Il Community Consolidated School District 15 Board of Education - Regular Meeting

Please. Ader here. Here. Taylor here. Shupai here. Guy is here. He is here. Not in the room at the moment. Oh, Batman here. Hunt here.

Oh, yeah. Okay. All right. Zar will be back in just a moment. Uh, all right. So, the mission statement of district 15. And by leveraging strengths and providing highquality support, we will honor our diverse learners in reaching their full potential. Okay, welcome everyone. Hope everyone fared all right during the storms. Uh it's been a hectic couple of days. Um I also just want to say thank you. We've received uh thoughtful feedback from the um Pleasant Hill families regarding leadership transitions. um this you know and I anticipate that we may hear some more feedback this evening. Please know that the board welcomes your input and we are here to listen. Ultimately personnel decisions are made by our superintendent and her team. Um but please know that your engagement and feedback is deeply valued. Okay. All right. Thank you. We will proceed with our pledge of allegiance from Whitley. All right, we're just going to go over here. All right. Good evening, President Ader, Superintendent Hines, and members of the board of education. Thank you for the honor and opportunity to begin the board meeting this evening. My name is Terresa Drogus, and I am the principal of Frank C. Whitley School. Alongside me this evening, I have Sonos Shin, assistant principal, Andy Teeman, fifth grade teacher, Grace Navakco, also fifth grade

teacher, and our amazing, wonderful Wildcat crew. The Wildcat Crew is comprised of fifth grade students. These students are selected through an application process and teacher recommendations. Our Wildcat crew members live by our mission of dream, strive, believe, be extraordinary. The Wildcat crew helps with various jobs and leadership opportunities throughout the school year and requires commitments of responsibility, hard work, and of course, a little bit of fun. This year, the Wildcat crew helped uh with kindergarten through fourth grade lunches, which believe me is a very busy time, created PBIS station rotation videos, fostered turd taking and good sportsmanship with our younger grades at recess, promoted our Thanksgiving food drive with commercials in a partnership with our PTA, managed the Paw Store, and helped with whole school celebrations and assemblies. Our Wildcat crew is an integral part of our school community and they lead by example every day. At this time, we ask that you please stand for the pledge of allegiance.

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. Thank you. Nice job. Don't leave the board for your work at serving as student leaders. Sounds like you plan wonderful activities. Yeah, they sure do for your classmates. So, thank you for doing that. And they helped during indoor recess today. That's not it. Yeah, sponsors usually get a high.

We'll take a picture. We'll have Mrs. Anderson and you guys want to take a step forward and we'll stand behind you. Okay. Also come up and take any family want to come up and take a picture. Keep smiling everybody.

Amazing. Thank you so much. Okay, up next we have our student recognition Special Olympics Blue Jays Winter Games qualifiers. Everybody has cool swag. All the shirts. I know. Good evening, President Ader, Dr. Hines, members of the board of education and community. This evening, it is my honor to introduce three of our Special Olympics athletes and their coaches. My name is Dr. Mindy Landau and I'm the assistant superintendent for student and related services and a Special Olympics athletic director. District 15 is a proud partner with Special Olympics Illinois and we currently offer four sports for our athletes. Snowshoeing, soccer team, soccer skills and athletics, also known as track and field. Athletes practice for a minimum of five weeks and are evaluated and scored based on standards set for skills and times by Special Olympics Illinois. Based on their performance profile, our athletes then compete in a regional competition where if they place in the top three for their class, they advance to the state games for snowshoeing. Regionals were held in January on a very cold and very muddy Saturday at Hoffman Stays High School. On that day, District 15 had three athletes who qualified at the regionals for the statewide winter games which were held in Galina on February 10th, 11th, and 12th. Accompanied by head coach Gary Simmonian

and coaches Jeff Donna Towitz and Sydney Rosenlum. Three student athletes represented district 15 in snowshoeing events. Our athletes placed as follows in their respective snowshoeing races. Maggie W. Second place silver medal 50 meter race with a time of 1693. Congratulations Maggie. Jimmy L. fourth place 100 meter race with a time of 3333. and Garrick N. fifth place in the 100 meter race with a time of 49.88. Now think about here we go. I would also like to thank Jim Hermatut, Melissa Sen, and Verna Newman for their efforts and support of our athletes, coaches, and families. Congratulations to our athletes on their spectacular performance at the state winter games. Have you switch over a little bit, Maggie? This way you picture your hand. There you go. Highlighters for you. Congratulations. You hold your certificate up. We're going to take a picture. Mom, dance family members can come up and take a picture as well. All right. Ready? Amazing. CONGRATULATIONS

All right, our next student recognition is our fifth grade two ball winners. I know. That's awesome. Hey, hey,

I've seen that guy on the end before.

Um, good evening, President Ader, Superintendent Hines, and the Steam Board of Education. Um, I'm thrilled to be here with our fabulous winners from the District 15 annual fifth grade two-ball basketball competition that took place last month, February 9th, at Falcon Park Community Center. We had students competing in both large and small school divisions based on enrollment. And in the event, teams of two students alternate shots from spots around the court during timed rounds, earning points based on distance and skill. Students work hard before this day even happens. They are training uh with their coaches at their schools, and we're lucky that we have two of them here. Um, but we have kids every year that look forward to doing this. It is such a great uh community tradition and we're thrilled to keep it going. Um it's just an exciting time. Families look forward, kids. It's a right of passage as you leave our elementary schools uh before you get over to our middle schools. So, I want to thank our PAL partnership with the Palatine Park District for hosting. I want to thank all of the coaches and supervisors who have been part of this event and supporting this long-standing tradition. And without further ado, I want to congratulate all of the participants and our winners here tonight. So, I'm going to introduce our winners that are here and they're going to step forward, give a little wave as not to totally embarrass them. Um, but just only mildly cuz it's an exciting time. All right. So, for our boys small school team, we have Henry and Blake from Pleasant Hill. And our girls small school uh winners are Sarah and Satie from Pleasant Hill as well. AND first off, I want to give a shout

out to Coach Smart uh for his excellent skills in coaching these students. But also in addition to uh I'd be remiss not to tell you that Satie and Henry are also our fall cross country champions in fifth grade. So our middle schools take note of all of these students. Um so congratulations to Pleasant Hill and Coach Smart. Uh, next our girls large school is Halley and Lana from Paddock. And you may want to give an extra shout out to them. They set a new districtwide record with 98 points, breaking the previous record of 81. So, shout out to Hie and Mile. Our boys large school winners are Matthew and William also from Paddock School with Coach Simmonian. Thank you guys. This is awesome. Congratulations to all of our basketball players. Let's give them a round of applause. Congratulations. Look out.

We're going to take a couple pictures, but then if parents, if you'd like to come up and take any pictures, this is a great time. step up a few steps.

All right, keep those smiles up. Mom and dad, come on down. Way to go, Paddock. Hey, thank you.

Congratulations. Wow. Wow. All right. Our next uh student recognition, music contest, and festival recognition.

Good evening, President Ader, Dr. Hines, members of the board, and District 15 community. My name is Megan Price and I'm an assistant director of teaching, learning, and assessment. Um, and I'm here tonight to celebrate actually a few different things. You'll notice I don't have students with me. We had so many students participate in all of our music contests this year that they wouldn't fit in this room. Um, which like genuinely hundreds of them participated, which is amazing. We are so incredibly proud of them. And I also get to celebrate a bunch of our teachers tonight. So, it's, you know, the best part of my job to be here with you to do that. Um, our instrumental music program now next year will have over 2100 students in it. That's almost 50% of our student population that is participating in this program. We're incredibly proud of that. Um, and in addition to regular concerts that our students get to participate in, we also have contests and festivals that they participate in. So, we have the ILMEA and Eczema competitions and contests that they're able to be a part of voluntarily. And as I said, we had over 200 students who participated in those two events over the last several months. We had several students with perfect scores. We had several students join for the very first time. We had students that crossed between band and orchestra to do ensembles together. We are in so proud of them from perfect scores all the way through that collaboration and growth that those experiences provide to them. Um we also had students audition and participate in the ILMEA festival. That's a a really big process for them and a big commitment for all of our teachers. So, I would be remiss if I didn't also thank all of the teachers that we have that really spend a lot of time, energy, and effort in making these events happen just from the participation standpoint and the hours it takes them often on evenings and weekends to do this. Um, but actually we end up actually every other year or so hosting a lot of these events ourselves within District 15. So, we had thousands

of musicians from all over the region come to um this building actually a few weeks ago with the help of Mr. Jeff Zilki, Miss Alexis Burke, and Miss Anne Olsen, as well as all of our WRS staff that helped support that event. So, we're so incredibly proud of our students. We're so grateful to our staff that help them with that whole process. Um we love participating in all these different events and supporting our musicians. Thank you. Thank you so MUCH and congratulations to all of our musicians. You're doing the next I'm going to stay right here.

All right. Um we will I also have the great privilege of honoring these special people in front of you. Um I have to say like I have my nice formal notes but speaking from the heart this group of people this entire department is just magic. So all of our kids that are in these programs, they are incredibly lucky to have these people standing in front of you and the rest of that department. Um even like some of them here to celebrate their colleagues just because they're here tonight with all of the evening concerts that they have. This group of people came together from across buildings, across positions to help support a concert for someone who was um dealing with a family event. and they came and they were just going to skate on by and just do this whole thing where they come and they help support this event without any knowledge or recognition from anybody. And someone happened to send me some photos of that because they're so humble and so kind to one another that they were going to do that without any expectation for anything else. And I just couldn't let that go. I think it's, you know, in this day and age right now with everything everyone has on their plate to step up and come an additional night and to put in additional effort and to support one another and support our students to make sure that they get the event that they need to take the time to recognize each other and support each other is what we're all here for. That's the heart of this job, the heart of being an educator. And I I'm so grateful to work with them and that they're here in front of you. So, I feel like I'm the one getting the award right now, even though I'm not. Um, I think I

want to make sure that we honor each and every one of them and then all of the rest of the department that does this, you know, night after night, day after day, supporting each other just silently without anybody even realizing. Um, I want to let them know about their award, which they are going to receive for me, and then I'll give names. So, I'm going to call you one at a time. They even have their little ones here with them. Like that's how dedicated they are that their little cuties are here. Our future musicians are here. Um but I want to let you know where they're from and and um what they teach. If I get it wrong, please tell me. And then we're going to make them take a picture even though it's everyone's favorite part. I'm going to start with Emily Frasier. Emily's at six schools. Yeah. Home school of Lincoln. TJ Mitchell is a band teacher at Plum Grove. Eliasopoulos is You are comp music. Yes. At CS. Dave Wilkkey. How many schools are you at Dave? Five schools. Dave Wilky is at five schools. He's mainly at TJ. Is that home school? Okay. TJ, um, and Dave is a band teacher. Colleen Martinez is orchestra at CS. Julie Purka is band at CS. Alex Kempen is an actually a substitute teacher who was really stepped up and came and helped support us. We wanted to include him in THIS AS WELL. EMILY CHANG IS a world language teacher at CS

and Erica Johansson, who you know is the principal at CS. She wasn't able to be here with us tonight, but I want to make sure I honor her as well. Please give them a big round of applause and heartfelt thanks.

It's cold. Thank you so much. Did any Did anybody else want to come up and grab a picture? Oh, no. They're all All right. Sorry. In the hall. Did they get their markers? No. Sorry.

All right. All right. Uh we will now open our meeting for public comment. Public comment is governed by board policy 2230. Please remember that this is not a dialogue between you and the board. If you have a specific issue that requires a response, Superintendent Hines or a designate will follow up with you as needed. Please state your name and identify any group that you represent. Please limit your remarks to no more than three minutes. If someone has previously articulated something with which you agree, please state that you agree rather than reiterating the entire comment. We encourage you to avoid comments specific to any person, student, or staff member respecting the right to privacy. This is not the forum to comment on personnel issues. Finally, the board expects and appreciates mutual respect, civility, and orderly conduct throughout the meeting. Right. So, our first sheet should be interesting. JJ the Blue Jay, Willow the Eagle, and Ahmad the Gibson.

I think you need to be in costume to do this, too. Costume the narrator. Yeah. Uh-huh. All right. I don't think Are you all Oh, okay. All right. Their tails won't fit just yet. So, we're going to have a stand.

