump for our black students, but at the same time the gap still exists and we have to um figure that out and we will talk a little bit more about that later just as far as like how we are approaching that in our classroom instruction. But for the most part, our standing kids continue to do very well how they're working and u you know the kids they are practicing every day and they are working to get better each day. And with that I am going to turn over our team. They're going to talk about our day-to-day life and what we do with our kids

015each and every day and where we're at with our data. Hey, so I'm going to be talking first about our um fall to winter math read math and reading data. Um for math, our third graders grew 11 points from the fall to the winter, exceeding their growth targets by 2.6 points. 69% of their students met their growth projections and their achievement percentile increased by 13%. Fourth grade grew nine points and also exceeded their growth targets by 1.8 points and 52% of their students met their growth targets and achieve the percentile increased by 7%. For fifth grade students grew eight points also exceeded their growth by 2.7 points. 72% of their students met their growth goal and achieve their percentile increased by 10%. Um in reference to our school conditional growth percentiles or how much growth

016we had compared to other schools who take math, our growth was 74% for third, 62% for fourth and 70% for fifth for math. And in terms of how many students exceeded um at the 80th percentile or above for math we had 18 students in the third, 24 and fourth and 23. That's fair numbers look like for reading. Third grade through seven points from fall to winter, exceeding their growth targets by almost two points. 62% of students met their growth projections and their achievement percentile increased by 10%. Fourth grade grew five points from fall to winter and also exceeded their growth targets by 1.3 points and their achievement percentile increased by 5%. And for fifth, students grew five points and also exceeded their growth by 2.2 points. Their achievement percentile increased by regards to our school

017conditional growth percentiles for ELA. We had compared to other schools that take math, our growth was 70% for third, 60% for fourth, and 72. In terms of how many students exceeded at 80% or above, we had 18 and third, 22 and fourth, and 15. that we're going to talk a little bit about the acceleration scores first for math for >> right and obviously with our math acceleration like I think the one thing that sticks out when you look at that data is our fourth grade students didn't quite think their goal target is comparatively to the other groups that we have um and I know speaking with our teacher about that it's u it was interesting because we did and Bill will probably yell when I say this but that's okay you can yell at me

018later um we did have four of four of the students who didn't make it miss by one point. So I mean and and it doesn't matter it's a yes or no question. Did they make their growth or didn't they? And the answer is no. But and he does yell at me about that. He does. So um but I mean but that is that's 40% of the the students. So um we also had I think of the students who missed um I think there were six of them that were still above the 95th percentile. Um, so I mean, and it's not an excuse they didn't make it, but it is one of those things when they're that high up, some of the questions when you watch them take that test, some of the questions they get

019like, okay, you have a good time answering that question because I don't know how to do it here. So, I mean, so they do get faced with a lot of stuff that's that's really really hard. And I think we also had four students, it's their first year in accelerated, so for them, they missed an entire year of instruction and then all of a sudden they're taking these tougher they're getting these tougher questions. So I think there's a little bit of a struggle for them when it comes to that getting acclimated to the higher level thinking that they need to do. Um the other thing I want to say about these kids because ultimately this is a one day snapshot when we look at their core instructional success from the beginning of the year to now

020their average scores are 94% on core assessment. So they are accessing the fifth grade curriculum very successfully. um some of them it's a little bit more of a struggle as they get used to it just having missed some of that stuff from last year uh from fourth grade but uh that's a really good sign like I realize math doesn't look quite as nice if we would like it to but the fact that they're doing so successfully on the floor instruction itself means that by the end of the year they should show because she we talked a lot about it we were surprised that they didn't have greater success on that but um when we looked at it we're like we know this but their core work is really really solid because it is tough when

021you miss that uh year of instruction and then you're then you're moving forward. So, and we did talk about some things that they could do moving forward just doing a little bit more of those skill practices of the things that they're missing with ISL and some of those other tools that we have. So, giving them a little more practice on some of those things that they do have in which we um so that's where we are. We I mean our our the kids that were double accelerated they're obviously really bad at math because wow they are they are something else those guys but uh um they they continue to press and they are it is tough when they're doing that upper stuff. So I mean it is really big is our meet. So >> well

022for our ELA advanced learners um 44% of our third and fifth grader students met their birth goals from fall to winter and 72% of our fourth grade students met their targets. And we are um currently in our um second cycle of um reading with where we have um an enrichment group of advanced learners who are um receiving instruction that is um more in-depth and more complex instruction. And we um reflected on why our instruction in um fourth grade enrichment was resulted in greater growth. And the um fourth grade enrichment was an IBL or an inquiry based project. >> And the project um involved students setting goals, creating their own essential research questions, engaging in critical discussion. um while the third and fifth grade were novel studies that they focused on and certainly they had those

023elements of critical discussion in fifth grade. Um but we are looking at how our instructional strategies in the novel study groups just promote more complex and in-depth thinking as well um compared to the fourth grade IBL project the students were involved in. So overall that is our uh kind of reflection with moving forward in our second cycle of win and local and our intervention numbers. Um next and this is a comparison of fall winter intervention data and student movement in and out of tier 2 and tier three. For reading, we did have an increase in both math and degree students um in third grade due to some new moveins, new moveins and an increase in tier 2 students moving from um a tier three to a tier 2 intervention. Um we saw a reduction of

024tier three students in fourth grade for reading, but consequently there's increase in tier 2 students. Um, there's also an increase in students qualifying for a tier 2 reading intervention due to the lower benchmark fluency percentiles. So, we're looking at strategies to strengthen our core fluency instruction um to reduce that number. Um, and for math, fourth grade showed an increase in support grade five to three decrease math, >> right? Yeah. I mean pretty I mean it's the guy's got a chance to look at it but this is basically what we do within our tier instruction the core piece of it um we do look at our students who are struggling in that 25th to 50th percentile that's where they scaffold more those reteback standards that's where a lot of it they'll use their skill plans they'll

025use reflex things like that to kind of reinforce some of those grade level standards they will pull them in small group for that work um we do have workplaces games and things like that that we'll use to get them continuing to focus on that Um with our resource students obviously they're getting if they're in a cross categorical classrooms they get the bridges intervention just to help them close their gaps. Uh with our tier two and tier three students we use the bridges intervention tool like that's what that so they are getting it's more about their group size at that point. Tier two is four to five kids. Tier three is going to be one to two and then they just find where they are within the bridges tool and they just move that assessment at

026the bottom the frequency of time they meet there is an increase once you get to tier three often those are five days a week so and then I part of our so goal is also making sure that they are on reflex and those other skills like a certain number of times because that's what shows going to have the greatest impact on it increasing for ELA. Um this slide also outlines um our support system for ELA. Um who qualifies for each group, what instruction students need and who provides it. Our placement for each of these groups is data driven and flexible across a continuum of need. um with tier 2 providing that strategic support for our below benchmark students. Um tier three being the most intensive to bridge those foundational gaps. Resource for IEP students or

027support for our ongrade students needing that scaffolded help extension for our above average students exceeding grade level work and enrichment for students working beyond grade level. Um, we have spent time during our PLTS and data days this year discussing and planning for what instruction should look like to reflect the kind of demands in each of these groups. And in the upcoming slides, Jenny and Bob will provide more detail on our small group instruction specifically within our extension and is my turn. And I'm here to talk about student behavior data. So, as of February 9th, there have been 163 referrals, which is actually down from last year. Last year at this time, we had 212 referrals and for the 2425 school year, we had 359 referrals in total. Um, seven students have five or more referrals

028with most occurring during recess. We're not following the expectations. So that makes up 50% of our So that is half of our referrals are coming from recess. I actually went last week on Wednesday to an awesome conference um and they gave us some great strategies um to try at recess and I'm actually really looking forward to our next seal committee meeting because I want us to start thinking I mean we have a few months left of this year and next year as well how we can create a more safer and fun recess for our students. So there's definitely some ideas that I want to bring to the table that we could address this a little bit better. Of those seven students, they account for over a third of our referrals and I think it's really

029important that all seven of these students are seen by either our student advocate or myself. So they are receiving some more intensive help as well. Um the behavior matrix or discipline matrix is consistently used to make decisions about what consequence the student will receive or where they are on the matrix. We actually have some students that have gone through the matrix and they are receiving more intensive um they're receiving a more intensive approach. So that would include a behavior plan um and even an evaluation. So we are taking those steps. Um we are constantly making sure we are providing each student with the support and help that they need to be successful. Um powers school houses all of our behavior data. Teachers can make observations in powers school to document school of student behavior that

030is dealt with in the classrooms. So that is just you make observations. I think it's super helpful especially when you want to call up a parent. You can pull up the observations and kind of go through what you've been observing in the classroom. Now, Powers School also has an awesome feature where teachers can escalate an observation. So, if a student is displaying behavior that can no longer be handled in the classroom and they need help, they can escalate it and it get goes directly to Shawn where Sha Shawn can step in, go to the classroom, take the student and work it out with the student. Again, it is so important that discipline is addressed in a timely manner and the consequence matches the offense. So, if something maybe happens in the lunchroom, maybe serving a

031lunch detention and, you know, reviewing expectations and coming up with a better plan. Um, I think it's just very important that it does match the offense. Um, Sean pulls discipline data every Friday to just review the referrals. Um, this school year, which I'm really excited about. We have an SEAL committee, and so we also receive that behavior data and we also go through and take a deeper dive. Um, and we try to create some schoolwide interventions that could help. Um, last year Sean and I created a universal reflection sheet um, for students to fill out on their own or with a teacher. Um, this really just helps them reflect on their behavior. Um, and this is just a great for those restorative conversations. I do have a copy of it that I can pass out.

032Um, every classroom does utilize this reflection sheet. And what I wish I reflect about, I made one with a lot of visuals for maybe some of our struggling learners that they would be able to fill this out with the visuals or if you're filling it out with the teacher, the teacher could fill it out as well. But I think it's really important that our students are filling those out and really being reflective about their behavior. Um, every teacher has classroom expectations posted in their room. Um the significant 72 committee has really been focusing on setting those expectations in the beginning of the school year. So we used to do a lot of fun team building. Not saying we don't need that. We do that. But we've really been focusing on those expectations and how we

033can start the year positively that every student knows the expectations. The hallway, the bathroom, the classroom, everywhere they will go, they know those expectations. So, one of the activities that we've been doing the past few years is we um have the teachers create classroom expectations or a behavior contract with their students. Um the students sign those expectations or the contract showing that they understand the appropriate school behavior that they need to have. Um the fifth grade team actually has implemented a universal behavior ladder in each of their classrooms. And so a behavior ladder basically explains the expectations and then it outlines the consequences. So one, you're going to get a warning. Two, you're going to fill out the think sheet. Three, parent phone call. Four, you're going to Mr. Barrett. So it's very outlined in

034the classrooms and actually our committee has been looking into that. Obviously, we want teachers to be able to make those expectations on their own, but I think making sure that that is displayed in every single classroom, I think that would be um very helpful for the students. Um, again, our committee has already been thinking about next school year. Yes, I talked about it last meeting. Um, just how we can improve um and how we can start incorporating some of that more universal language and some of those schoolwide strategies that we learned at the Jessica Minan presentation which I will talk about later on and I'm super excited about that. I will hand out the um reflection sheets um before I step away. You can just pass right And uh obviously with our chronic absenteeism and

035we are we're lower than the state which is really nice. I mean we uh our health clerk obviously is making phone calls reaching out. Um if it's a student that or family that's not maybe responding to those like I'll work with them with our advocate miss. She's helping us with some of those students who have attendance struggles whether it's hardiness or uh just high absent. So, uh, we continue to work on that, but our chronic absenteeism compared to the state does continue to be lower and we have seen a drop in. So, we're hoping to see that continue. >> All right. And I'm back. >> All right. So, in October, Westchester received an amazing professional development opportunity from Jessica Minan. I'm not going to lie, I was um fanirling having Jessica in our building. Um

036to me she's like famous in my eyes. Um I mean she is basically famous but I was just so excited to see her and hear from her. I have gone to other professional developments with her there and she just has so many great ideas and strategies. So I was so excited that every teacher in Westchester could hear the same message and really start implementing. So I did include on the slide um some different things that classroom teachers have been incorporating from that presentation. So Jessica Minahan provided teachers and staff with a variety of executive functioning strategies that were ready to implement and help our students learn to the best of their ability. So executive functioning has been an area that our students continue to struggle with. And when I think of executive functioning, it's like

