001good evening I'd like to call to order the February 20th 2025 Board of Education regular board meeting and before we um begin I'd like to acknowledge that tonight uh board member Stephanie Boyd will be participating via audio video conferencing she is absent for a qualifying reason under board policy 2- 220 um school board meeting procedures if there's no objections if you the meeting okay and just to test Stephanie can you hear us and see us yes I can hear you and see you all right we will proceed with a roll call president was here president boy here here here here also pres Dr s miao Mr gr Mr kayata Miss Latin and M like to join me in saying the Pledge of Allegiance I to the flag of the United States of America and to
002the rep for it stands one nation under God indivisible with liy and justice for all um I need a motion to approve the agenda as presented move by Mary second by Cynthia any questions or concerns roll call vote please president Bo hi Hi I hi president wowski Hi six eyes zero knees one ABS motion carry then for district achievements we've got a few um to do here it's always fun to um give shout outs to people so first we'd like to start with the um El team who is hard at work preparing um for our district e audit which I am sure is a very heavy lift um it's something that doesn't happen annually right it's 12 Years Years 12 years so it's it's a lot to coordinate all of that information so um special
003shout out to Stephanie Delo Kirsten PP Morin Marian Michelle Salazar Vanessa Marino sadad oh she is yeah she is there um Alisa green Laura Pesca and Jacob bour so thank you for everybody I know it's a team effort just to get all of that data together um also we'd like to give a shout out I know we did this at last month's uh meeting too but just the cold weather is brutal for everybody so we really do appreciate the U maintenance team and grounds who have everything ready and safe um for our students and staff to come to work for all of the faculty and staff who are out there monitoring the comings and goings getting all the kids in and out um I'm sure you guys are bundled up in trying to stay as
004warm as possible but we know that's tough to do especially on those early early mornings so thank you for that um and last uh congratulations to we have some teachers that were recognized by their former students um so peren forelli seventh grade in I math Anna McKenzie 8ighth grade science Winnie RZ Steam and Britney or the Wiis math Specialists they were all recognized by their former students at pmsa for their stem award celebration uh these teachers were recognized for former middle school students and we are very proud of them for making such a difference in the lives of our former students um so big shout out to them and next we um have audience comments they have any tonight then uh consent agenda I need a motion to approve the send agenda as presented move
005by Jared second by Rose and as a reminder we approved these um in one action unless something is removed and tonight we have the regular board meeting minutes open and closed at February 6 uh the Personnel report which includes um two resignations and one approval and then the second readings in adoptions of policy 2-40 270 2-125 2-140 and 7 d170 any questions or concerns on the consent agenda I vice president voy I eyes motion carries all right and now for the fun part that you're all here um you get the business out of out of the way there so we have um discussion items with no action so tonight we are thrilled to have the state of the schools presentation by the Westchester primary school so come on up guys however you guys want to
006organize yourselves um we'll have the the slides up there and we'll save questions to the end does that work for you right we're really excited C WPS this is our team so we have Maggie church and gry KY Hernandez Jill Jacobson solidad menz Barb cadis marasa Christine Lawson mcin Vanessa Marino and Kelly s we are large and um we work right um this by um is represented of our school district on the Illinois um school report card um and this is for um the year 2020 for the current year is this information this is our last okay our last year all right um and then the slide here is basically um taking us through the um this year and the two previous years of the enrollment in um the um ECE and then the um
007grade kindergarten first and second and you kind of see that we stayed somewhat consistent with the numbers from kindergarten going to uh first grade um dce is kind of hard to kind of Judge because we have New Comers coming in for kindergart and then this um slide indicates the uh um the number of students that we have represented in yellow um Through The Years 2008 18 all the way up to 2024 in comparison to the whole District thank you so I'm here to talk about the racial and ethnic breakdown of our uh our school so as you can see um for white students it was 24.5% black students 27.2 and then Hispanics at 43.3 and then we have Asian American Indian new Pacific bendar and um people who identify as two or more so um
008I also looked at some data from the past two years and so I just wanted to tell you about how U how it's going how are we going up or down the trends yes so uh White is 24.5 this year but last year was 26.5 and the year before it was 33.5 um with Hispanics it's 43. .3% this year uh last year was 42.4 and then the year before is 37.4 so we're we're on the Rise um and then black was 27.2 this year 23.8 last year and 19.7 the year before so um I just want and Asians have been pretty consistent but they also going down 1.7 this year 2.1 last year and then three so they are going the numbers are going down for them right now okay and um I'm also here
009to talk about um the student characteristics of our school so our lwi income students this year are 40.3% uh English Learners are 19.1 that's what we do uh students with IEPs is 25% our student Mobility this year is 6.7 and uh the uh school student Mobility rate is the percentage of students who um experience at least one transfer in our in and out of school before the first day of school before the first day of October um and so as you can see our Mobility rate is still less than the state of Illinois um and then I also looked at the numbers from the last couple of years for low-income students and English language Learners and IEP and um ESL students are what you know who I work with so um we are uh this
010year was 19.1 1% and then last year was 17.8% and the year before 17.5 so we are trending up for um Ells uh low income this year was 40.3 last year was 48.9 for low income and the year before was 40.4 so then gone up and then going back down now IEPs have stayed uh pretty consistent 25% this year 24 and 24 last year so it's been pretty consistent okay so we're trying to get back to prepandemic which is 2019 202 doesn't really count but um but we're like halfway there so 16 um is what we are at now and we're doing incentives since January so that the kids come it happens every month and um the incentive is having like a splash in your classroom so the kids are super excited about that U
011our I Su summi of designation we're commendable um the assessment that we use we don't give I WPS so we have the third grade achievement level and then the Third through fourth grade growth is what the state of Illinois uses for WPS um along with these other um characteristics so it's I but also chronic eism that's why we work really hard um some letters out at 5 10 and 15 days just to notify parents keep them in the loop you know sometimes they get BL you know we forget how many days our kids are sick we want our kids at school we talk to them you know fever you stay home Bing you stay home they're not feeling great sun in school we'll see what we can do if they're really not up with then
012we will we will go ahead and call them but we really want the kids at school and those are the conversations I have um I have conversations with parents all the time and um it's it's that partnership that helps us put them that AC hi I'm going to speak on our map growth report this is our MTH map the squares represent our predicted student grow and as you can see in first and second grade we have cast predict our total number of first graders that took the assessment was 102 and per second grade 101 in first grade in the fall they scored in the 38th achievement percentile and they grew into the 55 and for second grade in the fall they scored in 68 percentile and they grp to 76 we will continue throughout this
013presentation to talk about what more we're doing at WPS and how we're going to continue with this time now this is our reading report as you can see we also have super P pass but predicted student gr scores and reading as well very proud of the same number of students took this assessment or two for first grade and 101 for second in first grade in the fall they started at the 27th achievement percentile and they grew to the 45th AI percentile and in second grade they started percentile in the fall and they gr take it perc um we're very very proud of our growth in that at the end of the presentation we're going to continue to talk about all the wonderful ways we're going to continue to help our students grow in the first
