001[Music] You don't trust us anymore. Look. with microphones. So, uh I am the uh secretary for the board. Unfortunately, our uh president uh is ill and doesn't want to share that with the rest of us. No, I'm good. So, um, what I'd like to do at this point is, uh, call our meeting to order with roll call, please. >> here. >> Sorry. >> All right. Uh, I would like to, uh, start with the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Um, do we have any requests for uh agenda addendum items? No. All right. Uh, with that, we're going to step right on to uh our recognitions and
002celebrations. >> Well, I am so excited tonight because I have young authors and illustrators in the house. And so, Mrs. Golden was so excited to celebrate Miss Amston's second grade classroom. So, I got to visit this amazing classroom and I read them a story. Is it able to Thanks, Penny. We're going to get something up on the screen. So, we read a story and this amazing class wrote a sequel to the story. We I couldn't believe it. And so I had the best day ever as I opened up the inner office mail, which is usually bills and never good news, but this day it was the best ever because you're going to get to see the book that I was able to open up and read. And what I'm so excited for the students is
003I reached out to the actual author of the book who loved your sequel and thought how amazing you were. So, tonight we're going to play the um video. We're going to play a video of the book if we can get it on the screen. While we do those technical difficulties, we can pass out awards and smelles. Okay, so second graders, you will be getting a fancy certificate with your name on it and a smelle, which those are the best. If I call your name, just come on up. Matteo B. Not here. Olivia C. Olivia C. Yay. Come on up, Olivia. Victoria V. Victoria. Henley S. Henley. No. Henley. Nora R. Axel R. I think I saw Axel. Yeah, there you are, buddy. Nice job. Davin P. Jooko P. Yay. Come on up. Elisio O. Elisio.
004Savannah N. Liliana M. I think you have two Liliana M's, right, Miss? Liliana Molick. Liliana Miller. [Music] Adrien M. Adrien Lennon M. Charlotte K. Grant K. Grant, are you here? No. Grant, Liam, I [Applause] Henry H. [Applause] Nice job, Colton D. Colton. That is everyone. [Music] Oh yeah, you got to come here. [Music] >> Are you ready? >> Yeah. >> Well, we're going to live your city. >> Yeah, in Victoria. Wait, we got we forgot someone. >> Victoria's Victoria. >> We forgot. [Music] I think Mason also may have snuck in while I was reading names. Here's your Here's your smiling. [Music] >> Are we good? >> Oh, [Music] look at my phone. Okay. Nice. [Applause] So before we start the video, thank you to all of our friends and to Mrs. Amston for creating just
005such an amazing learning environment for students to be able to be such amazing authors and illustrators. So, without further ado, let's check out the sequel. [Music] Oh, >> no pressure. >> The sequel. Open very carefully. A book of funny about a wild crocodile written and illustrated by second graders by read. I think the crocodile will go here to eat everyone at school. I think the crocodile will go in jail and break out. >> I think the crocodile New York City and be huge. >> I think the crocodile will really do watch out. I think the crocodile will go to school and he will come and learn. I think the crocodile will be late, but he will live on a wild I think the crocodile will dance to shoot me too. I think the crocodile will
006visit the Everglades, the Amazon rainforest, and school. I made a crocodile shame, sand, and rust. [Music] I need a crocodile to eat. I think the crocodile will go to belly class because he is going to dance. >> I think he will appear in the land. I think he'll probably break through it. I think school. [Music] I think the children and we will learn. [Music] I think the croc and go. [Music] I think the house will go fishing. [Music] I'm in the car. I will my favorite game called the E game and try to win the game and all the money. >> I will go to my home and eat [Music] my chicken. I require visual and I knew her teacher's name [Music] every school. [Applause] So again, a huge shout out to Mrs. Amston for
007creating such an amazing environment and I hope you continue to be authors and illustrators and never let your imag imagination stop you. Thank you all so much for coming out. >> Perfect. [Applause] All right. Uh with that um we are going to uh go ahead Yay. >> Yay. >> Sorry. >> But I would like to celebrate um it's National School Bus Safety Week. So, shout out to all of our bus drivers and all of our students for demonstrating safe bodies on the bus. That's very important. Our principles appreciate that very much. And speaking of principles, it's National Principal Month. So, shout out to our amazing principles. We appreciate you. We know your job is not easy. You spend countless hours awake planning, planning again, rewriting, revising, planning, planning some more. Always answering my phone calls
008and emails. I'm trying to get better at not all hours of the night. I always appreciate your patience. So, thank you for all the work you do to help the staff and students. We greatly appreciate you. >> Now I'm done with celebrations. >> Uh, do we have a student report this month? >> No. Okay. Uh, aft report. >> Correctly. Sit here >> talking here. Okay. Um, I just wanted the board to be aware of the changes that the teachers in district 92 have had this year and um, keep in mind um, our mission of how this impacts student achievement. The first is a removal of instructional aids in the buildings. Um, we've had instructional aids in our buildings for over 12 years. And these aids were certified teachers who helped support students across the different
009ability levels and the different tiers that they were in. Teachers did not know about losing these supports until they began the year. The second is the adoption of the new ELA curriculum and the changes to how reading is taught. And the third I wanted to mention is the standardsbased grading K through five. And finally, the loss of permanent subs. Um the loss of permanent subs have impacted teachers when they are required to sub internally unexpectedly and this has impacted interventions with students. So I'm confident that the teachers in district 92 can handle more than capable of handling all of these changes. However, union leadership wants the board to be aware that these changes are significantly impacting teachers abilities to work with students. It's also impacting our staff's mental health and well-being as well as the
010culture and climate in our buildings. I also just want to make sure the school board has all of the facts as to what contributes to student achievement as we move forward. All right. Thank you. So, my report is there for the board. Um, I'd like to start highlighting the first paragraph. So, um, as the union just shared, we know that there's more on our teachers plates. Dave and I have visited all the schools to be able to share that we are appreciative of that. But one thing that we do want to look at is we're continuing to review our instructional practices and our support models. Um I just want to share some observations that highlight both our strengths and some opportunities for us as a district. So first in my report you also will see
011class sizes. We know that on average our kindergarten classrooms have 18 or fewer students in them, which is wonderful because if you haven't taught five-year-olds, >> you don't you're Wow. >> It's It's a thing. Our teachers do an amazing job because it's it's most of our students >> first time in school. So, they're not just learning new curriculum, >> they're learning how to play school, how to sit, how to raise their hand, how to work with partners. And so, it is a lot. Um, our classes in grades one through three average around 19 to 22 students. Again, I think those are great sizes because our teachers have to do a lot of individualized instruction. >> There's varying levels. They'll have some kids that are still working on letter identification and they'll have other students that
