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hey, hey. Data is Heat. Heat. Heat. Hey, Heat. Okay, good evening everyone. I am going to call the uh Monday, February 9th, 2026 board of education meeting to
order. Roll call, please. >> Miss Ger >> here. >> Miss Connor >> here. >> Miss Martin >> here. Miss Nolan >> here. >> Miss Schwarz >> here. >> Miss Thomas, >> Miss Owens >> here. May I have a motion to move into
close session to discuss individual student disciplinary matters pending probable or imminent litigation, the appointment, employment, compensation, discipline performance or dismissal of specific employees, specific individuals who serve as independent contractors in a park, recreational or educational
setting, or specific volunteers of the public or legal council for the public body. The purchase or lease of real property for the use of the school board. The setting of a price for the sale or lease of real property owned by the school board. An internal audit. Control weakness. Identification of potential fraud risk areas. Known or
suspected frauds and fraud interviews. Collective negotiating matters between the school board and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees. The review of close session minutes and individual student matters. >> So moved. Second.
>> Roll call, please. >> Miss Kr. >> Yes. >> Miss Khan. >> Yes. Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Okay, we are closed as of 6:31 p.m.
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Isn't that Doo doo doo doo. Good evening everyone. I am going to resume the February 9th, 2026 board of education meeting. If I could have everybody stand as they are able to recite the pledge of allegiance.
I allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Okay. And before we get started, I would
like to welcome Miss Washington to the board table for this evening in place of Miss Olsen who is absent tonight. Um so welcome. The first item on our agenda is strate I'm sorry um
accent on achievement. Dr. Johnson. Thank you, President Owens. Uh this evening in recognition of National School Social Work Week, the U46 Board of Education is going to present a proclamation of appreciation to three of our social workers in attendance. We
have Alandre Ruiz, Gianna Villan Noeva, and Molina Pantoya. um who uh certainly will represent our social workers and on behalf of our U46 students, staff, and families. Uh we appreciate the work that they do. So,
President Owens is going to read the proclamation of appreciation. If they would like to come forward, we'll then present them with the uh proclamation. >> It is my pleasure to res uh read this proclamation for the National School Social Work Week. Whereas school social
workers serve students on a daily basis in many capacities that contribute to the quality of education. And whereas school social workers provide students with activities and resources designed to support their social, emotional, physical, and mental health needs so
that students may achieve academic success. And whereas school social workers play an essential role in helping students and families who face serious challenges including disability, poverty, neglect, mental illness, homelessness, and other barriers to
learning. And whereas the contributions of these talented and dedicated individuals are recognized during school social work week, March 1st through the 7th, 2026. And whereas school district U46 employs approximately 115
social workers. And whereas school district U46 social workers not only lend their special skills and talents to the efficient operation of the school system, they have played a significant role in the district's quest for continuous improvement. Now therefore, it be resolved that the board of
education recognizes its social workers during National School Social Work Week, March 1st through March 7th, 2026, and ask administrators, students, parents, and the community to join in recognizing recognizing and thanking these
individuals for their dedication, efforts, and service on behalf of children and youth. Presented this 9th day of February, 2026, signed by myself and Superintendent Dr. Johnson. Okay, the next item on our agenda is
strategic plan report. Dr. Johnson. >> Thank you, President Owens. Uh this evening we have our school safety update. Rich Bosch, director of school safety, will present to the board of education an update on school safety and I believe he's also going to introduce
some of his uh team members as well. >> Yes. Thank you, Superintendent Johnson, uh, President Board Owens, and the board for this opportunity to present tonight on district safety initiatives. Uh, with me tonight are Kevin Sisnowski, the coordinator of school safety, Kevin
McKenzie, my operations manager of the office. District safety initiatives are fully aligned with strategic goal number two, safety, sense of belonging, and inclusion. Current efforts prioritize physical security, proactive threat
prevention, and emergency preparedness while strengthening relationships, student voice, and inclusive practices. Safety protocols are paired with climate focused strategies to ensure to ensure schools are not only secure but also welcoming and supportive environments
where all students and staff feel valued, connected, and protected. This integrated approach reinforces that safety and belongings are inseparable and essential to student success. The district safety approach on school safety is built on a full safety cycle
of prevention, preparedness, response, and recovery. Prevention is identifying risk early, addressing concerns before they escalate, and reducing vulnerabilities across the schools and facilities. This work potential issues managed early minimizes disruption and
harm. Preparedness is maintained through clear, well-defined emergency procedures that are consistent across the district. Staff and students receive realistic ongoing training. Expectations are understood and responses are practiced
and not improvised during both daily operations and critical incidents. We emphasize clear and timely communication. Effective communication allows staff, families, and emergency partners to act quickly, confidently, and in coordination. Our
safety efforts rely on strong partnerships with our school teams, our families, law enforcement, and emergency responders. These coordinated relationships ensure unified responses and shared responsibilities when issues arise.