037an umbrella and it affects our working memory, self-monitoring, planning and prioritizing, task initiation, organization, impulse control, emotional control, and flexible thinking. I included those because if you think about that, if a student is struggling in all those areas, how difficult is school for them? >> Like let's do a math test. They don't even know where to begin. So by providing them with strategies and visuals, it is so helpful for them. Um so these are these skills are essential for learning. Uh we have to remember it is a skill deficit and we need to provide these students with the support and help and visuals that they need. So currently at WIS teachers are utilizing the power of pause. That is my favorite. So it can be used in two ways. This can be used when students

038are completing assignments. I have a picture up there on the bottom. By placing a pause button after a certain amount of number of questions. This helps relieve some of that student's anxiety. Okay? So I know after I finish five problems, I can take a pause. I can get a drink from the water fountain. I can come back and get started. So for some of those students that really struggle with persisting or initiating because they're like, "Oh my goodness, I have 15 questions I have to get through." Seeing that you can have that break really does relieve some of that anxiety. Um, another way that we are able to implement pause is in our language. Um, so instead of saying stop, teachers have switched their language to saying pause. I'm not sure what is in that

039word, but it is truly magical saying pause rather than stop. Um, I think sometimes stop comes off so negatively and when we say pause, a student responds a little bit better. So, we've definitely been making adjustments in our language as well. Um, staff is using visual um visual timers. I feel like we've been using this for a while, but she gave us different tips and tricks on how we can use them. Um, students have a very difficult time visualizing time, especially students who struggle with executive functioning. So when a teacher says, "We have five minutes left." Students like, "Oh, I can finish my book. Oh, I can finish seven questions, easy, but then they don't get to finish that book." Or they don't finish those questions, they get frustrated. So what we've been huge on

040is setting a timer and saying, "We have five minutes. You can finish the problem you're on. You can read two more paragraphs and then we're going to move on." So letting the students know how much time they actually have, it really does help because they really don't they can't visualize that time. Some of them they really do struggle with that. Um our students who are anxious really do benefit from this as well. I've worked with a few students where I came up with a five minute plan. So I'm like what is your five minute plan? If the teacher tells you that you have five minutes, what are you going to do in that five minute five minutes? So really just working through um some of those skills with them. Then we move to universal language.

041Um I always keep this in the back of my mind as I'm working with students. A disregulated staff member cannot help a disregulated student. Um this is constantly in the back of my mind when helping a student. If I am mad and a student is mad, we are going to start going into a a power struggle here and we're not going to solve the issue. Um, I tell my teachers all the time, if you need a tap out, you need to call me, you let me know. We are here to help you. Um, but it is so important that we remember that we are human beings and it is okay. We might get frustrated. Um, so Sean and myself worked on creating a universal language cheat sheet, I like to call it, um, for staff

042members. So this just kind of outlines remain calm. Bill did help. Sorry I didn't give you a shout out there. Um, he did help us with that, too. Um, but it just outlines what staff should say, how they can remain calm. Um, because we do, you know, if someone's coming at us heated, sometimes we get heated. We're human. It happens. So, just reminding staff that we are here to support them. And then just giving them some resources so they they can also um help themselves. And finally, visuals. I love creating visuals. I could create visuals for a living. Um, that might be what I do it when I retire many, many years. Um but visuals including pause buttons, checklist, initiation, persistent strategies have been created for teachers and students. So I put a bunch up

043um on the board as well. Um checklist just helps students visualize what they have to do and how it should look when it is done. So that's called a get ready do done. I did bring a bag of my visuals if you all want to take a peek. I don't care later. Maybe I'll leave that for you guys. Um, initiating persisting strategies help students who have a difficult time getting started and getting stuck. I went through some of these strategies. They're like, "Miss Mento, I can skip the first problem and go to an easy one." I was like, "Yeah." I was like, "Go to whatever makes you feel comfortable cuz once they get started, they get in that momentum and they can keep going." Um, individualized visuals are made for students and attached to to

044their desks or notebooks as you see up there as well. Um, all staff have access to my social work hub. I did link it in there if you want to take a peek. Um, but on my social work hub, there's many executive functioning visuals ready and available when needed. I have much more on there. I have lessons, forms, whatever they need, they can go there um, and fill it out. It's just a nice way to keep everything organized instead of me sending out a bunch of emails. So, many of the teachers that have implemented strategies from the training have seen positive results from students getting their materials out to just completing tasks with confidence. Um the SEAL committee is excited to continue implementing more strategies next school year to see student success. So those are

045some strategies that we have already implemented. All right. Then we move to our social worker and advocate numbers. Um so this discusses the numbers of uh the number of students that we currently support. I am waiting for um parents to contact me back about four more students for our student advocate and then we will have a full case load for her because she has 32 students. So we will be capped off with her once I hear back from those four parents. Um so I'm not going to go too much into this. I'm kind of going to go over our tiers for I know that I talk about that every year that I'm here, but tier one again is our unifor supports for all students. So, every Wednesday teachers have 45 minutes to teach um social

046emotional lessons. Um we actually are piloting an awesome app right now. It's called 123 Wellness and three of our classrooms are using it right now. So, what it is, it's a digital check-in platform. So students check in once throughout the school day and depending on how they're pro they're feeling the program will provide them with a regulation strategy. So they tell them to breathe in, breathe out, they click how they're feeling and then it provides them with a strategy that they can do. Now they do it as a class one time, but that tool is available for students all day. So maybe they're not having a rough time when they filled it out in the morning, but after lunch they need another check-in. So it is available at other times of the day as well.

047Again, executive functioning visuals and strategies from Jessica Minahan are in classrooms. Um, we are still using responsive classrooms. So, calm corner, morning meeting, quiet time, closing circle, our universal reflection sheet. We also came up this year with a calm corner reflection sheet because sometimes our calm corners were being overused. So, now we have a reflection sheet that the kids have to fill out and magically they don't always want to go. So, um, but it also does give us some good feedback. Was it helpful? what was helpful. Um, so it does give us some good feedback. Um, our significant 72 activities, we have a schoolwide bingo, schoolwide expectations, again, our Saber screener that is taken twice a year. Um, this year I presented our Aeron's Law presentation in every classroom. Um, as well as giving the

048parent presentation. Um, and then I also create the schedule for bully prevention month and Redford as well. and then teachers can reach out whenever they need me to come in the classrooms if they need a lesson or something like that. Um, our tier 2 ser uh services are provided to about 10 to 15% of our students. So these students receive more support than what the classroom can provide. So a lot of our students are on check-in checkout charts um which are implemented to help students um start monitoring how their day is going. Um teachers discuss with students how they believe their day went and this is just a great way to help students start being more reflective on their behavior. um visuals created for individual students and then these students do receive small groupoup um

049social emotional support and then our tier three um these serve um services are provided to about 2 to 5% of our students. So these are our most intensive supports. So this is IEPs, behavior plans um and these students are typically seen a few times a week. Every Friday morning at 7:30, Sean and I sit down and we discuss our tier three students that um we work together to create a plan to help these students have a successful day. So on Friday, basically we get feedback from teachers and we discuss how's the plan going and what needs to be changed. So we are really focusing on these tiered students and making adjustments as needed. And yes, I do get to work very early so I do not mind meeting with them. Um, additionally, this year we

050have anal committee which I already said. Um, and we are super excited to start implementing some different strategies and some incentives as well. Um, and then again this year we are fortunate enough to have a student advocate u, Miss Vo Miss Vil Lobos who has been supporting students academically, behaviorally, socially and emotionally. So, not only does she support our students at school, but West40 offers many resources to our families, including food, clothes, furniture, and just a lot of other resources that our families can really benefit from. So, it's been really nice to, you know, have some other support in the building. >> Good evening. I'll be briefly sharing how we use win time and small group instruction to meet students instructional needs. Uh to ensure students receive support in their most needed areas of learning.

051We schedule with time on Tuesdays and Thursdays for 45 minutes. This takes place in four rounds throughout the year. Two focused on reading and two on math with each round lasting about five weeks. Teachers use data to group students based on their specific needs. In ELA, students may be placed into phonics, fluency, comprehension, or enrichment groups. For example, in a fluent school group, students may be given sentences and asked to match a specific emotion to each one. It could be happily, sadly, or exactly. Then they practice reading the sentences using that emotion. The acronym ears is also taught which refers to expression, accuracy, rhythm and smoothness. At each grade level, teachers lead small groups of students drawn from all classrooms and group by similar areas of for a similar process used in math. Students are

052grouped based on their math data and instructional areas such as numbers and operations, operations and algebraic thinking, measurement and data and geometry. For example, um in a geometry book, students may draw different types of polygons using protractors and full angles using their hand and body movements like an acute angle, a right angle, a two angle, angle, and a full rotation and so on. During read time, students receive both targeted small group instruction and opportunities for independent practice. We also administer brief pre and post assessments to monitor progress throughout each round. In addition, on Mondays, Wednesdays and Fridays, students participate in print time within their own modes. During this time, teachers form small groups using benchmarking data to provide targeted instruction and opportunities for deeper discussion. When students are not working in small groups, they use

053choice boards to choose independent tasks such as reading, vocabulary, practice, writing, grammar work, or activities on online platforms within our ELA curriculum, including Waggle and Writable. These platforms offer personalized practice and engaging activities. Choice boards also supports student motivation, allow for differentiation, enable students to work at their own pace and reinforce the skills taught with instruction. >> Hello, I will be talking about science and social studies instruction. So, after reviewing the fifth grade IR science scores from last year, it is evident that the school can improve its science instruction. We recognize that science has been a struggle, so we are analyzing the tools we use at WIS. At our school, we use curriculums that align with the NGSS standards. This includes generation genius, mystery science, and core knowledge. Although fifth grade is the only grade

054at our school that takes the IR science assessments, we understand that it's a progression of standards and knowledge uh that is built upon year after year. Currently, fifth grade is integrating IR practice questions into our science instruction to help expose students to these types of questions. For social studies instruction, the school integrates different topics into our HMH curriculum. We will take the same reading skills from HMH and apply them to text that expose students to mandated topics from ISBY as well as grade level social studies content. For every reading module, we will take one week and replace them with these social studies topics. Um, as Laura stated earlier, I'm going to talk a little bit about the um, enrichment uh, groups. First, I'm going to start with the enrichment reading group. Um, we just start

055on them this year. First is the group that meets during our win time. As Bob explained, these groups meet two times per week for 45 minutes each. This is for those students in the 85th percentile and above to extend and deepen their learning, not to simply provide more of the same. To ensure clarity and consistency, teachers and specialists collaborate to design and coordinate extension activities that intentionally build upon tier one instruction and challenge students to apply skills at a deeper level. Since this group already demonstrates proficiency or mastery of the core standard, their enrichment group is focused on application, creativity, higher order thinking, and authentic literary experiences. This is done through analyzing texts, for example, using author's craft, theme development, and comparative literary analysis. They also include authentic writing tasks, including but not limited to

056argumentative essays, editorials, and short stories. Critical thinking skills are developed through debates, research investigations, and peer-reviewed writing responses. Students have choice and autonomy with independent novel studies, passion projects, or studentled inquiry. Now, a little bit about our Wednesday group. That's our enrichment group. These are our ELA advanced learners. This group is very new. Students were selected based on a combination of our fall and winter MAP scores, our HMH assessment data, and teacher input. It is important to note that the model we currently have represents a short-term approach to ensure that we are meeting the immediate needs of our advanced learners while we continue developing a long-term sustainable advanced learner program for next school year. This class is taught by our interventionists and they also pull each grade level's identified advanced learners for 45 minutes once

057a week. This time serves as their small group instructional period. Students will not miss core instruction during this enrichment block. These enrichment sess sessions will look different from our traditional win activities. They are aligned directly with the core curriculum, allowing for targeted extensions in the priority standards that are currently being taught. The interventionists also help develop highlevel choice boards for students to complete outside the enrichment block, providing ongoing opportunities for enrichment and independent challenge. As with our Tuesday Thursday enrichment group, a major concern was also that students are not just given simply more of the same. To address this, the interventionist collaborated with a gifted education consultant to ensure quality, rigor, I'm sorry, and alignment of the enrichment curriculum. Instruction and assignments are purposefully differentiated to incorporate higher order critical and creative thinking, problem solving,

058and deeper implication of skills. Now, I'm going to talk to you a little bit about um backwards planning, formative assessment within our core instruction. Um, so we as a school have been focusing on improving our port, you know, and every year we get a little bit better. So we've been backwards planning for our instruction for ELA and math for a few years already. In case you're not familiar with all of the, you know, educational lingo, backward planning is looking at the learning objectives or outcomes for each unit of study, whether it's for reading or math, and then developing strategies in order to deliver the best instruction that meets the needs of each student so that they're able to achieve these learning outcomes within the core. However, last school year, teams also began diving into the