012are reading chapter books and everything in between. So, it is a lot of work. When we look at grades um four through five, we're sitting around 22 to 24 students. So, I think these class sizes are great because they allow us to individualize our attention and have our teachers build stronger relationships, which we know a student's relationship with their teacher is obviously one of the greatest predictors on their success. When they know their teacher is a champion for them, they have that buy in and they're willing to do more. One thing that the district has also heavily invested in is intervention support. Um, so every student who qualifies for support is receiving that support. Um, our interventionists are even able to partner with classroom teachers to provide push-in services. So, there's additional time in their
013day. I recently, um, was speaking with an interventionist who shared like they wish they had more students to service, but they didn't because the students were doing so well with core instruction that their their case load was really really low. So, that's a good problem to have. That means that that specific grade level, our students are able to access that curriculum. Our teachers are doing such a great job. I do think the small class sizes is one of the reasons for that. Um, but one thing that we want to look at is that our most recent recent growth data suggests that while our supports are strong and widespread, we might need to take a closer look at our service delivery model. So, knowing that we have some of our interventionists specifically with smaller case loads,
014um, this might bring us an opportunity to look at how we're utilizing FTEES. What I want to share is this is not a reflection of effort or dedication by our staff. Our teachers are giving 110%. They are going above and beyond. They have a lot of new changes with that ELA resource with CLA with standardsbased learning and grading happening. So, so there's a lot on their plate. Um, but this is rather an opportunity for us to kind of look and say how can we use these resources to be more impactful. >> So, with that in mind, I would like some directive from the board. Would you like us to do a deeper dive into our service model? We can look at MTSS. I also think there'd be opportunities to broaden that. Even look at how
015we're servicing sped students, look at our encore support um and interventionists. As part of that exploration, one of the things we could potentially do is look at the consideration of looking at some restructuring or repurposing to bring instructional coaches. So that's something that I've historically heard that the board has talked about, something that came out in in our strategic plan. So before we do any work and invest time and energy into looking at a repurposing or restructuring model, I just wanted some direction from the board. Um I know that I've watched you discuss instructional coaches in the past in some of your uh board meetings. And so really that purpose of an instructional coach is to bridge between professional learning and classroom practice. So they're able to really go in and work with that individual
016classroom teacher. So when we think about impact, one of the things we can think about is our interventionists are maybe able to uh take on anywhere from five to a dozen students, right? So we know we have 12 students that are being impacted. But if we have an instructional coach that's able to go in and work with that classroom teacher, there's 22 kids in that classroom. Well, we have 22 kids that can have a stronger core that the teacher can have someone to work on. It would also lessen a little bit of the burden on our teachers. So with everything on our teachers plate, another thing that we ask them to do is have committee reps that come in and have to look at assessments. Those need to be revised. That's time that they're out
017of the classroom. Teachers don't have a job like most professions where when you take a day off work, you take a day off work. If they take a day off work, they have more work to do. They have to write lesson plans. They have to prepare for someone else. And it's it's never easy because there's 20some students that they have to think about. There's always students that they want to make sure they're giving detailed notes of the subnotes. Don't forget to put the sticker chart and reward little Sally for blank because they're working really hard at this and make sure that you check in on on Johnny because his grandma's been sick. So, they're always going above to do that extra effort. So, one of the things that instructional coaches will do is also be
018able to take some of that work off and look at providing better instructional practices to them during PLC's. Like I said, before any work happens at our level, I just wanted to kind of hear where the board stands with that. >> Well, again, I was on the the last the most recent but the prior strategic uh committee and that was ultimately a goal to to uh better utilize our, you know, our staff, you know, to their strongest capabilities and and bring everybody up because it does make all the students. >> So that's my take on >> we've talked about we even talked about it during interviews. We talked about instructor we've talked about multiple times >> multiple times. >> So I think it's definitely something that >> we need to know more about and understand
019more about like what goals and >> what districts are successful and how many does that look like and kind of more about the role itself. Um, but I definitely think it's something that should be reviewed or thought about or planned. >> I can agree with I mean we you just have a broad overview of what what the thought process and how some something may look or work. >> Yeah. So what I would like to do then is work on a proposal along with Dr. Shanahan. Probably a I probably want to bring three options minimum that you would be able to reflect on. Um, so we would look at and this would not be um looking to remove any FTEEs. I want to be clear about that. I think that we have some amazing talent within
020our systems right now that could step into coaching roles and be super successful. So I don't think that we would have to look at cutting anyone or releasing anyone. It would be more of a restructuring, but I would be happy to work on a proposal to bring forward to next month for the board. >> So this wouldn't be bringing anybody new on. This would be >> I don't I I don't really think that we would need to do that. I think we now maybe no one internally would want it and then that would be something different. I until I >> until if we decided that's an avenue that we wanted to go down and then post it if we had zero interest internally then that would be something different that we would be talking about.
021>> Um and that could very well happen. I'm not sure. Yeah. Um, but I do know that in being in the buildings and working with the principles, we have some very talented staff members that I see tremendous leadership potential in to be able to see big picture um but also know that the stressors that teachers are working on um to be able to do that. And so time is always something, right? I think that we know that our our staff um contractually our our teachers union works seven hours a day. Most districts around us work seven hours and 15 or seven and a half. um we know that you know that that extra time allows for extra planning or things. So we're we're always looking at ways to support our teachers. I want to be
022really mindful about that. But this would be something where I could bring a proposal then you would be able to kind of discuss it, give some feedback on. >> Yeah. >> So I'm here. Okay. So then um we will work next month to bring a proposal forward for that. >> Thanks. >> Any other questions regarding my report? I just have a question with the ATF report and I don't know if the principles can answer you. Are we seeing an issue with the new ELA and maybe we're trying to get ahead of you know some drop or does it seem to be the kids are picking it up and they're going to be at least performing like they did in the past year? >> Um anytime that you implement a new resource it is normal to
023see an implementation dip. So, as staff work to learn the new resource to learn how they're going to time crunch things, right? It it is they have limited numbers in their day. So, how are they going to fit everything in? Um I I think we're being really mindful. Our principles, a shout out to them, have done great providing power huddles. I don't know that everyone calls it that. >> They all call it something different. Collab time so that they're able to meet as a team to kind of talk about what's going successful. Dr. Shanahan has offered multiple times to go into teams and model lessons um for them to be able to show, you know, within the time constraints because there are professional choices that our teachers have to make, right? Sally might ask a