All right. Good evening, President Nater, members of the board, and Superintendent Hines. I'm Gibson, the proud chief communications officer for district 15. And tonight, I brought a little help with me to share a quick invitation with our community. So joining me are two very special guests from District 15. JJ the Blue Jay from Mary and JORDAN and Willow the Eagle from Willow Ben. Um as you can see um these two clearly came prepared tonight. Um JJ, is that an invitation that you're holding? Can

Can I take a look at that? All right, let's see what you have here. Okay, interesting. This looks like an invitation to a celebration. So, this must be the District 15 80th anniversary gala that I keep hearing about. It's hosted by D15 and our NWSCPTA. It's kind of the talk of the town right now. And by judging what you two brought tonight, it looks like it's going to be quite an evening. JJ, is that a dress catalog? Okay. Oh, all right. And Willow, I see the bow tie.

So, clearly this is a pretty big deal, but tell me what exactly is going to be happening at this gala. Thank you. All right. So, there will be some live entertainment and dancing. a a silent auction, student artwork, a photo booth, a whiskey and wine pool, past appetizers, dinner, dessert, and an open bar. That is quite the lineup. So, tickets must be like $200 if you're doing all of that, right? Wait, what? They're only $80 for all of that. I thought deals like that only happened on Black Friday. So, can you tell me when all of this is happening? Ah, okay. Friday, April 10th. And can you remind me where this is taking place? Oh, nice. The cilian banquetss right here in Palatine. I love that place. Um, but hold on a second. This all sounds like a lot of fun and a lot of fundraising, but you're doing all of this just for a birthday party for the district. I thought Dallas usually supported a cause. Ah, feed 15. Um, now I do know that in district 15, one in every three students experience food insecurity. That's nearly 4,000 of our students, which is about 35% of the children we serve. For many of these students, the breakfast and lunch they receive at school are the most reliable meals that they receive during the week. And when the school day ends or the weekend begins, that stability can disappear. So, if I'm understanding this correctly, feed 15 and this gala will

help address that challenge for the students in our community. Nice. Amazing. So, this gala is raising funds to support the feed 15 initiative, and feed 15 helps ensure our students have access to nutritious meals beyond a school day. This is incredible. As if the free apps and desserts weren't enough. So, every $175 raised feeds one student beyond a school a day for an entire year. All right, so let me get this straight. I get to have an amazing night with my colleagues in community with music, dancing, food, drinks, all of these fun experiences. And it helps feed students right here in district 15. Count me in. Where do I buy my ticket? It's already up. Great. All right. So, I can just scan this QR code and it'll take me to the D15 celebrates 80 years page on our district website. Wow, you two really thought of everything. I know I'll be there and we hope to see many of you there as well. JJ Willow, cheers and thank you. See you at the consilian on April 10th. Well done. Well done.

Thank you JJ and for coming out and I'm out and and Hillary. All right. Thank you all. All right. Uh, up next we have Abby Morgan. Good. Excuse me. Good evening, Dr. Hines and members of the board. My name is Abby Morgan and I am a Pleasant Hill parent. I attended the most recent parents as partners meeting and what became clear to many of us in that room is that there appears to be a fundamental misunderstanding about the meaning of transparency. It was stated firmly that there had been full transparency in the decision to move Dr. Morris from Pleasant Hill. But transparency means operating in a way that is open and clear, allowing stakeholders to understand how and why decisions are made. Months of planning followed by a finalized decision announced by letter to a school community. Losing a beloved principal is not transparency. It is quite the opposite. Transparency would have meant communicating with the Pleasant Hill community before the decision was finalized when input could still matter. Dr. Morris has spent years building a culture, relationships, and stability that make Pleasant Hill the school it is today. Before this announcement, he had shared that he hoped to finish his career at Pleasant Hill. Many families believed that would be the case. At the parents as partners meeting, it was also suggested that it may simply be

Pleasant Hills turn to sacrifice for the greater good of the district. With respect, our school community should not be treated like a piece on a chessboard, moved around as part of a rotation. A school community is not a variable to be adjusted for balance. It is a living culture built over years through leadership, trust, and relationships. If months were spent planning these moves, it is reasonable for parents to ask why those same months were not spent cultivating and developing more leaders with the passion, commitment, and community investment that Dr. Morris embodies. Why are we not recruiting and mentoring new admin administrators to meet that standard rather than redistributing those who already do? There is also the matter of timing. With a new superintendent about to step in to leadership of district 15, the optics of implementing widespread administrative changes at the end of the current superintendent's ten tenure are difficult to ignore. Decisions that will shape the district's leadership structure for years to come seem better guided by the leader responsible for that future. I am not here tonight asking for an explanation. I am here asking you to reconsider this decision and allow Dr. Morris to remain at Pleasant Hill. Thank you for your time.

Thank you. Thank you. Up next, Lee Bennett.

Sure. Hello, Superintendent Hines, President Adder, board, staff, and community. I'm Lee Bennett, boys volleyball coach at U46's Canton Middle School. U46 is going through a transition from junior highs to middle schools and they'll have eight middle schools, a nice number for a running a league schedule, including a championship bracket at the end of the season. As most will recall, our realignment resulted in five middle schools of various sizes. This creates challenges for creating meaningful competition across our district. competition that is necessary to maximize the learning which can occur in competitive sports. The s the the structure of teams at Plum Grove is the biggest factor driving imbalance. Plum grove's enrollment size and higher socioeconomics level gives it big advantages. Creating A and B teams at Plum Grove is a further advantage that makes it difficult, very difficult for any other school to win a championship. A better arrangement that I previously recommended to the appropriate staff is creating north and south teams at Plumroveve. Each half of Plum Grove would have an enroll enrollment similar to TG uh Thomas Jefferson. I'll be back with an analysis of the additional teams for the Palatine High School bound students. Thank you.

All right. Thank you. Thank you. All right. Um Frank, is it Skorski? Is that correct?

Looks like John Good evening. I'm uh I'm an old man. I haven't been here in a while. I stopped coming here about 15 years ago when my children finally passed through. Um there's a guy by the name of Jack Roer. He's the reason I'm standing here. He did a phenomenal deep dive into education throughout the state of Illinois. He identified good and bad schools. With his documentation, I chose three of the district 15 schools, Frank C. Whitley, Hunting Ridge, and Pleasant Hill. After I bought my house in August of 24, uh, I'm sorry, 04, in October, Pleasant Hill won the No Child Left Behind. Statistics work. Uh AI is slowly taking over. I have never worked for the government, any government. I've always had to work for private industry where it was a meritocracis meakius. I I was always bad in English. Uh operation where you got promotions, raises, bonuses based on performance. I find it reprehensible that someone would even think about destroying the operation at Pleasant Hill to try and salvage another school which has been allowed to obviously decay. There's no excuse for the decay that has occurred. What we should be doing is doing what corporate America does, which is go out and find someone. We're replacing the

superintendent. We're finding new people all the time in the teaching careers. We should do the same darn thing for private. I mean, for principles, it's it's reprehensible. We're just rearranging the deck chairs on the Titanic. If if this was a corporation and I was running it and I was not doing well with my automotive sales, I'd go to my competitor and I'd steal his number one salesman. I see no reason why we shouldn't steal intelligence, experience, etc. Why? Why move somebody around? Obviously, there's a lot of people I didn't know about this till I started knocking doors to get everyone out to vote on the 17th. And I found out all my neighbors were livid. Please reconsider this lame duck administrative position. It's the same as when the party that has just lost the November election pays off all of their in-laws and outlaws. This cannot go on. This should not happen. Higher. Thank you. All right, we will no more green sheets.

No. Okay, we're going to do a presentation for the teachers here. Move to the GMS presentation first. All right. Okay. Which item then 52. We're going to 52. Okay. GMS.

All right. Our district data improvement process and school level implementation presentation. We saw a lot of teachers in the audience, so we're going to shuffle the the order.

Thank you. She's going to look like she's at the kitty table. Angela's got it. Pressure's on.

I will I'll

Thank you. Yeah. Just gonna go like this. Hi, President Ader Dr. Hines Board of Education. Um, I'm Alice McFaten. I'm the assistant superintendent of teaching, learning, and assessment. And I'm thrilled to be here tonight and surrounded by Thank you. Um, surrounded by uh the members of Graham Sanborn School. Um, as you know, we have been in a process the past few years of really revitalizing our school improvement plans and processes and um, yep. Oh, are we planning moving right now?

I just No, that's just what was in order. Okay, thank you. Um, so we have three areas that we really have been focusing on. It's having high expectations, uh, being aligned and being data informed. And what that means is that we are setting rigorous goals at the district level that we have talked about at various other board meetings. Um we're ensuring that we have you know the scopes and sequences and supports in place to make sure that uh you know everybody can be aligned and swimming in the same direction and then we're using data to have conversations and see what's working not and let's make some changes and so tonight I am bringing with me here uh I have GMS and the reason it for that is GMS has been on a very long journey um doing this work before we even really started solidifying it here as a district. And so up here you can kind of see the pathway that happens when we have smart goals. We're always reviewing data. We're always looking to see where our strengths are that we can capitalize on and what shifts we can make. We have various pieces of data that we review on a regular basis and we continue to update and amend those uh goals based on how we're doing. Our district has goals and last year if you recall we achieved them and if anything we've actually already achieved some of our uh goals that we had for the end of 2028. Um, but what I wanted you to be able to see today is working with a building, seeing what it looks like at each of our schools. GMS does a fabulous job with this. And I wanted you to be able to see how administrators, um, coaches, different types of roles and teachers work together to have conversations about data, what's going on, and what they're going to do moving

forward. and I've been fortunate to be able to be privy to sit at the table, both be it in a chair at the same height as them. Um, but I've been privy to be part of these conversations and see how the teams are actually talking about how individual students are doing and how we're going to continue pushing kids forward. So tonight, um, I'm here really just to cheerlead and champion GMS, and I'm it so incredibly grateful and proud of all of the people, not just at this table, but all of the the teachers and staff in that building who work diligently every day um to make this this data actionable and uh benefit our students.

Before GMS takes over, can you go back for just a second? I want the board to just clue into uh forward one, please. linked to our strategic plan, which you know, we worked uh with a committee, many board members, administrators, teachers. We had some student voices to set our strategic plan. Emily alluded to our scorecard, which is where we track our goals over multiple years. Um and and we it really drives the work of administration and the board. But the missing component we realized when we wrote the second strategic plan in the last seven years was that we didn't have a direct link from the strategic plan into the schools and then into the classrooms which we know is where the important work happens when teachers are working with children. So a couple years ago, we started this process where and GMS is going to talk about their journey and using the tool of setting smart goals where every school in the district was having a consistent template that they were using to set either reading or math goals based on their data. Doesn't mean they're not looking to improve math or reading or or both, but they just picked one where the data showed that they had more room to grow. And then they needed to also look at their behavior data and or their attendance data and pick one in which they were going to measure which one stood out as needing more attention um to to move the the school towards their goals. So this process that you're going to hear GMS walk us through and I had the great pleasure of uh doing an observation uh with Angela and her team when they were talking about this. I'm able to see it in action and you'll hear from the the folks doing the work how we've drilled the strategic plan and this process into the classroom. And when we've talked about the growth that we've seen year-over-year with our students, we feel very strongly that it's because we have a strategic plan with action steps and measurable outcomes and then we have those uh the school improvement planning process where we're looking at data and we're making instructional decisions. We're making grouping decisions to really help close gaps, give the kids

that need the extra attention the extra attention. So, this is something that over this is probably the second going into the third year in which we've really done this is the third year, year two and then Lor's last. So, this is the third year that this process has been um working across the schools and it it really is starting to change the data and the work that the teachers are doing with

Thank you for saying that, Dr. Hines. Um, yes. And I think the other thing is when we come to you with data at the board level, we're talking about high stakes. Those big assessments and we're living in big assessment season right now. So, but the big assessments like the Illinois State assessments, MAP testing, that's not the daily driver of our instruction. It's the it's the curricular work. It's the assessments that are being given on a daily basis. It's looking how kids are doing on the tasks they're being asked to accomplish. because that's the meaningful information that teachers need in order to drive to the work. So, you know, when we talk about it today, you'll hear about different kind of resources or pieces of data that they're pulling from, but know that those pieces of data are more of the micro level that lead up to those bigger tests that become really high stakes for us.

Okay. Well, good evening and thank you for the opportunity for us to share a little bit about our school improvement at Graham Samburn. Before I do begin, I just want to introduce the team um that helps lead and support this work. So, I am Angela Giggles. I'm the principal at Sanborn. Joining me tonight, we have Debbie Good, uh one of our kindergarten teachers. OG.

YES. She will love that. She'll talk about that. Okay. Holly Landers, our instructional coach. I'm also um supported by Yes, Holly. Clap clap. I'm also supported by our administrative team, our assistant principles Nolan Hansen and uh Lauren Halprin is here as well. We didn't want to bring another short chair as well as our students coord student services coordinator Margie White leak. Um while you'll hear us speak tonight about systems and structures, the reality is that this re work truly begins uh with the teachers. And can you pull the mic a little closer?