When instances do occur, district is committed to a quick, decisive, and effective response to protect students and staff and restore order as rapidly as possible. Following an incident, we focus on recovery, supporting students, staff, and school communities to restore
stability, confidence, and sense of normaly. School safety is not a one-time initiative or checklist item. It's an ongoing commitment that requires constant evaluation, training, and collaboration. When these systems are strong, students feel secure, staff feel
supported, and our schools function as intended to support teaching and learning. The this district safety sends out a daily situational awareness report that is shared with our district administrators to enhance awareness, coordination, and timely
decision-making. This report provides consistent snapshot of safety related information across buildings, enabling leadership to identify trends, anticipate needs, and offer targeted support. This proactive communication tool strengthens alignment between
district administration and school sites, ensuring issues are addressed early and resources are deployed where they are needed most. The district remains in full compliance with school safety school safety drill requirements as outlined by Illinois law
and Illinois State Board of Education. All required drills are conducted within a mandated timelines, documented appropriately, and reviewed for effectiveness. Administrators and staff are trained on procedures to ensure drills are age appropriate, coordinated
with local emergency responders when required, and focused on continuous improvement. This compliant ensures readiness and accountability in alignment with state expectations for student and staff safety. School safety also provides professional
development designed to ensure staff are trained, prepared, and confident in their roles across all environments where students are present. Training is consistent, practical, and aligned with district procedures and emergency response expectations. We additionally
provide professional development to our outside programs for Boys and Girls Club this year to ensure that we are consistent in our safety and expectations as well. School safety is embedded with our new employee orientation as new hires receive foundation foundational
instruction on emergency procedures, communication protocols, and safety expectations establishing a common baseline from student from the start of employment. Oh, my bad. Staff continue to receive training on a weather monitoring platform used for
outdoor events and activities. This training supports informed timely decision making and risk reduction related to severe weather or changing weather conditions. We provide professional development with our raptor visitor management system ensuring staff understand visitor
screening procedures, access control, and accountability within school buildings. District safety issues out a monthly stop, think, and act scenarios to our school administration to be discussed and collaborated at staff meetings. These brief scenario-based decisions
reinforce situational awareness, critical thinking, and appropriate responses to potential safety concerns. District safety works with our other districts in Kain County and ROE to train administrators on student reunification procedures to ensure safe, organized, and accountable release of
students during emergencies. District safety has and will continue ongoing training to school staff to focus on effective crisis response and evacuation procedures. These presentation emphasize clear roles, responsibilities, and rapid
decision-making. These professional devel development efforts ensure school safety is proactive, consistent, and continuously reinforced, supporting staff readiness and maintaining safe, stable learning environments across the district. I'm now going to turn it over to Kevin
McKenzie to talk about uh radios and visitor management. Good evening, members of the board. My name is Kevin McKenzie. I'm the security operation manager with the department and I'll provide you with a brief update regarding the district's two-way radio program along with our visitor management system.