024lot of questions and so that's going longer and they're not like that's it, we only have five minutes, right? They're creating that environment and so um yes, obviously there there's stressors on them, but um we are doing definitely things on our end to be able to be supportive of them. Yeah. >> Great. >> All right. Uh, Assistant Superintendent of Business Services. >> All right. Thank you. Um, good evening everyone. Uh, so in my board memo, there were really just two updates. The the the big one is the levy. So, we're entering into the process where now through December, we're going to be um I'll be providing information on the levy, what the um projections are right now. uh it's really tied into the budget. So the budget numbers that we approved and the budget we
025approved u in September, those revenue numbers were based off of what last year's levy was. And so through attrition and some other cost savings, we were able to limit the growth of our expenditures to keep it under that revenue level, which was great. But we also know last year we saw some um unique occurrences where we saw the um the culmination of CPPRT numbers. So the corporate personal property replacement tax numbers that were higher than they they will be again and we already saw a 34% reduction for this year. We're expecting another another 33% reduction next year. Um we know that there were uh funds from ESSER that were are still sort of coming through as well. um those pieces and then you add in the fact that we saw two years of 5% increases
026from CPI really means that from a revenue standpoint we were at probably our strongest point that we will be at least for the foreseeable future. You know, God willing there won't be another pandemic that we have to contend with. Um which obviously increased the cost of living for everybody and we're still struggling with that cost of living. So, we know all of our our community members are struggling with that. Food is more expensive, gas is expensive, life is expensive. We see the same thing with our labor costs. We see the same thing on um where we're at with with labor increases um over the last five, six years have been dramatic. Um but those are slowing down as well with the labor uh cost increases from the minimum wage increase. But we know benefits are
027getting getting more expensive. All of those things taken together is how we built this budget for this year. And that was again built off revenue numbers that we did with the levy last year. So in December, we're approving the 2025 levy. That's for dollars we'll be collecting in 26 and that's over two pro two time periods. It'll impact a little bit of the FY26 budget, but will also impact the FY27 budget. So, I'm only saying that because um in terms of the communication from the last board meeting, it might be perceived that we are establishing what the tax rate is going to be for all of our community members. That's through the clerk, through the assessor. So, that's a process that's um we're making a recommendation in December. The board then will approve the levy
028and that's the recommendation going forward. And that's based off of what we think the numbers are that we'll need for next year. But the caveat to that is that can only be increased 2.9% because that's what the CPI is from last year. So it's last year's CPI that's going to determine the increase we get for next year. It's a great system, but it is what we it is what it is and that's what we have to work with. So I'm only saying all that just to maybe set this the table for how we need to approach the levy in December. I will do more uh of what I can to educate and communicate with the community. Um we've done our superintendent scoops where we've been out talking to staff about what the projections are because
029ultimately when we look at what our future needs are uh we know we have security uh a security focus. We know we know we have some facility focuses that we need to uh keep in in mind. A lot of those are paid through through fund balance. So all of that said the levy is going to be a big component. Uh the board has a presentation for me tonight. I'm not going to go through all 60 slides. Um but happy to uh begin the process. We'll begin talking about it. There'll be much more education in November with ultimate approval in December uh for the board to consider for the levy. Also then in the in the in my memo tonight was um just a brief statement on how we've gone cashless. So we have uh implemented
030my school bucks. Um the business office is super busy with that. It's going well. The buildings have been very supportive, but it's an education process. So, we're trying to get everybody, you know, more familiar, more comfortable with it, and we'll continue to kind of go through those growing pains. But, um, it's it's been amazing in terms of the numbers, in terms of the stores that we're running now on my school bus. And we are evaluating just like we do with all of our other services, what's the bottom line cost for that service. So my school bucks is maybe um you know one of how many other vendors out there that do automated payments. So we will continue to evaluate that just to make sure that you know the the bottom line matches what we want
031it to. But there's always going to be a cost of doing service like that. So if you go to a restaurant you might not see what that uh credit card or debit card sir charge is. But there's also a there there's always a an added component for that kind of um ease of of of purchasing. Um from the standpoint of what our auditor has always told us, the more we can get off of cash, the better. Uh we don't want to be in the business of taking cash. So it's wonderful for >> Easy peasy. I love it. Okay. Good feedback. Um so happy to answer any questions. >> All right, that's it for my report then. Thank you. >> All right. Uh, director of student services. But I explain you the different reasons why we
032want to look at that. Obviously looking at a continuum across buildings. Most of our programs look similar from Walsh Street with Joe Prairie, but being graded centers, we want to make sure that's consistent going across. Um we have smaller groups of kids at each building only having two grades in each building. So that's a little different. If we were a K8 building, we might be able to have bigger clusters because you can go four grades at a time for special ed. So we want to look at that and just efficiently we're using those resources. So that's important. Some of the variables I listed there is, you know, we might have kids in a certain disability, but we don't have a lot at one building versus another. So how we use those resources a little bit
033better. And then the second item, there's an attachment there for you from that is the matrix for our LEA determinations. And that's how we get kind of a score or our report card for special education. We have met in all areas. I think two things that stand out the fiscal year 23 data. It looks like had no students in early childhood then, but that was a postcoavid piece because we didn't have our typical students during COVID. So, you'll just see that we're at 100%. We've met those. Those those are no problem there. Has our secondary outcomes, which we don't have because we do not have high school, but our eighth graders are all graduating. And then the least restrictive, you'll see that going down. Fiscal, we've met all of those. And then the indicator 20,
034which is are we complete our evaluations within the 60-day time period. We did not meet on the one score. It didn't that, but we had a couple moveins that they were already in process, so they were finished. So, that really wasn't our data, but it hit us on our just so you have that information. If anyone had questions about that, I know you could. >> All right. Thank you. Okay. Uh, director of curriculum. >> Hello, everyone. Um, I just wanted to highlight some of the professional development that we've been doing. Um, and this really ties in with one of the goals from our strategic plan where we're looking to create and develop an age appropriate digital citizenship for the students. Um, and it ties in kind of with integrating AI into that digital citizen framework.