Oh yes. I'm sorry. Thank you. Um, our staff spend a tremendous amount of time reviewing student progress, reflecting on what's working for students, and making changes to instruction based on the data we're collected collecting. Their willingness to collaborate and look closely at student data is what really allows us to continuously improve. Uh, I know principles love to brag on their staff, but I do want to just take a moment to shine a light on the commitment and contributions of Holly and Debbie. um their leadership, willingness to share ideas and dedication to this process have helped move this work forward in meaningful ways. So on this slide you can see uh how the process translates to the school level. So at Sambborn we begin by uh aligning our work with district goals and then identifying specific priorities for our building. These goals focus on student achievement, engagement, and professional learning. Once those priorities are established, grade level teams take ownership of the work. Teachers collaborate to determine how those goals translate into classroom practice and they use student data to guide instructional decisions throughout the year. There we go. Uh, one of the most important parts of this process is ensuring that data are visible and regularly discussed. So, at Sambborn, we have worked really hard as a staff. Um, and it it's a lift, right? It's it's it's a lot of work and and we're very proud of it, but we work hard as a staff to tell the narrative of our students learning and help guide our next instructional steps by using the data. Each month, our CIT team reviews tier 1 data to examine trends and discuss possible adjustments to instruction. Debbiey's going to share a little bit more about that in just a moment. Um, but in addition, each trimester we meet um with our grade level teams. They come together to review benchmark assessments and determine what's working and what can be adjusted.

This process builds collective teacher efficacy. Everyone understands the plan. Everyone participates in reviewing the data and we regularly re revisit our strategies to ensure we are responding to our student needs. I will also share that this process has changed quite a bit over the two years since I've been at Samborn. We began by focusing on reading. We're just now starting to layer in math. Um, and we have worked really hard to make sure staff in all of our building really understand the plan and what we're doing. So, we'll have Debbie talk a little bit about what this looks like from the classroom to grade level teams and then to the whole building.

Thank you. So, two years ago, I initiated a systematic approach to student assessment designed to bridge the gap between daily instruction and year-end achievement in the area of reading. I selected formative assessments aligned with our district's Bastbridge benchmarks. Once a month, I began using these assessments to monitor my students progress. I collected and organized student scores in a color-coded spreadsheet like the one behind me. By organizing student data into a color-coded tracking system, I could easily see three instructional tiers. Students who were meeting the benchmarks were in green. Those were at moderate risk of not meeting benchmarks were coded in yellow. And those that were requiring intensive intervention were coded in red. This visual data served as a road map for my instructional planning. During our daily flex time, I implemented targeted small groupoup and one-on-one interventions. I focused on skills such as sound blending and word segmentation, short intensive sessions designed to close specific gaps. The results were transformative. Month by month, my data transitioned from at risk to proficient. By the end of the first year, a significant number of our students had met their kindergarten reading targets. Recognizing the success of this model, I shared the process with my colleagues and together we implemented the process across the grade level. Last year, our SIP goal was 62% reading proficiency in kindergarten. We were able to surpass that goal by reaching 77% proficiency at kindergarten. And this year, we've set our goal even higher for 80%. Both of these years would be above the board goal of having all students read at 70% proficiency by the end of the 2027 2028 school year. Today, the data responsive process that we adapted um at kindergarten is now being spread across all the grade levels at our school. This culture of continuous instructional improvement is central to our monthly CIT meetings and is significantly increasing student achievement schoolwide.

That's terrific. It really is terrific and something

is that hearing? YEAH, it really has been quite amazing. Um, building on what Deb said, these data sheets have really become kind of the anchor of a whole system that we're using at Samborn where we're consistently looking at data and making all of our decisions based on that. So, as she talked about, one of the committees that uses this is our continuous improvement team. And by using these data sheets, it's entirely changed our conversations during these meetings. Um during these meetings, the grade level reps share the trends that their teams have identified and also the instructional shifts that they're planning on making each month based on those trends. And there are so many great ideas that are shared that then these team reps can take them back to their own team. So it's been a great way to spread the ideas throughout our school. We also do some problem solving for groups of students whose scores are stuck. So we have tons of experts in the room and that's been really valuable for us to have those conversations. Then after the meeting, I follow up with teachers to see what support they need in implementing their plans. At this time, we really look at individual students and we're we've had a lot of celebrating lately, which has been really fun. Um, we've got a lot of students that are making a lot of progress and moving into the green that Deb was talking about. And for students who are stagnating in their growth, um, we also talk about them and we make a plan for how we're going to jumpstart their progress. Was that me? Are you Oh. Um, okay. Sorry about that. Uh, we wanted to cap, we were having so many really great ideas in our data digs and our CIT meetings that we wanted to capitalize on all the wonderful ideas and share them with the staff. So, Angela introduced a making practice public segment to the first 10 meetings of our uh staff meetings and they've been really popular. inevitably

teachers share and we've had tons of she teachers share tons of different ideas. Um but inevitably these teachers share and then after the meeting somebody tells me like I can't wait to try that in our classroom. So it's just been a really great way to share ideas throughout our staff. Okay. And then this one is um we started based we were having a lot of conversations about the data and one of the things we were looking at were our yellow students and we were trying to figure out how we could move them into the green. Um so as we were looking at them we thought you know maybe they just needed a little extra dose of practice in order to make that jump. So we created a schoolwide uh reading fluency program that we call TAP for targeted assisted practice. And for these students, we meet with them five minutes three times a week uh to practice reading fluency and we always graph our students scores with them so that they can see their progress as well. Um this has been incredibly effective for us. So last year we started in the middle of the year. We moved 30 stu two students from the yellow to the green which was over half of our tap students. And of our uh second through fifth grade students that were part of this program, 76% of them um that took MAP testing made their expected growth. And that's compared to a nationwide average of 50%. Um so we were really excited about this because it felt like the work we were doing on fluency was then translating into comprehension. Um, so it's been an all-in approach and we really appreciate. We've got some wonderful PAs and interventionists, some parents that primary has gotten to help us and Deb recently um contacted the Kuanas Club. So, we've got some volunteers from there. So, we've been really appreciative of all the help, but we're committed to getting those three reads in because we know it's been so effective for our students. And just the last thing is that um now we've started layering on math. So, in the last two

weeks, we started we have a retired PA who's really amazing that's coming back and helping me run the math tab programs. So, we're really excited and hopeful that we'll have similar good results with that in the spring.

All right. So, good ideas are contagious and and following the momentum that was created through all of our data team meetings, it was natural for us to roll this color-coded system into other areas of our school, including academic MTSS, our attendance meeting, and supporting our students with IEPs. So, for our academic meetings, we regularly check how our students are performing at the tier one level along with any tier 2 interventions that they're receiving. uh having that data sorted and readily available really helps to drive those conversations on a level that was not there in years past. And and this MTSS process directly informs our student services team as they consider potential supports for students who are moving through the academic tiers without making adequate improvement. And then we've also extended this type of data system for our attendance team. And we are incredibly fortunate to have a large group of teachers, clinicians, and our ALOP advocates there to support our work each month um at our attendance team meetings. And we follow a similar process to the other systems and identifying students that are in need of tiered attendance interventions with multip with multiple supports. And we track their progress with the same color-coded system. uh this team is dedicated to celebrating and recognizing the increases in student attendance while at the same time supporting our families who may need assistance in getting their students to school. And so it's very clear that that the system that that Deb created and implemented has impacted our school across many different areas. And to wrap it up, you know, and now we're going to take questions, but to wrap it up, I just wanted to praise our entire school team

and recognize them as like, you know, this couldn't be done without their continued dedication and support. Yeah, it's a it's a big lift and we're very proud of the work they're doing. And you've done a lot of this with kids coming into kindergarten that don't have the academic readiness, the behavioral readiness, right? This Yes. So, I I know how hard that has been. also the other side of our our triangle. You've got the academic and you you're also contending with the the behavioral component and it's still the needle is still moving and it's moving at a really nice angle.

So it it we can't forget that that part of it because I know that that has really been something you have also focused on and it's been you made this work a little bit more challenging. So congratulations doubly because I I know it's been a it's been a tough couple years but it's really working and it's exciting to see. Thank you. Yeah. If you have any questions for us happy to answer when is virtually taking notes. Sam I can feel the heat. So

no I want to start off by saying thank you. I really appreciate um the creative work and and looking at it and saying, you know what, this can be um spread throughout the entire school. Um I can imagine um in terms of like um in terms of like the behavioral issues with with students, I'm sure that's like dwindled and we're at a point where students are coming to school just to learn. Um, so I guess u I'm just asking um if you were to uh give some advice to the other schools that are that may um be challenged. Um what would you say in order to um spark that creativity within their own groups um so that this can spread like wildfire to the rest of the entire district? Um, I would say just start with something small. Um, because I think it's it's there's so many that things that teachers are trying to do and it doesn't always feel successful. Um, and it just feels very negative a lot of the times. And when you pick something small and you actually use the data and you tie it to what you're doing in the classroom and you see the results at the end for just one small piece and you feel like you're the person who did that for your students, then it motivates you to want to keep um layering it on and doing more and more um because it feels good. You see that you're making a difference. And a lot of times we don't see that every day. It's just

it's overwhelming the needs that kids have and all that you're trying to do. So if you just start small and pick one small skill or one area and just start finding assessments and tracking it and then you realize what you're doing is making a difference and then it motivates you to want to keep going and it just kind of goes from there. Debbie and I had this discussion this week actually of just how do we keep this momentum going and just um you know get it moved to other areas of the building as well and and you know other other teachers um that are just like Debbie said like sometimes you just get so overwhelmed with all the daily things and once you just start to see that data move you're like okay what I'm doing is working you know and you start to think about maybe I could try this and see if this works. So it's been really nice to see. Do you want to talk a little bit about how we're we're building towards a PLC where everyone has access to everyone's best ideas? We're sharing across buildings. The importance of having a consistent model.

Absolutely. I think one of the pieces that um this entire process that GMS does is it is on the backs of the teachers and the professionals in that building. This is something that they have chosen to do that they take the data, they graph the data, they are doing all of that on top of everything else that is asked of them. And and to your point, Wenda, kids are still coming in not necessarily ready for school. And yet the scores that are coming out are outstanding. Um and so one of the things that we have talked about is you know there's a real intentionality in the teaming practices that happen at GMS and that has been something that you know I think has has been come forth from the teachers within that building. Um and so we want to help create more of those opportunities across the district. Um, so next year we are looking at a model where we could uh potentially get about a half hour a week um for each team to be able to meet across the district at their buildings, right? Because we'd like to just find ways to be creative and have these conversations. These conversations take a lot. They take time and it's hard to carve out that time when you're juggling a lot of different things. and shout out to elementary, you're juggling every single content area. And so, um, finding ways that we can both help lift some of the burden of how do we organize that data for people so that they don't have to hold that weight, uh, but also how do we create the time and opportunity to to the conversations that have just been happening naturally or they're not naturally, they're intentional by the teachers at GMS. I don't want to make that sound like something that just is happens. That's an intentional move that they make. Um, but how can we help facilitate that in other buildings? And

then with people like Holly too who can help be your your sideline partner in crime to say, "Let's think about this or I saw this in this place. How about we try that?" Um, so really thinking about how we can just have those conversations more regularly. And that's something teachers talk about. you know, we don't have institute day often. And every single time it's teachers saying, can we have time to just like talk about what we're doing and so let's not wait for those couple times a year to do that. Let's figure out a way to have that on an ongoing basis so that we can really learn from one another and um have some sacred time to be able to do those things.

So, two more things for me and then uh TAP, this targeted assistance assistance program, I think is a fabulous idea. Um, can you talk a little bit more about that because I don't know that many other schools are doing it. And then once we're done with TAP, can you just roll a little bit into win so the board understands how we all have a win block, you know, in the district to give the kids it's win is what I need. So if you could do both of those things, I think that will give the board even a bigger glimpse into the work that you're doing.

Um, so TAP is really based on student reading fluency. So, generally teachers give a reading fluency um quick read at the beginning of the year and based on that we look at our students that we think would most benefit from this tap program and then really what it is is just uh we pull them out of the classroom. It really lasts about five minutes. They do a quick read and we track their errors and also their words correct per minute. We did a do a little bit of reteing and then we send them right back into the classroom. So, it's really quick, but um it's been really fun to see just the consistency of those reads and how their scores really go up. And then again, I think the biggest thing was when we looked at MAP. Um so MAP's not really, it requires fluency, but it's not necessarily a fluency test. There's a lot more comprehension needed. And so to see that so many of these students that were part of this TAP program then made that growth on MAP showed us that there and that's what the research says too about fluency is that fluency work does improve comprehension but we saw it really firsthand in our data and then the wind block. Do you want to talk about that?

