001yeah whatever you good evening I'd like to call to order the March 6 morning education special board meeting World H please President W here vice president boy here here here Neil here here Sanchez here also pres our Dr missia Mr grass Mr Kaya Mr Mr leben and Miss Pena you like to join me in sing the pledge of alleg I the United States of America and rep for it stands one nation under God indivisible with liy and Justice thank you guys for waiting patiently sorry traffic was little bit worse than I was hoping it would be um to get started I need um a motion to approve the agenda as presented move by Mary second second by Gina any questions or concerns all right roll call vote please vice president boy I hi NE hi
002Ortiz I Sanchez hi president wowski hi seven eyes zero knees zero ABS motion carries eight um audience comments no and then the consent agenda I need a motion um to approve the consent agenda as as presented second move by Rose second by Stephanie um and as a reminder uh consent agenda items are those items minutes business and personnal matters that a routine in nature any item may be mov from the consent agenda to action items with discussion and all items on the consent agenda are approved with a single motion unless removed before the roll call vote and tonight we have the uh board meeting minutes from the last meetings are concerns right call please Neil all pleas I par hi Sanchez hi president wowski Hi vice president Boyd hi hi eyes motion Carri all right
003so now we are at discussion items with no action so it is the floor is yours Mr lein um tonight we have the state of the school presentation from Westchester Middle School stand stand in front of everybody but um this is our school Improvement team that we'll be presenting to you tonight Amanda mcmah is our math specialist Michelle quente is our assistant principal Lesley tumac e8th grade representative Becky koric reading specialist Mike Mossing seventh grade representative Houston Terry Fine Arts representative and Alicia Blair sixth grade representative now those are where their roles are but theyve played many roles on our school team so that'll be the group that'll be presenting to you as part of our all right all right um I just have looking at our student enrollment uh this year um the numbers
004are there which I know you can read uh just as comparison we are not too far off from last year's numbers we're down about 20 students so pretty consistent um transfer numbers this year have been pretty steady in terms of students in have been pretty consistent with those going out which is a nice change from last year's dramatic numbers where we had 36 coming in only seven transfer out so this year each grade level is almost exactly the same so there's our numbers for enrollment and then here we have our demographics for our school again looking we have have a really nice uh array mix of students um again our numbers are pretty consistent year-to year as we looked over time our Hispanic population has been the the biggest change over um like a couple
005decades um it's gone from kind of an even split of thirds to now you can see the Hispanic population is at 42% here so but other than that pretty consistent from year to year so um in terms of our student characteristics oh there you go oh you're clicking okay um so um the parentheses are our last year's percentages and then the ones in the front are right now so for low income we are at 47.5% last year we were at 50% so we were a little bit lower there um English learner we went up so we're at 12.3 compared to last year's 11 students with IEPs we went down pretty significantly um to 13.5 compared to last year's 17 and then U student Mobility which is the um percentage of students who experienced at least
006one transfer in or out of the school between the first school day of October and the last school day of the year right now we're at 11.6 last year we're at 12.7 so a decrease in that um and then student attendance just a little bit down this year we're 93.5 compared to last year's 94 so some changes but not that big um and then for attendance just kind of diving into that for chronic absenteeism which Illinois Law defines as a student who misses 10% of school days in an academic year with or without a valid excuse um we are at a decrease from last year and we still remain well below the state average um compared to the district we are equal for all grade levels um and again yeah we can just see for
007sixth grade and e8th grade we are below the state average you're just a little bit above for grade seven for chronic and if you look at our distribution of index scores so this is our overall rating of 73.5 49 our goal is to try to work into that exemplary and commendable stage there's various factors that we work on each day as part of that next slide shows our Ela growth score 8.73 and this is an indicator score um that shows that we had strong progress in English language arts compared to the state indicating above average uh growth over time the proficiency score 100% uh or 100 showing us that our proficiency rank meets or exceeds the state's top performance Benchmark we'd love to see all of our scores at that piece there for math uh
00860.5 one so we're above average in that that's one area that I think we would like to see overall grow if we were looking at something that was a growth piece um and we've seen definite growth in some areas this year so far so that's positive part of that and then for the proficiency score 82.4 s again performing above the state and the goal is to move all of these as far as you and to the right on this chart I our go reading and math for all right so as you know Illinois uses student growth percentiles to calculate growth so um kind of the difference between this slide and the next one so you kind of understand um proficiency proficient oh my gosh while proficiency shows whether or not students have mastered a common
009standard growth recognizes progress toward and Beyond so this is showing their growth towards the standards and Beyond um regardless of where students have started okay so the school is at 50% for ELA and math and they're actually matching the state level of 50% as well um so this is proficiency so now this is uh students having to master the common standard um the top one is Ela so we are at 40.7% which is slightly above the state um m math is at 25.6% which is slightly below the state so that's an area of of growth that we need to focus on too um science is the bottom one which is at 53% which is slightly above the state as well good evening so I'm going to be presenting the map growth data for language arts
010and reading as well as math well my role is mainly in teaching science our team Works closely with social studies Fine Arts and with the um Ela math departments to ensure these scores reflect the hard work that we do every day our silt team has been working hard setting ambitious goals and the reading and math Specialists have been providing us with many strategies to help guide our te uh teaching and support our student growth so these strategies are then imp implemented and shared by all of us to ensure that we're providing the best learning experience for our students so I truly believe that we are doing an amazing job and I'm excited to share this year's math results with you as you know the charts show a yellow diamond at the bottom there for projected
011growth and the blue bar shows The observed growth in reading and language arts the sixth grade moved from the 33rd percentile in the fall to the 37th percentile in the winter this shows steady growth and we're heading headed in the right direction 7eventh grade dropped slightly from the 53rd percentile to the 47th percentile and although we saw slight dip this is an area we're focusing on with targeted strategies to help them rebound next time eighth grade moved up from the 66th percentile to the 7th percentile with an impressive increase our eighth graders are definitely making significant strides with the student conditional growth for ELA compared to other schools sixth grade ranked at the 77th percentile 7eventh grade ranked at the 14th percentile which indicates we have some work to do but we're committed to providing
012them with the support that they need 8th grade ranked in the 80th percentile which is showing exceptional growth compared to their peirs in sixth grade 55% or 55 students or 57% met their growth goal targets for ELA 7eventh grade 56 students or 51% met their growth goal 8th grade 55 students or 61% meant their growth goals and the students that are at 80% or above for reading and language arts are as follows for sixth grade in the fall we had 12 students and in the winter that number grew to 16 for seventh grade there were 15 students that and that number grew to 17 for 8th grade the number of students went from 16 to 19 each grade showed growth in this area and with our commitment to to engagement I'm confident that we're going
013to see greater results in the spring now let's take a look at our math growth you can see we have a lot to celebrate here in regards to achievement percentile sixth grade Grew From the 36 percentile to the 41st percentile seventh grade improved from the 50th percentile to the 58th percentile and eighth grade moved up from the 77th percentile in the fall to the 85th percentile this is all incredible growth and solid increases and our students are showing consistent progress in math the student growth percentile compared to other schools sixth grade ranked at the 80th percentile seventh grade at the 92nd percentile and eighth grade ranked at the 99th percentile performing in the top 1% compared to the other schools in sixth grade six uh um sorry 55 students or 55% met their growth goal
014Target 7eventh grade some 5 students or 68% 8th grade 66 students or 73% this is great progress and we're proud of these results students at 80% or above first sixth grade 15 students in the fall went to 15 14 students in the winter seventh grade 20 students in the fall remained steady at 20 students in the winter and 8th grade 23 students in the fall to 33 students in the winter in math we are seeing fantastic growth across across the board our eighth graders are truly shining and certainly ready for their next step high school we feel confident in the education we're giving our students here at WS with continued focus and collaboration we can build these successes and help even more students reach their fullest potential thank you all right so next look at