014and second grades and the changes we've made to this gr I kindergarten our Benchmark assessment is the fastbridge early math measure and this bar graph represents the percentage of students in each of the achievement bands know in kindergarten there's been tremendous achievement in math from fall to winter based upon this particular measure the numbers are trending in a positive direction and we're continuing just to raise the level of instruction to meet all kids in kindergarten where they're at using the bridges curriculum and resources with targeted small groups that are focused on individual skill development in small groups okay this shows the growth in kindergarten in Reading we use the early reading on Fast bridge to measure that it is uh two different tests some of the tests are similar letter names and sounds but in
015the winter we have added in reading words so they're nonsense short mod words so the test does get harder um from fall to winter but we're really proud of the growth that we've seen as you can see in the red we had 31% of our kindergarteners come in and the red in fast Bridge would be from the 1 to the 19th per p and now we are at 20% so you can see how that went down and then you can see how the bands have changed um we're really proud of the growth that we've seen in Reading due to our OG and structured literacy which we will talk more about and for those students that are falling in the red and yellow I'm going to talk about the intervention criteria growth and numbers that we
016have so far this year um so for kindergarten we're looking at students who for tier 2 support that are add or below the 25th percentile on the two reading benchmark assessments which are the fast Bridge early reading and the untime letter names in the fall and then in winter and spring it turns to letter sounds um and tier three is below the 10th percentile of both of those assessments for math it's below the 25th percentile for tier two on the early math composite in fastbridge and tier three is below the 10th percentile first grade um and second grade look really similar in terms of their reading students that are qualifying for tier 2 support are below the 25th percentile on two specified benchmarks four are below the 15th percentile on the CBM reading so that's
017the reading fluency um in first grade the assessments are the fast Bridge early reading composite and the maap assessment um the same and so for second grade it's the CBM reading and the maap assessment for first grade math we're looking oh and then I'm sorry for tier three we're looking below the 10th percentile and both of those assessments for math tier two in first grade below the 25th on the fastbridge early math and math and below the 10th on both of those for tier three support for tier two 25th percenti on all three of the math assessments which are fastbridge CBM um automaticity fastbridge a maath and the math assessment and then tier three is below the 10th percentile um for the students that had reading and math goals I'm sorry we're in reading or
018math intervention um in the fall to winter Benchmark time we had 18 students meet their growth goals in reading and 18 students meet the growth goals in math um just for reading that's 18 of 47 um first and second graders in kindergarten we had 15 of 22 kindergartners gain their percentile on Fast Bridge because it's measured a little differently um for math 18 out of 23 students were looking at 78% of our math students met their math math goals um and in kindergarten it was three of seven gain their percentile on Fast Bridge um intervention numbers so as you can see we have our fall and winter numbers and we are definitely seeing an increase in students that are qualifying and needing intervention from fall to winter um this does include our students that have
019IEPs and our students who are Ells um so those are included in these numbers because they are still getting that intervention support throughout the school day um for IEP students it's if they do not have an academic goal in that area so if I have a student with a math goal maybe they qualify for reading intervention they're included in our numbers um in the fall 15 students receive both math and reading tiered supports and in the winter we have 24 students now qualifying and receiving support in both math and reading um but I want to focus more on our exit numbers um so if you look at reading we had 21 students leave tier 2 reading in the fall to Winter and three students exit that tier three support we did have more enter based
020on that data um and then in math we had 13 students exit tier two three exit tier three um we have the same amount entered tier two another 13 students but then eight entering tier three support um and just something to note when we're looking at those second grade math numbers in particular a lot of the students that now receiving tier 2 support had been on our watch list in the fall so those are students that didn't have above the 25th percentile on two of the three assessments so we were watching them closely and so those are the students that were now moving into intervention for that additional support this is WPS accelerated math and just in general highlights of of math at WPS um the yellow bubble up there this is from the nwea
021um dashboard um that yellow bubble up there shows that our whole school is at the 59th achievement percentile in math so since adopting Bridges we've seen a 9po increase in that particular metrick and we're pretty proud of that and we rely on and bridges wholeheartedly at our school so um that's nice to see and look at um we have a lot 11 first graders in our second grade math program they're placed in three second grade classrooms and 100% of them met their maap growths and seven second graders um participate in third grade math at Wiis 86% of them met their math growth targets 26% of our first and second graders who take the maap task are in the 80th percentile or higher on map in the winter benchmarking and and um we had 60 wait
022where is my notes 49% of our students are at the 60 of percentile or greater so we're pretty pleased with that number and um we continue again to raise the level of instruction to support all of our Learners and each classroom does have dedicated time for teachers to run workplaces and pull students for small group instruction we look at the map data we look at our Forefront data for pulling small groups as well so that their learning can be dressed in real time like dynamically what did they learn this unit what do they need to get them where we want them to be um we've also adopted for second grade based on the data last year the second grade team and I saw that um they really need more work on identifying coins and the
023value of coins because if you think about it we don't use currency coin currency as much anymore and it is a foundation of bridges for developing place value skills and then later in third and fourth grade and fifth grade developing their fraction and decimal skills being able to understand you know that what money is it's something integral to Bridges so I've started a second grade store with the teachers and it's a learning environment it's kind of a real time kids get um coins based on parameters that the teachers have set up within the team for participating in um math for using math vocabulary for following you know their dolphin pride and other expectations in the classroom and then they use that money to tally up based on sort of like a ticket and they get
024to purchase from that store and and do that all on their own on a twice a month basis so the focus continues to be um just working on those individual needs that we notice through the data that we look at on weekly and monthly basis all right so now we have our W oops we have our WPS Ela highlights so this information is also from the nwea website and as you can see our yellow bubble for reading is the 49th per but this graph is going to show you that we have 38% of our are first and second graders reading at the 60th percentile or higher and then we have 18% are at the 80th percentile or higher for our second graders new for this winter we started an intervention called walk to intervention during
025their wintime so this is ensuring that all of our students are getting what they need in their win time and every student in every class is going to get and is getting small group instruction right now we're focusing on onx instruction and we're using the Orton Gillingham instruction methods to make sure that our students can encode and decode read and right our kindergarten and first grade students are also getting wi time and during their win time in their small groups they are also receiving B Gillingham method instruction during their small grou so our discipline data uh I mean it's pretty straightforward uh very exciting 90% of students students have zero referrals and um out of all of these referrals five have three or more so um when we total of these numbers only five students