Okay. Um I mean so Holly I know has been working on TAP for a little while. We have another meeting coming up to talk about trademarking it, bringing it to a school near you. Um, but we have these blocks called uh when and it's what I need. And it the idea is it's a time where there's not a specific content that we're saying you must teach this or here's the scope and sequence for this. It's really meant as a time to say hey this group of kiddos could use some extra support with maybe reading aloud and some reading fluency or we really missed the mark on um some of the comprehension of whatever text it is we're looking at. And so trying to have a flexible block for teachers to work together um to be able to figure out how to help find those holes, right? How's talking about 5 minutes three times a week? Well, where does that time come from? It it's hard to find that time. Um and so figuring out ways where we can be more intentional about having some sacred time to say, "Here's a good here's a good place. This is the time I'm always going to check in with these kids." But then having this data to look at on an ongoing basis allows you to say number one is what I'm doing working and if so like they're seeing great how do we keep that going and for kids that may you know you don't want anybody falling through the cracks. So how can we make sure that we're checking on an ongoing basis and saying this kiddo could use a little bit of this I'm going to during this time I'm going to grab him and we're going to actually practice some multiplication during that time. I'm noticing that. So we are, you know, it's a great block of time, but again, it's another area that we have to be intentional in planning for. And so trying to find ways where we have little programs like TAP that are very easy to write just we're going to read this together, you're going to read this to me. Trying to make things easy, but that additional practice is is what gets the results. you know, the the kids that

were here for two ball, they were practicing and having lessons on that before they got to that competition. The same thing is true here. These are kids who just need a little bit more guided practice to have somebody kind of be like, "Oo, let's read that again." And so the wind blocks attempt is really to try and keep some time sacred for teachers to feel like they have space to be flexible in addressing those needs.

Perfect. I was just going to add, you know, as we started that process last year, um, that was kind of the nice part that came out of the m making practice public is that some of our teams started to share what they were doing during that win time. Um, and then, you know, other teams were like, "Oh, I could try that. Could I go see that?" And so then we had more teachers like wanting to see each other's instruction. Um, because we were all learning as we were going, right? What are we going to do with that time and what are we going to use during that time? We want to make it purposeful, but we didn't know exactly what we were going to do with it. And so we kind of uh played with it if you will. We we you know tried different things out and then over time we've really perfected like okay this is what I'm going to do. We did we've done that really well with reading. Now we're thinking about you know how we're going to extend that into math

and it tracks with Isby and their numerousy plan. We have the literacy plan and that road map. So we've kind of got that nailed down and now with the the state's numeracy plan the timing is is right because that is going to be something new that they're going to roll out.

Absolutely. And then the other thing is once you get kind of used to looking at data, right? Like it becomes a muscle memory of I'm looking for the red, I'm looking at the yellow. Okay, what are we going to do? It's a nice thing that we can, you know, there's a really good momentum at GMS because they figured out how to do it with literacy. So the hurdle for math is just, okay, let's look at the data. Let's figure out what we're going to do. But that practice of looking at data and grouping and reteing isn't new to them. So, it's just it's really nice because they've built a structure for whatever the topic is to be able to be looked at through a data specific lens and then addressed.

I'm just curious who who does that um who does the win who does the the tab? I know that um teachers do the assessment, but who actually um reaches out to that kid and does the

um so we've had to be a little creative in figuring out because we're really committed to those three reads. So, it's usually I there's a wonderful PA, Christy Brim, that um admin really works to try to get her so she's not subbing. So, they work together with us. Um we have a retired PA, Kathy Davyy, that came in and helped. Uh our interventionists, like any spare moment, we kind of look at the schedule and any spare moment anybody has, we capitalize on it. You know, if it's a 15-inute, half an hour, it's like you can get into tap kids at that time. So, we've really had to kind of scrge to get the time. I do the tap as well. Um, and now that we're doing math, we're a little bit more spread. But, you know, that's made us a little bit more creative as, you know, Deb and her team has have worked with Kuanas Club to get them in. We've got primary parents in. And so, we're really honing our process now that we think that we could have other people come in and easily give it to them and have a place that we collect the data and still have somebody oversee it. like I usually oversee it and then talk to teachers about the progress that's being made, which kids are ready to go back to the classroom, who's maybe stagnating in their growth and needs to start uh ending up in TAP. So, it sort of feels like we aren't letting any kids fall through the cracks.

You know, we're kind of shoring up all of their systems that way. But yeah, it's it's a lot of people that help with TAB and it's whoever we can get to do it. But to again systemize that put you know put that into a larger system of of you know 15 elementaryaries is the parent uh the the volunteer program that we're trying to build for next year right so I was at Aquanian lunch doing a presentation I said we need helpers and they've appeared at GMS but we need we need hundreds of volunteers coming into our schools on a daily basis to do this work and so we've been working on a volunteer program that we can hopefully launch next year to to roll this out across all the schools. So, watch for a little bit more on that. I know we have parents that would love to come in, certainly folks in the community, retired folks in the community, Rotarians, Kanians, you know, you name it. There's people that want to get into the schools. Long ago, there was a senior exchange in the district and you could work off your tax bill. It was kind of a job. There was timekeeping and all of that. And we're not going to go that far uh because there is an expense to that to the district. But really just truly launching a volunteer program and something like this is manageable for a senior or somebody that's a non-educator to just come in and really do these quick reads or these quick math, you know, quick math classes, if you will, to help kids close the gap because that fluency, you know, turns into automaticity, which then is the key to everything else, whether it's with reading or whether it's in math. So that's hopefully how next year um you know it'll happen on a larger scale.

That's awesome. So if you if you uh you know copyright it, we'll we'll be the first to implement it across the district. Um can you go back to the slide that had the like rainbow dial? Oh rainbow. Yeah. Okay. Can you reexlain what that is?

Yes, absolutely. Okay. So yes, this is um visible from visible learning. It's talking about like what what can we do as educators that's really can going to produce the most um zone of desired effects in that like blue area is the zone of desired effects. So there's all different things we do as educators, right? Many different strategies and moves. And if you see like collective teacher efficacy had a 1.6 effect size um to accelerate student learning. So that is getting at really that we have this plan and everyone's doing it. Everyone knows it. Um you know long gone are the days where we're closing our doors and we're doing our own thing because you know I think this works with my kids. We really want to share across the whole building. Um so that you know if someone's doing something great other teams can capitalize it as well.

Okay perfect. Thank you. My other question was how in the world does 5 minutes like create that like the outsiz effect is wild. Um, so just very cool and kudos to you all for implementing that and the data is clear that it's working. So congratulations. The video back to the beginning. Back to the beginning.

Yeah, we put a video together of some other schools in conversations and I think maybe some clips from when we when I observed in this video. So just so you can see CIT is the team that does this work um across the district. I'm Mary Beth Landerman. I'm a seventh grade ELA teacher here at Thomas Jefferson and I am a part of our CIT committee working on vocabulary this year for our school goal. And we targeted vocabulary after looking at data from MAP and common lit and I A tests. And each department got together and looked for talked about words that were vital for kids understanding for progress in the subject area and these eight words which became our Jaguar jar jargon uh were decided upon and came up in many different departments. So, these were the eight we chose for the kids to work on. And that's what we've been doing over the past 10 weeks. This is week seven of the TJMS academic vocabulary. This week's Jaguar jargon word is perspective. The broad definition of perspective is your unique point of view or the specific way you see a situation which is often shaped by your background or experience. Soon when your teacher tells you, you will take out your lotus diagram and find the word perspective on the paper. You will write down the definition based off the class period you're in right now. When announcements are over, your teacher will take a few minutes to share with you the definition of perspective that is specific to the subject area of the class you're in right now. You will do this in all of your class today and

every Wednesday until your lotus diagram is complete. Central Road school improvement goals are related to literacy in the area of academics. Students and teachers in grades kindergarten, 1st, and second are focusing on siteword acquisition. Students in grades three, four, and five are focusing on vocabulary development. Our school improvement goals also focus on the area of attendance and encouraging as many students to attend school regularly. We also meet with grade levels several times throughout the school year to get a temperature check and a gauge on how students are performing towards both their academic and their attendance goals. Hi, I'm Emily Kappell. I'm the assistant principal at Paddock. And um so one our first goal, the academic goal is really focused on um supporting our students with reading. And so, uh, one of the things that we've been kind of helping, uh, support teachers doing is, uh, looking at data and, um, encouraging them to create some differentiated instruction based on the data that they've been looking at. So, we've been talking a lot about data and then how you can like work with different groups of students. Hi, I'm Carla Okconor. I teach third grade at Paddock. Uh our paddock school improvement goals are to increase the reading level of our second through fifth graders and on the map uh up to 55% meeting their goal. Um in my classroom and in our grade level, we're using Common Lit to help us with that. We are uh assessing the students weekly or bi-weekly and then looking at their scores to see what kind of groups we can make to differentiate the instruction to make sure that we're honing in on the skills that they specifically need.

Hi, so I'm Michelle Scott. Um, I teach K5 resource, so I work with several of the students throughout the building. And our goals this year are uh based on reading. And it's kind of exciting for those of us who are in um a special area, special lab, because we're taking site words for K2, which is kind of hard outside of a classroom, and we're looking for different ways that we can incorporate those into our practices. Um, so we've been working together pretty closely as a team to come up with activities that we can do even in speech and social work and OT and all those areas that you wouldn't necessarily think of as reading.

Just a couple little snapshots of the CIT work in action. Congratulations to everyone, but thank you GMS. You guys are really our pace cars. So, we really appreciate not only you coming tonight, but the work you do every day. Thank you.

Just switch chairs, but uh and then MJ, come on down. She's getting comfortable there. Okay. Okay. The rest of the team from our tech committee, come on up. Chair. We need a chair. I know for the room So when I was a teacher,

you hear me? Okay. Okay.

Uh good evening, uh President Ader, Superintendent Hines, and members of the school board. Um it is a pleasure to be here tonight to share an update on how we are evolving uh the student digital experience here in district 15. Right. So Emily and I uh have with us today three members of our technology and learning focus group who will also be sharing tonight. Uh we have Patrick Dawson. Um he's a father of students at Jane Adams. Uh Ben Creed, he is a father of students at Winston Campus Elementary. And Carrie Anne Li, a wonderful fifth grade teacher at Jane Adams. So to understand uh where we are going, we first have to look at where we've been. Uh so historically our technology journey was defined by access. Uh before the pandemic, we were one to one. uh in only our junior highs, our seventh and eighth graders, while our kindergarten and sixth grade students shared uh utilize shared device carts. Uh and then as we all remember uh COVID shifted our reality overnight uh requiring a rapid districtwide onetoone deployment in order to move to online instruction. So today we find ourselves postcoid uh where every student is indeed assigned a device. And while this has removed barriers to access to these tools um it also has brought us to a critical inflection point. uh moving from having the technology to being truly intentional

uh about how we use it to engage uh to enhance and to extend learning for our students. So uh we are taking uh or we took an action research approach to determine where to go next as our environment involves uh evolves to better enhance student learning. So as a result of last year's smartphones at school committee this year the district launched the disconnect to reconnect campaign uh at the start of the school year. Uh we implemented clear guidelines. Cell phones are silenced uh in lockers or backpacks. Smartwatches are kept in school mode uh to block distractions and smart glasses were prohibitive. Um but these aren't just rules. Uh they are the foundation for a culture where we prioritize face-to-face connection and deep focus. We are actively reorming the student experience to ensure that when technology is away, students are fully present with one another. So to ensure our next steps uh to ensure that our next steps were grounded in the needs of our community, we launched the technology and learning focus group and we brought together a diverse range of voices, parents, teachers, administrators um across all of the schools and grade levels uh to assess our current state and collaborate on a shared vision. The purpose of this group was simple but yet profound. We defi to define what

intentional practice looks like in a D15 digital classroom. And we didn't want technology to just simply be an add-on or a digital version of a worksheet. Uh we wanted it to be a catalyst for the specific skills our students need to succeed in modern times. Uh sorry.

So our first session uh was led by Dr. D'vorah Heitner. Uh she's a researcher and an author. She's written uh a couple of books um around just uh technology and the student experience. Um and she led uh in that first session really discussions to help get a temperature check on just um for the members of the um the group in the room um how do we perceive uh the role that technology plays in our homes with our own children as well as then what's our awareness of how technology is being used um in the schools. Then the uh second session that we had um started with the uh portrait of a district 15 graduate as kind of an anchoring point um and engaged in an activity of you can see some of the sticky notes on the boards where we went around and thought about what it would look like for technology to be in that place. So it was understanding how we could use technology to uh to meet those uh aspects, those six aspects of a district 15 graduate. And those conversations led to the beginnings of what you'll see later tonight uh related to vision alignment, how we'd want to see practices of tech, instructional technology used, um what those competencies would be around technology, um and then with a future focus on skill development.