015our math acceleration score um scores so for sixth grade and taking seventh grade math we have seven student uh seven students who met out of 13 total which is 54% um out of those students um while they didn't quite meet their goal we did have eight students who grew to 62% um one of those students remained the same score kind consistent and then the students who did not grow were already in that like 90 to 9 9 percentile so that is a little bit more challenging to grow when you were that far ahead um sixth graders we do have three students in e8th grade math who are in sixth grade um two of those students met but all students grew so other the third student did not make their growth goal they still were improving
016um in seventh grade we have uh nine students taking eth grade math five of those students met their growth goal which is 56% um seven out of the nine or 78% grew in a positive direction and then those two students not grow were at the 94 percentile or above and then we do have four students in math one who are in seventh grade two of the four students met their growth goal at 50% but all students grew um in eth grade we have nine students in math One S out of the nine students are 78% met their growth goal eight out of the nine grew and then one student did not grow again was in that 93 percentile and then we do have three students this year so up from one last year our first
017one um so it's growing and expanding which is excellent you have three students in math 2 and all three of those students met their growth goal which is fantastic and it's showing that that program you know is meeting the needs of those students and it's very helpful to kind of have them in that classroom environment as well feel kind ofed so look at the math intervention numbers first um so for math we have um tier two which is in classroom and they get pulled three days a week within the classroom for 20 minutes we have tier three which is for sixth grade is pulled every day for 40 minutes and then seventh and eighth grade is every other day on b days um for 40 minutes and then something we have we've been doing with
018sixth grade the past couple of years is also providing those students who are kind of like on that cusp of meaning that tier three um support and study hall um and that's provided by our interventionist um who's new to us this year which is been fantastic just to get those students that actually support um they're not able to join they in reading and math intervention or they kind of down that bubble kind of area for needing support so we did see a uh in the fall we had 13 students in sixth grade in tier two four in tier three and then 10 in that study hall um the they split between two so was five and five um that decreased in the winter to 11 in tier 2 three in tier three and six in
019tier three study hall so we had in sixth grade we had five students exit um tier two three students exit um or enter tier two and then four students exit tier three and one enter tier three for eth grade again we saw some decreases um or for seventh and eighth grade they do not have a study hall intervention they have lower numbers um the needs not quite there so we had 19 students in tier two in the fall and three in tier three and that decreased to 13 in the fall um and tier two or 13 and winter and tier two and two in tier three so we had a um nine students enter or exit three enter tier two and then two students exit tier three one enter tier three and then for eighth
020grade we started with 10 in tier two and four in tier three that decreased to seven in tier two and three and tier three with um an exit of two students and an entrance of one so overall we kind of saw that those students that are in that like first to 20% tab we look at for intervention decrease overall inability from 23% to 19% has been excellent um for the reading numbers for intervention you can see that in the fall for tier two which is done in the classroom for reading we had 14 students in sixth grade and then in Winter we moved up to 16 students and again that's done in the classroom with the teachers with um interventionists specialist um that takes place in the classroom um for tier three in sixth grade
021we started with four students at the beginning of the year and we currently have two students and that takes place five days a week um for 40 minutes during what would be one of their arts and tech classes um and two students one um moved out pretty quick early on in the school year and then after M testing in Winter the other student um at The Benchmark where they don't have to be in there any nor so they still receive tier two in the classroom but they're no longer in tier three which is a pull out um seventh grade for fall we had 12 students in tier two one in tier three and then for winter those numbers stay the same with 12 in tier two and one in tier three the tier three student
022in seventh grade um is a pull out and that's on the scheduled B days um and that was a student who was in tier three last year um so this year we made a little bit of a modification so that that student was having success in by arts classes and could try some of those um which is why that student is seen on the the scheduled days and then for eth grade in tier two we had 10 to start the school year in the fall and we are now at nine students for tier two and then for tier three um we are currently at one student um oh it's me again okay um intervention and small group support So reading intervention in the core we have um I Exel and we've been using that um
023since last year in the language arts classes and that is used for everybody um and that the teachers yes maap does assign um activities and skills based on their maap scores but the teachers also have the flexibility to assign uml practice with what's being currently worked on in class teachers have the flexibility to do that and then another great thing that our um language arts teachers found um is that Isa also offered um I support so we were doing that with the iel um before testing um tier two which again I said is done in the classroom um there's a variety of things that we are able to use with these students we have book of fluency for fluency practice with those students who need it teachers also pull passages and parts of readings from
024um hmh from the class novels to also practice fluency um and some teachers are doing it classwide which is great because everyone could use the practice so um yes it's could be used for tier 2 but also some teachers are expanding that using um fluency practice with everyone rise comprehension materials again nice thing about these shorter passages is that they're fiction and nonfiction so they do support the fiction and non-fiction materials that are run in um HMA which is our program and then there are um support materials within hmh that can be used to reinforce strategies there are materials that are written um like bridged versions of the story so that students um Can Read still the um ideas at the grade level but it's written obviously um a little bit lower to help them
025and then in tier three again that is done out of the classroom um one student at most is what I have right now we have third quest which is our second year of using this program great leaps is like bonics site word based um another a program that we can use for in Gillingham and rewards which is um reading multi- slabic words and F skills with that um for math in our core um we've kind of been working this year to really be intentional about our groups and our small groups and the supports we're providing our students so in the core we use ISL which is used as practice what we're doing in the classroom um as well as for extension so kind of building in like statistics and geometry kind of those things we
026don't always spend that much time on or just extension activities for those students that are higher learning that can you know um take the whatever they're doing in class and build on that at a higher level um we started doing core support groups so this is a group that I've been pulling twice a week um since the winter benchmarking scour we've kind of seen that these students that 21st to 40 percentile um are those kind of students that are difficult to move because they those students that are taking a lot of the teachers time in the classroom saying get that support to kind of reach the grade level standard that they not those students who need the foundational math skills of an intervention um so I've been going in there twice a week um to
027pull these students to work with them we look at rebers we look at their pre-assess Ms which are reback standards then they need to be able to access the core material then also preview the unit with them so that way they're being more successful on those unit assessments getting that kind of individualized support while the classroom teacher then can work with those students who are at or above gr level during those days to also provide support to them to help further build um them beyond the core material which has been fantastic and we've seen some good growth even before we kind of had it where was two times a week and I was going in there occasionally um we kind of saw those numbers decrease overall from 26% to 18% in the winter in that
028band so we're hoping to cut that a lot more in the spring when we've seen that kind of the growth they've made but just by looking at their quiz and test scores we're seeing the students be more successful um on those assessments when they're able to work on those re standards and preview the units and then we also have our tier two um so we have our interventionist who provides most of our tier two we have um some of our classroom teachers have to provide tier two in the classroom if it's available but we have that three days a week for 20 minutes weing spring math class by intervention so everyone is getting the same intervention um and then tier three is the pulled out by me and I work with um the individual intervention
029so every student is working on something that's geared towards where they're at and then we did um have one student who's working with Bridges but she has moved on from that it is now in Spring math so that is option to for those students that need a further foundational support for that in our Ela block which is 80 minutes a day um this is kind of the schedule of what we do um teachers again and they can decide how they want their block to look some of them start with writing you could start with reading um so again it might that might be the one difference but we're all following these activities in the the block so teachers have a bell ringer L content related um that's their choice for theel I don't know if