026have three or more referrals and out of one of those we're all of those and working with the families um and we are on some plans and taking care of that very personally and and uh in the moment working with what those students need to make sure that they're successful as well as their classmates we look at the referral data pretty closely why are kids getting referrals I do that with that umcl committee and then so you can see we were we were high in September and October on our referrals um we had a little dip in November November was a shorter month you know Thanksgiving we take that into account and then we jumped up a little bit in December again and so we really looked at what was going on we saw a
027lot of disrup those disruptive behaviors kids not being able to keep hands feet and objects to self and so then for January our Target seal was self-control our kids got little badges that were like um self-control I have self-control two days two students each day would be awarded that by their teacher they walked very proudly with their lanyard they get lots of recognition in the hall we gave out little um zones of Regulation um tickets kids wrote their names on them and as you can see we went down from down from 10 to six referrals in January um now that February was that that was the beginning of February we to have more than one referral in February but again it gives that our students that language I have self-control self-control means keeping my hands
028feet and objects to myself and I do that so I can grow my brain this month our focus is for February heart prints we're leaving heartprints being caring um February like you said very cold day now very cold very inside um very not cuty if you know that meeme um very hard for our students to be inside all the time so we work hard on selfcontrol control leaving heart prints because indoor recess day after day starts to get a little old and so we try to mix things up for the kids whether it's in the cafeteria or in the gym or using our Pathways so that they can be successful in those n structured areas okay so here we have the demographics for our e students by ethnicity um as my colleague mentioned before um
029a Hispanic group of el is considerably larger than the others uh we have 70 of 84 Ells 71 are Hispanic ethnicity four Asian three black and six white now over the years um two years ago we were 51 ESL students last year last year was 71 this year was 84 so little by little gr growing in numbers um so now if we look at Power School one thing that we noticed was that um Power School asks families to report their race and this is just an interesting fact is that a lot of Hispanics will Mark themselves as being white so and Power School it shows that 56 families categorize themselves as white 21 uh as American Indian or Asian and now here this slide shows um that we still uh are very lucky to have
030Miss HS she is our social worker and she works with 58 IEP students and 504 students uh now she she's working with um a few less IEP students last year she had 38 and this year is 28 but she's also now working with a lot more tier Tu students um last year was 34 this year is7 um so she pushes into seven classrooms um including EC and preschool and um she's working with working with Morin so that she can um provide us someone that from cbaa we can get some more support for special ed and um general education classroom all right I'll start off though what are we doing now so the A and R is for academic um the r is for relationship of our students and families in the e for the environment
031of our staff so we assess and we analyze our data and then drive instruction in our classroom our summative assessments are from our programs are more formal and high stake to evaluate the students learning and the proficiency some examples of that would be unit assessments final presentations or projects we also have formative assessments which are used to monitor the students learning and to provide ongoing feedback to the students that would be more of slips class discussion um in kindergarten I know we do a lot of one-on-one interviews and conferences typically the Specialists will work with the classrooms during our PLT time to um help assess and analyze that data and then work with them to create small groups again just targeting the needs for students on an as needed basis with current information so like
032was saying just current formative assessment summative assessments and then we can give them what they need right there at WPS we provide a quality tier one instruction to all students um we aim for a very strong core so that we eventually don't need these interventions is our goal um we the The Specialist support the core through the plts and supporting the teachers um through Bridges three 2.0 hmh we are focusing on both vocabulary and foundational skills this year as our goals um and also the specials teachers as well support these goals and are aware of the goals and integrate it into their curriculum as well such as uh heart words the gym teacher may use these in the gym uh geometry used in arts and comprehension skills in library Math and Science and stem and
033in music um I'm going to explain to you uh what the uh different tier levels look like um on a day-to-day basis um tier one um some of the things that we use are the storage Champ Program um and that's for all the kids in um in the general um classroom they um are engaged in um activities where there stories and the stories allow them to develop language um through movement and visual um now in first grade um and I can speak U because I was a first grade teacher now I'm a second grade teacher in first grade the story Champs was like geared more towards them with comprehension and then in second grade it kind of ties in you're still doing the comprehension of the story but it's bringing and writing skills as well
034um in addition to that um all of the first and second grade teachers have been trained in the Orton Gillingham and um that is used within the classroom um during our uh when uh I now that we just established a new um way of dealing with that and then um all of the teachers have Bridges intervention materials so that when we see a need for the children um to be pulled into a small group within the classroom uh we have materials to support that um and the tier um two that includes um students that um might qualify more for a small group and it can be conducted within the classroom where they're just taken up to the side to work or they can be pulled out at that time with Specialists and reading and math
035and also an seal um and I forgot to point out that um the seal is um taking care of in mature one level with um morning meeting um and then our tier three is more intensified and it would be even a smaller group and again that would be with the um the different specialist math reading or the social work um like Trisha said our tier two supports um are in reading math andal based on the student data and needs um those receiving those inclass supports um are maybe the ones whose needs are a little less um those students who have larger gaps or need more support are the ones that are being pulled out with specialist interventionist El teachers social work um and that's like she said more targeted instruction that's really at their skill
036level um second grade has started their new wi walk to reading intervention where all classroom teachers Specialists and interventionists are all working with GRS um during that time on the reading skills that those students need um so in the classroom intervention might look like pulling a group to this to the table um or having one of the Specialists or social work come in and work with a specific group of students in the class while other instruction is taking place um pullout support occurs in groups of three to five students for tier two um and they're anywhere from 20 to 40 minutes long depending on the Intervention Program being used in the needs of the students progress monitoring is completed no less than once each month for tier 2 students um as well as in math
037we don't only use fast bridge but we also use the bridges intervention kit progress monitoring it's the last module or it's the last session of each module and that kind of really Narrows down on the skills that they're working on on that specific um module um all progress monitoring data is kept in fast Bridge or Forefront is where we keep our bridges right so for tier three our students get more individualized instruction and or grouping based on what the students need so sometimes the groups are just smaller groups groups sometimes they have more time and sometimes we layer their intervention we keep them in their tier two intervention and we give them an extra dose out the side and then we have student concerned meetings we have a form for teachers to fill out so