035So, one of the things that we've been doing is working with the innovations to partner with them as we know as the adults we have to start to learn first. AI can be both terrifying and exciting. So we partnered with leads innovation and one of the things that we've done is kind of created um a district trailblazing team. So we have representatives from all of the buildings as well as building admin and district office and we were able to get together with our consultant in early October and kind of start the process to talk about a little bit about what our hopes and fears are around AI because we know while there are some amazing things it can do, it can also be a little bit terrifying. and just kind of start playing around with
036that AI as the grown-ups in the room. It was just a really nice PD. The feedback from the staff was really positive. They felt that the presenter created a really nice safe space to learn a little bit more about AI to let us talk about what our fears were and what kind of things other districts have been doing and things to be thinking about as moving forward with this. So, one of the goals for the year is that that trailblazing team can present it to the rest of the staff as we start learning about it as the adults in the building and then just moving forward making those plans for how do we incorporate this with students. So, it was just really positive. Um, we're looking forward to we have two more half day sessions
037with her during the year. So, that should be really positive. I think everyone left just a little bit excited, a little less nervous about what I was and just ready to go back and share it with the staff because on the team that we had. We had people that had never really played with AI to those were using it more on a daily basis. So making sure that we had kind of representation from all the levels of important. So we're looking forward to meeting with her again during the year and just sharing what we're learning. Do you actually once we complete um this process um will your team work on an implementation plan? >> Yeah. So the first step is just getting the staff comfortable with it and then having those conversations about what does
038it look like for our students? What is appropriate for a kindergartener to be using AI and what is appropriate at the junior high level. I think the nice thing about consulting with that they've done this work in other school districts so they can kind of share the learning that they have and say gosh this seemed to work really well if there's something else that you'd like to consider based on what we've seen from other districts >> and to that point like once again we're trying to be really mindful of what our staff are being asked to accomplish in one year. So this is just like a dip a pinky toe in >> type right now for those that that are ready for it. And we tried to be really cognizant with the team to say
039that like it's okay to say like I can't add that to my plate right now for for their own self and and their students as well. And so we definitely will have that plan, but I don't want anyone to think like it's coming right now. It's it's slow and steady. when they compile the information, they're going to get a primer that they can share with all the staff and then >> yes, >> we bring it into the students. We we get tech involved from a security safety standpoint. >> Um, and you know, basically be able to to to roll out an information package to the parents that this is what we're going to be doing. just working to kind of create a road for the district. >> Okay. Thank you. >> All right. Uh director
040of technology. >> Uh in the attachments you'll see two attachments from H Heartland Business. One is the up updated scope of work and it includes all of the maps that are currently up to date uh as to what we have asked for in their previous uh updated quote that they had sent us. They did not include all the maps or the updated scope of work language that I had been working with them on. So, uh the latest one you'll find from today uh has all those additional maps. Um, I will work on getting us a bullet point list of breakdown for years and a couple options of phases uh going forward. And then I will also try to um use that triangle of you know cost, speed and quality and try to balance it out
041between speed and uh price because uh coming in I know this was started in the spring of last year. Um so I was full gung-ho on speed uh and getting things quality. Um, so I'll try to balance that out and get come up with a nice plan for us and give you guys some options as well as uh I'll be very um proactive in any places that we can also be cost effective. >> Does anybody have any questions on the scope of work or any of the maps or costs of anything in particular? >> I think it was a significant undertaking in such a short time. I mean, again, a fresh set of eyes to, you know, really, you know, look up the ceiling tiles, see what's there, and and really assess and and understand.
042I mean, you know, as we've we've had the budget uh and um tried to identify needs, there there wasn't a real cohesive coordinated plan. Um again primarily you know tech was changing so rapidly um that uh you know completely understand you know the patchwork of the system you have to work with and through until this is implemented. So uh much appreciate your you know hours and um your input into this. >> Thank you. Yeah, it's um it's something I take very seriously um and uh put try to put a lot of thought into and um you know being cost effective is one of my pillars of uh being efficient you know not just spending money to spend money I mean I I wholeheartedly believe in the scope of work that we put into this so
043um I'll definitely take all of your input and bring you something else for the next board meeting for sure. >> Yeah, we appreciate that. >> Thank you. >> All right. Uh, director of maintenance. Hello everybody. Hello. >> Uh, this month we had one employee leave. Uh, that was in September. I have another one sent and put in his paperwork to retire as of January him and the pre sorry >> uh in the previous board meeting we had the hot water heater out at Prairie >> we were able to replace that in house the original quote for a hot water heater was $24,000. >> We were able to get a non direct replacement for 15 and then we did have to do extra gas line, new bed, new water line, but it was a lot less
044than $10,000. >> Mhm. >> We were able to do that after lunch on a Tuesday. >> Wow. and had it done by 8:30 that night and everything was up and running for the next morning with no downtime. >> That's awesome. Uh and prairie we also had Homer tree service out remove a dead oak tree by the outdoor classroom and we've also had them out to remove four dead trees along the south at Lw by the playground area on the as we've had and architect out to go in the crawl space at LY to check our water line and sewer line. Fire plumbing was out yesterday and did a scope of all of our sewer line and our sewer line. We know we have a couple bad lines. They will be coming back with a report
045next week with prices on water line and sewer line replacement at week. Rose pay me and has finished the county wall and read parking lot and that is all new and right parking lot. The maintenance department replaced the light pole out of Ling bus ramp that was taken out by a semi last month. >> We're able to reuse the old light. So minimum cost and we in house. >> They must have a target on. >> Well, they missed the one the other day. >> They must have had a target on it. >> That was close. Yeah. >> That's all I have to report. >> Thank you. Thank you. >> Thank you, Gary. great job with a lot of finding a reasonable >> well a lower cost water heater. >> I mean, it's just ridiculous. >>
046The pictures make me smile, too. >> All right. Uh, school principles, you guys can come on up. Barb will get the presentation started. >> Are we doing it all together? >> Yeah, you can all Yeah, >> yeah, we'll share. Start here. I kind of presented the building goals for the principles and we were focusing on reading and math goals this year and the principles this evening are just going to share their strategies for how they're working to achieve the goals. >> All righty. So, I'm going to go ahead and get started with looking at our reading first. So, if you happen to dig into our FastBridge data, this group of students is the lowest we've had in quite some time for our kindergarten students coming in. And especially, you know, we've all talked about the
047new resource and implementation and impact that's had on our staff and the implementation. Really, our main goal is to focus on the implementation of our tier one resource, which is CKLA. So, like Dr. Frankie shared our greatest impact the where we can hit kids the most is ensuring that that resource is implemented with fidelity. So that will be the strategy that we focus on is dedicating time and the priority to our staff to allow them the resources, time and energy to implement that resource with Fidelity. Um so that is our main priority right now. I can tell you I've been in classrooms. I love seeing what's happening there. to your point Jeff the kids are excited about it and it's it's going amazingly well. So um that is the strategy is solely the implementation of