030I mentioned before all the classrooms are doing that with uh reading ISL for 20 minutes a week so they're allowed to break up that 20 minutes how they want classroom um independent reading this is something that we really hit hard going back into last year um because we found that students with hmh when we were doing the pro like when we started the program we wanted to follow it a te and there just wasn't really a lot of time for independent reading and we noticed students um lacking the reading stamina they needed to read longer passages longer amounts of um on tests or in class or just with daily classwork um so we put the independent reading back in um for daily like 20 to 30 minutes like that is not it's non-negotiable like it
031has to be there so every classroom is doing that we had done it in study hall last year and that just it wasn't enough it wasn't structured enough so that is a change that we had put back in last year and um it's been a really good change adding that back in that is something the students definitely missed um hmh is still the series that we're using and with hmh one of the things they told us when we first piloted bought the program is that novels could be used in place of the hmh um units and we had decided as a department that we were not going to do that the first couple years we were going to follow the program we wanted to see the results how it was mapped out not starting to
032change things um and with that being said we have now added best novels back in and it has been a breath of fresh air doing that um the students have expressed that to us and the novels are chosen though based from hmh it's not like we're just picking a random novel they're novels that are suggested so they're in place of the units so we can still do like anchor story but then we have the novels and we're teaching the strategies and doing the activities within the novel um it's nice because it allows students to think on their own again um we felt with hmh that was a small part of what we were missing is that it is structured and it does give students that structure and that's great but in some ways it was
033limiting their ability to think on their own and to think what they were reading so putting the novels back in um and that's one of our Sil goals has been really great so there are two novels done at each grade level Sixth sth and eth um with the whole class instruction um we are working on the monthly reading strategies not just in language arts but as um a school and this is based off the Jennifer Sarah balo's works with um her reading strategies and we are doing this as a school um it's kind of nice everyone has the same language we have a collection of the strategies the activities used teachers send back in their student examples and what they've done in class so we have like this um like this bank to go back
034to that um it's a station but teachers can access that and see what other teachers have done what is worked what they might want to try in their classroom and it's all based on Jennifer Cal's books which um Stephanie bought I want to say four years ago four or five years ago lought for all the language arts teachers to have um interventionist Specialists um so that is again one of our still goals that um we are not just doing a language arts class that's taking place schoolwide um there is small group instruction within um language arts and um scaffolded an independent work during that time when teachers are pulling small groups you might be thinking is it just kids who are like lower students or lower achieving who are struggling or getting pulled no we
035are bullying all students um based on what they need so they're B B on what the teacher see and based on feedback from what they're getting from students all students are being seen and I know that's important that it's not just dumping all the time and energy into those are you know our lowest students and everyone else is here it's everyone is being seen in small groups hmh writing um it's structured the same way we have our whole class instruction our small group targeted instruction based on what they need um for the type of writing that's being done and again those writing um assessments those unit assessments are being um picked from hmh um scaffolded in independent work as well during writing and then te two intervention like I already said takes place during class
036and that's three times a week um the teacher or interventionist or specialist in time is pulling those students in a small group um to meet their needs um for math we have every class um in the department like a do now so the students walk in and they have something on the board it's an assignment or something that's on reg standards they preview for that unit and they need to kind of refresher on from previous years I'm reviewing core material as you're working through it or like many lessons on like geometry and statices I know people done like surface area and volume and just kind of like little things that build in to expose them to as much as we can before you know I testing and things like that um our whole group instruction
037we use math techbook um which has engage activi hands- on activities um investigations and review um in there our small group core instructions we have our check for understandings and concept reviews within mat techbook and we also use I Exel and then we have those the tier two intervention three days a week as well as like the small group Target instruction so those include my core support groups iel diagnostic Arena Choice boards and there extension small groups that teachers are working with when the spr when the um intervention in the course of where are happening all the students are getting something in small group and whether they're you know are here students or are higher achieving students we're really trying to build in as much as we can allow all students to be successful in
038seeing I'll talk a littleit about this the small group examples of so when we think of small groups there's various ways that this can be done and it starts with some of the things that they've already talked about with intervention or additional pieces and that's something we're really focusing on probably over the last about month and a half to two months of just looking at like all right what are we doing with small groups what when we say small group what does that mean is it a check-in with a group of kids or is it you're sitting there and providing instruction and it varies it varies across the board um but some of the different things that you you see here kind of on the top part support for absent students or or essay or
039writing support independent check-ins um ability based Group which is lot of what they talked about but I think it's like our goal is like starting to work with some of those students that are maybe in the middle or higher performing and giving them some of that time too as you heard just recently and then I think the other part that we never really talk about is band sectionals and the counselor and social worker they they all have small groups um that they work on and they work with as part of the social emotional piece as part of the band piece uh we had a student teacher in our Band program this year and she was working one-on-one with the student we were working with some emotional pieces with with him and uh he has a
040talent that we kind of found and worked with and he's continued to build that um I think those are opportunities that we have to continue to seize for our kids just when we see those things that can help them have that success in different places it's not always in the classroom there's different classrooms that we have um here and that's just one way and then our counselor and social worker and I'll even throw our student Advocate into there just the work that they do with individuals sometimes sometimes it's Partners sometimes it's small groups uh sometimes groups I was in a group that was seven and I wouldn't even consider that a small group but it really was and the impact that the counselor was having with that of just the social part of life I
041think that's something that re we really talk about here is the needs of our students socially emotionally there's a lot that's out there the social media world if I could eliminate social media uh Miss fent and I what would we do with all of our time it it would be a lot but it's I'll say this the partnership with officer giri with the as our police department and working with parents getting the parents involved like right from the get-go has been a huge success recently we had a situation recently where the parents came in they were talking to us they like J can I get their phone number they met after school and they called they they stopped in on Monday and they're like Mr Le the situation taken care of heard nothing about it
042since you know not on wood with that but those are the parts of our life that that really can create the drama that takes away from all the work that the teachers are doing um as part of that overall success so so small groups are a big piece of what we do they look different in different classes and we're a work in progress in some of that um there's there's pieces that we have to continue to look at how are we supporting the various needs because every child has a plan in every class that's really what it comes down to so that's one of what we do so I'll turn over to miss F this let talk about some of that drama he was mentioning um find my not here all right so um this
043year all student Behavior has been logged into Power School um whether it be an observation or a referral so paper referrals are kind of reserved only for uh substitutes or staff that don't have that student that they have to address a Behavior with and they're in a class so we still have those available for them but everything else is digital now um teacher manag behaviors are logged in as observations um once they are escalated um they come to uh brag and I we get an email and we can start um seeing it straight from there and taking care of the consequences um last year there were 616 total referrals for the entire school year um we are currently 70% of the way through the school year and have about 266 referrals as of about a
044couple weeks ago um so for the second semester the majority of referrals are for red cards um which is the accumulation of three minor infractions that lead to a referral so think of it like a three strikes her out type of policy is meant to be a way for students and teachers to have a conversation about the minor behavior and hopefully gets corrected before reaching a referral um we did revamp them a little bit to address some of the minor behaviors that do not necessarily require that refer referral right away um it's no longer just hallway behaviors but it's inside the classroom 2 which just another way for teachers to be able to address it in the moment instead of having to spend time writing the referral um just another opportunity for them to have