038that if they have a student that is getting intervention or might not be getting intervention um whatever the concern is they can fill up that form it alerts me that that's going on we know when we have a meeting time we find time depending on what the needs are to bring in that team and then we have those meetings and then once we start a meeting we have follow-up meetings throughout the year to see how we're doing does a student need intervention do they just need um do they need do they need reading do they need math whatever it is we really try to personalize um what our kids need um we do have those mid-trimester check-ins every six weeks to evaluate the progress monitoring that Christine and Trisha and Maggie talked about are they
039making progress we say are they making progress yes great are they you know is it inconsistent what can we do are they not do we need is it why are they not is it the intervention are they not here we have a you know we're like digging down deep into the data and what we need to do for those kids and then we do have that after school support Club it will start again next week uh it's by invites by teachers we try to include lots of kids um this time we're targeting kids that are really not intervention we have our kids who are in intervention we want to Target some some other kidss who really need like the academic homework support maybe uh versus just kids who um have a targeted intervention during the
040day we want to reach as many students as possible sorry all right so now WPS is working on fostering community and school engagement with our students our families and our community so we have many opportunities for them to engage in all of our school events as you can see we have a lot going on not just at primary school but in the entire District um so we just started last year for the first time uh K to2 Fine Arts night and we're continuing that this year this includes our entire k to2 um school committee so then next we have strengthening our school culture and relationships so again as you can see our students have a lot of opportunities to feel proud about things that they're doing and feel safe one way that our students have
041an opportunity to share their voice and their opinions is our second graders get to fill out a Sabers screener and then our first I mean our kindergarten and first graders get to take a safety survey we are continuously working to enhance student engagement and promote leadership we have our post break significant 72 activities which we help connect students with one another we also help them ease into routines after winter different breaks we also have kindergarten Mentor starting next week and that's going to start at the beginning of the school day they support the kindergarteners in learning how to identify their letters and identify their numbers um some Stu we also have stud goal setting where teachers conference with students and help them develop their personal academic goals of what they need to learn and then
042we also provide expanding enrichment opportunities this year we have four game club run by Mrs mcin um a way to have the kids socialize and learn how to win and lose um bilingual reading club we also have math club for Accelerated first graders that's new this year after school club to help with homework before school reading club for students who need just a little a little bit more reading support recycling club and Art Club as well um we also try and Foster a uh culture that is collaborative but also um that we can trust one another and some of the ways we do that is um we engage the staff in different activities that um first of all promote our uh well being and it um kind of establishes teamwork on some of the activities
043that we've done in the past um we uh at Christmas time we did Christmas ornaments we made those and we had um like a little coffee and um doughnut um activity um in January we had a very lovely Spa they uh right before we started school so we got our hands nice and um soft and um we had some treats there and then just recently for uh February we did a valentine um cookie de Break um so a way of us enjoying each other but that's developing uh trust and collaboration we also have coaching Cycles um to support professional growth um all of our Specialists have a certain um day uh I mean yeah a certain day a week within um the plts where one comes each week to support um the different grade um
044plts and they're always willing to um offer any type of a coachin cycle that would be um um something that um would help to enhance the learning of the kids and then uh we also have um a non evalu a nonevaluative um walkth through for Mrs laugh and she comes in and um she um kind of just gathers her information just from walking in and then she gives us um B that so for reading we are doing coaching Cycles we have done team coaching coing cycles and individual coaching cycles and we also are working with the teachers on writing and then in the writing the student will get student samples and then we're working on different ways to Target those skills that the kids need in their right and um in math for instructional practices
045this year we adopted the bridges Third Edition which was an update so in supporting so I'm supporting teachers with new routines and practices that are part of that Third Edition update also working in team and solo coaching cycles and teachers to focus on operations in algebraic thinking um namely problem solving so word problems and um just recently did learning Labs um where I hosted the kindergarten first grade and second grade classes on um story problems and so they could take um that back where we went back to the plts and debriefed on um you know what kinds of things they want to take back to their classroom and do with their their teachers or their students this year we also implemented the Orton Gillingham screener for all of our first grade and second grade students
046um we've given it twice the two Benchmark periods and then we also give it to the kindergarteners who are readers um and this help us helps us to Target their needs uh in phonics and writing any deficits that they may have and we've collected the data and helped the teachers to analyze it and form theirself their small groups and make plans based off of that um we also provide hegerty tier one phonic awareness to all students differentiated math workplaces intervention materials and Technology integration such as seesaw ISL and Smarty Ants which help the home and school connection um finally we're strengthening theal supports through having two social workers this year and uh focusing on zones of Regulation identifying big and little problems and expected and unexpected behaviors and using the same language really helps um
047the teachers the staff and the students as well so for our professional learning and collaboration um we host three learning Labs a year we've conducted two so far one in November which was reading another in February which was math and March and April will be more so directed um these loing Labs help us to grow as Educators watching our colleagues and all so we do that through um collaboration um through our plts through our institutes and through our faculty meetings and we've really tried hard this year to kind of hone in uh through our school Improvement plan so we use Bridges because we're really looking at that um operations in algebraic thinking and we noticed that through map that's where we needed to focus hmh we know writing is essential for students it's a life
048skill that they need um so we look at the hmh we looked at their writing rubric we've tweaked it we continue to tweak it but we're also looking at the vocabulary um we talk about vocabulary we're we're talking about like um prefixes suffixes multi-meaning words not just enhancing a larger vocabulary uh some things that we take for granted that maybe isn't Tak you know for reels that might be um a a place that we need to hone in on and thenl is really neat because it talks to map so their map scores are ported into EXL and then they so they have their um map scores in there they can use that Arena but they can also do the diagnostic um because sometimes guess on map and it might not put them exactly where they
049are so then we also have the diagnostic and I Exel also aligns with I with hmh and bridges so there is a place in there where teachers can choose lessons that might be okay so maybe they're map um to have them at the skill that we're working on this week but I can go in and I can choose them and say I want you to work on this Stu then we also try to provide a safe environment for the kids to learn a positive learning environment so we try to provide the resources that each teacher needs and all the classroom that all the students need and then we also embed effective strategies um in all the classrooms and then we also um Implement responsive class and we meet as a committee before each break to
050discuss our significant 72 activities which has been ongoing since miao introduced them we meet as a committee and talk about how we can best um integrate students back into the routine after winter break Thanksgiving break and so on um and soon to be spring break so um we look at um how uh we can support each other in making it just a a welcome back to school during those times and usually it would consist of activities like team building or relationship buildings relationship building activities within a teacher's classroom we also um have an ongoing project which started at which starts at the beginning of the year that the teachers pull on at each of those intervals to build on so it's something that the kids see um you know it's kind of like how am