059standards for both ELA and math, looking at the continuum from grade to grade in order to assess which standards were priority for each grade level. Priority standard is a core standard that is essential in each grade, what the students need to learn in order to be successful moving forward in their education. This was in response to our district priority standards committee which was formed last year. This is ongoing professional development led by Stephanie. We actually had a meeting today. So there's a lot to digest in that. So once those standards were determined, teams began planning backward for instruction. And again, it's going to continue to look different and on based on all the information we received today. Um then in order to fine-tune our direct instruction even more, teams have began focusing on classroom formative

060assessments. So now we're looking at priority standards and formative assessments and using both of those tools to help with our backwards plan at the beginning of each unit in or again in order to best teach the objectives for that unit during quarant in order to reach every student. As you know from last year's presentation WIS has also been using HMH and only HMH for the first few years to understand the curriculum to its fullest. During that time, we were able to see what we needed as a building to improve upon our core instruction. We were then provided with Jennifer Cerebella, which we've also been using for a few years. Personally love it. Um, which has also a continuum of strategies that are both below and above grade level that um, teachers are able to use

061in order to teach kids again at their best learning levels. There's also um, example anchor charts and graphic organizers that we can also use to supplement with our HMH curriculum. Teachers are always in the process of improving their craft. Whether that is creating purposeful exit tickets, creating visuals such as anchor charts, carefully selecting resources and strategies. As Melanie mentioned earlier, the teams are also substituting HMH stories per module in order to include highinterest social studies texts that the students are then using to practice reading strategies and skills during the core instruction. As you can see by our amazing MAP scores, the intentional focus on comprehension is really paying off. HMH also has a new version this year. Um, so we've been really diving into that. Um, I think it's really important for WIS because this

062now includes direct instruction for phmic awareness. This helps teachers focus on our foundational skills and vocabulary during core instruction. And teachers are also utilizing fluency passages and reader theater to increase fluency for those students who did not show a lot of growth on their most current winter benchmarks. Um, okay. Now, I want to take just a little more time to go over and highlight some of the work that our ELLL teachers have been doing in order to support and provide um extensive scaffolding to ensure that our students can fully access the core curriculum. For example, in math, accommodations are implemented to help students identify key information and problems and build academic vocabulary. And in ELA, students receive differentiated assessments with reduced text complexity and more accessible vocabulary. Prior to each ELA module assessment, students participate

063in a preparatory lesson that builds background knowledge for the passages included on the test. So ELELLL students are also pulled in small groups to reinforce core ELA instruction. During this time, the teacher builds background knowledge, delivers targeted vocabulary instruction, and supports assignments with tools such as word banks and sentence frames. Students are given structured opportunities to discuss grade level content with peers in a supportive, low-risk environment. In one fifth grade classroom, the ELA teacher provided focused academic vocabulary instruction through December. As a result, students increased their median vocabulary score and map by eight points. Additionally, the fifth grade students with lower levels of language proficiency learned a really fun morning meeting game, the zip zap zap game, and they went around and successfully taught that to all the um third grade classrooms. Um, and it

064demonstrates both language growth and leadership skills. >> Hello. Um, I'm going to talk to you tonight about um writing about reading or our response to reading. Um, this year we have begun exploring some other digital pieces within our HMH curriculum. Uh, one of the programs that we're using is called Writable. Um and in writable um it's a program that teachers are able to assign specific skill practice, maybe some short or extended response assignments, quick writes, and most recently some AR practice. Um for example, in the quickright collection, students build knowledge by responding to writing prompts on the topic for each module. So we switch modules about every 3 weeks. So in the quick break collection um for example a module we just completed was about teamwork. So a teacher can provide a prompt such as

065um tell me about a time when using teamwork helped you achieve your goal. So the quick writes are quick and students don't they seem to be a little bit more engaged with those. Um so we're hopeful that this additional practice um piece will better prepare our students for the IR test um and the questions that they will be seeing on the A test. Um so we have seen third graders coming in obviously are a little bit not as advanced but we are definitely seeing the growth from third to fourth and fourth to fifth in our writing. Um, another area that, um, our silk committee has really been focusing on is the race strategy. Uh, students are given various ways to respond to texts using this strategy. And for those of you that don't know, brace

066is an acronym. So R stands for restate the question. A is answer all parts of the question. C is site the text evidence. and E is explain the evidence. All classrooms have this strategy visible posted in their classrooms and the students are given multiple opportunities to use it. Um some examples of how we do use this strategy um are with the HMH selection quizzes, the weekly assessments and also the end of the unit module assessments. Um in PLTS we have been doing a lot of discussions about writing. So during our grade level PLT meetings time has been allotted to discuss the writing process and the different writing genres and strategies that teachers are using in their classrooms. We discuss and share the rubrics being used to grade the students writing pieces. Our discussions commonly revolve

067around what has been working and maybe what could be improved. Collaboration between our teachers has been an instrumental part of our writing curriculum this year. And Laura, our reading specialist, does join us on a regular basis as well to give us guidance and updates on our HMH writing curriculum. I am here to talk about our last one which is learning labs. So on October 27th we had classroom teachers observe another grade level teacher but we weren't focused on academics. Instead we were focused on the different executive functioning strategies that teachers were implementing in their lesson. Obviously we were looking at academics as well but also looking at those strategies that Jessica Minahan taught us in real life. Um, so the teachers implemented many strategies from the Jessica Minahan presessional development, including timers, visuals, universal language,

068expectations displayed, and checklists. So, each of those teachers personalized the strategies to fit their own classroom needs. When observing the lessons, I noticed how focused and engaged each student was in the lesson. Um, what was most interesting to me was that each student knew exactly what materials were needed and what they needed to be doing at that time. So, having explicit expectations posted and visuals help students know exactly what is expected of them. One of my favorite strategies and it was on my other slide when I talked about the Jessica Minan strategies um that a teacher has been using is a visual of a desk on their whiteboard. So, what she did is she just taped a square on her whiteboard and she has magnets of all the kids supplies. So, she will put a

069Chromebook in there and a water bottle and she'll like, "This is what your desk should look like." Um, she'll put the math book, a pencil, this is what your desk should look like. And it is honestly amazing to see that students really respond to that. They're able to look up. They know what's expected of them. They know what it should look like. And they're able to get their desk to look that way. Um, so these visuals are also linked on my selfwork hub just to make it a little bit easier for teachers um, just to access them, print them, and get them up on the board. Um, having teachers observe the different executive functioning strategies other teachers were implementing helped them visualize how they can use them in their classrooms because we've all been to

070a lot of professional development. They throw a lot of strategies at you that are great. They sound fabulous and you're like, "Wait, how am I going to do this?" So actually seeing teachers do it in real life and getting feedback. It really helped teachers that okay, I can do this too. I can set up a timer. I can put a few visuals on the board. It's not as hard as it first seems because sometimes starting it out, it does take a little more work, but eventually you will see it pay off. So at the learning lab um debrief, teachers were able to ask questions and gain just a better understanding of how these strategies might be able to work in their classrooms. I was also present during um the debrief to just offer assistance in

071implementing any of the strategies um and of course making visuals. So this learning lab helped teachers gain confidence and guidance to implement some successful strategies to help their students feel more comfortable, confident, and successful in their classrooms. >> All right. And thank you for listening to all of that. That was a lot. So, what kind of questions can we answer? >> Awesome. Thanks. I'll keep a letting you start a list of whoever wants to go first. Without it, Rose. >> Yeah. >> I just actually have a question um about the behavior contracts. >> Yes. >> So, is that something you do with all the students in the beginning of the year? >> Um so, we did that last year. We did a behavior contract with students um that every teach that every teacher did with

072their student. The significant 72 committee did create the document um and then it was just universal throughout the building. And it was nice because once students would maybe have a moment in the classroom or um aren't following expectations, we could pull that out and you know have them reflect on it. Um I we did give the teachers options this year if they want to choose the behavior contract or if they would prefer to do the expectations. Um, so it kind of just fit what the teacher wanted. >> And then when the kids have their first couple steps of getting in trouble or anything like that, are the parents notified or is it just like once you get to like step three, four or >> I honestly think it kind of depends on the situation. Um,

073I know if students are brought to me, I typically will notify a parent and let them know what's going on. Um, I do think parent communication is huge. Um, because I parents should be knowing what's happening at the school. Um, I know teachers constantly reach out. I don't know if it's always a phone call, but I think they are following up with some type of email. Parents swear, but I think once it reaches a certain level, teachers need to call the parent and have them talk or that would come from Sean um, more so. But yeah, I do think parents are >> one last question. >> Yes. when you said the students are filling out um their forms, I I don't remember what you called them like. >> Are you guys always seeing those when

074they come back? >> Yes. So, actually on his nice big day binder in his office and then the committee I do oftent times ask throughout the year. I'm like, "Hey, we're going to do a reflection sheet check um by October 9th. Can you have them in my mailbox?" And the committee is going to review them. Um, so we do go through them, um, and kind of see what are some of those in-class behaviors and how can we help teachers with those behaviors that are happening. >> Those go home to the school or the parents, right? >> Not all the time. >> Oh, not really. >> No, >> I've seen some in my day. So, [laughter] >> situation. Okay. It's like So, >> okay. >> I'd like to see those. Yes, you can just go through

075them. >> Is that good? >> And Gina, you >> um Okay, so I'm a little bit all over the place. I wanted to start off by noting how close you are to exemplary and I think that that's, you know, data is so fickle, kids are so fickle, like you can give them the same test tomorrow and they'll be at 90%. Right? You just, it's just the day, the time, the all the things. So, um being so close again and again through years after year really shows that we're almost there. We're almost there. But something that I noticed, and tell me if I'm wrong, third grade is excelling in their observed growth, which isn't that odd. Doesn't third grade usually fall back? >> Um, not all the time. I mean, I think seeing that above I

076think seeing our stuff above all three grade levels above the diamond like that's been a while since any of us have ever. So for all three of our grade levels to be that successful by the end of the year, third grade is typically got them either at the diamond or above. to have them develop mid year is I think a little bit different but I think that's a kudos to third grade. >> Yes, that's my point. >> Yeah, I mean like there are discussions about what they need to do reading with those with the student. >> In my work I see a lot of data and I normally don't see third grade this high. So I'm I'm noting that we're that's a testament to the foundational skills that we have built and >> and I

077think I'd give a shout out to primary too because of what they do with phonics instruction giving those kids to us. having better better reading ability so that we can work on the >> compreh good good. Um I had a lot of questions about um English language learners. So thank you for addressing that at the end. [laughter] Um but I did want to ask um one of the things I didn't hear about and u Miss Maton mentioned it was pictures and visuals. Is that something we're incorporating in our ELLL instruction as well? Because >> I think that what good practice, good teaching is doing visual, using visuals for our ESL, for ELLL learners, for special education population. Like what's good for one demographic is good for multiple demographics. >> And Miss Lasky's actually did a

078couple really nice trainings over the last couple of months and she's been that back to us and a lot of those tools are coming back to us. I mean, it's getting it out there. >> I have more. Should I Is it okay? Are you guys all okay? Yeah. >> Okay. So then I also wanted to note um I'm just picking apart the good numbers. So the fourth grade advanced learner 72% and that's based on your reflection of inquiry based learning. How are we going to maximize that for third grade and for fifth grade? Because that is ba an inquiry a true inquiry based model is run by students. So the teachers are teaching third and fifth. They're not doing as well, right? like like those students are running with that. They're picking their topics. They're

079picking their mode of research. We got to figure that out. Like that's amazing. >> And I think our third I think Miss Hannah adjusted a little bit second. Yeah. >> Put that based on some >> Yeah, that's we need to tap into that. That was that was really good. No, >> you on that. >> So, was that a choice of fourth grade to do it inquiry based and third and fourth to do a different strategy and now you see like the strategy kind of worked. So, how did that Okay. Yeah. Yes. Yes. We did use an integrity based project from HMH. Okay. Um the fourth grade students uh researched and created a multimodal um museum exhibit on um extreme environments and so they were engaging inquiry questions and discussion and uh we definitely noticed some