048our resource alone doing that with fidelity and seeing where we stand at the end to see what we need to work through. I think you're going to hear that echoed amongst the three levels. So I can just kind of share that now too. When we look at math, math is a little bit different because when we look at our fastbridge data, our tier one, this is a huge celebration for Walsh is the implementation of our resource has resulted in really great outcomes academically for our kids with their math instruction. So, we wanted to dig a little bit deeper and look at strengthening our tier 2 supports. So this is really looking at the next group of students outside of tier one who might be struggling with the core and how can we support them. When
049I came to Walsh, we had our instructional paras delivering tier 2 interventions for our students who are struggling. So we already started that process last year of really having our classroom teachers because they are certified teachers know their students the best implementing those tier 2 resources. So we're going to really focus this year on ensuring that we are very skillspecific with our interventions as well as collaborating with Dr. Shanahan looking at the implementation of our resources. Again, our collaboration is success is going to be leading to our success here because our specialists are supporting our classrooms teachers as they ensure they're implementing the right resources and interventions for our tier 2 students. So that is our plan for Walsh when we look at reading and math. Do you guys have any questions about that? >>
050No. Okay. >> Okay. Moving on to read. So like Mrs. Urban has already kind of prefaced, you're going to see a lot of echoing about truly giving staff the time to get to know the resource that they are given this year, which is CQLA. Um, and that collaboration time. So, what we dub at at Breed as power huddles. Um, that daily time for teams to just come together and truly talk about what's working, what they're having difficulties with, being able to identify formative assessments, summitative assessments, tie them to their priority standards. There's so much work to be done and we have this conversation at REI all of the time that gone are the days of like taking your resource, going into your classroom, closing the door, and just saying, "I'm going to teach this my
051way." We know that K we move the needle when teachers get together and they have those powerful conversations because they're able to help each other through and share ideas and that is where the biggest impact comes in. So I do feel like our power huddles teachers are at the point now where they're really picking up speed with all that they're able to accomplish in just 30 minutes a day. Um, I feel like it just took them a little time to get underway, to truly wrap their minds around standardsbased grading, to get into the practice of actually grading that first assessment, not with, you know, check marks, taking points off ABC, that was a learning curve. But now that they're becoming comfortable with it, they're able to sit and actually have really great conversations about their
052standards, which is it's huge, right? Our priority standards are what we're saying. these kids absolutely need to know this before they leave this grade level. They're pertinent. So, the conversations that we're having, not just around CLA, but about I think where our students should be by the end of the year are great and I really think that that time has proven to be extremely beneficial in just allowing them the time to truly dive into the resource. So, I think that will be our biggest strategy that we will we've committed to and we will obviously continue to commit to uh for the rest of this year. Moving on to math. Uh this was a conversation we had in our SLT and team leaders went back to their teams and decided what is something that we can
053agree that we are going to commit to the rest of the school year that we feel like will move our kids in the right direction in terms of math. And one thing that continues to come up is just fact fluency, right? And most of you probably remember in school sitting down and maybe having that timed test that you had to get all your multiplication facts done or all your addition, subtraction facts done. Um, so we've come far from that and we know that there's other ways to practice that maybe isn't so anxietyinducing in kids, right? Like math anxiety is a real thing and there is a lot of fear around math. And actually the reason why fact fluency is because we feel like if kids know their facts and they are down it makes them
054just more confident mathematicians and they're not using all of that working memory and trying to count on fingers figure this out. Is this right? They see the relation between numbers and if they know it that gives them so much more freedom in their mind to start problem solving, start thinking more critically about math. um so that they're not wasting all of this energy just trying to fumble around on what is the answer to six plus eight, right? Um so teachers are finding fun ways and the nice thing about fat fluency is it can be quick. So it's something quick but with big impact that they can start implementing and continue to implement every day into their math blocks. Any questions on read strategies? >> I I have a question for the two of you. >>
055Sure. with what you see your teachers doing and how you think the kids are going. Are Jeff and Susan going to be happy when they come to their buildings? >> Yes. That's that's that's the ultimate goal, right? Yes. And we our kids are only with us for such a short time. Um so we really I mean >> you're seeing a kid and then I'm seeing them right away to you and they're doing well. Yes. Yes. That's always our goal, right? Is we want to set them up for success for their next step. Thank you. >> Thank you. >> Yeah. I thought it was hypothetical. Mom and dad. Yeah. >> Took me a minute. >> All right. So, good evening board. Um, you know, to Jeff's point, right? when um we adopted CKLA, we knew that
056there were going to be some fundamental changes to what instruction was going to look like in our classrooms. So, that's exciting, right? Also scary, right? Um of the unknown that comes with that. So, when we looked at our um reading strategy at Lewig, it's very similar to what the last two principles just spoke to, right? It's embracing this new resource, but also being mindful and doing some serious backwards planning because not only are we learning the resource and all the aspects of it, but we need to make sure that we're actually at a pace where we can get through all of the required material in the time frame that we have. That becomes one of the biggest struggles anytime you're going through a new curriculum. So, the power huddles, the team meetings, whatever you want
057to call them, um I can speak at least for the Lwig side. Um I've seen more collaboration with teams in the fourth and fifth grade than I have and since I've been here, right? And it's not um saying that we weren't collaborating before. It's just the quality of the work that our teachers are doing right now. Um the the the level that everybody is on the same page. I I'm literally walking between fifth grade classrooms and fourth grade classrooms and I'm seeing something happen and I'm walking across the hall and I'm seeing it happen there literally 15 seconds apart. So, our teachers are on it. They're really taking advantage of this time. And that's what we need in this first year of implementation um to ensure that we move that needle on student achievement. So,
058I'm really excited in the area of reading um to see our results over the course of this year knowing that yes, we may see a dip, but the rigor behind what's happening has be very cautiously optimistic looking ahead. When we look over at math, um last year we had a a relatively successful um uh report out at the end of the year with our smart goals in the area of math. Um we talked about um having 84% of our students in tier one. We talked about how we we really focused on some of our um common assessments specifically in the area of fractions. And when our leadership team met this year, you know, we we talked about not necessarily adding something new to the plate, but what worked for us last year. And this idea
059of number corner, which is a uh an extra 15minute math block that's tied in addition to the 60-minute math block, where students really get the opportunity to immerse themselves in math dialogue, math discussion, and um access content that might not be in the current unit that they're in, right? Um so our goal was to ensure that this was taking place minimally three times a week, ideally 45 minutes in total per um class per week. And um like I said, we got a nice return on our investment last year. We want to build consistency for what that looks like across our grades and across our classrooms this year. And again, we're cautiously optimistic we're going to see some nice results with that as well this year. >> I really like that. >> It's been great. It's
060been wonderful. gives the kids the opportunity to you well as as your staff they get to see which kids are really into it and can give them more tasks you know oriented towards that extra >> Yeah. Yeah. And we got some really good training last year on building thinking classrooms in the area of math. And that was very impactful. And we were able to utilize a little bit of the train the trainer model where those teachers that received that um were able to come back to the the our staff meetings and building meetings and share out and that directly ties to you know the work that can be done during that number um corner time. So very exciting stuff. >> Okay. At Oakra, I get to dodge all the like nasty stairs and glares because