051I growing we start at the beginning of the year that's for this year where we started in the fall and then they're they've added on to it in Thanksgiving and coming back from winter break and then we'll add on some more and finish it up at the end of the year so there's a continuity to some of the activi ities and some of them are just build a little marshmallow tower Tower with tooth toothpicks so that they have fun working together and building but everybody it's an all hands on deck type of activity where all of the teachers support each other the Specialists the staff will um you know get armed out into all the teacher classrooms to be an extra pair of hands for some of those activities and games sorry WPS thank you
052so we'll just go in order if anyone has any questions they want to start what order what order who want to um I I have a question uh how will you know if the additional social worker and the BCA uh ba being contracted is effective are you looking to incident data be reduced are you looking towards the saber data or the safety survey like what what is going to tell you that that's effective I think all the above I think we're going to look at all of the above honestly um you know the kids that come in the door this year and not same kids that came in the door last year or before that you see Across the Nation that kids are struggling a little more with selfcontrol self-regulation emotional skills so we'll look
053at all that to see if we're finding improvements um that U pacart rate being in our schools has really helped us to be able to deliver those uh social work groups is that the bcba the bcba is has not started our school yet so we contract with a BCB with Consultants last year we had um a bcba that worked with uh one of our teachers this year it's supposed to be tube that has not started yet so that data will be good to see um because it is one special education room and it is one education room um that has special education students embedded in that that classroom Hannah is the the shared social right Angela has is all day Hannah cite is our she's with us in the morning until 12 and then she
054goes to Wiis in the afternoon we'd love to have her all day but we're okay to share another one uh the the behavior incidents themselves like I see the numbers of behavior incidents but are those um is that like do you have some chronic you know behaviors from certain students five students with three or more referrals um that are working with our social workers some of those referrals are the direct result of our new disip planine Matrix so last year you asked me about the think sheets and then what's next and I was like well I mean that's pretty much what we do unless we have something super severe and so in the spirit of our discipline Matrix our teachers um move along so you have a couple of prompts and then if you need
055a think sheet then you get a think sheet but then they're moving along after that it's a conference with the principal and we're going to talk to your parent and after that it's going to be a referral and we move along that Progressive discipline so we have a few more referrals of students that maybe we might not have they might have just been think sheets just because we really are trying to adhere to that now the exception is kindergarten I mean we have kindergarteners that need a lot of reminders and then we have those oneoff discussions if they' had so many think sheets like where where is that when do we start entering that discipline Matrix they're 5 years old we have to teach them but there comes a point when it becomes actual discipline
056versus teachable moments yeah thank you I'm gonna go to Stephanie and then I'll add you next Stephanie is online can you guys he go for St hi guys great presentation um I always get a little confused about like the intervention and the small groups not because you all don't explain it it just starts to get a little bit jumbled in my head um so my question is I see where you were talking about um delivering on the the one out of four sheet where where we're doing now it's talking about delivering high quality tier one instruction for all students so I really wanted to kind of understand what the small groups look like in the classroom or the whole entire class is that something that's happening daily is it something that's happening are the ones
057that are in the tier one they get more small groups or how does the general population how's tier I mean how is small groups uh rotating or what's the cycle of of small groups within the classroom I um do it in my classroom I give like a a choice um menu for the kids that I'm notw workking with and the choice menu has to do with different not always paper and pencil activities but maybe more in the um in the um style of like a a game that they can play with grammar or phonic skills they can um do some writing skills um I have um word building um sometimes they can work on smarty ends so they're given a choice menu of six different categories and then in each category there's two different or
058three different activities that they can pick from and it's their job to um get to all the categories um in within the week that's what they're doing while I'm working uh with the small group based on what um group I have is based on what um they need as individual Learners so um I take the small group and the other kids are uh working independently on um the different Choice board activities so do you see all students in a small group at least once a week um yes I try and do twice a week um and that kind of depends on the time frame um ideally um the reason I say that is if I'm in the middle of something and I kind of feel like the kids need that extra time instead of just
059wrapping up to get to another group I'm going to make um measure it over quality over quantity so to speak so that um I'm getting uh the best for the time frame that I have with them and let me just clarify if you walk into Trisha's room Trisha is wearing a beautiful Bonnet on her head when she's teaching small group that signals to her students ask three before me because I'm teaching to my students they are very involved very teaching her kids are very independent as Mo as most classrooms just not always the Bonnet but you know when cha is teaching small group because she has that hat on and so do her students and then we have um signals like they just shake their hand if they have to go to the bathroom so
060that I can see them and I can just nod so that they can go without inter and um I also have if they say for instance they finished all their work I have a little roundabout thing that is um a area that is um I'm through what can I do and in that um container there's different seasonal activities that are not like you know like fun activities so per say but it's like maybe a Valentine's putting a sentence um together or um doing something with ABC order that's Val time so it's a skill-based activity but they're having fun with it because it's seasonal so just to clarify is every student getting at least one small group uh intervention within a week or two small groups within a week how does that work um all I
061meet all of my small groups right now I and before we started this um new program where we're um switching based on on the whole second grade I uh met with um all four I had four groups then too I met with um all four groups and I tried to do it where I did two a day but then I would have to kind of maneuver because some of the kids were going for elll or for um reading intervention so that I would take them at the last part of that block of time that we have but I try to see every group all four groups twice a week and it's okay within that wi time so within that wi time is when kids are getting small group reading instruction kids are pulled out for
062intervention with Specialists or interventionists they may be with the ESL teacher um they may be with speech whatever they need at that time and then the students that are in the classroom are getting small group with that teacher so for instance in Mrs gry's room when she has students that are there they off they have a first then so first they do seesaw then they do smarty and then they may have a paper pencil activity while she's pulling those small groups of students that are still in her room the ones that are not in her room are being seen in intervention does that make sense St uh yes did you have another one do you want me to go to Mary and come back um I think that's it Mary you're at um you talked