045that conversation um they're meant to be more of a teachable moment um and a restorative chat than real big harsh discipline um so I've given you some data here just to kind of look at where the majority of those um referrals are going you'll see they are red cards so it's the three strikes throughout kind of thing going on um red cards do restart every month so students have the ability to try again the next month um and referrals um accumulate every quarter so we kind of go with that um on this slide you'll see those consequences that are being given um this is also as of a couple weeks ago so we have been following the discipline Matrix that is now um as a part of our plan in this District so some of
046the things to note um and I've already said you know each month the red cards restart so um lunch attentions are a little bit higher because of that because we start back at a lunch attention before moving forward um each quarter uh the referrals restart uh they count for the loss of privileges if we want to call such as dances or the um sporting events or other extracurricular activities we really haven't had much of that go on this year just a couple students um missing the dance um there have been plenty of phone calls emails student conferences parent conferences that are conducted outside of this referral process that may not be um listed on here um and we've been incorporating many more restorative conferences be with um students um to reduce any future occurrences and
047increase the ability for students to talk through situations so when something starts to uh this little drama that stir between students we'll bring them together have a sit down and just kind of air out what's going on and then go through steps on how we can avoid this the next time so we don't escalate any further and it's I think it's been working for many of the cases that we've sat down with students to talk about things where we are with that um and we have our our counselors uh social worker and soon Advocate case load um our counselors and social workers are able to see our students with IEPs 504s as well as regular education students and based on their needs and kind of the priority of what they need and students are regularly
048able to kind of check in with them if they have something in the morning or if you know throughout the day they're Prett available um as well as doing some reevaluations and other yearly checkins what not monthly checkins they need to do with students um our student Advocate um whose case load has grown throughout the year to help us you know support students now sits at um seven students nine students and 12 students for the respective grades um as well as an additional support for our students that transfer in or new students to the building with newcomer Club um that they see monthly students get to slip and they get to come down um during different periods um for that month to then connect and of talk about how their transition to the school is
049going how they feel supported um in ways where they can kind of feel that support as well as we have our Sabers um review where teachers and students evaluate themselves based on know how they're you know feeling in in their school environment how they're feeling outside their school environment and how that they can provide you know additional support I give you an update on the our Advocate numbers we're actually at 8 12 and 12 so that's 32 that is the max that he can have on his case load so if I cut a question off right there there you go um what was nice is that we've worked with families and the the resistance we've had in the past we really have not had U most of the phone calls is like I have an
050idea and Miss between myself and Miss Wes and some of the teachers at times have called I have an idea I think that'll help your son or daughter be more successful and I think that Approach at least that's how I've gone about it has been like Hey we're going to provide this it's for some kids they need just a check in and that person when they're in struggle and when I say struggle struggle can look different to everybody um but that ability for them to then have that person that their go to like all right here's our goals we're going to work on getting to school on time we're going to work on improving your grades we're going to work on your behavior those are typically the areas that are there um we have a
051couple that we've added recently just helping them with the process of school um of just like coming to school having your supplies when you go to class those are some of the more recent additions but the case load we're happy to say is that its maximum number which West 40 is happy with and we're happy we're able to support those individuals so this side kind of summarizes everything is the the different things that we've done this year as part of our school Improvement and part of our goals as part of instruction we've had learning Labs where our teachers have had we've had teachers be reported and we had the other staff watch the videos of different things to see they've gone into classrooms to see as part of that um to see the different things
052that we're working on as part of our strategies uh our class novels were talked about with with the the W the different pieces as part of the different grade levels with writing the Y piece as part of the writing piece Miss Scott was doing some evaluation with the state before she left at the end of last year and she said that's the big piece that our kids need is like they they can put all the information all the evidence that's there but then they have to close it with the why that's something we've worked on um our math fluency practice our interpreting charts Miss McMahon presented that to the staff and we use those in our different classes um providing feedback when we go on classroom visits I will say I would like to do
053more of those even if they're just popins to be able to to be present for the kids sometimes it's just my presence just shows up they can help the teacher be able to focus on that U and then our coaching Cycles our what we've done recently is our our staff that had less than 50% growth our reading and math specials are working with them on planning working them within the classroom one of the teachers identified I just need more time to get to my students so she's being able to go in there and and working with that uh and that's worked with both our reading and math programs um discipline and communication kindly data use of the new Matrix I think that's really helped out the process I think having the referrals on on Power
054School M Wes came in and I'll say she she revamped it she just revamped that whole process for us um having some experience and using it at her previous school um and just being able to meet with the teams what do we need we meet with them weekly everybody it's like the everybody comes on board every Tuesday to have those meetings um as part of that to be able to discuss our needs as part of that and then just having the detention process you know the process that she's used with lunch detentions after school the progression so they know as they're getting with the long length of their detention that there's probably more of the frequency of that and then our professional development monthly reading strategies as Miss Kor talked about a culturally and linguistically
055responsive teaching strategies it's Miss Fuentes discipline data and even as part of PD we've had again the math pieces as part of that and then to kind of close our career day we brought that back this year uh Miss cells who had never done a career dat before got the folder and the folder had kind of the history of our that that I had and we were going to work on that previously but Co took that away um but we had a career day that was probably the nicest career day we had that's not a knock to previous ones but to be able to build something from step one of like here we're starting over to get the balance of different uh speakers presenters that were able to join us to see that across the
056grade levels to see the kids engaged in those conversation asking good questions the staff that were here that came to said you know you have such a nice group of students they asked great questions they were very attentive that's my fear that's my fear at that moment is like all right I'm not interested in this this career um but even our our former counselor Mr har came back and presented to the students about what he's doing now in the professional world so that's a great piece that we had and then finally our Fine Arts Festival we have a a brochure Mr cloy and the Fine Arts team uh are putting the work to that together the the building is starting to transform um as part of our overall planning for that we will be opening
057the Time Capsule I didn't know that was such a popular piece but I've gotten emails from graduates about that so we will be opening that and the items that are in there will be on display at the fine artsfest I'm working with maintenance to open that up and then we'll have kind of the unveiling with some of the previous graduates and we'll record that very likely have that on our YouTube page so the video will be there so if you're able to join us on the day even for a short period of time we have graduates um we have former students we have students that have been here for many years are coming back they they they this is an event that just I think it brings out our community but our former community and
058our current community so we expect these halls around this area to be packed um and if you're able to join us we'd appreciate that and then finally just I I want to just say this thank you for your continuous support but I think the people who have presented tonight represent our staff in the work that we do each day it's a challenge um I've said before each day is its own opportunity never know what you're going to walk into um you could have a great plan for that day and it gets derailed by various things but I think the work of our staff with not just the discipline process but the education process of doing what they can to help our students learn having our students who are applying to pmsa in the various schools