080great growth with that and now Miss Hannah is doing a project as well with her third grade. But the result of that is here in the advanced learners with 72% 13 out of 18 meeting their growth. >> And I think that's just fabulous. And then Miss May, what grade do you teach now? >> Third grade. Right. So then you're doing these quick writes in third grade. You're preparing them. That's test prep for these >> for these projects. So I just really like it's all it's all coming together. >> Um I'm sorry. I'm almost done. >> We love your enthusiasm. >> Tina loves to see when it all comes together. >> I You guys are lucky. I have know nothing about math. Okay. So, [laughter] um, tier three on one of the resource pages or on

081one of the small group pages, I noticed that tier three has um, Orton Gillingham, but I didn't see that under the resource set column. I'm assuming that you're of course teaching your IEP students Orton Gillingham as well. Okay, thank you. >> Um, don't forget to give yourself credit for that. >> [clears throat] >> Um, Miss Matone, the pause button that you showed, I'm in I was thrown into a new classroom this year and I've been using that pause button non-verbbally, it has moved mountains. Yep. So, >> so, um, it doesn't work for everyone, but especially for the non-verbal kids, just showing them. >> Yep. >> It's so different. >> Okay, moving on. Um, in the past you have provided data on students that are not meeting and language learners and you I see a slide

082here for advanced which is wonderful but I don't want to forget I want to see the growth of our students that are not meeting >> and possibly even language learners if I'm making a wish list. >> We'll get it and then we'll send it to you. >> I don't need it this year. Okay, that's just a good >> um tier two math. Yep. >> Um because that's that's our tier 2 and our tier three students I'm assuming that are not meeting. So I want to see their data is what I'm that note that says okay. Um and the last thing I'm looking at is how are we crosscurricular planning for social studies and science? in ELA because you talked about so this is a planning question. It's two parts. We're backwards planning which our curriculum

083is mostly doing for us but we're just pulling that out so that we're aware. Okay. Um one way for us to get the most bang on our buck for that because we're looking to see our scores grow. That's going to be the result of our backwards planning and all of that is actually collecting more data. So, are we doing premid and post assessments >> for science >> for so for for our um let me ask a better question for the things that we're worried about science and social studies. I'm thinking that if we were to create an ELA cross-curricular plan to maximize that instruction for IEP kids, for students that are language learners, students that we're worried about, right? So if we were to plan those together so that we can maximize the vocabulary, the

084skills that we're teaching and then take it a step further and add in another level of assessment before the final assessment. So then in the beginning of if we're teaching theme, so we can give them a question in the beginning of the of the unit. Um what is what is theme? And we're teaching theme in the midpoint. Give them the same question. What is theme? So, they're going to have another another sentence, right? And then at the end, they should be able to tell us what theme is, but it's like the same question premitt and post. It's a simple thing. It could be an IR question. It could be a simple math question, but we have a lack in our some of our data for social studies and science. So, I'm wondering if we can

085pull that into reading and then also collect more data so that we can see what we're doing, if it's working. >> Did all of that make sense? >> Yes. Yeah, social studies is integrated into reading already with uh >> but it's through HMA. So that means that we're using those skills or we're using social studies based tax. Um science is actually separate and taught explicit >> but it's also if you're using mystery science it's also aligned to >> right and I actually think that's probably >> it is I know it is so that you can then just make sure you're teaching you know earth science at the same time that it's taught in reading and the same time it's taught in >> science. and and we do notice that our students the vocabulary piece in

086some of that background colleges areas where they have gaps. So I mean that's >> I just think that's going to give us real-time feedback like it's going to really let us know. Um and that question came from my neighbor who brings me her assessments at the end of every she's in third grade. She brings me her assessments to like check her kids work and I have to then validate for the teachers that they did it right for her because she thinks her kid is you know should have got it right. I'm like, well, actually, so and I just it it started me thinking that perhaps if she had a mid assessment go home, then that's something she could have been working on for that. >> And that is partially where we're at, too, and working

087with those assessment tickets. I think gave us another >> Yeah. And it's it's because it's a science of reading. There's no there's no it's going to keep evolving and they're going to probably change the curriculum again next year. So So we have to but but the IR isn't changing much. the map. It doesn't changing much. So, and now I'm done. I apologize if I took too much time. >> No, you're fine. I'm gonna move to Tasha, then Cynthia. Jared, do you have any? >> I'll throw one in. >> All right. All right. Tashanda. >> All right. Um, I think most of these are from Miss Monton. Um, so the seven students that um have five or more referrals, are those coming from a specific group >> or are they across the board? uh one from

088each well of the seven I would say it's a cross >> and I would say of those seven three of them account for the other four are still within our something so and then for each grade level are they um coming from a specific teacher or a couple teachers or is it is >> no. For our students that struggle um to that degree, um they do struggle in multiple areas. >> They might have some spots where they'll go a while without having some of those struggles, but um the assistant there >> in the classroom or in the special. >> It's all three. >> Um and then for those seven students, what is their racial background? Uh, two are uh black and one is Lat. >> But there's seven, right? >> There are 70. Um, so

089I'd have to like think about it. >> All three. Yeah. I'm trying to think because there's there is a mix of flyers. It sounds like >> Yeah. And then um two of my seven are white with um I think three. Do my math right. Oops. I want to say two are two are white. I think three three are Latino and I think two are black. If I haven't if I >> Yep, that's seven. >> I think I think I think that that's right. I could verify it to make sure I think >> um and then for the um how school um observations that are handled in the classroom do you all sort of assess that even if they're not coming directly to you to compare you know from teacher to teacher or grade to grade?

090Um uh last year we could do that because I could actually see the observations last year if I wanted to. This year that feature isn't available as powerful. >> So but what does happen the the observations from the teacher side is kind of like their you know hook about a student more or less and if they hit a point where they need to get me involved and that's when they escalate it. Um if it and we if they're have a student who's struggling like we're talking about that student um I do have a midweek check where I ask hey do you have anybody this week who's that I need to talk with? Um so I do have that but uh but their observations are really for what the teacher see and then um they're working

091with the parents and things like that on those and then they it gets to me when it but before even gets to me we've had problemations about other students. >> Okay. I guess one of the things that I'm wondering is if there are if there's a different sort of process from each classroom or each teacher in terms of their documentation or what they're observing if there are some classrooms that are doing very well if there are strategies that could be implemented in their other classrooms. Um I think that would be helpful to know. Um then uh when you pull the um the discipline every Friday, what do you do with that? Then >> I compare it to the matrix. So I take the students and I look at the matrix and if they where they

092are in the referral process, like if it's a it's a tier one referral and if it's their first time, then I look to make sure that hey, did I contact the parent? Did I what did I do with them? Um if it's and again like if it's recess related uh depending on what it is I might have done just a student conference and a retach with that student. Uh sometimes if it's cafeteria based I'll actually go into the cafeteria with the student and I'll do the retach within the cafeteria so that way they learn they're supposed to do in the moment. Um you know if it's tier two if they're moving along that way then I've obviously had I've been in contact with the parent. I've worked through if it's again if it's recess and

093lunch related that's where a lot of those lunch and recess detentions come from. I have done some after school detentions if they belong um or in the morning detentions. I go work with their family on that like working parents like if it's easier for them I'll do the detention in the morning. Um and then uh but it just that's what I do with it and I just make sure like if I've gotten referrals that week am I lining up with where I'm supposed to >> um >> and then um Katie did you say this is universal across Okay. Yep. I just wanted to make sure I have heard. Yes. >> Um, okay. So, the universal language um that applies to the staff as well. Do you have a copy of that or you know like

094what you share? >> Yeah, that would be fantastic. >> To me, I'll share >> I mean you so you have it. [laughter] >> I think that's it. Yeah. >> And just so you know too, like the tier, if we're calling on tier three students, those seven are talking about the ones at MS, the ones at the I meet with principles each week. This is something we started maybe about five or six weeks ago because it's just really looking weekly because I want to see the progress on the students to make sure that the plan that we put in place is being followed. So, I'm checking them to make sure that it's happening in the classroom and we're seeing is it working? If it's not, what are we doing different? Because we want to see progression

095towards some final outcome just like a tier three. And when I look at my middle school students, I track back to were they getting issu issues in kindergarten, first, second, third, just like our tier three ELA or math students that are in middle school. It's like so it's more of a it's a system >> Yeah. >> issue more than a student issue. So we have to make sure that we are doing everything we can to support them, >> catch them early, support them that way. get a you know and that's why I have I am happy that those you know that having a plan for each kid and then a person for each kid whether it's wraparound service or if we have to go to different you know measures whether it's referring or you know

096there there's something to it so it's like they're not going unnoticed and we are having honest deep say I yell but you know that's for [laughter] debate but it's [clears throat] it's just honest conversations and it's it's it's sometimes a difficult conversation, but it's it has to be. >> Yeah, thank you for that because that was one of the questions about transitioning from school to school and the communication >> and and like when they go to a different school like we don't want to like oh my gosh you got to be careful coming in your building. It's not about that, but it is like here's what we've been doing. Here's what we're seeing. >> Continue with this plan. This is what worked. Or it's like the transition. So then the social workers are talking the

097account, you know, or the student advocate now having one there. They're having conversations. So >> it's not a mystery. >> And I will bounce back to Laura like she and I will talk about kids like if there we've tried a bunch of stuff and like nothing's working. So I will bounce back to her and be like, hey, what did you try? Are we doing anything different than that? >> She and I will talk about things when we need to. So >> I do have one more question. Um the expectations that each of the teacher um each of the teachers have in their classrooms. Are there um the teachers define those themselves, right? >> They are, but they're pretty consistent with our four Bs. I'm sorry. >> You want to talk? >> No, I was just

098going to say that they create them with the student. So it does have uh student voice in it. Um and we also included this year in significant center too like what do you expect of your teacher and what does your teacher expect of you. So we did do that and those are visuals that are up in the room probably just an anchor chart that they made with the students. Um and then some teachers get fun with it and they have kids put their hands up there and like write their names and um but no it is created with students. Are there any um like consistent um expectations from teacher to teacher? So like on the sheet >> they do kind of wrap around our fours with those expectations. They might be worded a little bit

099different but the themes are pretty consistent. Okay. >> And we did have a couple of teachers even when we came back after the first of the year they did a reset with it. They did a new one. They reset that those expectations. like based on the dynamics of >> my speech. >> That's it. >> All right, Cynthia. >> All right. Well, first let me thank you guys for being here. Um, we see your hard work and I hope you guys really and some of the the reading and the math that you guys have been talking about after we had to write and we only had 10 minutes, you know, that's good, you know, but you get that practice. Um, and so the intermediate school, it has this very unique perspective because you have second graders

100coming in from the primary and you have fifth graders going um into the middle school. Um, so I'm wondering if we have started any backlog. You said you bounced back to Laura um about having some you said universal um and my heart's deep. Um, I know you guys are in different buildings, but maybe, you know, opening up some dialogue so that we're aligning, you know, the language and this wonderful executive functioning. I've seen it with my daughter as well. Um, so that we're meeting the foundations from K to2 so that our second graders when they're coming in know what to expect, some language, [music] and that our fifth graders that are going out into the middle school, you know, also know what to expect. when you're looking at uh red cards and and you know

101potential is kind of the same but you know have we started some some dialogue >> we do have crosscurricular conversations with um each year all across I started talking before >> yeah we've actually the last I want to say the last two years we've had sixth grade teachers have come over and met with our fifth grade team and actually comes the kids seen the students at work so orange in May where think they back like okay we know how the students what their what their learning looks like and things like that. We actually have third grade going this year to talk about some of the second graders too. So um so we are we recognize that those cross jury conversations can take place and we're I think it's an area for growth that we still

102need to get better at and make those conversations as deep as we can but we are doing those and even as an as >> but it is across your grade level and >> yeah we do have >> three times >> yes sorry three times a year we do across >> I'm also in communication with the social workers quite regularly. We'll message each other. We'll send over visuals that we've made for students. And I know that's only, you know, a small small portion, but you know, I am in communication with them as well to support those students. >> Jerry ESL teachers, they all meet. We have monthly meetings with them as well. and our specialists and our math but we all articulate monthly on that level >> and Laura and I are really like we're the

103like right he has misspent so he can talk to her which is really great which is amazing so Laura and I are kind of that in that way because we do >> he's got a thought about something or I have a question about something we need to brainstorm together about something but we will have each other to shoot so there is a lot of that that goes kind of behind Oh, time. >> I know, right? >> I guess. >> Yeah. Um, I'll start off with a compliment like as Cynthia did take her lead. Um, I'd like house I see some of your staff at a lot of different community events. I really really appreciate that and I know it's it means a lot to the community families. Um so I my question is about uh