063about um student concern meetings and ongoing progress monitor so I just wanted to know how much are the parents involved in this do you meet with the parents or how many times in the year or do you meet as required as required uh but we communicate with parents so when we have those meetings um about letters sure so the intervention is it's about every six weeks we send home progress monitoring graphs to the students with letters to the parents so that they're aware where their students are in their progress monitoring we also send home reading bags every day so there's letters in the reading bags there's the art words that we're working on math does it too we also have the letters that we're working on things that they can do with everything in the
064bag so every week they know what letter we're on if it's a new bag or what new part wordss are in there there's word cards to help them blend but as far as the letters go it's about every six weeks that we said update of progress let them know what we've been working on over the last six weeks and there's a copy of their graph and then we do have meetings with parents if you do not see students are making progress to talk about what what can we do a partner or what might be next step and their cor Creator yeah for the after school intervention club that you for talking about so is that for students that are not just like for average students as well who may not have IEP or in group
065so um in Fall you know it's new it's new data we are get stud fit really like support all around supp Bo and then now in Winter we're looking more we know who has intervention we know intervention we're looking at kids maybe who weing our next that practice work that get S so maybe they need a teacher just to help do that practice work sometimes it's kids in mention um if you know we go down the line everybody doesn't sign up for those clubs as much as they operate um for instance I sent out the invitation for the before school reading to 12 parents I've heard back from one parent so far um so you know we'll extend I'll give we'll make calls J's gr they calls for me did you see the email well
066you know it all depends on who we get it um but it is not just to students with BS or just intervention we do try to touch as many kids thank you is that wrong and it's just more about what you thought about versus coming instead of taking M January um I actually at First thought that it might be too soon but as we um did it I was really um impressed on how attentive were considering that it was right before the holidays um but I think that they probably perform better because they didn't have that lock of time after the holidays that would have caused them to maybe not be their their best so to speak and I also think that we had better I don't know off the top my head seemed in
067my pest anyway we had better attendance they weren't quite getting um sick whereas January it seemed like there was more out um for sicknesses so um I like I said I started with oh we're doing it before Christmas that's could be terrible and then it ended up like I said um we didn't really talk much about what was going on in December as the the days passed until after it was over with and then we could say okay guess what we can have our you know um Grinch day and all those things so we were able to have respond but we kind of had the rain a little bit so to speak until after awesome I just had one um I know is when the new structure is is a little new just starting second
068grade um so just second grade just second so what can you tell me again what that sort of looks like I know in my head I'm thinking it's like wi's but maybe it's not is it similar know do you one yeah so we give the OG the OG screener um and then collect the data and based on their phonics needs um it was actually an end coding test they had to write the sounds and write some words and we looked at that and if they weren't able to apply the phonic skill to their writing in words or on its own then we group the kids together based on that phonic need so a teacher may have kids that are working on the IMG ending for example and then from there we're going to progress monitor
069to see which students needs change or some might progress faster or slower than the other students so they are flexible groups and they're able to move to different groups um and then they progress through the phonic skills Orton Gillingham has a progression of phonic skills that are taught in a certain order and it's constantly reviewing so they're able to move through um all of the skills that way so the kids will be rotating amongst the the second grade teachers they okay they may they may stay with their own teacher if they are taking that group or they may move to another teacher um if another teacher is taking that group and then within that class they are seeing small groups and reading uh decodable readers with small groups and working on uh writing skills within
070that group say too that um because it's new perception that I'm getting from the kids they seem very excited that they have you know like a little break and the movement first of all but then they're getting an experience from a different teacher so to speak so I mean some different friends probably I've talked to you know they seem happy make feel up junor high to and it helps with the collaboration of the teachers as well because they're collaborating ideas is what works what doesn't work and then the second graders are all of their students and they want to see grow from everybody yeah um can you explain to us what's what are some of the significant um sure so I'm I'm on that City I can explain a few of them so um the
071activity that b was talking about earlier where we're looking at the kids like growing throughout the year in the fall they wrote blls on the picture out a picture a flower pot and every time we've come back from Breck they've added another piece of the flower so after Thanksgiving they added the stem with something they feel they're doing better after winter break they added the leaves after spring break they're going to add part of the flower and then in May they're going to add the last part of the flower on how how have they worked on achieving these goals so that's more of that reflective consistent piece but like she mentioned there was a time after winter break they built towers for snowmen out of we fix the marshmallows as a group of two or
072three um so you know they're working on communication skills with students in their classes um problem solving and really just trying to build that connection um between peers um in the fall at the beginning of the year we do a lot more we actually spread out the activities over the course of those first three days before instruction really starts that first go we um I'm we're on the Comm together we also yeah we'll also incorporate some boot camp activity so sort of like behaviors for the hallway behaviors for the lunchroom bathroom OSS Miss Laughin at the beginning of the year and after winter break she starts with a whole school assembly so she'll start the the return to school with the whole school assembly and that and we do a morning meeting we do a
073whole school morning meeting from responsive classroom so it just it you know that those are those are significant 72 ones um all the different activities we've done per like we some of it like that first year we played games we played H po we played uh we played emotions to ra this fall so students were given the picture of like a child's face like a cartoon face and it had like frustrated happy excited and then they got up in front of the class and acted it out and so were communicating without words and trying to really understand what are those emotions um how can we recognize them in ourself how can we recognize them in others so it's not only giving them that but it's giving them the language so that they can communicate their
074needs as well did we not do a bingo we did a bingo somewhere yeah we've done a lot yeah so it's a combination ofal activities in the beginning of the year we'll give time for teachers to create their like a classroom motto or quot of arms or their expectations we give them time to review their routines for workplaces and you know so it it we think that through in the committee we schedule it and then that is that is what the teachers out time thank you thank you so much and something that I really liked hear is um postering um staff fness collaboration and Trust that's really great do with the teachers too yeah the teachers also in day we did it as a teacher group we made different activities we in the beginning of
075the year staff oh after break yeah we do it and also good to see the college programs and I'm looking forward to that bu thank you yeah anything else ready to let these guys go home thank you thank you guys you're welcome to stay obviously but we understand you have to teach in the morning all right all right so we have um first up is action items say discussion bills claims and payrolls I need a motion for the Board of Education open discussion on the approval of bills and claims in the amount of $61,200 $483 45 into authorized payment move by secondly any questions or concerned anything you want to highlight there for believe at the last board meeting we spoke about the categorical payment State we did receive a categorical payment in January still