Um okay. And then um the day three that we did this um we were talking about the intentionality of the use and having intent and how we're going to use the technology in the classroom, why it's being used the way it's being used. So it's not just as MG said being put in there just because. Um we wanted to make sure that students also have a balanced use of technology where it's not all tech, not all paper. Um oh sorry I'm usually pretty loud.

Use that teacher voice. Um and then the um developmentally appropriateness of the technology for students. So it's not a one-sizefits-all for kids in kindergarten through 8ighth grade. It's going to change as they move along um dependent on their own needs. So um we did on session three.

So what we're trying to do then is move forward together in this work. And so a foundational achievement of this focus group's collaborative efforts is the development and articulation of our portrait of a D15 digital learner. Um now this is not an isolated or a theoretical concept. It's a creation uh its creation was explicitly aligned with the core competencies and the aspirational qualities defined in the traits of a portrait of a graduate which were developed just a few years ago. uh as a community. So this intentional linkage ensures that the development of essential digital skills and mindsets uh are fully integrated and directly support the broader educational goals established for all of our students who metriculate through our district. Uh making the portrait of a D15 digital learner as a natural and essential extension to the district's overall vision for student success. So the first competency of being an effective communicator um and looking at it through a digital lens um for us to uh first acknowledge that with technology that opens up an opportunity for the audience that students can interact with to truly be global. And so there's um some decisions that have to be made in terms of who is actually the best audience for me to reach out to um and then what's the best mode for me to communicate with that audience in a digital way. Um, and then how do I apply those and digital citizenship skills uh to demonstrate and communicate in a way that's respectful, responsible, um, and effective. The, uh, second characteristic was a digital learner who can be a collaborator. Um and so this was talking about how to work uh regardless of uh physical proximity to understand this

global community that we don't need physical proximity to collaborate and that tools could provide that uh opportunity to collaborate in a new way. Um and also to practice those uh digital manners to think about how do you uh work in those spaces to provide constructive collaborative feedback to those that you work with. Um and then how to identify the tools that enable and work with those tools to to use the different strengths of different platforms, different technologies to facilitate um collaboration as well as elevate others strengths as well as their own strengths using those technological tools in collaborative ways.

Okay, so um I like this one, the critical thinking one. As a teacher, this one hit for me um pretty hard. um improving the quality of one's own thinking was part of our D15 graduate portrait and um having students analyze, assess, and reconstruct their thinking. Um technology is great for helping out with that, but how to appropriately use that is really important. Um and understanding how to use things and know the accuracy of what they're accessing. Um and know that what they are accessing has solid evidence behind it, that it's not just out there. um you know, no Wikipedia in my classroom is allowed. So, it's that's my big one. Um but it's definitely um something that I took real seriously when we met for this one. And um that students also are open-minded with what they come across and that what they find online is also rational because they do have a lot of access to a lot of opinions out there too that may seem like fact that may not be. But be careful.

I question everything.

Yes. Um the next one is an empathetic citizen. Um you know I I think all of us we've experienced uh situations where people perhaps have a little more courage when they're behind a screen. And so um um and uh and often that's because we don't have the feedback of body language or facial expressions to really inform us of how that's landing. And so that requires us to be responsible when we're interacting through a digital lens to make sure that we're stopping and thinking about how that might be received. And so that um idea of place, you know, and actually the word earlier that was highlighted was perspective of putting ourselves in the the shoes of somebody else um somebody from a different background especially when we're considering that that audience is truly global. So, it's somebody that I may not actually have um a true connection with in terms of like location and understanding their neighborhood, but I need to broaden my my understanding of who that might be. Um the context that they might be entering into that interaction with and put myself into their shoes. And then the next um thing that's required of us in that um empathetic approach then is to um enter into that with um with kindness. um to make sure that we're open uh in considering that other person in that and those are skills that are going to carry our students forward um forever. Uh that uh I think as adults we recognize there's still a need for us to be empathetic citizens especially today. And so um applying that both in person and real life but then also um on the other side of a screen.

The uh fifth characteristic was a resilient learner. Um and as we talked about that in the digital space or techn as it applies in technology spaces um we always want to have folks have those mindsets of not giving up right to see opportunities to grow mistakes being opportunities to learn. And I think what this connected I'm going slightly off script because it's also not just about characteristics of our students that we want but the need for modeling of that from our teachers and our staff and using technology as a tool to model that I think is a something that came up in our conversations that technology it's okay to make mistakes. It's okay to struggle with technology and that's part of what we want in a resilient learner. Um, and technology is a great space for that because it may be unfamiliar, maybe a different platform, but we can figure it out together or individually. We want that student to have that perspective with a tool of it's okay to make a mistake. It's just a tool. It's not going to break because you're playing around with it. Um, and so understanding that putting the time in um to to lead to can lead to success and empower themselves and others around them. And we part of the conversation was for the staff for the teachers to also model that through the process um was part of our conversation.

Okay. And then um adaptive learning for students um D15 graduates, we wanted them to be able to respond productively to feedback, praise, setbacks, and criticism. Feedback's huge in classrooms. Um but feedback also isn't always positive. Sometimes the kids get critical feedback, you know, to change things and improve. Um, and students learning how to understand it, harness it, and improve on what they're doing, um, is a real, um, tool for them. So, now that we have the digital world, um, the feedback that they may encounter or seek out is going to be from a much wider audience again. and understanding how to navigate that and use it positively both in receiving and providing feedback to people in different various ways um is something that we hope that they go forward with um very successfully in the future. So this brings us to our primary focus uh moving forward intentional use. Uh we are moving away from technology for technologies sake. Uh our instructional design now asks us does this tool amplify the learning goal. Right? Um so these foundational tenants go here uh capture how we are fostering environments where technology is used purposefully for collaboration for immediate feedback uh to improvement and for creating things that aren't possible with pen and paper. Um but equally important we are being intentional about when to close the lid. So if a learning goal is best met through a discussion, a Socratic me seminar or hands-on science experiments, that's exactly where our focus remains.

So, one of the key pieces and it's, you know, why we have the fabulous people up here and that we're on our committee, our focus group, is that we really see this as having a shared ownership and that everybody uh everybody has a stake in making this successful for students. Um and I think one of the things with co is co really reset things but now we need to reset uh you know it introduced us I I wanted to point out a couple of things um so since co yes we have gone onetoone as a district however we have also added over 150 independent reading books in every K5 classroom over 250 in every 68 classroom room. We have ensured all of our curriculum has blended properties which means that it has physical resources for kids to be part of. I think one of the big pieces that we learned from CO is there's power in being together in the common space. And so yes, technology can bring us together in some ways, but also for those hours that we're here and in person together, we want to take advantage of those opportunities. Um and so, you know, we're doing a lot of reflection through this process to say what has our experience taught us and um you know, what is it that we want moving forward? And these competencies are not just because they're digital competencies doesn't mean that they're only embedded in the digital environment. It's just becoming the way that we operate now. Um so with that, we have a few, you know, how does the rubber meet the road in this, if you will. Um and so looking at our curriculum reviews, when Dr. Hines came in, we uh shifted the way that we do curriculum reviews. We follow what's

called the RDIM process. So it is research uh you know design implementation and model um and we do that on a set timeline so that we give ourselves the the grace of time to really dig in and see what works. Uh but we also continually check to make sure that what we're using is the best thing possible uh is best for our students is is really best practice. And so while we've been doing that for curriculum, moving forward, we need to be doing that also for digital resources and we need to be having those opportunities to reflect and say is this the right resource with the speed that technology you know happens? New things are always coming out. So to say is what we're doing best practice? What is research saying? And then how do we shift and change? Well, we know research is saying kids shouldn't be on screens all the time. Hence why, you know, if you have a middle schooler, they get this beautiful textbooks have shifted to these beautiful workbooks. And so, um, you know, really wanting to make sure that we are intentional about having that because we know sitting at a screen isn't the right thing to do all the time. Um, but so by having that as part of our review process, we are always being intentional about that. The other piece of that is um and it'll come up again later when we talk about partnership, but you know being intentional in our scopes and sequences and what we have uh happening in our classrooms. It's very easy to get uh enlightened and entracted by different tools that are out there. But it is that intentionality and kind of checking ourselves and saying is this the best way that I can get uh you know get us to where we need to go learningwise. Um so thank you. Um so you know you see up

there we have a couple of things. Number one, play during recess we do not allow kids on screens. Not only is that a law, there's a playtime law in the state, but that is also the rule. And let me tell you, I actually GMS, I don't know if any of them are still here. I was in some of their uh indoor recesses this winter after a long and cold winter. Some of those kids just want to be sitting on a screen, but we do not allow it. But that's also where the creativity comes in and you know, masking tape turns into a soccer ball. That's okay. That's a those are good opportunities for kids, right? So, we have play in our kindergarten. We are intentional about that. We're intentional about trying to have the variety of tools and resources and that goes to how are we using technology in ways that are really meaningful um to build up you know what what kids are able to do. So our scopes and sequences you can see that little snapshot in the corner is every topic and uh standard that teachers in second grade have to get through by the end of the year. All of the resources in there have handson components and they have digital components, but we are very specific in trying to set limitations and guidance around when do we use it? When does it make the most sense? And now that we have these competencies that we're looking at, we can start doing crosswalks to make sure that we are getting kids not just able to be able to use the tools but use them in effective ways that are actually going to help them moving forward. If you want to go to the next slide. So currently for student learning, we already have embedded different types of in the in the world for digital citizenship.

However, we start all of our lessons with learning how do we work appropriately with our peers in person and how does that carry into a digital world. So, um, while we have these different topics that we're always looking at and we're teaching kids, um, next year, and it's what I talked about in the presentation, I think right before this, um, next year our goal, uh, is to have a really even more solidified scope and sequence to occur in the library. Yes, the library will teach some of these digital tools and looking at uh resources, but the libraries also since co have been filled and renovated with books. And so it's how are we using these things in balance and in tandem to support the students um and their learning and growth. All right, taking devices home. So after we went to a one-on-one, the pol the practice that we had here was that uh K2 would keep their devices here at school all the time unless we sensed that there was a potential for uh some e-learning. Um and then 38 would take them home every single day. Well, the intent and purpose of taking them home was really so that kids had the opportunity that if they had uh work that they needed to do for school that they could do that using their school devices. But in doing our reflections that we found that 34 really doesn't have that. So because of that what we are uh recommending for next year is that three four would also keep their devices at school and they would only take take them home on a needed basis whether it's a school assignment or we sense that there could be a potential for an e-learning day and

we're we are still committed to playing in the snow. Um but you just you want to have options, right? And so teaching our third and fourth graders to to learn some of those skills of what tools do I need to be able to accomplish any homework I have. It's not regular that it seems to be utilizing the uh computers. So we want to keep those at school. 58 will be taking them home on a daily basis. And the reason for that is number one, middle school kids have homework that utilizes the computers. And by the time that they get to the high school, um, and I look at Kianne because she had kids that went through there and she's like, it's all digital. We want to help teach kids some of the routines and functions so that they can be successful. So, as they get into the routine in fifth grade of taking that computer home and utilizing it for whatever work they may have by sixth, seventh, and eighth grade, they have a whole learning curve of coming to the middle school environment. But one thing then that won't be a new learning curve for them is that that computer is necessary and you need to take it home and you need to bring it in charged. So um you know that is our plan for moving forward. That's a little bit of a shift but we think that it matches what our reality looks like in our classrooms and the needs um on a nightly basis for kids. So before you go on, can I ask um MJ, I think your team was looking at this starting at the beginning of the year in terms of when it was co we didn't buy charging stations and when we worked together in in Park Ridge, we had big carts in the hallways and and not everybody had a a laptop and you signed them out and you shared them and they could be charged and they were probably a fire hazard because they were in a hallway. Um, so now that our second graders have kept them at school, our third and fourth graders will leave them at school

beginning next school year. What is that going to look like in terms of in our schools or in our classrooms to your budget to to make this shift? Well, it it's definitely an additional investment for us. I just want the board to know.