104the student behavior data. Uh so it looks like the top intervention is the uh student conference and what does that consist of? >> Oh and it's probably because most of the stuff is happening. So a lot of that's about reach expectations are because um with those recess ones could be just they don't mind they're not staying in their seat. Maybe they get too loud with their talk with their friends. So a lot of that I don't feel like I need to do detentions and things like that. We feel like that's more about hey let's retach this at home. Let's go out at recess and retach. Hey how do you play together as a team things like so there's uh pieces of that at student conference. It is about retaching just because most of it does

105come still deficit. So that is probably the top way that I'll work with the student on those especially those tier one lower level kind of not an extreme thing and it's really is about their need to be able to they need to practice some of them time some of them you just got you know so we just keep on practicing you know some of the recess stuff I'll actually if it's about learning to play together like I'll do something where we're playing together. >> Okay. Uh and and so a majority of them are the recess reling. So and and again like the recess one I I could break it down for if you want me to, but a lot of those do come from like they didn't follow directions to light up. Um, you know,

106we're originally teaching them skills at the beginning of not staying in a location where they're supposed to stay. They're roofing around in line where they're supposed to. It's kind of those things like follow the directions and you that's what we do, right? >> And firsthand knowledge because I spend a lot of time and just, you know, anecdotal from today, you know, a lot of times, you know, first of all, because we can't go on the grass because of the mud, we want to get them outside. So, they have all this energy and they're going on. So now you got them in a shorter in a smaller space. So they're kind of on top of each other sometimes. And if they're playing sports, sometimes they don't even know how to play the sport. So they're playing

107basketball and they're all up on somebody and like one hits someone in the chin. Now he thinks he's trying to fight me when I'm like I don't think you guys really know how to play basketball. So [laughter] how about you just back away? But then they get, you know, it's like they're and the one thing I want our staff to understand like look, I'm the superintendent and I'm success like what it's like sometimes kids just don't have any fear. What I notice in in the lower grades like they don't have fear so they just speak. However, they just speak. Yeah. >> And so that's when you talk about conferences having that conversation and being calm and trying to not match their >> anger because it's really hard. Like I'm just like, "Oh my gosh, a

108kid who comes up to my knee is talking back." [laughter] So you've got to, you know, you can't meet that with that. Like how dare you like I don't get offended. Like okay, we got to get to the root of the problem that you feel that you could just speak. I just speak. So as they're playing football, like you know, I I see that they're doing and I and I'm just observing and I'm watching. I'm trying to get them to do the right way. And the boy, you know, one of the child children has an issue. And so I pull him aside and he just got apartment. So I thought, "Okay." So then I let him go in the room and I pulled him out and I said, "Look, I'm disappointed in what you're doing."

109Tomorrow, which was today, I said, "We're going to spend a little time not." So I pulled him aside. I sat and you know I have any time. You don't have any attention, but we're going to talk. And we were on the side. Rest of the kids were playing and we talked through it and I maybe like 15 minutes and then I said, "Okay, you know, you understand why?" Like because then you got to have that that we always talk about that re- um integration me like just kind of talking through like I know you know it was feeling a certain way but and he understood because it's like we're trying to teach like as much as we're trying to teach you reading and and and math and science and social studies. It's about the socialization

110that we see is just different and and like you'll hear a lot >> the mouths the the the language and it's scary like that the way that they just are so open with like kids don't even get and and we've even talked to the lawyers like you cannot necessarily suspend a kid for swearing unless they're coming at you. But like kids will just drop a S or an A just like it's nothing. I'm like >> what like what did you just say? Like you can't say that. >> Y >> and they don't get it. And so like this is the kind of reality of what we're seeing. And so some teachers are like, "Oh my gosh, his kids like so it's like trying to teach them accountability, but knowing like it then it goes back

111home." So that's the conversations too to have with the kid and at home and you know, so it all goes into that's like the work I know and you know Sean does a a good job of having conversations with him and I'm more like, "Okay, let's go. Let's you know we got to we got to get it moving and we got to you know because how much do I want to you know you got to understand and there has to be account like we do want them to be accountable and understand that it is not acceptable and there's a way to teach each other but once they figure it out but that's the work. >> Yeah. So I I just I guess I'm asking the question because I want to make sure you know if

112conferences consist of um let's say if it is classroom and and okay go talk to Mr. Barrett and the student has like a nice conversation with you. He's in in your office or wherever and uh and and so maybe the function of his behavior was um was attention or escape avoidance and they get that function met by going to your office and having a nice conversation instead of doing the whatever they >> right what what they were trying to avoid. Yeah, I do have to be careful. >> Yeah. Yeah. So, I I just that's why I was asking, but if the mo majority of it is recess, then >> it is and and a lot of if I'm just doing a a conference with a student, that's because the teacher's like, I just need you

113to do this. I just need you to talk to them. I just get them back on track. Sometimes it's a you know what, they're just a little off today. They need a place to work. Can you can they come down? And so, sometimes it's not necessarily about even a constant student. It's about I just need you to help them get them. And then for the olderness, sometimes it's just and they come down, they get regulated, we work with them for a little bit, we talk about expectations. So we can get them back to class where they can um where they can just kind of roll back in. And a lot of that that re-entry is about look around the room. If you walk in, what's everybody else doing? So you can look, they have their

114laptops, grab your laptop, they have their mask, they grab your map. So that way we can help them reintegrate back into the classroom. So um but but I hope is that too much? I mean, did that answer your question at all? >> Yeah, I mean, yeah, sufficient, but yeah, thank you. >> All right, Shanda, you had a couple more. Yep. Okay. Um, just follow up. So, with the behavior u referrals breakdown, it would be helpful because I love seeing this center um that 92% of our students have zero. Um, and you know, I don't love to see it, but you know, showing at the bottom that those students are 2%. It would be helpful to see like the percentage percentages of the different um categories. So, like disruptive behavior has 56. What percentage of that?

115I know you could break it down, but >> you know, math is that's why I'm a little [laughter] >> um and then two of the categories um I know are sort of subjective. So disruptive behavior and then defiance of school staff. The other ones are pretty clear like what you know um the misconduct is. So how are we assessing you know what is disruptive behavior in one setting versus another setting and um making sure that that's sort of applied consistently across the board. >> In the classroom disruptive behavior is most likely going to be shouting out. Um we do have some kids that uh when they're frustrated they might feel classroom like that's going to be more of a disruption to the learning environment uh in the because some of those are from the cafeteria

116recess too. So some of that's going to be if they're >> if especially with the door we did get um disruptive stuff because they were walking down the hallway but the other kids are learning so you got to be quiet so that transition can be hard. Yeah. So, you know, so behavior is not being fine or being about conditioning in the cafeteria could be getting up and going over other tables, but you're supposed to stay in your space. Um so uh but but I get the subjectivity part of it but also within along the lines of that I think within the classroom and if you guys want to add to that um I think a lot of that comes from those students who are just they struggle to stay in their space and they struggle

117to keep focused and not talk about >> um and then is that the same for the I mean not the same but sort of similar for the defiance of school staff >> most of those come from I think the recesses they just they've been given multiple redirections and they're not fall. So at that point I do work with the recess staff. This is what you call that one. So a lot of those uh are they've been given multiple redirections and they're not fall. So that comes with >> um and seriously this is the last one I think. Um so for those two categories that are more subjective it would be helpful to see um like the demographics of those students you know are these students that have IEPs? these students that um are being ll

118you know are you know right they're more girls than boys or black and >> I it's probably it's more boys and girls I can say that just for because I look at it all the time but it um but I will say a lot of those two are like one or two and done so they do they they do something they're not supposed to be doing it doesn't happen again but I but it is across all three grade levels it is predominant boy they do struggle some of those being still, you know, that's not to disparage like [laughter] >> that. So, but I I I would say it's a majority of our referrals. >> Okay, I got a couple. Um, so mine was I don't think I think you said it and I just didn't

119pay attention or understand it. So the I think it was the ELA there was a Tuesday Thursday enrichment and a Wednesday something else. Could you tell me that like what's the difference of what students those are? I can tell you the difference, but I can't tell you the student. No, not the student, but like is it the 85? >> Okay. >> And then the Wednesday is the advanced learner, which goes more directly with the core, >> correct? Yes, it's our extension of the core standards. >> So, still like like 80% and above. >> Well, it was the it was like the top 16 kids. >> Oh, okay. in their in their grade level based on scores and those were because what we realized was we weren't necessarily hitting those kids in small construction like we

120were our other kids. So the way to target that is kind of as we as I said like that band-aid fix for this year is Miss Isaac is seeing them that one day a week. So that's their like if you were in a core classroom that would be your small um but it's extending out your what we asked them to do based on grade level material. the Tuesday, Thursday is more about filling gaps and things like that. Where are they struggling within their map? Like what's their lowest map one? And that's what those >> Oh, gotcha. >> Okay. Thank you. And then for when the slide that we're talking about the advanced learners, how are for ELA, how are we defining that? Like is that the 80 percentile and above? >> Yeah. Yeah. Let's say

121right now we're using math. That's what we have. Um I think but that's partially the work we're like the reading specialist and Stephanie just about figuring out how can we incorporate like core >> we look at yeah >> teacher recommendation as well I did have conversations with teachers about recommendations for um enrichment >> awesome and then my last one is um remind me again and you guys might have said this I know we've done it a little bit differently throughout the years but science and social studies separate times now or integrated. >> Science is science for the last I think >> three years science has been separate. So >> and social studies integrate. >> Yeah. We we figured out a couple years ago that integrating both wasn't working. So science out just integrate social because

122it's more >> it's just an easier. So >> I'm also I was going to add a lot of our stories in our my book in the ancient age a lot of them are either social you know so they are getting some text within that book too like there are some non-fiction stories and things like that. So just depends on the module that we're in. >> And I think that does it. I'll end on the board. I just every time we have these presentations like you were you one you forget like and I'm aging myself here but like I feel like when I was a student in the third, fourth and fifth grade like things were taught at at one level you know like that this this multilevel and um you know the the differentiation and

123and the looking at the data and looking at I mean that just wasn't a thing and so like how you guys fit that into your day um is, you know, I'm not sure where you fit it into the day. Um you know, that you're actually doing the d the the data driven, you know, trying to figure out what is uh you know, what is working, what isn't working. Um and just that ability to be open to that is pretty incredible. I know that, you know, your your school has really took that on and, you know, I my kids are older. Um, so I don't have anyone at intermediate anymore, but just the changes that I personally have seen in your building really is, you know, you're doing the work and it's it's it's we're going

124to get to that exemplary. We're totally going to get there one of these days. You guys are getting so close. >> So, thank you. >> Thank you. You're welcome to stay, but we know you have to teach tomorrow, so you don't. It's okay to leave. >> We've got some very exciting, riveting financial and policy stuff coming up. So, >> thank you guys. >> Thanks, guys. [clears throat] >> All right. So, next we have um still with the discussion items with no action, we have a financial analysis presentation, which I assume is you, Dennis. really. Thank you. Are you sure? >> I should be doing a bathroom right [laughter] there. Right. Good evening. >> Good evening. >> I have a presentation for you regarding finances. Also attached a more thorough document for books. I believe it's

125called now. >> Excellent. For your review. All right. So to kick us off, we're going to look at kind of an historical financial review just going back 10 years looking at revenues and expenditures. We're going to look at them with capital projects and without capital projects. Now there is a difference between capital projects and capital outlay. Capital outlay does include other items. It exceeds our capitalization threshold whereas capital projects is specifically constructed. First thing we're going to look at is our fund balances over the past five years. have a pretty neat chart that tends to organize them by fund. As you can see, the educational fund being the orange one probably dominates year to year. It's because like 80% of our expenditures come from education healthy fund balances there, but also maintaining healthy fund balances

126throughout the rest of the funds as well. Typically, I like to see six months. >> I have a question. because you see a steady increase for most of the years and now in 2025 we're seeing it go down. >> What are some reasons for that? >> Can you get into those? >> You're on the right track. >> Okay. All right. >> All right. So, we're going to first start off by looking at the whole history. This is just rapid sources going through year by year. Please, if you do have questions, to stop. So this is 2025 goal. It's just as of the end of the year, what did our revenues look like? We know that in 2021 22, we saw a pretty large increase of federal. We'll get to those just due to the co