As you recall, over the last several years, we have come to the board to present radar replacements among several schools. As of today, we have completed radio replacements across all of our elementary networks, Hawk Hollow Middle School, Elgen High School, Dream
Academy, and Central Schools program. In total, we have replaced roughly 1,420 radios, and we are currently in the planning phase of radio replacements for the remainder of our secondary schools. In addition to
our uh replacing radios, we have replaced all of our digital radio repeaters across all five of our comprehensive high schools and installed uh radio repeaters to improve radio coverage across buildings at Fox Elementary School, Huff Elementary School, Ridge Circle Elementary School,
Hawk Hollow Middle School, and Tuft Middle School. We are currently pending install at Liberty Elementary and Wayne Elementary due to a pending FCC licensing approval. They're talking about our visitor management system. So since 2016, U46
has partnered with Raptor Technologies to utilize their visitor management system across all U46 buildings. Why does our district use uh Raptor uh visitor management? It prevents anonymous access to our buildings. It creates a documented visor log for
investigations or emergencies that occur. It provides real-time alerts to administrators when a concern is flagged. Uh as per our policy, you know, we when checking into our buildings, the we take a government issued ID and we run through the Raptor system where it checks the sex offender database and any
custom alerts that U46 has created for any visitor uh individual checking in. and it also strengthens compliance with our school safety and access control policies within the district. So, some uh numbers on the presentation you may see uh some previous year-to-
date uh visitor check-ins across all of our buildings in our district. In school year 23 24 we had roughly 48,000 visitors within the district. School year 2425 had roughly 51,000 visitors. And currently at the semester break
through the 2526 school year, we had 23,646 visitors checked in our in our district buildings um as of January 2026. So this will conclude my update. I will now pass along to my colleague Kevin Sowski.
>> Good evening everyone. Um first thing um I'm going to talk about is u school site assessments. As part of district safety, we conduct school site assessments to identify vulnerabilities, reduce risk through practical controls, improve emergency
preparedness, and establish consistency in the safety and security of all our district buildings. These assessments include a comprehensive review of school grounds, building exteriors, and interiors to ensure that safety measures are in place and functioning as
intended. Some of our areas of evaluation are parking lots and traffic flow. Parking lots are evaluated for surface condition, safety, and overall traffic flow. This includes assessing vehicle and bus circulation with particular
attention to student drop off and pickup times. The exterior of each school building is reviewed to ensure that doors, windows, and access points are secured and operating properly. A secure exterior provides each building with a strong
first line of defense. Building interiors. District safety conducts walkthroughs of each building to examine interior conditions and verify that safety procedures, access control, and emergency readiness measures are in place. School safety audits. One of our goals
at district safety is to visit as many schools as possible to complete site assessments and safety audits. Some of the safety audits we check for during these assessments are door security. An exterior all exterior doors are checked to confirm they rem remain locked during
the school day and are functioning properly. A selection of classrooms is also audited to ensure classroom doors operate correctly, have working locks, and contain required materials such as classroom action guides and evacuation maps.
Visitor management. The Raptor visitor management system is reviewed to ensure it is operational and being properly utilized by office staff. Visitor and vendor sign-in sheets are also verified to ensure that only authorized individuals are permitted access to
school buildings. We work with school administration and staff to assist them in planning for large events. Our camera systems, security cameras are reviewed to ensure they are installed in appropriate locations and are fully functional. Any concerns and suggestions from district safety and building level
administrators are brought up to Basco and plan operations to discuss possible changes. Exterior building lighting and parking lot lighting are evaluated to ensure adequate illumination for safety and security purposes. District safety regularly meets with building level
administrators to review and improve parking lot traffic flow, particularly during high volume times such as arrival and dismissal. On selected Tuesdays each month, district safety checks emergency phones and panic alarms to confirm they are working properly.
District safety ensures that each building's emergency operations plan is current and up to date. Over the summer, district safety worked collaboratively with high school athletic directors and assistant principles of culture and climate to develop incident action plans
for outdoor events held at school stadiums. This was an important step towards establishing consistent emergency response procedures during after school and extracurricular events. U46 secondary schools conduct random
student searches on a regular basis to deter contraband and weapons from entering school buildings to help identify safety threats early and maintain a safe learning environment for students, staff, and visitors. Classroom searches are conducted a minimum of two times per month with a maximum of six
searches per month. A randomizer is used by school administration to ensure classrooms are selected fairly. Searchers are led by a school administrator who utilize a handheld metal detector to assist in the process and ensure the searches are as unobtrusive as possible. School resource
officers may be present to observe and are available if assistance is needed. However, they are not involved in the actual searching of students. During a the 2425 school year, a total of 224 random searches were conducted.