Um, the it is it is um and it it is a little bit of a shift of how things get managed. uh whether it be um over the summer or whatever preparation work we we need uh to do that. Uh as well as it it's on the teachers, right? Uh to be able to make that space, utilize it uh and and have it in a particular spot in in the room so that it, you know, they can get to it like there's not a lot of stuff around it. But also too, it it does become a a classroom management thing that they have to work into their routines, right? Um, and as students do are I mean we've seen this kindergarteners like come in and they they know how to take care of their devices and things like that. Um, that's going to be in addition to that. Um, some of the other considerations as well though is uh we want to leave this to the teacher's discretion of whether or not a student may need to take the device home. So, that might be a little bit extra of, well, looks like Ben needed to take it home tonight because he does have some extra exercises that would be great for him to do. Um, I'm going to have to remember Ben needs to bring that back, right? So there is going to have to be some transition in terms of management of the devices. But I think um with the benefits that are are going to be had because uh teachers will have that discretion um and will be able to differentiate based on kids needs then that would be appropriate for that grade level three and four.

Great. Thank you.

All right. Our next slide is uh family partnership and there's a few things you know we have again as we kind of do our reviews of what's working and what tools do we need um securely is a newer resource for us this year we used to have something was a go guardian um and it's really class if you will it's a digital classroom management right you can see what's happening what kids are doing online again we did a review is that the best resource out there. Do we still have this need? Yes, we absolutely still have the need to see what children are doing online. Uh but you know, there was a different tool. So, we shifted to that tool that also gives families access to be able to see what kids are doing online. Um you know, we've done some learning opportunities, but we we need to do more. So, I'm going to talk about that in a second. And then parent square, you know, that was that's a big shift. That is a great tool when we talk about how do we use technology to help bring people together in ways that we couldn't necessarily do. Parent Square has been a gamecher. Everything we send from there can be translated into different languages based on a family's need and and the fact that we have so many different languages. It's really nice to know that families can get what they need from communication from us. Um, but I, you know, I'm thinking about cuz, uh, Ben was at my table and at our last meeting, uh, I we were going through some things and I just remember him being like, gosh, I wish I knew that. And one of the things that came out of that conversation for me was we, and I'm going to speak for myself, need to do a better job being public with families about some of the things that we have here, what our guidance and recommendations are. IXL was a hot topic every single session and people were talking about how their kids are on this

platform for 40 minutes an hour. It's 10 minutes. That's been our guidance. It's our guidance in our documentation for teachers. It's our guidance for homework. that that's then incumbent on us as a district to do a better job of communicating with families of what's our recommendation and why is it our recommendation and what's the purpose of it and what are we doing with it and so I thought that that was a really great insight because I was like we can we can and should do better and we will and so thinking about family partnership there's a piece of communication and how can we be uh not just more communication in one way but how can we be having those conversations Um but then what else? And I think some of it is there's a lot of conversation in our community and beyond about what technology looks like in schools. And so um some of the ways that we want to partner is number one, you know, bringing in people like Dr. Heightener to talk about what's the reality of the experiences for kids in a digital world. Um and how can she talk about that with families, with um you know staff, with teachers? How do we have that collective conversation because we all have that shared piece of responsibility? And then um on May 6th, we're going to be hosting uh a viewing of the movie like and it's about exactly what it sounds like. It's that what happens with that dopamine hit with kids on social media and what happens when people, you know, uh like things when they engage with you on there. what's happening to people in their brains and specifically what's happening for our our adolescents. And so we're going to be having those conversations. Um so you know we go to the next slide. Um I think

you know we have I think we've made you know we've obviously things have changed drastically since co um and I think that this is a really good time for the collective reflection that we have done and reviewing what we've been doing and having these conversations um and reconsidering. And so we're really considering this a refresh and that means all hands on deck. It means all of, you know, kind of the the legs of this chair that support our students having these conversations, working together to move in tandem to to do right by our kids. Um, but I think what, you know, is really exciting is we have very thoughtful guidelines now of what we want out of for our children leaving district 15. And if those things can guide us, just like the portrait of a graduate does, I think it helps us be more intentional when we ask ourselves questions of is what we're doing getting to to children being able to leave us with those competencies. Um so this has been a really fun and um engaging group. It's we met in the evening. It was bad weather I think every time. Um, but it was really great conversations every time and I and I think we were all left with a lot to think about and realize that we're all really grappling with the same things. So, we're really excited to think about how to how to take those things and move forward together.

Yeah. And we really do want to thank the board of education uh Dr. Hines uh for your continued support and for your commitment for future ready education for our students. Um, so we can take questions.

Also, sorry, shout out. I just want to shout out um, you know, our our panel here and there three representatives of a whole group. I mean, parents, teachers, everybody's working during the day and was coming late at night to have these conversations. And so, it just says a lot about our community uh, that people were willing to show up and we had so many people who wanted to be part of this. Um, and so I'm just I thank you guys. is so much and for coming and speaking so eloquently both on those all of those evenings and here tonight. It's it's been a really awesome process. You did mention people being on. What exactly is that?

Oh, deep breath. Uh so is an online 10 minutes.

It's 10 minutes, right? Uh it is an online platform where it gives kids like a diagnostic assessment of ongrade level math skills in the way that we use it and it says here are the ones that you're secure on. Here's the ones that you're not secure on but here's the level for if you're not secure where you're kind of hitting the ceiling right now. And it in 10 minutes, what it does then when you practice is it gives you questions that are very specific to the skills that you still need to work on and it does some reteing, but it's 10 minutes. That's what a skill and drill is supposed to be. The data, right? It's kind of like the tap. It's meant to be very quick and and you know, give you practice, but the data it gives is similar to what GMS was talking about. It tells the teacher specifically not only what the student needs to work on, but then it tells them how they're doing as they practice. So, we have schools, GMS being one of them, um that takes that data and then they form small groups to say, "Oh, I noticed this group of kids needs a little bit more support in whatever this math topic is." But here's the thing about, it's kind of gified. So you you know you can earn points in the arena and you have some kids that are like I want to be at the top of the leaderboard. So they sit on it for an hour.

It doesn't really change the trajectory of where you're headed uh with your math knowledge as much because you're missing the retach or connection with the human. Um but kids get really into it so it sometimes gets used a little bit more than it needs to. Okay. So are there like hard limits you can put into it on daily use? Well, so we have guidelines. We say 10 minutes. No, you mean like will it turn off? Oh, will it turn off? Just shut it off where it's like, okay, we'll cut the power. No, unfortunately has been reached today. You know, see you tomorrow.

That home partnership, right? Once we communicate more clearly with parents because every time we say it to a parent group, they're like, "What? Just 10 minutes?" And we're like, "10 minutes? My kids's on it for an hour?" Okay. Well, mom, dad, whomever uh is your is your guardian at at the house. It's 10 minutes. So, we need the parents to partner and kind of monitor h how long they've been on the device on that. And then when time's up, time's up. Yeah. And this does speak to um the need to communicate those sorts of limits and those sorts of purposes, right? Your student is going to be doing this for this purpose for this long.

Um it also speaks to uh and I can't tell you how many times parents have said, "Oh yeah, I remember that email about securely home." And yes, that is a tool that parents can use to to set limits on how long they're on the device and you can shut off the internet completely from it. Um, so you have a lot of tools at home as well uh to be able to shape that home experience with the device. Correct. Yeah. Okay. Thanks.

Can I just add um thank you so much too that um for the parents that um came out. I love that the conversation is really um centered around um everybody's perspective so that we can have a um a broader um you know implementation throughout all of the schools. So thank you so much. I think this is the first time I've ever heard that we've um pulled in um other members of the community and um and so if we could do that so much then you know I think it would be wonderful. I know we have parents as partners, but I love that um uh in in order to implement this um to to hear your points of view. I think I've said it a million times over that without community, we cannot solve the world's problems. We've got to do this together. If we don't do it together, we'll never do it, you know. So, I appreciate the the time that you guys put into it, and I I appreciate the the word that we're are saying that we're being intentional about um how we use technology, you know. Awesome. Thank you.

I whispered to Sam with that intentional slide. I'm like, I love love love maybe three or four loves to slide. Like I Right. Yep. She did. She said, "I love love love." That's a direct quote. Um I had a question on I I really appreciated that it was anchored in our portrait of a graduate. And I think that's just such a strong way for us to make sure that it's rooted into the district. So

um really loved that. I was curious about how we layer in. You know, we have the competency piece and then there's also the technical skill ability. So, how are we thinking about the layering in? I know there was the digital citizenship, but I think it goes even beyond that. So, how are we thinking about the digital skill building that's going to be required um of our students, especially now?

Yeah, exactly. And Emily had referred to that crosswalk that we're having to do. Um, and then as well, I mean, uh, it's funny because Kianne and I were already like, how do we workshop this? How do we, you know, how do we bring these kind of ideas, um, to our, you know, amidst our teachers, right? Um, and so capitalizing on some of this PLC time, uh, you know, sharing different ways that teachers have been using the different skills, right? Um and even you know uh workshopping it a little bit in terms of like hey you know reminding you hey remind your parents 10 minutes only or they're only new you know so it is uh it's going to be a great great work this is the kind of work I love like just to see how we can capitalize on the technology resources on the instructional practice and how those two converge um and have those ongoing conversations around

I also I think there's a piece of working backwards, right? Um, you know, talking about knowing what is expected of kids at the collegic level, knowing what is expected of them at the high school level, you know, even just knowing like we have the state assessment coming up. Writing is done digitally and it's timed. And so if you don't have proficiency in being able to type your thoughts, that that's you're not going to your score is not going to show it, right? And so there are pieces that you know what are really the expectations put upon kids that we may not even have control over but then working backwards from that right just because they have to type their answer in doesn't mean that we need to type everything in. Being able to write is important. Um so it's those types of things where we're going to need to work backwards to see like what are expectations of kids and then how are we already working towards them? um because we do have so much in place, but then where are some of those holes that we can be more intentional about like ooh this could be a good place or maybe this essay we type and this one we don't. I mean even things just like that where we can provide more guidance to help you know uh cut out some of the gray area of it. So when we think about the you know institute days next year and the learning collaboratives which will be the 30 minutes that we're we have a new way in which we're going to try to deliver professional development through the day because every other basically it winds up being every other Friday we have a a staff meeting or some district time. It's really not enough to professionally develop teachers change practice roll out something new. So we're looking for ways over institute day to work with teachers so they start to understand this because just like we said that the magic and the data starts to move when teachers get involved at at the classroom or building level. The same thing in terms of operationalizing technology because I walk through I'm in classrooms a lot. I walk through

classrooms and I send pictures. I'm like this this kids have been on on the computer for an hour in this classroom like I've been here or or they haven't or I see a nice balance or whatever it might be. we need to use the time that we have with our teachers that might have to unlearn some of their practices that they've developed since co. So, so that's where our work to really operationalize this moving into the future is is going to be spent um at institute days helping teachers do that learning collaboratives, but then also as Emily showed that really little picture of scopes and sequences, the instructional minute allocations, those are also tools for teachers so they know what to teach. they're going to embed, you know, which lessons might be strong with technology, which should be more paper, pencil, so we get to that first, you know, level of intentionality. So things are balanced. Our board policy speaks to a curricular balance when we teach, whether it's history or whatnot. We we're in the middle rail. We're it's a balanced approach. We don't take one side or the other. We're straight down the middle. And and technology or, you know, going old school, I love to write in a notebook. like I don't like to type my notes, but how do we make sure that kids can do both of those things? And we're going to get really explicit with our staff so they know because we have some teachers that love tech love tech are afraid of tech and some are right in the middle. So, we're going to take some of that gray area out for our teachers as well.

And those are conversations that we've already started. So, like I I brought some examples, right? But like our middle school science curriculum is an all digital curriculum and we knew going through the process we didn't want something all digital. Now, it's science, so it's really hands-on, but it was missing the paper pencil of engaging with tech, uh, engaging with text and being able to annotate. And so, we've been working. So, shout out to our middle school, uh, middle school science people in Christ, Orlando. They've been building a science binder that corresponds to the learning and activities that are happening in the science class. So, kids have access to things digitally. they can go refer to it, but they can physically annotate it in here and have it with them. They can do the experiments in a hands-on manner. And so those are part of the conversations that we have during institute days, during team meetings of what what is working. You know, the teachers will say sometimes that that you know, I'm thinking middle school ELA. Some of them are like at some point I just need to go to the workbook because I need them off the screens. And and so we volley back and forth. Yeah, go for it.

I was just going to say how I heard the question too. Um I think as the the group came together talking about specific technologies and the skill sets, we saw them represented in those six um components. It was less learn Excel or learn Google Sheets or learn whatever. It's learn how to learn in a digital space and mess around with technology was more of what collectively the group was talking about. And there are some some people who that their careers are in tech and they're saying don't learn the tech, learn the skill set to learn the tech. That was what they were pushing us and I think that's how I heard the qu and that was something we were talking about as in smaller groups and as a whole. So just wanted to share that as well. No, I appreciate that. Yeah.