076have two more to go through the year so little nervous but feel better have any other questions Stephanie any question I all right broke on both Fe I hi hi pushing carry next we have um electronic recycling approval I need a motion to open discussion um on the approval of the recycling of electronic items as presented no move by Mary second second by Cynthia there was a memo Jacob writed a memo in here it looks like we are um recycling some obsolete um broken um computers monitors printers um that are taking up storage space um with a note that uh they will be partnering with a certified electronic recycling vendor to ensure safe and eco-friendly disposal um recycling these materials not only help us comply with proper e-ways but also promote sustainability within our district
077anything you guys want to share on that front this is throughout the district or just one building in particular it is throughout the district we centralize everything office basement Obsolete and it's typically we do it every few years if it's something that you can years ago we sold pH books if that's possible we'll do it but these are damaged obviously just stop them they do do a hard drive wipe on it so they provide us with the certificate of Destruction to ensure that uh do you guys um quot it out are you getting have some it's a free it's a freeer yeah they come and take the stuff away f d structure I'm sure they try to so that's why they're all right any questions others all right call please pres Bo motion carries right
078next I need a motion to open discussion for the approval of the elevator decommissioning and Disposal as presented I can make that motion second by Rose so again there was a um memo included in this one but we understand that um unfortunately the elevator has extended its exceeded its useful life and um during the most recent inspection we learned that um it would no longer pass future and this is the sorry the elevator at the district office yes um So the plan is to remove the elevator and construct an ADA compant ramp anything you want to highlight for that no this is the first step and uh part of the summer construction that I bring forth was before the ramp itself what we go and see that that's official documents I got and is there
079a plan between when we decommission the elevator and and when the ramp gets built if someone needs Services I assume we have a game plan of what we're going to do will make accommodations we have I can't hear oh sorry thank you sta so we currently have a m closer at the district office it was part of a request by the elevator company in order to ensure that uh somebody with the wheelchair the elevator itself we don't actually leave unlocked so if you need to use the elevator you come up your ring the bell we'll come down unlock then you go away it's more than an elevator it's just rusted out so watch over the years that it's no longer going to pass inspection so the options were to replace it or to build an
080ADA accessible ramp the ramp is cheaper the longterm life out of it will will be longer I'm looking in with a few different companies as far as cost on that goes I'd like to see something that's brick that'll match the overall appearance of the building want I come in with something that's not wanted to blend in you get the Limestone caps on top of the brick any kind of railings that are needed still come in under the cost of what an actual if yeah if if there's a parent who needs it sets up a me you know say we're going to set up a 504 meeting to meet Moren or Stephanie or myself and they let us know beforehand we would just go to the school wherever their kid goes and if they just showed
081up to see us unannounced we would just take them right to middle school this way they don't have to worry about going up or we would not that is when the ramp is it should be set to go by say August sept at the latest um haven't had at least in four years somebody officially use the El so it's not a very commonly used thing but we will have a game plan the nice thing about the ramp is that they you know they can use it at any time they don't have to wait you know ring the doorbell and have someone come get them or people with Walkers and strollers you know might be more willing to use the ramp um in of you know ringing the bell for the lips so yeah outside of
082deliveries I should say deliveries have used it over the last four years but that's that's about it we have family that needed yeah it's been a while one yeah but I do okay any questions for Stephanie could you hear all that sorry yes I was able to hear yes thank you any other questions or concerns call vote please hi hii Hice president I carries thank you J um and now for the approval of the um 25 sorry 2526 school calendar I need a motion to open discussion for the approval of a 2526 school year calendar by Mary second by Cynthia we saw this at our last meeting um and it has gone through you know G feedback um so nothing significant changed from there no nothing how many days do we have 182 18 what
083is it how many days 181 work days 177 and for like that and then our uh major breaks the spring break and winter break essentially align um with our feeder District um yeah anything any questions concerns on that I did have one question um so one thing that we're not aligned on is the the holidays in February I think we the one the kids got off Lincoln's birthday and then the other kids president day or something like that is there a reason why we don't align with that day so the high school and and Elementary School we're not g yeah we just we choose to be off on the Monday which is yeah the President's Day we're not we're not taking Lincoln's birthday off which is in a Wednesday just um and I know was
084provid were they off on Wednesday and Monday just Wednesday we just you know we just went we just went for the longer you know just Monday just makes for a longer weekend and it's you know breaking up in the middle of the week is always challenging to get him back we don't we don't U meet all those because I know they take off palas day and we don't take off plasy day so there there definitely are some nuances and you know what though Stephanie I was talking with some people over there and I you know so lol's birthday and help me Laura with this because it's a state holiday they were under the impression that they needed to take it off oh okay and you don't you could opt out of taking it off just
085celebrating in favor of Monday so most districts do do that um yeah yeah versus a Wednesday it was it was odd to have a random Wednesday off I was wondering that why they had that yeah so I was talking this year to their calendar people just letting them know like no you actually can you know you just have to go in there and click and so maybe next year they'll well I mean they approved their calendar but maybe it'll take another year so okay thank you yeah this um again gets us off if we don't use emergency days we're still uh we're done with the year in May which exciting I haven't seen that in a while besides this year OB all right questions concerns ready to vote all right please NE hi hi pres
086was Hice president Bo president Bo trying thbs up hi I'm sorry I had it on mute because I was coughing sorry Zing carries all right so then uh information items uh no correspondence for January um I'm going to skip board president's report for tonight um legislative report Mary thank you for including those we have a a federal legislative report and an iasb legislative report in there one thing I would like to highlight is um the legislative tracking list that you can see on January 31st report as well as the February 7 so in order to make it easy uh to track the legislatives easily they have broken down um into nine sections or topics if you read that you will see it's broken down into Boards of Education Insurance open meetings at personal with regional
087Office of Education School Finance school safety and health students and Taxation so this is to try easy tracking okay this is the Highlight in the January last uh legislative and the February 7 legislative and you have the meeting on soon when is that March March 14th I see it right here yeah yes nice okay great thank you any questions for Mary and also in the January 17th I think I should highlight sure well so uh a former President Biden signing to law the Social Security Fairness Act um abolishing or taking off the government pension offset and the windfall elimination provision which um it's regarding the Social Security benefits so these two were um reducing our uh affecting the social security benefit especially the teacher retirement system yeah you couldn't get if you run a pension
088you couldn't get Social Security so now change those two are taken over those two are not there okay great thank you Rose ISB West C anything so they have a meeting coming up on March 6th it's 5:30 to 8:00 if anyone's interested in going it's at Roads Elementary School in River Grove and the speaker is going to be Mark pler who's a director of West 40 we have a meeting right they're presenting uh some uh the overview of some services and resources and roles of Regional Offices and education and intermediate service centers so me to RSVP by February 27th if anyone I would be interested but we have a meeting that night right March right March 6 y yeah May the last of our presentations yeah I miss one so you have that posa or