059getting in right now we have almost every one of our students is set where they're going I I haven't completed the survey because they were just filled it out this week um but I know of every everybody I know of as a right now has a place that they're planning to attend for high school if not it's moving is to be determined so thank you thank you for the time for us present awesome thank you so we'll start I've got my little list here um you want to let me know if you have questions we'll just start on our way through we want to go first yeah you want to go okay Gina's going to start us off all right so can I start with just some celebrations uh the growth data keeps growing it's
060amazing uh 80.7% I wrote for ELA that's just my soft spot I'm sorry I'm sure math was phenomenal too but 80.7 in Reading in a nation where all the reading scores are like 50 and below that is phenomenal um and I think it it's uh attributed to the hard work the dedicated like growth that you guys are making year after year like your systems are changing these aren't the same slides we've seen year after year they're changing the things that you're doing in the classroom are changing your teaching the kids in front of you you're not teaching the curriculum and I I just want to like that so like happy like it just makes me so happy to see that um I have so many positive things to say and I'm going to let my
061my colleagues share but there are some wonderings I have is this a good time can I ask just two I'll give myself two okay um I think there's a through line with engagement that Miss Blair started talking about I think you said the targeted strategies that guys are working on seventh grade in particular with targeted strategies and I think that's the interventions would that be correct so then one of the things you said was you want to uh I wanted you to speak on what the commitment to engagement is because you mentioned that as well and I think that's the through line that we're going to see the number 80 even grow to 100 so one of the reading strategies that has been brought to us um by a reading specialist sorry um was engagement
062so like just very mindful planning of what can we do to get the kids engaged and we you know just talked about it at our staff meeting on Wednesday like what does it look like you know it's hard you try to meet the needs of all the students in your classroom they're very different their interests are different but you just keep going back and re re-evaluating and bringing something different in until you get that student engage or have their peers like I was talking them then one student to I still don't get it I said all right well I'm going to bring a peer over and see if we can work together and get your peer to help you understand it so you know sometimes we don't have the tools but other teachers or other
063peers have the tools we just want to see everybody out there doing their best every day and you know just coming to school enjoying their time and and being engaged if we can do that then they're going to be learning so that's but I want to even do you one more solad and name the engagement that I heard today um the independent reading bringing that back um encouraging the novels so you're allowing the students to develop their own skills so with your help with your support with the skills that you're teaching them they're inside giving that to them as well and when we're telling them what to teach that we're taking that away from them we're not giving them the independent reading we're not allowing them to practice the skills we working now and I
064just think that that's really important and again the through line is then how are we going to see that engagement show up on the I in the map so that's something I want like to like leave a question with you I'm not asking for an answer but I didn't um I didn't hear anything about like I or map prep and I'm wondering if seventh grade were seeing that disconnect because of maybe has taking strategies that's a thought I have so just a thought I to speak to the I prop um it was done in both language arts and Ma in because obviously we had these scores from into a map testing before I so we have been hitting that in all the classrooms not just through iel but um sty provided I practice and as
065um speaking to the language our department we went through with teachers like do the writing practice but showing the students this is what a four is and they they were shocked because they're in their mind thinking I have two two good paragraphs State wants five so going over those I'm hoping that and teachers did take the time to go through with students say like this is what a four is this is what a three is 2 one zero and I'm sure some of the students were surprised thinking like well I think my writing is fine but I would have only scored a zero or a one so I think teachers taking the time to not only do the practice writing to show them what the state expects to show them the different types of responses
066what we're been doing with the writing strategies hopefully get transferred we don't know to wec scores you're hoping it does um with the reading yes we did the reading practice and like we did the types of questions that are asked a big thing we found the questions is the way in which they're worded um do the students understand when you have those two part questions where it's asking you in part a pick your answer and in Part B justify it there's always two where it's like you can pick one and then you can find the justification but out of those two there's only one that's right that's the tricky part so I think we worked on students with that as well besides having them do the Isel practice the computer practice hopefully with their independent
067reading it's the stamina and I think we've seen that across the board is that um it's having that intrinsic motivation which how sometimes teach that I don't know if we have the answer we probably you know we would have the perfect school um we'd be million years because how do you teach a student to want to do it how do you teach them that they should just want to do because through engagement with the reading um stamina that's what we are hoping to see so that students don't see a passage on a computer and that shut down and say I just can't do it um speaking to the engagement as well um I think it goes beyond what we've done with the reading strategies and I'm going to give credit to miss Wes here because
068her um presentations each month at the faculty meetings um she makes us all do the student engagement so we're not just sitting and listening to like oh this would be a great engagement idea we are getting up we are put in random groups we are walking from the tables we have to get the markers and answer the questions um having that language arts background too that I know that I worked with her and appreciate her engagement strategies that we have to go through to then she says Hey because he's in your classroom here's like a toolkit we are actually doing them so I'm hoping the fact that we have a new staff this here a lot of new staff members who are eager and willing to learn um I think that adds to that everyone's
069trying we're putting these strategies out there that we're not getting um the hesitation of like I just don't want to do this or it's like more like okay well let me see what I can take away from her so I do have to give her credit for that because every meeting there is at least two to three strategies which teachers came and say like well it doesn't really work for me there is something that I think that she's presenting that finding and as far as with math um I've kind of worked with teachers I look at our curriculum math and you know what things we not going to get you in time for a I'm kind of just building in those so each day each month I'm like all right these are your priority skills
070but you know what when you have time during du Nows add these two things in it says you know so you know expose them to those things before and we looked at the type of questions we're asking so makeing sure they have like left all that apply and multistep questions and then um one M techbook does have in some of their assessments are written responses but we've kind of been adding to those where almost every single assessment has a written response to it kind of trying to build in that where students are actually explaining step by step what they're doing using that academ vocabulary um giving those why their answer and actually understanding it versus just circling up a you know ABC or D one more thing I want to name really fast um I'm
071so sorry I don't mean to take up everyone's time but Mr leben you also named a real powerful move and how you're going into classrooms and you're in context helping the kids with their writing and you said that right okay I'm just making sure I helps I'm not like to say I'm a writer but I helped but I wanted to highlight that because a lot of the work that I've been doing in the field is going into schools arguing with districts about they want to have grammar programs and the new research is really elevating the the use of in context like support one-on-one support pulling kids to help them with the writing is more beneficial than having them do a grammar sheet or a grammar you know something or another so that's special I have
072to give them the a real a real big piece and what's helping the kids see their writing like it gets in if we're giving them that practice in eth grade six seventh and eighth grade then they're going to be doing it in high school and if we're that's more beneficial than worksheets or grammar curriculum um and then one last thing and I'm done I promise um interventions we had an intervention in small group support page I'm hoping in the future maybe we can add um interventions for elll and sped as as well I'd be interested to learn about that as well um thank you guys for your work hard work that's a good point do you think that's something that you can get us the ell stuff like up me you're in there sorry should
073have asked that ahead of time sorry uh Stephanie um so I think I know what the answer is but I wanted to try to better understand what actually rolls into that distribu distribution index that um you you talked about um Mr Le the number that we're trying to get to go up I think it's like 70 I'm trying to down it is at 73% what what what what is comprising that what feeds into that number which one of you U the F the very first one the index score so is it all of the the various proficiencies so that's all of the different pieces that are part of that's like attendance um their student growth their student proficiency what am I missing the five essential five Essentials I I know there one more those are