Um cuz that was going my other question was going to be around how this connects to the AI guidance that we've developed within the district and how are we thinking about evolving that and layering those skills and common which I know are very similar to what's on here. I imagine that's a huge part of it but it's just changing so rapidly. So how are we it is changing so making sure we're staying on top of that.

Yeah. Yeah. So capitalizing on all of these critical conversations that we can have around how to deliver instruction and then uh help helping our staff understand how to use the technology tool strategically for themselves, right? Or in the midst of instruction. Um so uh when we held our institute day this past uh January, I was going to say July, but January, um you know, offering uh offering ways and opportunities for uh teachers to start to learn how to use the tool and start to capitalize on I mean we uh I I led a session all about feedback, right? and giving feedback to students quickly so that they can respond and learn, right, from their mistakes, from from what they're understanding. Um, and how do they use technology to do that? Uh, the teachers were eating it up because it was going to help them uh be able to give feedback to their students rather really quickly. Um, and and and be able to then spend more one-on-one in inclass time to like talk through it to to coach a kid. Uh, through their mistakes or through what they needed to learn. Um, and how they could use and model AI to do that, right? And so allowing our teachers that kind of time, that kind of space to be able to start to play around with that. Um, we're looking forward to next January with our K5 teachers. Um, and I mean, this will be an ongoing thing. Yeah, for sure. For sure. And we're having to do that now because AI is going to change the way we work and it already has. Um, and so trying to figure out how to use it um with intention and how to use it uh with integrity, right? Uh, and how to use it in an integrated way. So, yeah,

Dr. Hines learned how to use some AI this week thanks to Dr. Lazour. You're like, I got on my way. I I love to learn new things, but I'm like, I can think for myself. Thank you. I don't need AI to do it for me. So you had mentioned about uh kids typing and writing and how if they're able to type well that can be advantageous to them. Do we actually have like integrated typing classes for the kids and at what grade? If so do we have grades like you know do not so

to do typing properly you know it's like the old school you use all your makes a big difference. That's an example though, Frank, if I may. When I was visiting a classroom, I think I sent it to MJ or maybe Emily or both because one of the teachers had, you know, kids on like the home row. The kids were typing. They weren't using the home row. And I said the same thing. I said, I know we don't have this program in in school, right? So, the teacher was kind of doing it on their own. And I said, "This is an opportunity for us to to figure out where we're going to embed

the skill piece." That's what I was trying to get to. It's like there is like teaching a kid how to how to write properly you know how to hold a pencil properly which honestly I've seen that lacking in our education or I've seen kids gripping a you know pencil like this you know or pen like this like they got it in their fist and they're writing and it's like all right something got missed here a long time ago. So, but you know, again, you know, taking high school typing back when I was a kid, now you know, kids will sometimes watch me at the computer. They're like, "Wow, you you type really fast like that." And I'm like, "Yeah, that's the way you're supposed to type." It's like instead of them just pecking away,

that's that goes to the competencies and like the skills that are needed for kids. So we are going yes we need to as we do a curriculum review of like what are the learning targets we have for kids. We're going to have to backwards map and say are we addressing some of these and my guess is no. This is a great example. Typing isn't one of them. So what are we going to do about it? Yes. and incorporating you know thoughts from uh OT's and PTS about that whole um progression of learning learning handwriting, learning to write, learning cursive and then learning keyboarding, right? Because all three skills are going to be necessary to achieve those traits.

That gets back to you developmentally appropriate. When is it developmentally appropriate? Sorry, that gets back to again the slide that I love developmentally appropriate because everything has one at least one line that can link to to one of these, you know, big three um under intentionality. What when is it developmentally appropriate to teach printing, you know, slants and slopes with cursive and like you said the keyboard and then the instructional allocations in terms of minutes like where's the time coming from? you know, that that's a whole another ball game because we really already don't have a long enough chunk of time each day to to do all the many things we want to do. But yeah,

before we close out, I do want to give a shout out to um Dr. Murray's 8th grade uh Plum Grow ELA class because we talked about the cell phone policy a little bit tonight. they had to write an opinion piece uh and their opinion piece was on not enjoying the

the cell phone policy. But um I think was just a great example of some of these competencies that we want to be true in our students and for them to write about why they feel that that's an ineffective policy for them. Um it was interesting to read their arguments. And then when I communicated with the teacher, I said, "Do they know about the governor's, you know, latest legislation or it may just be not Dr. HINES THAT THEY'RE MAD AT JAMIE Prince shifted. Yeah, but it was really cool to to see that in practice. They were they were good. Yeah. All right. Thank you so much and thank you both of you for your participation,

Kianne. And for another late night. Yes. Thank you. Worth it. Worth it.

Okay. All right. If we go to slide 12, I'm going to pause through my report because it is getting late. Okay. Um I'm going to zip through my superintendent report. Um we've completed summit of evaluations. It's the the season of our principles and then our principles do that with our APs. We had our parents' partner and the superintendent communication council meeting since we last got together. Um, legislative work continues on House Bill 910 that has to do with the mega pilot legislation and the work with the bears. Um, that that continues. We've met with our lobbyists. We've met with the tax attorney. Um, we continue to work with the villages around language within House Bill 910. we just keep refining the language um to just make sure that it meets our needs that the school districts are um kind of protected and and thought about as as you know hopefully this bill passes to you know keep the bears um in Illinois versus uh Indiana and then transition work. So I'm working on mapping my kind of monthly work. What do I do every month? Hyper leaping hyperlinking um everything. So when Dr. Smith comes in. He's coming April 2nd, right after spring break. We'll have a lunchon um with our leadership group and then he and I will spend the better part of that day. And then once we get together on April 2nd, we'll figure out what what the cadence will be in terms of how much time, you know, he wants to spend with me, Sam, uh Dana and I will spend, you know, a meeting together and then we'll figure out school visits and community visits and all of that, you know, in April or May. So, just more to come on that, but it it is uh well underway. Um Sherry administrative services also completed the summit of avails as did Mindy for her special education staff. Uh planned and rolled out pilot bus ID pad badges. Uh our kids will have badges to get on and off buses so parents will know in real time their kids are on the bus, what bus, you know, where the bus is. So that's going to be nice. We're

going to use it for library. We're going to use it for the lunchroom, all the things. We've I've wanted this to happen for several years. I'm so excited. We have pilots going on this spring. So, the badges will are are really going to help us um with with everything that the kids are going to need to do. They'll wear little lanyards and um we're going to get that rolling this spring, work out any kinks this spring with a small number of schools and then launch it in the fall. Reunification planning is underway with these five schools. We have an internal planning team. Uh we have relocation well in hand. Relocation is if we really had or reunification rather is if we had a significant crisis and we kind of a very you know a god forbid type of a situation in the district. What is our reunification plan? How do we link parents up with kids? How do we manage the crisis? How do we manage the emotions around the crisis? So these five schools will will go through the drill where parent volunteers parents can sign up to be volunteers to help us work through the plan. Um, we'll have select number of students and staff do it on on a smaller scale, not the whole building just so the each school team starts to learn about what reunification looks like and what the different roles are to make it smooth and seamless and important. So then at the end of the year we'll have six schools that have gone through it. Next year it'll be another five or so or six or however many they decide to do. So within the next few years, all of our schools will have practiced reunification um fully and then uh planning for the onboarding of the new school principles. Um we have administr we have AP think tanks uh for new APS. We have um acade I'm glad you're here Sher. We have AP think tanks that we started about probably four years ago now where we train our new assistant principles. We put them through the paces in terms of, you know, what are the managerial type tasks that an assistant principal needs to learn, right? And then we have our more veteran assistant principles

helping to to onboard the new assistant principles. They have um job al-ike mentors. So, we spend a lot of time training our new assistant principles. Just like we have new staff orientation and we met our new teachers, we met our new assistant principles. Four or five years ago, we decided, we made an intentional, my new favorite word, decision about a grow your own administrative pipeline. In a district of this size, we certainly can look outside. We've chosen to to uh mentor and coach up the staff that we have. So, when we have openings, we have people ready. Don't think just because there's other people doing principal ship work or assistant principal ship work in another district that they're going to come in and do it any better than the staff that we have in our district. We've invested a ton of time. So we on board our assistant principles year after year. Angela Gos second year at GMS she was an assistant principal. She was a sped coordinator. She was an assistant principal. She was a principal. Jason Christ, Jack Olsen, uh I could I mean the list goes on. Jen Reman. So many of our principles started as assistant principles and we promote them. So we also do that. We train our principles intentionally. We have monthtomonths. They meet twice a month. They have job alikes. They have mentors from North Cook members of cabinet myself. We train our principles. So we're on boarding our two new principles that were assistant principles that we were proud to promote that worked hard to pro be promoted. Brienne um who was was here last month. She's going to be the new principal. Um I'm drawing a blank at Whitley. Thank you. And Andrew at at Pleasant Hill. So we are proud of the fact that we have a grow your own and they are ready to be principles. So we want them to be successful and we believe very strongly that they will. So we're working with our two new principles. We've already started to

meet with them to help them learn the differences between being an assistant principal and being a principal. That will go on all spring. It will go on in the summer. and they will have mentors both job alikes from district 15 veteran principles they'll have someone from outside the district and again our whole leadership team um serves to mentor one another and again this is a grow your own district that doesn't mean we're never going to search outside the district for people but when we have an opportunity to promote the people that have worked hard and that already know a lot about district 15 and the way in which we do things we're going to we're going to take every opportunity to promote them and we're proud of that uh that thought process this uh business and operations. They're monitoring cash flow due to Cook County's continued delays for the uh for property tax um distribution. We were on a call um this week with um uh President Prewinkle's office. She was not on the call, but members of her staff were on the call. It was another frustrating and uneventful um meeting sadly, but we continue to um you know put pressure on to make sure not only that we're fully paid for this year, but that they have a plan to make sure that the property tax bills and the monies that we are entitled to that the taxpayers pay that you know are supposed to flow to the district or any other go any other body that gets monies through Cook County come on time. We continue now to press on how will we be made whole. Again, you've heard us say this was o it cost us over $2 million because they couldn't get these property tax bills out on time. $2 million. So, where is that money coming from? How are we being repaid? Other districts have lost varying amounts. We're most focused on district 15, but there's a coalition that met with Prewinkle's office because really at the end of the day, the buck stops with her. We we're asking for a forensic audit of, you know, with Papis' work, we're asking for a asurances that they have fixed this problem and that we're never going to see this. And then we're asking, how

will you make us whole? Where is this money coming from? The audit will hopefully show that the banks and whomever else benefited from the interest income because they have the money in their coffers because the community, all of us paid our taxes. The money is sitting in their bank account acrewing interest. We want them to use that interest to pay us so we we're not at a loss. So, that was a big part. Diana and I were have been on numerous calls every single week, you know, fighting this fight. Um, and she and I were both on several calls this week around this uh this topic, but they're monitoring so we know when we're fully whole in terms of property taxes owed. Uh, they're finalizing bids for summer facility improvements. Once again, we're going to have a lot of summer work um taking place. We shared projects with parents' partners. We shared with superintendent communication council. I believe the board heard the projects uh when we did the financial forecasting. So the bids are coming in so the work can uh start right when school ends and then the SEIU as you know we we um ratified their contract and their new salaries and the business department has been calculating the retrop pay because their contract technically ended at the end of last school year. So that has been a lot of work but I think we've got it all ironed out. They've all received their retro pay and now they're they're making their new their new salaries. Uh, so that's great communication. Uh, they're producing celebrating 80 years of growth video. I love the the hype. So, thank you. The crazier the idea, the the better. Um, I hope you're all coming to the gala. Good. Buy your ticket if you haven't. Please do so. It's it's really going to be a fantastic time. We had another meeting this morning. Um, we have a lot of a lot of exciting things in store. So, please come. It's for a great cause. Ticket costs really, we got Catillion down 80. We did it for our 80th birthday, but that ticket price covers your food, your drink, the the rental of the facility, and then every other penny that we make is going to our our feed 15 initiative. So, there's no better cause um in our opinion. So, hopefully