061we are not adopting a new curriculum or standard based grading. So, um, our goals are a little bit different and strategies are a little bit different. Um, we continue to have a lot of success in ELA. Um, we have, um, a really strong resource that the teachers um, have a lot of experience implementing. Um, and so in ELA, we continue to look at um, the model of claim, evidence, and reasoning. and then um asking our students to synthesize across texts. So not just reading one story and being able to analyze author's point of view or the theme, but reading multiple sources um from different genres and then being able to um draw conclusions, make inferences across those. So really the highest level of critical thinking and analyzing that you can do um which will prepare
062them for um the future for high school and beyond. So um that is where we continue to focus in ELA. Um and then in math um I have to give a shout out to Dr. Shanahan. She spent some time with our math team um and it was lovely. So we are really looking at our assessments um and enhancing the rigor of the assessment. So um looking at do so depth of knowledge types of questions there's four different levels. um one being a pretty simple question, you know, like a computation question, one plus one is two, right? Um up to a level four, which asks you to apply and transfer knowledge um into a more complex problem. And so we're looking at really designing our math assessments um around those um DOK three and four level
063questions so that our kids really do have to take the concepts they're learning, the basic concepts, and apply them. Um we noticed that when we looked at our assessments that come along with the curricular resource um the the depth of knowledge um being asked of our students was not the same as they were being asked to do on a standardized test. Not even just I but we um our teachers spent some time uh with the high school last year looking at um ACT questions and the the level of question that they're being exposed to on an IR or an ACT was quite a bit different. And so really being able to redesign some of our own assessments then to be able to um expose our students to the rigor of those level questions. Um so
064that's really where we're focused at um at Oak Prairie. So, like I said, Barb spent some time with our team and we looked at um the number of items on IR that our students had um in each of the different standards and then how they scored on those so that we could start to prioritize what questions are we going to really focus on, what standards are we going to focus on when we um look at our assessments. So, there's lots of work to be done still. that is really critical to you know getting the thought process for the I mean that's that's the the whole trick to the ACT or the SAT is understanding what the process of the question is not necessarily finding the answer but if you can read the question the right
065way that walks you to the answer. >> Yeah. And a lot of standardized testing for math, half of it is reading, right? That you have to understand what the question is asking you in the first place before you can apply the knowledge. So it is, you know, being exposed to those types of questions I think are that's part part of what we realize was missing on in some of the assessments that we're giving students. >> I do think too we need to continue the discussion which I know you already pitched once the double block math at OP. I I definitely now being a sixth grader, I'm like um you know the to your point about reading the math questions even I sometimes like hold on a minute let me reread this again what is it
066asking us um so I do think that is a discussion that needs to continue um especially because they I believe there's more time at Lewig for math than there is at least since >> we have 16 minute blocks >> with those additional >> I think the content when you start to get into junior high gets to be more intense um and if you can't understand some of the um what the question is um and you need more time on that. I I just think that that's a discussion that needs to continue and I know you dabbled that at once and so I know it's on everybody's plate to bring it back but I definitely um I don't remember seventh and eighth grade math and I'm kind of nervous quite um but um there's just there's
067just a lot there. So, um I do think that the children would benefit for more math time. I know they get an an amount of it for ELA and I think that benefits immensely um for the comprehension part and just having discussions and I think math would warrant that too. So, um good luck because I don't know how that works and how the planning goes. But, um yeah, but I think everything you're doing is great. I'm not saying that anything's bad, but I just think if we can figure out a way to a lot more time for math at OP, I think that just strengthens what they've learned in fifth grade and it just keeps it going. >> What is it reduced to? You go from 60 minutes to what? >> 42 minutes. >> And
068you don't think that that's a lot of time? >> It's a lot of time. >> 42 minutes goes by really fast, though. >> Yeah. Really fast. >> Really fast. >> Yeah. And I don't know what it is in high school. Ryan doesn't tell me. >> I actually think they're reducing they're adding a I I think they're adding a period from what I heard. >> They are talking about that. Yes. Or there's talks of adding a period and then reducing class time >> blocks. Yeah. >> I don't get any info from my high schoolers. >> The high because the high schoolers you can kind of track, right? Yeah. >> So if if you're a student that really loves science and math, you can take more of those electives. I think the delicate balance that we're always
069trying to find is we know that those core reading and math are where we want our students to be strong, but middle school also allows them the opportunity to dabble in the arts to see do I do I like and we don't it's that delicate dancing. We don't want to take those opportunities away, right? Um, so work to be done there for sure that I can take another look at while being mindful to >> keep all the exposure that we provide. So as they look to high school and beyond, they kind of know paths and have been able to say, "Oh, I tried that. It wasn't for me or I like this. >> I think I want to take more of this." >> So yeah, that that's great food for them. >> It just, >>
070you know, when you take the ACT and the SAT and those are very important tests for those that are collegebound. Not everybody's collegebound. Yeah. Yeah. And >> so you just want to make sure that everybody's set up for success, whatever path they choose. >> Absolutely. Absolutely. So definitely more work on our end to to look at that better. And >> as you said, good luck. >> Sorry. >> Well, thank you for supporting your staff. Uh let them know that, you know, the board understands this is a learning process for CLA. >> It is we all learn at a different pace. you know, be there for each other and, you know, this is all for making the kids, >> you know, it's that first step to help them be that much better, too. So, >> thank
071you to them. >> Thank you to the union for supporting this. This is just, >> you know, I see great things for the kids with >> for sure >> with this. So, thank you very much. >> Thank you. All right, on to our action items. Uh, I need a motion to approve the consent agenda as presented. >> Stop. >> All right, I have a first I have a second. Roll call, please. >> Yes. >> Yep. Yes. >> Yes. >> Why you started and then you pulled back? >> Yeah. I was like, >> "That's all right." >> All right. Uh, >> you guys can leave. >> Steering committee proposal. >> I'm super excited to bring this proposal tonight. So, this is a wonderful problem to have. Our interest in the drama club at Oak Prairie is
072booming. Mhm. >> We have over 50 students, but we only >> Do you need the motion first? >> Oh, yeah. Thanks. >> I was just that excited about drama. >> Excited, right? >> Um, a motion for the steering committee proposal. >> Yes, Ted. >> Now we can go. Okay. >> Good problem to have. As I was saying, um, we're super excited. So over 50 students want to be involved in drama, but we only had one sponsor. >> So that's a lot of work and not the safest learning environment. So we were super excited to get this proposal and to support this and bring this to the board to get a co-sponsor. This will just allow them to be able to practice even more because we can work they can work in more groups. They'll be
073able to get more attention. So um we're bringing the addition tonight. Um and I hope the board will approve an additional sponsor so that they can continue all the fun in the drama club. All right. I have a first. I have a second. Do we have any other questions, discussions? >> I'm excited. >> All right. Roll call. >> Yes. That's going to be exciting. >> Yeah. I'm excited. >> I'm glad for the support. >> That's why it's been a growing program. That's why I didn't care about the motion. So, thanks, Jeff. >> I just wanted to get right to it. >> I need a motion uh for the Grand Prairie Transit Attendance Incentive. >> Dapki Tok. >> All right. So, last month um I had uh inadvertently brought forward a um the uh continuation of