127influx of money. And now that we're seeing the co influx of money start to dissipate, we are starting to see our property taxes becoming a predominant source of revenue. property taxes. This slide makes up 72%. But as you'll see later when we talk about restricted federal revenue, 1.3 million the average go to that number later. So as that number starts to deflate and come back to globalization, see that property tax number rising. Real estate taxes is the property tax number that I'm referring to. Now this is governed by the property tax extension limitation law which does state the property tax can either go up by the lesser or 5% of the price index for the seller. Right? Look at this graph. Mr. Rest these numbers don't look like they're increasing by the lesser 5%. It's

128because of collections. If we levy a tax in one year, we don't get to leave that tax indic. And that does impact the collections and how this funding is actually displayed to you because it is displayed on it when the tax is collected. We are on a cash basis of accounting, not a full basis. >> Evidence-based funding, another significant source of revenue for the district. Now, this was a change. It looks like we're about ready to drop off in a couple years, and then I could stop talking about it. The general state aid happened in 2016 and 2017. You can see the significant increase in 2018 is the change from general state aid to the evidence based funding. Now, there was promises made when this incurred and that was that whatever base level of funding

129that we would got would never be stripped away. Not entirely confident that that promise would be. See, however, new allocations of funding is supposed to be allocated based on tiers established through the evidence base funding. Those that are in need of the new allocation money greatest get the money first, tier four. They get a significant portion of the after that it gets less to tier three, significantly less tier two. restricted state revenue. Again, 2018, we saw some fluctuations there. That's the state of Illinois has always struggled when it comes to the categorical payments of the issue. 2018 was a rough year and it's because payments were withheld from 2017 received in 2018. We're seeing a rise in 2025. That's directly related. Some of our expenditures were reimbursed based on what we've not reimbured fully. rated

130this current year special education transportation was rated at 60% I believe which is not good restricted federal revenue increased now C A you're going to see that at the top of the slides and then the full report goes into much more detail but that's the compounded annual growth rate so 18.66% 66% it's due to the co. So we're seeing a large increase in 2020 21 22 and peak and it's starting to drop. I do anticipate that we are going to get back to pre 2020 levels 320 levels for federal funding 500,000 those numbers are coming interest income not looking forward to 2026 as I've been speaking throughout the meetings our property tax revenue is not distributed to us in a timely fashion and because of that our interest incomes that projected completely missed can earn

131interest money we don't have at the bank >> but we do see some rising from 23 to 24 to 25 and we saw the interest rates rising the banks that's fabulous our township treasur do a really good job of investing on money and I got to tell you that he did a fabulous job weathering the stolen distribution of property taxes most township treasurers you had to start liquidating investments >> in order to cover cash needs a solution Ours did not. That's that's what >> and we got it. You know, Dennis and I are part of a collaborative updating us on the Cook County. And so the bills are supposed to come out um any day do April 1st and we're supposed to get so they they don't think there's going to be another lag like

132there was. But I mean it's they say now. But as you see, if you're seeing on the news, like every district in Cook County got hit and our loss was about 100,000, right? About 100,000. >> So though that's not a fake number when they're making them into the commercial, we we lost 100,000 just because of not having the money in the bank. >> Yeah. >> A lot of money. >> Other local revenue has been decreasing. There has been rises in other areas which push up some of the federal revenue. When I say going back to 500,000 it could be 600,000. Our low income numbers are rising which in turn national school programs we get revenue from there but when we get revenue there we lose revenue here in other funding. So they are uh reciprocal

133replacement tax revenue again this peaked in 2022 I believe related to COVID and possibly rebates that we received funding that got increased. There's a lot of theories out there on why that's number one. But I can tell you it's going back down to the pre free pre levels. Another number that I would not be surprised if he had end up 200 to 250,000. This is what I anticipate this number. Expenditure. I believe this is section very much so interested in. So when we talk about expenditures, we are a service industry educational services families throughout Westchester. So in that statement I would anticipate salaries and benefits being our largest expenditures and they are 47% for fiscal 25 for salaries 12% benefits 11 very close very very close so together they are very much a big portion

134of our expenditure and we have other ones coming in out of district tuition at 12.3 purchase services 12.2 two capital outlay around 9.5 supplies around five and then other objects >> and what are some examples of purchase purchase services? >> Sure. So purchase services are services that are provided if I contract an elevator company to come out and inspect our elevator providing a service to us. So I record that under purchase services. I have a mechanical contractor come out and take a look at our boilers. That would be contracted on purchase services. If we have a person come out and give PD to us that providing the service to us, you know, it's anything that there's no physical exchange. If you're getting a supply, it's going to go over supply. But everything else, including PD

135and professional development, backed services throughout the district, that's purchase services costs. I've been seeing that number go up and I believe that is not alone in that. Great question. Salaries um over the past 10 years the compounded annual growth rate is around 2.87%. But as we can see in later years 23 24 25 is rising. So that is something to be cognizant about that we are anticipating more expenditures as we give out raises this number gets higher and higher. As I mentioned previously we are a revenueheavy district property property taxes are governed by the property taxes actually. So when they say that property taxes can only go up 5%. probably go up. Most cases you look at historical CPI which is what actually projects out the property taxes two or three times at a very

136fair both times that things hover 3%. 80% of your revenue 73 this year federal funings go down and 73 is going to rise a district tuition. So this is a number that's very volatile. does depend on a lot of different circumstances but these circumstances are rising be contributed to co it could be contributed to a number of circumstances but it is a number that has grown significantly over the past four years and definitely an area that I would look at and so I have a question about this because I noticed that in eight or nine years it took eight or nine years to increase to 2 millm And in two years we're already close. Next year we'll be at three million. So it has increased a million dollars in two two three years where it

137had taken eight or nine years to increase. That's a huge increase. >> There's a lot of factors that go into that. It's definitely something that I would suggest looking into. But I think kids there's so many factors that play going down >> with the different kids. I agree with the kids with more needs. >> Yeah, our enrollment is going >> Laty too or just out of >> this is any out of district placement outside of our serving schools. I don't disagree with >> the shocking >> and you get some money back on you get you get money back on the kids but it's still the charge is the charge but you get money back and don't forget what I meant to about the proration of reimbursements from the state of Illinois although they promise you

138money back to different >> so are my career >> do these correlate with like the restricted state aid so like the revenue coming in now >> very much so. So restricted state aid there is a private facility tuition reimbursements that we get. It's called a categorical and as expenditure school that number should also rise but not proportionately because it's prorate. There is one also a categorical reimbursement we get for transportation probably between facility tuition and transportation makes up the majority of that state restricted. So the transportation for out of district placement is in transportation or in this out of district tuition number >> transportation. This is just the cost. >> This is just tuition >> on the slide. >> Yeah. >> Another eight. Yeah. >> So purchase services has risen 8.17% over the past 10

139years. And again, I do believe a lot of it has to do with the labor as we're raising salaries. You know, the minimum wage goes up. All this factors into the cost of items. Costly to go up. There also is another factor in it. Mechanical systems are aging. They were installed in 2014. As they get older, more cost will be needed to keep them up. Boilers can be added to the three buildings efficient boilers. theory they sound fantastic, right? We're going to save money and gas from here to here. I cannot tell you the amount of money that we're spending very boilers up and running. I recommendation the cost savings that we received and any kind of gas that we save more the cost does not we have another Friday which I had rebuilt about

140eight years ago. So, it is from the 90s, but again, these are tried and true boiler systems. We can tear them apart and rebuild them and don't have to install new ones. At some point, we will, but this one has extra life left in it. We're going to keep going with it. That is the kind of resurface. Get it? It might not be as efficient. You spend more in the gear, but in the long run, I think you're going to save more money. There's no pressure. questions about purchase service 15 supplies. Oh, don't have employee benefits. Sorry. Uh, employee benefits 2.74%. Brace yourself. >> This is going to be rough. >> The number I have gotten from our insurance company made me fall out of my chair. >> 6 16.4% next year. Yes. >> When

141I say costs are rising, costs are rising. So 2.74 is about to get rolled out of the water. We're a couple years from now, but we'll get there. Um, so insurance committee mails have gone out. The committee is convening next Wednesday with recommendations for capital outlay. This is one that um when I was first hired, we did go through a bond issuance and then a couple years later we I'm looking closer at these numbers and I said that's it. can't be going out bonds just of our debt service extension base is full all the way through 2039 with the exception of that nice refunding that you did but it is it we have money in the event that we had a capital need something catastrophic was to happen there's funding available save that money for

142when something does happen it's good to have a rainy day fund so we can fix the problem if it did occur work. Instead, what we've been doing is saving through our working cash fund and transferring over to capital projects or buildings and grounds to do smaller projects just to keep maintaining the buildings and then working towards freeing up some of our debt work. And again, if the boiler was to go out, we'd have bond money that we can utilize. anything was to happen to a roof or anything like that. We've strategically placed ourselves so we have some available supplies and materials 63 63% over the past 10 years. Now there is a threshold that they utilize for determining supplies versus non- capital assets versus capital assets. What I can tell you is if that it's

143on a per item basis under $500 is qualifies as a supply between 500 and 2,000 qualifies as a non-c capital asset. Anything 2,000 and above is a capital asset. When I talk about other objects, it is going to include non-c capital assets. Supplies may laptops or devices from under 500 on a variety of basis. when we see spikes in like 21 22 when we're rolling out onetoone programs and refreshing our Chromebook basis and those Chromebooks are coming in for $500. We are seeing some of the spikes, but we'll also see them in non- capital other assets as I call this report when we get there as well. And here they are 2022 and 2023 $5 million. And I do know without a doubt that 2025 will be related to a pretty big technology upgrade that

144we did that year. And typically when it comes to technology, we're utilizing grade funding which we get a percentage reimbured for. So these these expenditures have sometimes inind revenue to help offset. All right, asked about enrollment. There it is. This is our enrollment according to the fall housing report all the way from 2016 all the way to 2025. As you can see the compounded annual growth rate is a negative 2.03%. What does negative 2.03% mean? That means that roughly we lost around 170 students week 16 through today. The 5-year compounded average growth rate is 2.24 negative which is accelerating. Lowincome students at 52.2% 2% students with IP at 190 English language learners at 17.7 homeless at 11 and there the numbers are all this information is publicly accessible you can pull it right from this

145website these are the numbers that are imported to the state and with that drop you're losing money from the state because every kid you get money. The nice thing is that they did promise to freeze our allocation for general state aid are now evidence-based funding and that hasn't changed, but the allocations that are coming in because we are considered a tier three at the moment. So, we get a larger allocation than most tier four getting the most, tier three getting the second most, tier two and tier one. So it does benefit us to add more students because more students need more education financial condition. There's some metrics that I run uh just showing you days operating cash as of June 30th 2025. Most a warning on here that I see is the revenue expenditure growth

146rates. >> That's what you were saying Cynthia that this year we've crossed the line. So if you look at the more detailed report that I given you, I've placed this in a watch category. Watch category means that there is something maturated by something I created which has metric program a little detail but they place this in a watch category. They didn't because of our expenditure and revenue growth rate our expenditures including capital projects but I don't think it's fair. I think we need to back those out because those are known expenditures. Capital out. Those are things we plan for. So including capital outlay, it's over 12%. The revenue is growing at 2%. Six times the rate of our revenue. Back out capital outlay growing at 9% expenditures. Still not good. It's over four times the

147rate of our global revenue. >> Not good. But it's fixable. And that's why I bring it forth right now. [clears throat] There is still time. Like numbers don't have this is doesn't have to end this way. There are things that can happen that can help curb this and make this swing back around. It'll take time. It's not going to be a quick fix, but there is time. And that's why we're bringing a fourth grade right now. They want to make sure that warning and time to make changes. >> And this Yeah. If you, you know, if you look at the, if you just doing the math and you could see that there was like a $1.3 million deficit this year, knowing what we have in reserves, >> if [clears throat] we just kept at that

148pace, you would know like in five to six years, at that pace, we would run, you know, we'd be like where our reserves are at a scary place. And so the thing for us to think about as a board is sometimes we got to think outside of I know we got people that are are leaving and they're you know they won't be on the board anymore but like this is about thinking about legacy and and the future and down. So we got to make decisions now starting now think about what it's going to look like five or six years because we all care about the district that we spend so much time in. So that's more as we start talking you know when we go in in close session and have other conversations this is

149some of the stuff that we'll we were looking because there are ideas we have some ideas of how we you make small gradual changes now so it's not like this huge >> problem and and before my time I know that the the alternate thing was the referendum that everyone and everyone knows how tough that was like that was done in >> that was like people going door to door but you know how tough when when you're hearing like insurance rates, we're not inclusive, right? Everyone's insurance rates are going up. So, now you think about everyone and everyone's talking about um the cost, you know, the the the cost of living. So, if we had to go to the community to say, "Hey, we need like they're not going to be open to that, right?" Like,