everybody can come at the board table and out in the community. uh reunification communication kits uh are being developed for buildings. So the communication uh department is working on that so staff know exactly what to do uh when they're practicing reunifications or in the unfortunate event that we need to reunify. Um people will know uh what to communicate and and everything else that they need to do. And then gala preparation there is a website page and they're developing content um as we continue to meet and and fine-tune the event ed services. Why my screen's so small? Um, launched the recognition programs to promote adoption of restor uh restorative practices that continues to take place. Developing bus specific student behavior focused training for staff to promote safety. We tell kids that the bus is a a continuation of the school and that all the same rules apply, but you have a bus driver that's looking straight ahead and you've got a bunch of kids behind the driver. So, it's incumbent upon the kids to know how to behave and hopefully uh behave when there aren't adults directly looking at them. They're leading district-wide administration and data collection for the Illinois Youth Survey, um which is a survey that we're uh having our older kids fill out this year. And then they've launched an improved uh student absence uh marking system within P school. Uh human resources finalizing the initi initial staffing configurations. They've prepared honorable dismissal and renewal categories. um some of which you'll see in your the personnel report for tonight. And then we're actively recruiting um for the upcoming school year. Uh last I heard we have did not have to riff anybody. So no reduction in fourth. So through attrition resignation release uh we have no riffs. So we're we're pretty excited about that. Uh multilingual completed 2026 access testing. Tell me again how many assess 12 12,000

over 12,000

over 12,000 tests were administered during access. So, they're done. Renee is and her team are silently cheering as our teachers that have to help administer those tests. Uh, they've hosted EMPACK meetings, summer enrichment, and opportunities for language development. Uh, ongoing planning for multilingual family math nights. You can see Ukrainian, Russian, uh, Tamil, Telugu, Japanese, uh, Spanish. Um, so there's a lot of math energy going around with with multilingual and bringing our families together with students to learn around math. They're preparing dual language enrollment. The uh application deadline is just a few days away. The only time you can apply for dual language is if you have an incoming kindergartener. So, we want to make sure that everybody knows. Um so, if you have any friends or neighbors with littles that are coming to uh district 15 in kindergarten, please let them know if they're interested. They have just a few days to apply. Um and then the classes are filled by lottery. And then uh the department continues to provide training for EL blended teachers on language targets and collaborative scoring for writing. Uh student services, they're working on recruitment for the upcoming school year. They're working on budget planning through the idea grant um and really figuring out how best to use those dollars, especially as the overall budget is is tight. Um extended school year planning is underway and preschool program descriptions. and just in general we continue to focus on moving away from the center and bringing you know early childhood and preschool under the district 15 ospaces. So that uh is is continued work that we're doing. Mindy and I are hoping to meet with um the new director over uh of the center because we have uh just a few things related to the budget in next year that we're we're trying to finalize. uh teaching, learning and assessment, AP think tanks, those are our assistant principles where they're learning about instructional road mapaps and how to use them. So when they're in classrooms, whether it's for formal observations or

informal observations, they understand what road maps each grade level are using, what tools they're supposed to be teaching and and what targets. So this is just another example of of how we are coaching up our APS to be ready to become principles uh or just to do their job even if they don't want to become principles, just to really grow into their roles as an AP. uh they're planning and um the assessment support for ISA and the five essentials survey. So that's your you know ELA assessment that's your science assessment um that that'll be happening soon. They're partnering with the three feeder high schools around ELA and just to make sure that our kids are really you know ready and then where will our kids land when they go from 8th grade to their freshman year in terms of placement. We're already planning back to school for the 2026 school year. new staff orientation and August institute days. Departments are really thinking about linked to the strategic plan and other work that we have to do. What are, you know, all of the things that we're going to want to try to cover. Um, and this time of year, we're always straddling the year we're in and planning for next year. And then they're partnering with instructional technology around updated guidelines based on the technology and learning focus groups, uh, sessions that you heard about tonight. Uh, technology partnering, I just said it, but they both in reverse. teaching and learning and tech are working together on that. They're implementing, as you heard, securely classroom tools districtwide and launching the exploration of securely AI chat at the middle school level, which Sam was inquiring about. Uh that bullet point is is really something. The third one that C all cabinet is doing, and then they're wrapping up bids and planning for summer work to be done on our infrastructure and technology. So that is just a snapshot of what we've been up to since the last time the board was together. Any questions for me? Okay. Thank you. Thank you. Some

Okay. Uh, acceptance of the minutes item 6.1. May I have a motion, please? I move to approve the minutes of the February 9th, 2026 regular board of education meeting and close session meeting as attached. Second. Discussion. All in favor? I. I. Motion carries.

All right. Board committee reports. Ed red Frank my glasses on. Okay. So the uh the Senate nears its uh committee deadlines of March 13th to get their uh bills out of committee. Uh the House went on break February 27th and they'll be uh reconvening on March 18th. Um there is a bill under consideration in the state legislator uh HB4416 which is unemployment for ESPs. Now this legislation is an initiative of organized labor that would allow educational support personnel to receive unemployment benefits during school breaks longer than one week. And this is uh primarily targeting summer break. So, this would significantly increase unemployment insurance costs for school districts. Um, just in our district alone, I mean, we have 600 ESPs and if you do the math, that would come out to them probably getting somewhere between costing the district somewhere between two and $3 million. So, that's a known thing that's going to be happening every year. then that just would become an additional cost that unemployment insurance would put onto the districts because they know it's going to be going out every year. So that's uh that's something that we um yes we don't really want that would be um expensive. Anyways, then we got the Illinois mega projects bill as you mentioned. That's a House Bill 910 that's designed to assist the new Chicago Bears stadium and also other future large projects which are over $500 million. Um, it's advanced out of the House Revenue and Finance Committee and the bill uh passed the House Committee at a 13-7 vote, but the lawmakers departed Springfield without a full floor vote.

So, the bill is expected to uh face some further revisions uh due to concerns that you know all the representatives and and and senators have and hopefully they can get something uh amended and then put on the floor for a complete vote. And then one last bill that's a little bit interesting is uh House Bill 4399 which has to do with a biodiesel use. And this bill would require public government agencies to start using a minimum blend of B10 biod diesel fuel in the winter and B20 in the fall. Um this is something that I'm not sure how that would actually affect our transportation department. Um and we use a lot of gasoline buses, but we also do have some some diesels. So

we do and then we have our electric bus. We do our electric they're not online yet though, are they? We have one here, not online. Four here now and one coming. We were supposed to have four in February, one in March. We had one, sorry, we had one in February and now we have four in March. But they're all all five are here. Do we know how many diesel buses we have? No, diesel buses. Four electric buses. Electric buses. But I'm just curious. Do we have any diesel? Diesel buses. Yeah, it might be good just to find out, you know, how this might affect us. It might be like a zero effect or it might be something that's like we'll know right off the top of the head. This is this is going to be a pain in our, you know, for our our guys to manage. I mean, this is something that's being pushed by the uh soybean association.

So, yeah, imagine that. So, anyways, that's about it. All right. So, thank you, Frank. Uh5 Foundation, Eric. Uh yeah, we're on our final drive for the 50/50 raffle. The deadline is uh next week on St. Patrick's Day, March 17th at 8:00 a.m. Uh you can still uh purchase your ticket uh on the 15 Facebook page. Uh the drawing will be online done online then. Uh the pot right now is drum roll please. Drummer.

Yes, I know. I wanted someone else to do it. Uh 18,300 right now. So there's still time to raise that um um in the next week. So you can purchase your tickets and get that going. Our next meeting is next week and we're starting to plan for teacher and staff appreciation things for uh the end of the school year. Amazing. 18,000 is a lot of money. All right, finance committee Wenda and Lisa. I have no um new updates to report, but um since we don't have one, I just wanted to remind everyone that early voting is now and um March 17th is also the day of our primary. So make on that day. Awesome.

All right. Equity committee, Jim or Zubar. Um, we did not have a chance to meet this month, but like we mentioned Wait, we have we definitely have shared notes um from Lori and then we had as mentioned last month we had the a really great kind of agenda if you will of what we have planned out for this year just to to physically take action this month as a possible. So, the next thing that we're going to do is I've shared our notes from our meeting with like with Emily and Renee because a lot of what we were talking about had to do with their departmental work. We'll get Claraara to work with everyone's calendar to try to find a time, you know, to get together and

have Renee come in for a while, have Emily come in, anyone else that needs to rotate in based on Mindy because some of it was based on our meeting and with the things that we said we wanted her to do. So, we just need we just need to get our calendars together. So, Clara will reach out and Yeah. And uh we'll get that nuggets coming up. So, we're excited about that. their favorite thing to do. All right, great. Thank you. Uh, moving on to action items. Item 8.1. May I have a motion, please? I move to approve the resolution for a non-renewal administrator contract and honorable dismiss dismissal of teacher for Julie Crawford as presented. Second. Second.

All right. Discussion. Roll call. Aer I. I Tina I Shupai I Khan I Bagman I Hunt I All right I was told we are going to skip 8.2 and move to 8.3. May I have a motion for item 8.3. I move to approve the resignation agreement and general release for Matt Stari as presented. Second discussion. Roll call. Shupai I Khan I Bachmann I Hunt I hater I Hanino I

Taylor I right motion carries item 8.4 Four. I move to approve the March 1126 personnel report including the following recommendations. Recommendation for termination for Melissa as presented. Second discussion. Roll call. K. I. Bachmann. I. Hunt. I. Hater. I. Honorino. I. Taylor. I. Shupai. I. Motion carries. Item 8.5. I move to award a three-year contract for unled gasoline fuel to Osco Inc. Manuka, Illinois. Or is that Manuka? It's Manuka.

Manuka. Manuka. Okay. Ultra low sulfur diesel fuel to Colonial Oil Enterprises, Savannah, Georgia. And diesel exhaust fluid to is that AI Warren or is it Al Warren? Al Warren. You never know. Hail Warren Oil Company, Inc. Hammond, Indiana has presented.

Oh my gosh. All right. On that note, it's me. All right. Discussion other than Yeah. All right. Roll call. I hunt. I hater I t I Shai I G I All right, motion carries. Item 8.6. I move to award the Hunting Ridge parking lot improvement project to Carmichael Construction for the base bid of 27,685 as presented. Second discussion. Roll call. Hunt. I ader. I Marino I Taylor

I Shupai I Connie I Bachmann I motion carries item 8.7 I move to award the Kimell Hill parking lot I improvements project to M&J Asphalt Paving Incorporated for the base bid of $159,933 as presented second discussion roll caller IO I Taylor I Shupai I Khan I Bagman or Hunt I All right. Did we just do 8.7 or 8.8? You did 87. You're right. Eight. Okay. That's what I thought. I marked it prematurely. Uh may I have a a motion for 8.8, please?

I move to award the Lincoln Elementary Parking Lot Improvements Project to Patriot Maintenance, Inc. for the base bid of 58,200 as presented. Second discussion. Roll call. Aarino. I. Taylor. I. Shupai. I. Khan. I. Bachmann. Hi. Hunt. I. Ader. I. Motion carries. Item 8.9. I move to award the Mary and Jordan parking lot improvements project to Manaval Construction for the base bid of $16,325 as presented. Second. Discussion. Roll call. Taylor

I. Shupai. I. Khan. I. Bagman or Hunt. I. Aer. I. Honorino. I. All right. Motion carries. Item 8.10. I move to award the Steuart Paddock parking lot improvements project to Chelon Contracting LLC for the base bid of $131,870 as presented. Second. Discussion. I I just have one quick question. With all these uh paving projects at all the different schools and all the different contractors, uh why how come one company doesn't do all of them? And maybe just a has to do with this next sheet, the bid award process. Okay.

And and how they're awarded. Diana, if you want to talk, you have to come to the microphone. Don't have the right specifications. If you separate them out, you get more. Okay. Okay. That's why we Okay. Thank you. That was a good question. I asked that last time. I know. I remember that. Bless you. Bless you. Bless you again. Usually sneeze. All right. Roll call. Shai. I gun I Bman I Hunt I I Honorino I Taylor

I All right, motion carries item 8.11. I move to award the Walter R. Sunling bus lot improvement project to M&J Asphalt Paving Incorporated for the base bid of $289,266 as presented. Second discussion. Roll call. K. I. Bagman. Hi. Hunt. I. Hater. I. Herino. Hi. Tammy. I. Shupai. I. All right. Motion carries for the consent calendar. Would anyone like to remove anything? Okay. May I have a motion, please? I move to approve the consent calendar items as presented.

Second. Discussion. Roll call. Bachmann. Hi. Hunt. Hi. Ader. I Honorino. Hi. Taylor. I. Shupai. I K. I. All right. Correspondents. Uh you have as always uh in your packet the foyas that our office has received. Do you have any questions on what has been requested? No. They continue to just come in at a fever pitch.

Yeah. Clara had to spend a week doing was on her honeymoon. So I was wondering what was yours or was anyone so happy to see someone come back from their honey tomorrow. All right. May I have a motion to adjurnn? I move to adjurnn. Second. All in favor? I I meeting adjourned.