074the Grand Prairie attendance incentive. uh in reviewing the memo from last year, recognized that it was just a pilot year um and uh wanted the board to have a discussion on whether or not you approve continuing that that into this year. We have another year with Grand Prairie. Um the the plan would be to to maintain it. It's it has reduced our subs. Um I can give you some exact numbers um a after this to at least express sort of you know where we've seen the the sub numbers but you can see the the roster from from Grand Prairie of just you know how many folks this has impacted. Um it's it's been very positive. I think we've seen a a serious reduction. Obviously, there are some days where we still have subs, but I'm
075sure the the concerns that you've heard as a board have been reduced from the standpoint of of just um some of the reliability. So, I'm happy to, you know, hear sort of where the board is at with this incentive. >> I like that they give you the attendance sheet. >> Yes, it's very helpful. >> Second page is >> I would like to see it you because I do think it's greatly helped um our bus routes and I have heard and seen less panic and less complaints from the community. So um I think if it's working, we should keep doing it. >> I I like having that continuity for the students. I mean our our former >> uh our former bus service, you know, the the drivers had great relationships with their kids on their routes
076>> and you know it it made a difference for the parents and for the students. I mean it you know the students they were happy to get on that bus. They you'd hear them say you know hello and goodbye every day. >> Um it that's that's a great way to start your day. >> Absolutely. Alex bus driver from Lebe still yells out every morning. Hey, Alex. >> That's really sweet. >> Yeah. So, they they definitely develop their relationships. >> Yeah. >> Consistency is key, >> especially for the little ones. >> Absolutely. >> Completely. >> So, where I have a hard cell on this is, you know, we're elected to represent the community. >> We come to an agreement on a contract with the company to provide the service and it's kind of like, well, if
077you want good service, you got to pay even more. and they're not even our employees. Um, I'm sure the ATF would love to have all their employees get attendance bonuses as well. >> I don't think we're comparing apples to apples here. >> It's Well, it it's not even our employees. Um, well, I'd like to I get where you're going with it, but I'd like to amend the motion to include all district 92 employees as well. So we we can't contractually do that. >> You can't contractually pay people. Are they going to are they going to argue that they don't want the money? >> I I would have I mean we haven't talked with the union. I don't know where the union would stand on that. I do know as someone that's been part of union
078that you can fall both ways. Some people, you know, they they can't help that if they're sick or someone else is ill to offer to the union a stipen or a attendance bonus to all the staff employees. >> I have a question. Why doesn't the bus company pay that? Because like me as a business owner, >> I would never put that cost onto my customers. >> You know what I'm saying? >> Yeah. >> So, that's just my question. Why doesn't the bus company pay that? >> There there are already contractual rates that the the bus company pays their drivers. We don't have a lot of control over that in the bid process. I think in hindsight, I had looked at some other districts. Um there are several other districts that do attend attendance incentives to
079get seconded or discussed. You can't just blow blow past an amendment. So >> you need a second to >> So let him answer the question. >> I think Nicole had a question. I was just >> There's there's the amendment that's on the floor. You you can't just blow past an amendment and start talking on, you know, >> you need to either second the amendment or kill it. So Jim, you need to call the floor is uh do we have a second to uh amending the motion? Um to include uh D92 staff, uh certified staff. >> I I would say all staff. >> All staff. Would that be since I have questions about it? Would like I second that. I've never I'm new to this. >> Well, I guess you would second it if you agree.
080>> If you agree with it, >> move forward. >> Well, no, because the amendment gets voted on. So, the second would be to open discussion on the amendment. >> Oh, >> and then the amendment gets voted on before the final motion is voted. I and I would caution you have two members of your board that are not here tonight to be part of that. Um as well and so just something for the board to think about. >> I just have more questions about it. >> Sure. I I not not to interrupt the motion but for your question um I would say this is a service in the service industry. You go out to a restaurant a lot of times and you leave a tip for great service. So in essence that would be to say
081is like for I mean teachers >> and I'm definitely open if that was something that the union were to bring to bargaining we could definitely discuss that. That would be something as we we look to go into a bargaining year to I don't know where they feel and I don't feel comfortable answering that but to get to your point that's kind of how I would compare it. So, is there a second? >> So, is there do we have a second? >> I I second it. I >> don't completely understand. >> Okay. Okay. So, we have a a motion. We have a second uh discussion. >> So, we can continue the discussion. Um you know, again, I'll opening up staff. I think uh one of the I guess one of the concerns would be for me
082um since we've we've already got uh you know what I would say uh PTO time that we're paying these people you know how do we account for that um you know if they take a vacation day during the week I mean, technically, you know, they're still being paid. So, do they actually is is are they taking the day off or, you know, it's kind of a gray area for me is how with the benefits package how that plays out because it's um you know, as as Frankie said, it's it's a contract service. So, we only base it off of you know, show up every day. Um, but we don't have the How do you How do you do that when you have benefits involved? I mean, >> my my only other recommendation to the board
083to pause on moving forward with this would be we don't know the financial. We have hundreds of employees. >> Yeah, just quick math. So quick math here is something knowing that we're short two members and knowing that we have $ 8.5 million proposal for Lewood parking lot, $2.1 million proposal for wiring. >> This would be about two and a quarter for the year. That's just nine months. So we have 12 month employees as well. >> Well, and I think you to Jim's point, you have to define perfect attendance. >> Yeah. >> Perfect attendance to me means you never take a day off. It's just like when students get perfect attendance, you never take a day off >> regardless if you have provided vacation day, sick days, etc. Right? Because students technically get mental health days
084as well. >> Um, and I think it needs to be part of the collective bargaining >> completely >> like it needs to be in their contract. >> So, so effectively we should probably table this till November and we have additional board members and a little more information. How how do how does the bus company handle time off? Is that if they take a vacation day or do they not they don't they don't have the same kind of package that our employees have. So they have they're not paid. So there's there is some time they get off, but this is for perfect attendance. So >> So if they take a day off for if they get time off and they take it off, that counts against the the attendance. >> Yeah. Is this our second year
085with them? >> Yes. >> Okay. So, the last year we also did the bonus. >> Yeah, we initiated it last year. >> So, initially we don't really know like we don't have something to compare like without giving them the bonus. You know what I'm saying? >> We had a couple months. I I could go back and see what the absence rate was um if they can pull that for me because we initiated it last year um mid year I thought. So I'll go back and see you know as a comparison but it was a it's a very small window because >> right >> Grand Prairie had only bust for us special ed students prior to that. So we didn't have a full full-blown you know comparison. Um I would say when the year started last
086year we were bombarded by some inconsistencies >> and that's where this idea was generated from um you know so I think that was the the pain point there and and a way to handle that um was this idea. >> Yeah. >> And I think moving forward it makes sense to add this into contracts on some level a performance-based contract makes a heck of a lot of sense. And so I would much rather pay for things that I know I'm getting service for >> versus not paying for things. So is there a different way to structure that contract moving forward where it's like if you don't hit perfect attendance there's a deduction something like that. Um so we we could look at it as a a deduct versus a value ad um for the next contract