150it's going to be very tough. So, it's why we don't want to be in that position. Another item that we briefly touched on was our debt overview. This just goes over all of our outstanding debt as of June 30th, 2025. You could see a lot of bonds out there. We did a lot of restructuring over the past few years as well, just refinancing bonds, issuing new ones at lower rates. So, you are going to see some numbers on there from 2020. That's a refunding. Square one is on there. So, we have some refunding. We also have some bus leases and some copier leases. 11.1 million in debt. And I just want to just highlight what what he just said by us restructuring debt. That did save us a ton of money. But the other huge

151thing that I hear it all the time when I go to my superintendent meetings, what a lot of districts are in the problem. They got that COVID money and they invested in people. >> Now they don't have that money coming in. Now you have all these people that were paid for like couple hundred,000 three four four $500,000 that they invested in people and now they don't have that 5,000. So now they're like oh my gosh what do we have to do? We're seeing in some districts they got to close schools. >> But what we did and you know through the guidance uh you know and just everyone putting their heads together. We invested in things like heck, we invested in things like the the HVAC, like things that the steam like things that we knew

152were just one-time things that would save us money and that was a huge a huge thing that we did. So, it's things like that, thinking ahead and not getting greedy when you get the money. >> Yeah. >> It it really helped us because we'd probably be having a different conversation, >> letting people go. Yeah, we would. Yeah. So some of the issues that were tripped during the process of creating the report and we could see revenue expenditure growth mismatch, accelerating expenditure growth, property tax levy uh constraints. That's your property tax expense location. That one naturally trips for anyone in Cook County. If you're in Cook County, that issues come replacement tax volatility. Again, it did decrease significantly at 33.7, but judging by the increase in the overall where that number has been, it's considered stable

153over because we're way above average number. So, it's just coming back declining enrollment, uh, rising special ed needs, pension cost shift, out of district tuition growth, available debt limitations, and the labor market condition. And these will vary from district to district as >> they come about. >> I had a question about the labor market conditions. >> Absolutely. >> Just to make sure I understand. So the statewide hiring pre uh pressure, can you >> just give a summary of that or explanation? >> There is a teacher shortage as well as a sub shortage. Okay. with that stuff. >> Gotcha. Awesome. >> That's it. Are there any questions? >> That was just so much fun. [laughter] >> I'm sorry. I wish I >> I know. But it's good. It's good to um >> you know see it

154in black and white and remind ourselves where we are and you know um >> necessarily >> and it becomes to like what you know the the job of the board and all of us is like what do we prioritize right so we have to really start thinking about what is what what do we need what do we want what what's our priorities and it goes along with the strategic plan and so if we're going to prioritize X then we have to you know then we have to focus on that. But that might mean we have to do something different with why. Mhm. >> So it it's you know it's it's tough conversations but like you know what Dennis has taught me it's like small teeny little changes little tweaks and you know we're always trying

155to stretch and and and write grants and like we try to take advantage of things that we can do and like get you know whether it's the - maintenance like you don't think it's a big deal but getting that 50,000 saved us >> from having to spend 50,000 on updating something. So, those grants matter. >> Getting the um the grants through uh there was um the the the connection grant like where we were able to get the social worker and we were able to get some of the PD and the Mina like there's those things we have to keep fighting for. >> I like this uh last page here, you know, the sum off the conclusion of issue issues facing the district, >> right? Mhm. >> I really think that's that's powerful for us to

156like those are the things we have to keep an eye on >> and it's not based off of our feeling. It's based off of the numbers. Like that's what that's why this report, >> you know, spoke to me more than ever because it's like the numbers aren't lying. >> Yeah. It's real real data. >> The district financial metrics, like those Yeah, >> those are really good. >> Yeah. Well, thank you. I did put a lot of thought. I like the visuals. >> I really did. >> Yeah. >> This is a project that I've been working on for over two months. >> Also, good job that you know we're not in a worse situation, >> right? That we're not talking about other things, right? We've always been able to >> Now, as far as me put

157like that watch being placed on there, >> it's an early indicator. >> You guys are not we're not far into that process. There's still time >> we got to look at. >> Excellent. Any other questions? >> Thank you. [clears throat] >> My finance, >> right? [laughter] >> Yeah, it is tough. >> All right. So, we have um action items with discussion. Um so, the um first one, wait, gotta find my sheet. Thank you. Um, I need a motion for the uh board to open discussion on the approval of bills and claims in the amount of 1,288,96968 and payroll in the amount of $1,18,896. Um, and to authorize payment move by Jerry second. Second by Gina. Questions or concerns about any of those? Anything you want to highlight for us on the bill payments? >> Out

158of normal when it comes to expenditures, the one thing I would highlight is 80% of county revenue from that office collection has been received. We're getting questions. >> Any questions for the vote, please? President Wowski. Hi Sanchez. Hi. Hi. Ortiz. I Neil. >> Hi. >> Pearson. Hi. Six. I zero n absent. Motion carries. Um next. Uh I need a motion for the board to open discussion for the 2627 school year calendar. Move. >> Moved by Tashanda. Second by Rose. Eight. So what we see there in the attachment is um that option two from last year one for from last meeting. >> One. >> Okay. It's like I can't remember which one was which now. Um did you make any tweaks from the options? Okay. Um so this is the one that um we did talk

159about. Um um yeah, any questions? Anything you guys any final questions you guys want to ask about before we vote on it? So this one has the um two it does have the spring conferences, right? >> Yes. And it was just the the one day of the spring conference and the and the two days of the fall conference. Correct. >> Um and there was one piece that was outstanding on one of the election days. Did we hear anything about that yet? >> No. But so when we message because the plan is tonight you guys vote tomorrow. We communicate with the community because people are really anxious about the calendars. But we got to put a footnote in there about that election day. And so that will there's just no answer, right? As soon as we

160hear that'll be told. >> Final questions before you vote. >> All right. Roll call vote, please. >> I Neil. Hi. >> Pearson. Hi. >> President Wowski. Hi. Six. I zero. One absence. Motion carries. That one was the wrong one. Okay. Um then next we have a student fee approval. I need a motion to open discussion for the approval of the fiscical year 27 student fees as presented. >> Moved by Cynthia. >> Second by Gina. All right. I believe there one of these is the memo. Correct. I don't remember which one it is. The second one. Third one. Yeah, the third one has a memo there. Um sort of explaining the difference of the um the activity fee um per club and this is the clubs at all three schools. Correct. >> Correct. would go up

161from 35 to 40. Um, and then a creation of a musical fee category. Um, can you explain that a little bit to us? >> We have been looking more something to me is that I've involved with those that are actually in the past time with production choreography and everything that goes into it is of what the actual sports fee is. >> Whereas the crew is more like $75. >> Did somebody from the musical test brought this to you? So, and is I don't know if you guys if you don't have middle school kids um like there's yeah kids that are selected for the cast and participate in that and their cycle goes for weeks where the crew um they don't come in at the very beginning. So, those students are coming in near the end

162of the um time period. I I don't maybe two three weeks before the musical. I'm trying to think back. Um so yeah, that's the first time I've seen Yeah. a different differentiation between what the crew student pays and a a cast makes sense. Um, but it's still the musical cast is still a smaller fee if I'm not mistaken than our athletics, right? What are athletics? >> Oh, is the athletics 752? >> Yeah. >> Am I sorry in my head? It was much more. I'm obviously thinking of a different school. Any other questions about the the fees there? Just just that right. >> Looks good. >> Y. >> Okay. Roll call vote, please. >> Hi. >> Neil. >> Hi. >> Pearson. >> Hi. >> Presidentski. >> Hi. >> Sanchez. >> Hi. >> Z. Motion carries. All

163right. Thank you. Uh, next I need a motion to open discussion for the first reading of policy 5-10 equal equal employment opportunity a minority recruitment. >> I'll make that motion. >> Second, >> Jared. A second. All right. So again, Lauri, thank you for including the comparisons, which is helpful, and then the um the policy update notes in there um are helpful to know. So it looks like most of it is kind of word smithing policy affected, right? And I didn't see any. Did anyone want I think most of it is word because the blue is addition, right? The red is subtraction. >> Correct. And like for example, it just the way draftable works. Like even though Stephanie's name is crossed out, it will be on final one. >> Okay. >> It's just because it's comparing

164directly from press to our current one which has the blank. So Stephanie and Dennis remain on there. >> Yeah, it's just a formatting thing. I forgot. >> Any questions or concerns on that one? Okay. Um roll call vote please. I >> McFersonson. Hi. President Wazowski. Hi. Sanchez. I absent motion carries. All right. Next, uh, oops. Need a motion to open discussion for the approval of the first reading of policy 5-90, abused and neglected child reporting. >> Tashand for Cynthia. >> Second, Cynthia. It was like so I mean if we're in the Olympics, we would need like a a review of that time thing. >> All right. So again, I think what we had talked about that this was mainly word smithing a little bit too. >> Well, it looks like they're getting rid of the

165requirement to follow directions given by DCFS. >> That says number two. I I don't know why that is, but I know that DCFS can like tell your your people to like, you know, do certain things and it's not always necessary or like within the best interest or possible. I'm trying to think of examples. Well, I wonder some of them might follow like full policy. >> Yeah. >> Procedure. >> So, I'm [clears throat] confused. You're still calling DCFS but not knowing what they're saying or say first any district who believes a student is in immediate danger. Arm shall first call. Tell me where you're at. Sorry. The first paragraph. Okay. >> [clears throat] >> So yeah, I guess previously it looked like there were two steps, right? One and then two. >> So you're still reporting,

166but then you're calling 911. You were already doing >> it was severe enough. You're calling 911, >> right? >> Immediate danger. >> Immediate. Yeah. >> Yeah. India your age interestingly just took out the follow directions given by DCFS. >> And then the next section there just looks like a change of from pornography to sexual abuse material for the state code. Uh a slightly different website. I think that was it. Right. Laura, do they have I guess we can toggle all of your press. Does that have a footnote of why that one was stricken? >> I was just looking at that. >> Okay. >> I'm going to have to enlarge it. >> I really have to like get used to it. I'm looking to see. Uh I mean it says so if you look at the

167policy update notes file so that all that language is taken directly from press. >> Okay. >> So it says um policy footnotes are in response to I don't know what that stands for. And then there's also a school code um uh that was amended and effective January 1st. Obviously something from that >> would be >> yeah it's so hard when these footnotes are so big I can't follow like I get confused what's the footnote and what's the what's the policy what am I reading >> yeah you're right yeah some of those are Yeah, >> except after calling and reporting, right? >> It's like footnote. >> So, >> oh, here I think it's it might be footnote 4. So it says it's Illinois code >> 57 amended by PA 103624 for a board that wants to

168include what a DCFS report sh should contain an optional sentence follows and then it it lists what you could use if you want to I guess include the report. Those things are all included in summer report that you file online >> anyways >> that I [clears throat] remember from what I've done. >> I agree. I think >> right such a little tickle. So, it sounds like we're okay with press. >> All right. Roll call vote. >> Hi. >> President Wazowski. >> Hi, Sanchez. >> Hi. >> Neil, >> hi. >> Six eyes, zero n absent. >> Motion carries. >> Eyes are water and mic. No. Got a little tickle. >> Started it. >> I know. You have a little tickle. It's terrible. >> Like I feel funny. She's got this little tickle here. All right. [clears

169throat] I sound like I'm in puberty here. I don't What's happening? I'm so sorry, you guys. Uh, all right. Next, uh, I need a motion for the board of education, uh, to open discussion on the first reading of policy six-60 curriculum content. >> Moved by Cynthia. second by rows. All right. So, looking at the comparison on this one, which I have to increase here, um I mean I felt like at least this first part um or the number two definitely was some some word smithing in there. Um definitely you know increase in uh the language of the drug and abuse prevention. Um >> you want you started >> right? Sorry. Um the um I mean seven definitely has some you know uh taking out of I guess like explanation or description of what character education

170would include and it just continues of just citizen values shall be taught. So, um not being as I guess specific on the different areas. Any questions or concerns on those? Confused [clears throat] about what it's saying. What is it saying when it's crossing? >> Which one to place? The first >> the drug and substance abuse one in number one. You mean >> which one? >> No, you're fine. I always have to toggle back to the press to like look at why >> it's not as easy to toggle with this new program. >> I know. >> It doesn't keep it open for you. >> They suck. Mine doesn't. >> Baby steps and savings, right? It was we can do this. >> Well, I think the comparison is better then because you could see what's added and