074the pieces that we get points for each of those percentages and that's where our score yeah the closer you are so when you know they have the target if you hit the target you get the full point so like growth is 5% and then you're adding up all those percentage points that give you that score so to know what the individual things out so you say yeah so so for example is tomorrow the students in in study hall are going to take or advisory are going to take they're five Essentials if we have all of our students take the five essential survey we get all the points for that percentage that's a goal is in those different categories is I hate to say this way is to build your points and get as many points
075as you can that's probably the easiest one to explain so the tendance growth and the five Essentials are what make up that number and it's growth not proficiency correct it's both but but growth is more growth is is weighted higher right yes got that so we took that out from last year I just wanted to make sure I understood what rolled up into that number um the only other thing that I wanted to talk about was the discipline and I really liked what I saw the positive numbers that change from year over year you said it was like 600 and went down to like 200 um I also like the fact of you engaging or allowing them to engage with you with each other to try to talk out what's going on within each of
076those groups now do you always participate in those conversations or do you allow them to just have those conversations in your witness or you know you're just present during those conversations it depends on the situation so there's times where Greg and I have not even been a part of it we've allowed the counselor or the student Advocate even to be a part of that conversation um only because if it's us it may not go the same way um as if it were somebody else so um there's times where I will just allow them okay but let's start speaking whoever wants to go first go first and then they have it however they speak to each other there's times where we do have to structure it based on the issue that's happening only because we don't
077want it to go sideways we'd rather kind of lead them in the right direction of where we want that to end up going but um it just varies on what the situation is okay then the next question that I wanted to ask about the discipline is when they're persons that maybe have a consistent all year round they're constantly having repetive issues red cars referrals or what whatever that looks like is there a time where we try to engage the parent and are how receptive are the parents about coming in meeting with them having conversations with you all I just would be curious to see in those situations what that looks like so when we've gotten to the point of students are reaching a 5:00 pm detention I'm now calling parents and saying I think you
078need to be here and it's not me saying um can you it's you have to be here and be a part of this problem solving meeting we actually have one on Monday for a student and it I did it I started doing it more as like an alternative to suspension so once they hit the 5 PM the next step is in school so even getting to that point I was like no we're GNA have a meeting before we even do that and then in that meeting it's like okay Mom or Dad or whoever um the next we're having this meeting we're trying to problem solve how to help your child and move forward and the next one will be an ISS if we continues um and it's through the quarter so it resets every quarter
079um but we have started getting to that point where there are students that are up there and getting referrals I'm like no whoever's at home you need to come and sit down with us and talk about it it's not an option at that point now when the kids get the referrals do the the parents necessarily know that they're getting referrals like if they get a referral is that information like say if it's just one two or three or whatever before it gets to the point where it's 10 or 15 when does when are the parents engage far so every time I'm sorry to cut you off okay um so every time a referral comes through um like said we get the email um and once it's escalated it comes straight to us so I act
080on it right away um so when a student gets a referral when I look at it to see what is I keep track of what level of consequence they're at and then depending on it so if it's a lunch attention either way I'm GNA send the notice to the parents I always email the parent I email the student um if it's something where they have to stay after school I try to also make a phone call um just so that way it's clear because if they're walking or need a ride they need to have that situated um but every single referral that gets a consequence there's an email sent to the parents and if I notice that the parents not responding parents usually respond like what happened how did they get this if they don't
081I'm probably communicating with them again just to make sure that they know what's going on so it's not like they're completely not knowledgeable of what's going on at school um I think that's all the questions I have thank you you know what I just want to tell you there is actually eight indicators so Ela proficiency Ela grow math proficiency math growth chronic absenteeism the climate survey science proficiency and El progress so each one the proficiency is s and a half% and the score the the in ela the school got seven point they got all points because they hit the the target U and then in math proficiency they got like six out of seven and a half Ela growth is 25% math growth is 25% and then chronic GM is 20% and then science deficiency
082is 5% survey is 5% and that's the five just that you the kids take it oh not that the parent the parents take it to get a report you got to have 20% of the parents take it but the kids you need to have at least 95% of the students take it primary doesn't have it it oh guys don't take it so only is and oh is does take it is and and Ms will have that climat what percentage is attendance I don't think it was 20% okay yeah so that's 73 so if you add up all their numbers they got this 73 point they're close said so they could look and see like okay math growth 25% we we got 15 out of the 25 because our math growth was I think was the
08350th percentile if they get where the average of the city state was then they could get more point Thank you thank anybody else have question go okay Jared the Mary so you talked about the discipline data and you talked about some of the factors that you think you are bringing those numbers down but if you had to say what is making the biggest impact would it be what you've already talked about or would you would you like rank get where like I think this factor is having the biggest impact and bringing the referrals down I'm gonna actually ask my team back because they've been here longer to even answer that question um well there's no way that not last year's class had such an influx of transfer ins and the numbers have kept growing and
084the class sizes kept growing I think that was a big cause of some of the disruption last year that we don't have this year so the numbers have been very steady our class sizes aren't growing you know there's room for people so that I noticed one not the only reason but it's certainly a huge factor from last year having that class that just kept growing gr so and Miss I think there's a very strong consistent front between um Mr Le and Miss Wes um I think from day one them working together as a pair has been very consistent and making sure staff new staff veteran staff anyone in between is aware of here is what we're doing as a school here are the steps we're taking um I think there's consistency when dealing with students
085um I think there's consistency like Miss M said about getting parents in um I think that's a big um difference with um having them coming in and being on board and that there are you know taking into account like changes and we talk about discipline so much as a staff when you know for example a few months ago there like teachers noted like if there was this change on the red card we think it would do this and so change was made on the right part now we have that in place and um there seems to be less grumblings about inconsistency or we don't feel this or we don't feel supported here I I would say and I've been here for a number of years I would say there is much less of that so
086um I'm going to give credit to the admin for very being a very strong consistent rent I could build on that just made me think with that consistency it's been easier for us as teams to look at than in Target behaviors because there's consistency on what's going to happen the kids know what's going to happen when we see a red card for something over and over again it's easy to Target that and say okay can we just have the students not do this it might knock out all those little problem behaviors and then it's been easier that way too and then we can just at our team meetings when we have them or if we don't have a team meeting shoot an email saying as a team we looked at this can we try this
087it might help with one of the behaviors report need to escalate it's been easier to manage that one as well so consistency parental involvement and just kind of a team approach to streamlining things is probably awesome and then I my other question is what you're what you think or you're identifying as your biggest social emotional looking to be that one I'll just say this and I put this in my message over the last couple of weeks um just having parents be part of that social media process because what happened and and I I had this this was last year a parent said to me like you don't monitor social media like I can't take care of it myself I mean just it's like that's the piece of it that you know that was a wakeup
088call for me like all right we got to make sure I want to make sure that that conversations I've had with parents is if your child is having problems they could be having problems on social media and nobody knows about it and that's the part that a lot of times will show up here because we're the Comon place where they come together face to face it's very easy to get on your phone and send anything you want or send a message whatever platform you want to use um I think that's been a piece where we've really tried to say all right it's on social media all right we're going to help forward at school this is what we're going to provide here but parent you've got to help us with this officer Chris comes in