087for instance. >> So in the current contract there's not a service level or performance agreement >> there there are some different things but not for attendance Jeeoff. That's why we added it in and I would I would add it in in future contracts. >> Yes. Yeah. >> Yeah. >> I mean just for my small group. >> Yeah, I would agree. >> Yeah. >> All right. So, what are we doing? Bring it back in November. >> We're going to bring it back. All right. Well, you were asked this is an action item, so you asking for it to be voted on. >> You I mean, we could table it and you just vote for the table then. >> Okay. >> So, I think you Jim, I think you need to call for a vote on tableling
088it. >> All right. Uh yeah. So, I need u a motion to table this until November. >> Can I ask a question? What if I say no? What happens? Well, we'll have more yeses or nos, so we'll go with that one. That's like what would happen? >> Well, >> so if there were more nos to tableabling it, then >> we address the discussion either continues or dies right here and now. >> Go ahead. So we're tableabling it just to bring it back in November and hope hopefully we have all of us. >> Do we have any outstanding questions though that we need to come back with >> or we can again come back with you know you have more questions that'll be the opportunity to bring those to to the to the meeting and have
089a discussion as well. >> So I guess the question is though do we need Dave to bring something back in November? Well, I I think if we were to truly look at this employeewise wide as as the recommendation was, >> we we really need to separate this into buckets, which is I mean, we have a service provider, Grand Prairie, which is one bucket. I mean, the recommendation then is to look at all staff. That's a separate that and and that needs to be divided by our support staff as well as our certified staff because we have a CBA that we have to deal with and I'd rather deal with that separately than muddying it with Grand Prairie's incentive. I mean, it's a it's a valid discussion to have. I mean, I will say that another
090employee asked me the same question that you asked, you know, about why don't we get it and and so it's a question that, you know, we could delve into a little bit more on I would love some other analysis and some research to say what do attendance incentives do for employees? You know, I would argue that I I don't necessarily know if I want someone at work who's sick. You know, there's a lot of different things that you could look at this from. um as well as we have, you know, reliable subs for a lot of our people. And so that's a different situation, I think, for some of our staff. But personally, in order for me to have some marching orders for November, I'd want to maybe separate this into different buckets, which is
091if we are looking at our CBA, if we are looking at our support staff, if we are looking at administrators, you know, all those categories, that's a little bit of a each one is a little bit different in and of itself, I think. And I I don't know that this is just me personally. I don't know that I want you to spend your time on that when we're going into collective bargaining. Like that should be part of that discussion. >> Yeah. Are they in contract? I don't understand how we can even >> And so I think going into the contract year, if that's something that wants to be discussed, >> I think that that's the time and the place for that, right? >> I think you have bigger things to focus your time on. Um,
092and if these employees were guaranteed this for August and September, I also don't think that we have a choice. Like, if they were told that they were going to get an incentive, I think we have to >> I think we have to act on that, right? Um, and I think it's something that can be put into the next bus bid when you do the next because that's, let's face it, it's going to be right around the corner, >> right? >> Um, so, so that's where that's where I struggle with like >> delaying. So, so technically I don't think we have to table it. We could vote no on the amendment and then move forward with just Grand Prairie and we could talk about that how the board feels about that. >> Why why would we
093be obligated to pay them if the the original board resolution was through June? You know, if someone else told the employees of another company that the district's going to pay you, that's not on us. We we voted to run it through June 30. If someone told them something that they were going to get paid after June 30, that's not our responsibility or obligation. >> I think it was communicated from the standpoint of what the board um what the board minutes said is what I communicated to Grand Prairie versus what that memo said last year. So, I think that was the disconnect. As I said last month, >> you know, board the the the board minutes said one thing, the memo said something else. I communicated it. So it wasn't Grand Prairie just opting to say
094when when they asked and they said is this the still in practice I went back to the board minutes said yes it is. So that that's where the miscommunication came from but I I I you know still for for purposes of what we're dealing with tonight I agree like we are looking at the incentive and then if there is some other direction happy to do what we need to do. Do we even have um you know a lot of teacher I don't know how to say it correctly or you know but do we even have a lot of teachers like calling in sick or being late or >> I mean from an attendance standpoint yeah we have we have attendance concerns that have have been there from you know in in our in the last
095two bargaining sessions that we've had. I think those of you that have been on bargaining know that we've had concerns that this you know teachers have had concerns about that. So >> I do know historically they'll on Fridays we average about over 10% of our staff being absent >> but again if they're using aotted time >> correct those are their days part of their every right to take those days correct the way I see this is like you said this is like an added incentive right you go out to eat and you tip someone for great service right same way teachers get the the blessing of the parents that shower them with, hey, thank yous. And I will just tell you personally, I sent a note and a little gift to all three of my
096kids teachers just the other day just to acknowledge CKLA and all the things they're doing that hey, it is not going unnoticed. Like that is incentive for them is to have parents like us, the parents that are actually going to acknowledge them, right? That's the incentive. If they want to negotiate that into their contracts, then they negotiate that. This is for a service saying, "Hey, we see you and we're grateful for you to show up and get our kids here safely." Like, it is an added incentive because it's important. It's like tipping an Uber driver. >> Was it really to reward them or was that to get them >> to show up to work and provide the service that we were expecting? What? >> For the bus, you know, the attendance for the bus. >>
097Well, it's incentive. >> Yeah. >> But was it rewarding them for a good job or was it rewarding them to come to work and do the service that we expected of them? >> There there's a difference between saying you did a good job, here's money, and I got to pay you to get you here on time to do your job. >> Agree. >> All right. What are we doing? Well, I still believe we table this um and bring when we have full board so we can have, you know, fair discussion because I I would like Adriana's input. I would like Matt's input. >> So again, I call for a motion to uh table this until November. >> I'll second it. >> Roll. >> Uh Jim made the motion. Jeff second. >> Yes. >> Yeah. >>
098Yes. Yes. >> All right. Um, board discussion items D92 brand guidelines and usage. >> It is up on our website. So, this is something that we were working on last time. I think the board only had a sneak peek, but now it is up on the website. So, we are excited um to get that out and we're working on changing logos on templates and whatnot. So, if you grabbed a board agenda tonight, the new logo is on there. So, we'll kind of slowly u make sure we're updating our internal documents on that so that everything kind of looks unified. >> So, I can put all the old stuff up on eBay as >> you should hold on to it. Yes. Yes. >> Yeah. >> Vintage. It's It's a thing. >> Oh, Leo's worn Alison's um
099sweatshirt. >> Love it. >> D92 sweatshirt with read and Walsh >> because Oak Curry didn't exist. >> That's so cute. >> All right. Uh, any old business? Any new business? Okay. Uh,formational items. Uh, foyer requests are in your agenda. Uh, student conduct review is there as well. Um, the 143rd land acquisition >> uh was rescended by Will County. >> Yes. I thought we could end on a great note tonight that we no longer have to worry about that which is wonderful news. Um so >> that's exciting. >> That was that was a big win I feel like for our kiddos. >> I gota I gotta admit I'm kind of torn on that because you know we still have uh to pay staff now to That's true. >> So, I mean, there's >> there's there's cost
100sides, but, >> you know, for me, I was >> I was thinking it would be nice to not have to worry about, >> you know, having somebody out standing in traffic twice a day. All right. Um, any communications, Diana? Any public comments or items not on the agenda? All right. Then I need a motion to adjourn. >> All right. All in favor? I I >> motion carries.