171subtracted. >> Yeah, for sure. For sure. So, you're looking at number one, Cynthia. >> So, we're not We haven't been Do we teach that? We've been teaching >> which part the drug >> um teacher do. >> Um so, where is it? It was in number one, right? >> So tell me if you can read to me what where it was that it took out. I'll look for the footnote and press hi. >> Do we take it out that line and then expanding it number two? >> I think that's what they did too. I think they just moved it. Yeah, I think Jared's on it. >> I'm sorry. Yeah. So, green. >> So, green is like the same word but moved somewhere. >> So, blue is brand new. >> Green is I think the same word

172just moved like it appeared in the other text and got moved and red is >> completely okay. >> Gotcha. Gotcha. [clears throat] >> Okay, that helps. >> My first time using draftable but >> No, that's really helpful. Yeah. So, it moved it to a different section. I gotcha. Yeah, cuz you're right. If number two is all about >> drug and substance abuse. >> Thank you, guys. >> Um, yeah, I think those are the big ones, right? >> Yeah. Any questions or concerns about those? >> No. Roll call vote. >> President Wesowski. >> I Neil. >> Hi. >> Pearson. >> Hi. >> 6 I zone abstent. Motion carries. [clears throat] And our last one. Uh need a motion to open discussion for the first reading of policy 6-130 program for the gifted. [clears throat] Move. Move

173by Tashonda. I'll second. And then um so red is removed. >> It really is just about this state of education or the uh state superintendent here, right? >> Yeah. Um, >> and do we know was there a footnote impressive why that was removed? >> Because there's not going to be funding. Is that it? I mean, >> there's going to be Yeah, >> well, and it does say in that second blue line and within the budget parameters. So, >> I think that's just shortening >> shortening it. Yeah, it just says removing references to state funding for gifted programs and related requirements due to an update. Gotcha. So, sorry. Any questions on that one then? >> So, it's saying is it saying that if we get funding that the board does not need to be informed about

174So let's see the superintendent or destinia implement education program for gift intelligent learners that will challenge motivate academically advanced >> and then right >> I don't think that was was that in red >> it's um sure to the superintendent design shall inform the board concerning the feasibility and advisability of development. >> Oh yeah, I see it now. Where do you see it? Tell me. It's um it says if the state superintendent of issues a request for proposal because of sufficient state funding uh the superintendent or designate shall inform the board consern concerning the feasibility and advisability of the the plan for gifted education that would qualify for a state fund. I guess you could read it that way or you could read it to say like it like the way the red almost reads is

175if the state superintendent issues a request for funding then the superintendent has to do it. Is that how I'm reading it? And if >> I I think they just simplified it essentially >> the program will be responsive to needs and within the budget parameters as set by the board >> for the board. So the board is still setting the parameters of the budget. That's my interpretation. >> Oh, yeah. Yep. >> Yeah. So, like there like always it's going to be that way. Not only if the funding is available. That's how kind of how I read it. >> And not only if the state superintendent >> starts right >> or funds it, [laughter] >> right? And then it does give us a little bit the s the school board will monitor this program's performance by meeting

176previously it said at least annually and it is switching it to periodically flexible. >> Okay. >> All right. Roll call vote please I >> Neil Pearson I zero next one absent. Motion carries. All right. So, um, information items, correspondence. We have some more, um, letters that look like they, um, >> just got those this morning. >> Yeah, look like it was maybe from primary school that might not have made its way over. So, here are some >> what might have happened. >> Sorry, I went this way. Sorry. Shove that in your face. Um and then 7B are for your requests. So um again, Laura, thanks for handling those. I'm as the other like contact for the OMA, like I'm always copied on them. When Laura sends them out and sometimes I send them see them,

177I think this is crazy. Um so thank you for spending the time um to get those out in a efficient manner. Sometimes, you know, I look at them and I think, I don't even know where you would begin to fulfill this one. But you always um are able to get them what they need. >> She loves when I forward her. [laughter] >> I love a >> Especially because there's the time the clock starts ticking, right? Like you have to >> uneven time. You know, when she's off, I like wait a little bit. [laughter] >> The law says it's >> the law says. Yes, it does. It's when you get them, the clock ticks. >> Yeah. Yeah. So, we appreciate it. I'm glad we don't have to do it. Uh [laughter] uh I'm going to skip

178board president's report. I really don't have anything. Um legislative report. >> Okay. So, let's see. A lot has happened since I did this one. >> Yeah. >> Oh, yeah. I'm just going to give you a Okay. So, Congress finalized this year's budget and the good news is that most of the core funding for sped and lowinccome support remains steady. Um, but we are already looking at a 2027. Um, the president's going to deliver the state of the union on the 4th and that's going to set the stage for next year's school resources. Um, we were also following closely following a $1,700 federal tax credit for education scholarships. Um, a lot of states have signed on to this, but Illinois is weighing the options to see if it's the right fit for our families. Um, the

179technology date debate, you guys have heard some of this AI and uh, too much screen time. Um, the kids off social media act, which is a bipartisan push to prohibit children under 13 from having accounts. um and to require schools to block social media on schoolisssued devices because we know they're so good at getting around and finding the loopholes. Um there's also I told you about AI. Some leaders are seeing it um as a future of personalized learning, but others are calling for strict age limits as we've seen some of the things that it is capable of doing. Um, and so the goal is really to find a balance to protect our children's privacy and mental health, but not taking [laughter] the digital tools that they need to succeed in our world. Um, and we're

180facing a local challenge. Um, recent federal changes led to the sudden elimination of the full service community school grant. Um in Illinois it has in Illinois has already impacted 32 schools and that's led to layoffs. Um loss of mental health services. Um there is a legal battle underway to restore the funding. Um and we are working with our state representatives to ensure these 19,000 students don't lose this support. But you know how those um legal battles go. Um, >> and then I also just wanted to briefly talk about u Governor Pritser's report because he did um put out his budget and there was some good news in there about um evidence state >> funding. So >> um >> he also announced the initiative to ban cell phones K12 and he's continuing to lead up that

181um initiative as well as the children's social media safety act. Um so his proposed budget is um now this is for 2027 but 305 million in additional funds for evidence-based funding bringing it to 9.2 billion um 51 million more for MCATs. Um and that's like uh he's fully funding the special education orphanage tuition and regular orphanage budget lines. He's increasing the funding over um FY2026 levels for sped transportation by 20 million. Um increasing sped tuition by 20 million. Um and increasing regular and vocational transportation by 10 million. Um an ID do pilot program 35 million to support mass transit costs related to student transportation. uh CTE um maintaining the current levels of career and technical education is literacy and numeracy plan 1.5 million for the implementation of the Illinois comprehensive literacy and numeracy plan to

182support tools and resources for teachers and students um and grant programs like the teacher vacancy grant pilot program at 15 million noting that it was set to expire after three years but since it's been successful uccessful, he's going to expand it for at least another year for now in the computer science equity grant for 1.5 million. Um, and I'll I'll give out more information on his um budget plan for the next meeting. That one just came out last night and I can't do it. >> I was like, that's crazy. I think that was just last night. >> Yeah, >> it was stated. >> Awesome. >> Thank you. Cynthia was cook. Oh, excellent. I received this last night actually as well. So I just sent you guys in your email so you have it if you

183want to read it. But uh the spring meeting will be on Thursday, April 9th from 5:30 to 8. It will be at uh District 81 Schiller Park uh school district and then it's going to be at the Washington Elementary School. And they're going to be having uh speaker Jim Batson. He's a veteran board member and seasoned uh special ed teacher. Uh he is going to be discussing AI capabilities and its potential to transform education, review your understanding of AI, the benefits and challenges and examine the legal, practical, and policy implications to make decisions for our district. >> And I unfortunately won't be able to make this meeting. >> Okay. >> Um I'm glad we just went out the date, but um anyone's interested in going, let us know. We have to register by March 30th.

184>> Just let Laura know and she will >> registered. Um, and then board representative reports. I don't know if anyone has one. I do feel like um, we should shout out the Celebrate Westchester dinner, which I think you sent us an email for, and now I've already forgotten the date. >> April 25th. Um, so if you're interested in going, this is where we usually um purchase a table and we uh bring our um person of the year with their family and um take our turn celebrating our person of the year. So same assume >> I haven't had any details other than the date. >> Date. Okay. >> Assuming yes. >> What was the date again? >> April. So, >> let us know if you're interested. Let Laura know and she'll um get a spot. >>

185Is that when you guys dressed up [laughter] the year? >> Last year it was they were celebrating the 100th anniversary. So, it had the 1920s. >> Yes. Usually it is well there is a team usually but most times the the crowd does not >> dress up like some of the organizers dress up like Vegas night someone was dressed up like yeah Elvis but >> the attendees don't let that distract you from going. Usually the attendees do not dress up. >> All right superintendent report. >> Okay evening. >> Good evening. Um, so you know, uh, we're closing out here, uh, February almost, but, now is when all the fun begins. This Saturday, uh, we start to highlight all of the fine arts, right? >> So, this Saturday at is the band solo and ensemble competition. Then

186next Wednesday is the WMS spring choir. Then next Thursday is our black history celebration which is going to be really great and that's at WIST step 6:30 correct 630 >> 5:30 my bad 530 >> 5 Thursday right >> I have parents running it again so it's amazing >> yes >> I love it there's like a panel there's a panel of uh of people speaking [clears throat] >> is this the first time you've had hearing run the Black History One. I know they did that. >> This is the first time I've had it for Hispanic Heritage and >> Awesome. >> Like they're they're MCing it all. I mean, >> they're on that. >> Yeah. It's it's a huge >> It's still a lot of work, but right, >> but I love the fact that they're taking

187the ownership. They've been absolutely amazing. >> Awesome. >> Yeah. >> So, um, as you know, February is one of those month that goes so quick. So, as we're hitting March, uh there's things that we have to finalize and you you could hear it like we're finalizing all our purchases. We're and are ordering and then we're thinking about next year. Um we are preparing for the I testing which will be like it each building well is and and MS like around March 3rd. Um that's when they're going to start testing. physical window we have to test. Uh we're finalizing the strategic plan. Uh and I am meeting with uh the reference from West 40 to create the dashboard. Um I do think that in March we'll be able to bring the strategic plan forward for Google.

188Um I'm just getting some you know I shared with you last time like the sample but I think we're in a good spot. Uh, and then Stephanie is working with admin to finalize the agenda for the March Institute Day, which is St. Patrick's Day, March 17th. So, the kids will not be in, but the staff will um learn. Yep. And uh >> because it's a election day, right? >> Yeah. >> So, that report question. I mean, there's a written one in there, too. So questions for Bill about anything in his uh written report or >> Yeah. Yeah. something real quick. Yeah. >> So we had our first round of um the foundations and teaching of advanced learners. We the district, you know, I sent out a survey or a an application seeing what teachers would

189like to do this. really just pushing and it's in our strategic plan that we need to have these teachers take this course in order to have these clusters of kids that for next year and our first group just finished. We had six teachers and I'd like to I mean they pretty big that they volunteered to do this. Uh we have Olivia Czechy um Kim Isaac these are both is teachers. Alli maine is teacher. Tiffany McMaro, WPS, Karen Purcelli at Middle School, and Laura Tveri at is um so I I mean I'm really hoping we can get enough next round staff to sign up for this. So I just want a big shout out to them and they absolutely loved it. >> They nothing but great reviews. So I'm glad that they did this. >> Right.

190Well hopefully they'll talk to their colleagues. >> Yeah. Yeah. >> Awesome. Well, that brings us to administrator report. So, they're all um in there. Um any questions for any of them that are here? And if you have a question for someone that's not here, we can obviously get it to them um and get it back. There's always a lot of good data to like get through and >> Yeah. Quick question or no question. Okay, >> good. All right. Um second round of audience comments. Okay. So then um I need a motion for the board to retire into close session to discuss the appointment employment compensation, discipline, performance or dismissal of specific employees. Litigation when an action against or affecting or on behalf of a particular public body has been filed or is pending before a

191court or administrative tribunal. And uh collective negoti negotiating matters between the district and its employees or deliberations concerning salary schedules for one or more classes of employees and student disciplinary cases and matters related to individual students. Look by Cynthia check. Doug. >> Roll call vote please. >> Wasowski. >> Hi. >> I Neil. >> Hi. >> Pearson. Six eyes. Zero days. One absent. >> Motion carries. All right. We are at [clears throat] closed at 8:46. Okay. >> We got to move this priority.