089and you know if it continues The Village has been backing that up with local ordinance violations and that's where they have to go to local courts and fortunately we've not had a lot of those um most of the situations that's been has been in the community and we've been informed of them but I think that's the that's the part of the world that I wish could be more controlled um just because it's so so open with the amount of you know like the chats start with two people you know we're having a conversation it's really two people but there's 25 involved um we don't have too many of those usually it gets to about 10 or less um but then everybody's talking about it and then that becomes the disruption that we're trying to take
090out of the CL classroom so we can focus on all the other things I think that's probably been the biggest thing that we've worked on through here yeah thank you all for presenting um I'd like to quote M Mr lean said be present for the kids I really like that like it's uh it's from the heart of a true educator and that's what we need and U following one of my questions I think was answered in and chech and conferences that you have both the students and parents sometimes comeing and talk in that was covered and could you please explain or give a little bit detail on math textbook and choice B um so yeah yeah so Choice boards is something we put together um for our small group time so we have a teacher
091who has like groups of students they have their students grouped and this group of students has maybe working on reach back standard so they have links tol links to KH Academy different activities or small cpto teacher and they might have different activities that are extension so a four where they can go to during their like while working with another group they have something targeted towards what they need um for during that time and I'm just work and you know be intentional about even choice of what they work on but geared towards what they need that's a choice where we used for that small group time not technal that's our curriculum so that's what our online have had um the last yeah seven years um which is an online C that we use and regarding attendance
092I think I read in one of the administrators reports that you have attendance TR pce yes used so in an effort to kind of um do friendly competition with the students and kind of hone in on the idea of being here on time every single day I created three attendance trophies it travels throughout the building so um we look at attendance by week and it's a little competition so we announce it every single Monday who has a trophy and if you know they have to go steal it from another one based on their tenant and the teachers have told me that like they're like you know the kids are kind of sometimes on each other about it like why weren't you here we don't have the trophy where where were you you know so it's
093just a way to kind of get them here on time but also make fun you know have a fun time with it so it's a it's not for individual students for it's for the advisor that Community within the advisor to try to encourage them because you know sometimes we're working with families on students coming to school and sometimes their peers have more of a influence on them in that piece I think that's another positive piece is even our our yellow tickets that we we recognize students they over here you can see Miss Wes has brought that in in a different capacity where they get different we'll call them prizes like open gym 40 minute lunch um and they've really kind of f they're walking down the hall with I got my tickets I'm going to
094go put them in or if the boxes are gone because she's pulling them for the day like oh I missed I said save them for next month same things will be there so I think it's just another way to try to interact and be part of that that M thank else I got a couple all right um this one's probably not for you guys but maybe more for them but do we know if all the referrals are going into Power School Middle School okay so PS and is too nice and does that because they're in power school um does that send out a parent alert do you guys know no it doesn't emails yeah yeah so I thought well maybe it sends it um that would be nice and in general um I guess really
095for the red cards is there any pattern to location like are you seeing those um like not just even red cards Behavior like on the buses in the lunchroom in the hallways to the classroom is there patterns to where we're seeing spikes um well I would say before we altered it it was mostly the hallway like it was meant for the hallways and now that it's kind of in the classrooms as well it's mostly I would say in the classroom since like we really had only about a full month the whole month of February we had the new red cards in half of January so we're kind of trying to still figure out what that is wise but most of it is um Plum or candy some of it's running in the hall like it's
096they vary um tardies yeah tardies aren't so much not as much as they used to be tardies used to be the big one on that yeah it's it's it's trying to get get them to not eat outside of this room various places how to say this even the washroom oh my go yes um and then my last one and this may not be information you have but that eighth grade class really knocked it out of the ballpark like is that unusual for them or have they always been a high achieving this group has always been the high okay yeah so but this I mean I don't remember seeing numbers like that in a while like that's I think it's their work and I think it's our work together I think it's one of those things
097where you're seeing everything kind of come together um and I think they they're workers they have a different kind of mode to them than we've seen it reminded me of some of my classes that I had when I first started here where just like you just all right this group just just works and they're a lot like a family together since I was like yeah a lot of them have been together a long time um sometimes sometimes I act like brothers and sisters small class it's a smaller class it's about 90 I think they're 94 okay they're a smaller group so it's like and even like the transferin that we've had have kind of Blended in with that group they haven't been this high before have am I just like did I just I think
098it's one of the higher ones we awesome anybody else have questions as always you're welcome to stay but you we have to Chach in the morning so you will not be sad if you um don't want to stay for the rest um and then our next item uh discussion items with no action we have a summer construction update evening good evening don't know how I'm gonna follow that present I know so these are uh just some of the construction ideas that have come forth before beginning planning phases going out getting proposal and stuff like that I just like to run remember don't have numbers today run the ideas P Board of Education move forward okay okay so the first one is the door project we started that last year we didn't get prably far at
099the Intermediate School we switched over and did some doors over here at Middle School very similar those are like the 1970s doors ripped out the wooden frames put in the metal doors so we got the west side of the intermediate on the first floor done and we got the second floor taking a break and then we're going to come back we did write the 2024 maintenance Grant and we put in there that we'd like to be the nor side on the first floor the Intermediate School we'd like to continue on with that project next one on the list is masonary repairs a couple years ago now we identified some some issues with the masonary at the Intermediate School causing rough breaks throughout the building we worked really hard over last couple of years this Final
100Phase should button it all up that would bring it to 100% we'll still carry on the masonary repairs that's something we've been doing for jez probably over five years now what we're doing proactive kind of pointing as opposed to bigger projects when it becomes a real problem so doing some proactive tuck pointing we're just going to shift the focus to a different building and move it around uh just to make sure that there's there's nothing that doesn't uh the next one on the list actually came across my desk we had an issue with an air conditioner at the district office that equipment is 25 years old near the end of its useful life i' look to see the the repairs on it because it is essentially three home furnaces in there there's units in there
101we bring out a mechanical contractor such as the one that we utilize home repairs is it's a a lot of it's are Parish so if we can bring e contractor to come in those units and cost with you know number of proposals that we'll need it' be a lot cheaper to to break something out maybe not cheaper more efficient use next one on the list is the w ashalt i hav't here we did the West lot did the East lot okay but if you happen to go over there and you're on the east lot it start out very very nice I was very pleased with how that came up faculty and staff over there very pleased with it now I'd like to work on the main entr his titled off I'd like to take a
102look at the ashall and see if I can get some proposals if numers make sense bring it back to the boat of education and in connection with that I'd like to work on the con concrete out in front of that building it's seen better days not that it's safety issu is just we don't to replace it it may become one actively in front of that also at the Intermediate School storage is always a problem throughout all of our buildings utilize a lot of uh outside recess equipment and stuff like that and it's currently being held in our garage where our snow equipment is you it's where we store all that stuff so if we can somehow build a separate shed that would be big enough to store all the outside recess equipment it's going to
103take that out of the garage that do have snow to make that process just just all the more easier for the staff did talk with Mr bir about this one showed them the location per on out and likes it it makes sense it keeps it tucked away from the front of the panber you wouldn't even notice it driving by of school be more in the back and it would also be visible from that East parking that the district office Ram last meeting Bo gave approval to decomission the uh the elevator out there so connect with that I'd like to start getting some proposals as far as uh what the cost would look like actually go and then district office maintenance gch I know the beginning of the last year I brought forth the idea of