089Consortium of State School boards association meeting on September from September 7th through 9th in Washington DC gotcha gotcha great um we had one for your request in January thank you for handling that Laura um and now superintendent's report evening um couple things uh yes thank you for mentioning you know the cold weather is always fun I you know I did um a lot goes into those decisions they're never easy there's a lot of collaboration there's a lot of moving parts and you know I always I know that families are dealing with a lot you know so calling off is a big deal and the later you do it the harder it is so we try to get it but we are just coordinating with so many different districts that that you know and especially the
090one good thing about Proviso is we do um coordinate with the high school now with them being off on Wednesday that was a little bit more interesting so we were kind of figuring out but you know when um we don't take it lightly even though we have e-learning days we know that we want to make sure that we are making the right call and that day definitely was expecting snow but the storm That was supposed to come wasn't that bad so I do thank my teachers for all getting here I was you know we had Dennis was out there plowing and I was shov I was getting snow off the windows we were doing what we could for the staff and trying to help everybody out so it as you mentioned Dana thank you it
091it's a lot but I was really happy attendance is really good for the kids so we kept moving um the five Essentials window is open I sent out a message yesterday it's going to be open for about a month I'll put another thing in my superintendent corner for March um just you'll see principles will have it in their messages um for the next four weeks to do that link if you have one child you know if you have multiple children just do one um you have to do multiple surveys um highlight that it's an anonymous feedback it's Anonymous it is is that is there something we can we already do but can we highlight the back that's good good point I will uh I will do people not fill it out because they think it's
092gonna no I think it's just a matter of like they just don't do it yeah because I don't yeah it doesn't feel it out I love it right yeah um and we use it so it's important um some big news now ironically we spent so much time with the person you had so many people today I was asking Laura reach out and find out about the person of the year dinner and they're not having it this year because but but but don't worry there he knows the 100 Day celebration which is going to be May 17th on a Saturday but they're not going to recognize the persones of the Year this year so we'll have to do something for Mr holiday which will be at our end of the year dinner we'll we'll recognize him
093there which is g to be nice because it's just our people anyway can we invite his family oh yeah well we'll have his SP boy there sure um and uh so we'll do something it stinks but at least you know so just know the 100 Year celebration will be May 17th the chamber is there's putting up we have Flyers that' been all over probably up to the main office um and then another big thing in March I know we have another meeting I just want to people's radar as many of you know if you've had students go through here to Fine Arts Festival is March 22nd and Ms that's a big it's a big to do and so um definitely uh you attend that a lot of these things will be in my newsletter and
094if you saw I put the sports you know guys requested and then I forgot basketball and I put that and then everyone's like why are you sending me the basketball schedule I'm like and somehow something with messenger got messed up so it look like it was just sending you an email just Dana or just Mary and you're like why am I why do I care about basketball but I don't know why it did that but anyway I cannot tell we cannot say you didn't tell us yeah you do we but yeah okay that's all yeah you have to collaborate and talk to all the other districts do I have to um we you know well I'll tell you so with the township it the high school matters because when you have you know we have
095kids in both households right so you you like to yeah kind of coordinate we do like to coordinate because it's a lot of becomes like a uh an Optics thing well you know hillside's Clos it why don't you close it uh bw's closed in why maywood's closed it so like well we're doing one that are open and then I know like you know NZ and the private schools will close or or other high schools will close and so it just it just collaborate and so one cool thing that West 40 did now is like we all we have like a a link and we see everybody we never had it before so we could go on in real time and everyone's filling out what they're doing so I could even you know in this particular
096time because it was so kind of like what's going to happen we actually were communicating with RB side Brookfield High School LT Leiden Morton and um and cisero schools like we were in other feeder schools so we were really and in Oak Park so all those high schools kind of talk and like we're all going to stay open even though there was districts closing around like further out just wondering that's yeah so that's kind of goes and it's you know like I said I think sometimes it gets to a point where I mean just honestly speaking it gets more like Words Optics and it's like all it takes is like one District says I'm going to close it and everyone you start to see it because it's like almost safe to do it but it's
097just you know everyone has different situations and a lot has to do with the staff so if your staff say all your teachers live in naville and neille is closing well now our staff might have a challenge because all their kids are Neighborville schools but just like with spring breaks like I mean every school I mean our teachers are spread out everywhere so it's really hard so you're trying to get a pulse on and we have staff and we have our you know our buses are our buildings warm like you go through these different questions and that's why like I said I want to get the message out sooner I do not I remember when I was like some we get a message at 6:00 in the morning like that's train left the station like
098that's way too much nice too to be able to have your child come their FA right you know so that's so it's about getting earlier and and and just because we're on a topic because the question came up well why don't you why don't you guys maybe think about doing a half day right now we have half days and we communicate that my concern um is just safety for soul like say I say the night before we're going to do a half day and someone didn't get that message and now we have kids getting off the bus and they're going to their house and their parents are at work because they didn't hear to message well now I'm going to have a you know a third grader sitting down in their house and the cold
099in the snow I I'm not comfortable with that so that's why I don't want it would we could pull it off but I just worry about messaging or kids is being left here you know so it's a lot I mean I'm I don't know I know we'll get another cold day it's February but you know we're almost in March y I really like the slide of that spoke about stuff wellness and all those things and we were kind of talking about it in the last Mee so or you two I can't remember actually you were about cultural Sur you remember that cultural they do a district they do a district culture survey culture culture meaning like School culture that culture in people's culture no no people the teach I think the staff stff cure have
100that so we we did um well we used the five essential survey as as one too and then the principles um give different kind of surveys that survey that we did with the big rocks was a we did it once and then we haven't done it again I know you spoke about it you did kind of explain but then we do so then we do um fulse checks and and we do kind of uh feedback on on a lot of different ways we measure culture like Stephanie when she does professional development she asks how you going teachers are ask or principles are asking you know like what's the state of your you know your U how are you feeling you know and then I'm checking in with the we a lot to get we're constantly
101trying to catch the capture the culture they like this SP the yeah oh yeah the activi they're doing yeah that sounds fun and it's ni say it's a committee sit together yeah for the ideas all right administrative reports we have one from every administrator we have some of them here tonight um does anyone have any questions about those they're always so Chuck full of information it's really nice good so we have our second audience comment all right um then I need a motion to move to close session cot please I president wowski Hi president boy hi hi guys motion carries and we are at close session at 7:37 okay