104using that triangular piece of land over by the intermediate school after with the village of West the public works there was a water M prop which would not make it aable site to BU so working with the village of Westchester as far as picking out a location that would make sense behind the district office garage and the garage too and the district office there's a nice piece of land where we could put a small garage that would house all of our ground keep would be a better place where he can park the truck have cameras there keep an eye on it there's a bathroom water right at the district office all the stuff that would be needed for that facility is at the district office already so be more cost effective too for building garage
105we would have to tap into water gas electric all that stuff we haven't that would cost I was a good R then the Westchester middle school so the interactive projectors throughout the buildings this was the first building that was implemented at it was a summer of 2017 maybe we put those in and they have been own dad Sor has done his best to replace them that he could find however they bed out that current model same model that's at our intermediate primary school he proposed I'm going to refreshing this entire schooling those contractors that are still going storing them using those to replace the Intermediate School primary tended actually have nice stock of placement projectors little prolonged lifespan up the current iate School projectors and allow us to test out some new things other one
106is chomecast he had mentioned is being phased out by Google he has a couple of Alternatives test kind of implementing that as far as how we devices to those interactive it's still going to fact we are looking for and be POS and the final one and so our bus garage is not currently hooked up through our any that other than satellite is that be signal back and forth to each other have a lot of cameras out there future I'd like to see something on our buses which the camera system we have on our buses is capable of doing this I made sure that we picked it out that this was possibility down the road for a different time but one day maybe when our bus is pull into the bus TR I'd like to start
107transferring the data from those hard drives to our system so that principles can access the camera footage right now server as opposed to somebody has to go and actually yank the hard drive out of the box bring it to the garage off over we're not ready for that with the two satellites talking to each other we're losing old like if you call the bus drives occasionally you you'll get some Interruption with f covers just because we've have it a few cameras out there and and that takes up bandwidth when it's streaming that video footage back to the server so if we' ran an underground cable from the Middle School to the bus garage it would allow for fast trans transfer data provide a better solution so the the event that we ever did want to
108do that Wireless transfer for the buses we'll have the actual technology there to support again this this one is more so I want to see what the cost is going to look like if the cost comes back favorable I'll come to the board investigation with it but no idea cost so we're g to find out okay be doing Directional Boring for my this that Middle School to the bus cage so we probably go right underneath the ball field they have fiber optic line out there when at Comcast but they were charging 27800 a month the bus garage and the amount of those satellites andet it's worked just fine up until now but because we've added cameras and we're actually seeing some slow down and we want to make sure that we're staying ahead of it
109do the directional Bing connect Middle School which has a 1 Gigabyte internet coming into it and the fiber optic cable to bus garage to the be not pay mon cost Denis questions I have questions um sure so I see most of these expenses planned expenses on here I do see that there's a couple that you mentioned that were kind of unexpected like the h TR this is in preparation for the budget that's coming up in 25 26 and none of these have been Incorporated in it yet okay I just want to run up by the board to see if you want no something on here like we have projects though every summer though right we do and these are none of these projects are part of it this is the beginning of that process got
110you okay yeah so if there's something on here that we're just like we're not paying for a whatever then he's not wasted his time okay I look they're you know something that can be needed are you prioritizing those so which ones that you think are the most important or I'd like to see us get through all of them through project since we've started it that's something I'd like to see through to the end it's going to take time we haven't even gotten to the second floor yet they are coming out beautiful if you are on the west side of the intermediate school or happen to be on the second floor here at the middle school look the noors a little bit of push back about the closure but it's not something that I can control
111we've gotten written up on that that's part of the school code that if you install any door they have to have a closer a closer is that so the door closes automatic it's part of fire C we have to make sure that if we're replacing it we can buy that's the only push back other than that beautiful like for sex against smash fingers sure when do you anticipate we'll start seeing some of the proposals for some like to bring it back in May for approval and then June I then the budget that be a long time to do all these projects this summer I do I mean the door project is kind of an ongoing the school year two years right and even throughout the year like We'll order doors and then try to do
112some over winter break do try to do some over spring break it's not one of those ones it's going to happen during summertime it's the time going throughout the year the rest of them I feel pretty confident I haven't done underground boring yet so that'll be new but I've seen it done when they switched over to AT&T they did a lot of underground Bing here at the schools seem like it took that long I don't know what the cost will be so you will be replacing all the projectors and the white folks right right and how how many do you need like do you have a number all this believe Mr VOR said there's around 30 so that we would P the current projectors save those for the other two buildings the whiteboards that kind
113of no longer useful when they're used for seven years the answer writing and racing they smudge it's not something I had one just uh thought of since Wiis needs more storage in the shed and with the garage has there been any thought to do the maintenance garage at is to like combo those two together or it has the most land over there too obviously it does um originally I had thought about across the street from the Intermediate School that didn't work out kind of looking at the overall layout where the kids play during recess the other location was but would be in the Southeast corner of of the lot over there but all of our ground keeping equipment would be there and I wanted something that was going to be under camera so that far
114away I just didn't feel comfortable having a right behind the district office there's people there at the district office got cameras in the back of the building feel like the equipment in there is going to be more sec oh and then the other utilities too having the water there the electrics right there you we can always run underground underground electric to the garage without having to open up yeah and then the same thing with bore if we had to run gas over to that building we can do that from the district office and it doesn't have to be done initially that's something you know a year or two down the road hey' be nice if we had a heater up there well new we can easily connect it and make that happen and you said
115with that plan you're looking at just losing I parkings of Premium over here so you're just losing one spot that is the plan okay so there is all the way I guess it would be in the West Northwest I there's like a spot but then there's like half a spot that's in the end it's not really a parking spot we would take those stripe those out give access to the DW that yeah any other questions all right so it sounds like You' got some work ahead of you and we'll uh look forward to hearing it heing some more updates thank you thank you Dennis thank you br um next we come to our second audience comments I'm guessing we have one all right we welcome comments from our staff parents and constituents a person who
116wishes to address the board should complete a request to address the Board of Education for and hand it to our board secretary um uh when you're recognized uh we ask you to limit your comments to three minutes you're only one tonight so it welcome all right great evening everyone uh my name is Dominique Bryant and I am the founder of Dre dream Academy Foundation so we are a Youth Development organization um I grew up in bwood so I am um a Bellwood na native and so forth and um so we have Saturday programs and after school programs currently we're in Hillside and we were here last April we did a 8we um program leadership development program and I wanted to share some pictures sure so it's Year fors young men and young women um very
117successful and so forth um but we wanted to continue the partnership um it ended um April May and then um a lot of parents have been reaching out um asking um when we're coming back um they were saying that it's not a lot of programs for middle schoolers um and so forth so I just wanted to see or appeal to the board to consider if it's not my program other programs um and so for great will definitely um have either Phil or myself will get back to you um it definitely remember it from last time and I'll be honest I didn't quite realize it wasn't happening again so I I appreciate you bringing this um to our attention okay no problem thank you than thank you so much right so um now we have um
118close session so I need a motion for the board to retire into CL session to discuss the appointment employment compensation discipline performance or dismissal of specific employees uh litigation when an action against affecting or on behalf of the particular body public body has been filed or is pinning before a court or administrative tribunal um in which or when the public body finds that an action is probable or imminent in which case the basis for the finding shall be recorded are Ed into the minutes of the Clos meeting um we also have Collective negotiating matters between the district and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees and um the placement of individual students in special education programs or other matters relating to individual students Mo by
119Mary second second by Cynthia any questions or concerns all right roll call quote please hi Sanchez lowski hi president V hi carries post session at 7:39 all right