While no weapons were found, 65 items of contraand, including cannabis, vapes, and ecigarettes were recovered. I'm going to turn it back over to Rich. Okay, just to finish this up, district uh works with our school resource officers program which is critical
component of our overall school safety strategy providing law enforcement partnership prevention and support at a secondary levels. The district is supported by 15 school resource officers from South Elgen, Elgen, Bartlett and Streamwood. These officers are embedded into the
school communities and work closely with our administrators, staff, and students to support safety, early intervention, and positive relationships. All our SRO's complete required training through the Illinois Law Enforcement Training and Standards Board, ensuring compliance with the state mandates and professional
standards. SRO's participate in bimonthly meetings with district safety and other departments of the district to ensure consistency, share information, address concerns, and align practices across schools and police departments. District safety will provide yearly
ongoing professional development to our school resource officers and crisis prevention institute training for familiarization on deescalation and behavioral interventions. Autism awareness training to support students with diverse needs. In addition, our SRO's attend the school resource
officers conference to remain current on national best practices and emergency trends, emerging trends. Because our school resource officers play a critical role in keeping our schools safe and support our students, we we celebrate them on SRO appreciation
day, which is coming up next week, to recognize their professionalism, vigilance, and daily commitment to protect our campuses by building trust with students and staff. As a district continues to make facility improvements, district safety provides
input to strengthen school safety and improve emergency response. through secured entrances to maximize and improve accountability, reducing unauthorized access and support office staff. Window security to increase resistance, improve visibility where
appropriate, and reduce vulnerability in key areas of the building. Working with our plan operations department to improve uh camera placement to improve coverage entrances, hallways, and parking lots and common areas. working together with our school administration
and emergency partners on traffic flow improvements, reviewing the plans um for students and staff safety during arrival and dismissal. Adjustments are designate design designed to reduce congestion, limit conflict points, and support
emergency access. Upgrade radio system and repeaters. Update and standardize our evacuation maps and evacuation guides. and through these safety updates reflect a pro proactive layered approach to school safety strengthening prevention
preparedness and response and recovery across the district. And with that, I'd like to thank you and any questions? >> Thank you all for your presentation tonight. Board members have questions. Sue, >> thank thank you for the presentation. Just one question. You mentioned we do the random searches at secondary. Is
that both middle and high school or just high school? >> Just high school. >> Just high school. Okay. Thanks. Any other questions? >> Thank you. >> Thank you. Our next update this evening is the 2026 2027 boundary transition update. Lam
Stovich, Deputy Superintendent of Instruction, will present an update to the board of education on the 2026 2027 boundary transition. All right. Good evening. So tonight I'm providing our February update on the 2026 2027 boundary
transition, including the transition of sixth grade to middle school and moving specialized programming to more sites across the district. This update builds on the planning work we shared in January and focuses on readiness, specifically how we are preparing staff, supporting students and families through
transition events and con continuing our work on transportation routing. Our goal is to ensure that systems, adults, and families are prepared well in advance of next school year. Tonight's f tonight's update focuses on three areas. First, I'll share how we are planning
professional learning to support staff as they prepare for new grade configurations and school communities. Second, I'll provide an overview of the transition events taking place this spring and summer to support students and families. And finally, I'll give an update on transportation routing
progress related to new boundaries. Staff readiness is a critical component of a success successful transition and professional learning is being phased in intentionally over time. Later this month during the Kain County Institute Day on February 27th, learning will
begin for staff supporting MAC and prep programming. In May, schools will offer voluntary site-based meetings. These sessions are designed to help staff begin building relationships, understanding their school communities, and learning about the work happening at their sites ahead of next year.
Throughout the summer, we there will be multiple learning opportunities for teachers and staff, allowing flexibility while ensuring consistent preparation. And finally, on August 20th and 21st, which are the days before teachers will return, we will provide additional focused learning for preschool, sixth
grade, and Mac and Prep teachers and staff to ensure strong instructional and operational readiness at the start of school. Supporting families through transitions begins early, particularly for our youngest learners. This week, all elementary schools are hosting
kindergarten preview events. These events provide families with the opportunity to meet school administrators, tour the building, and learn about the kindergarten day and schedule. Families also receive information about our dual language program and the registration process. Dates and times are posted on our
website to ensure accessibility for families across the district. These events are an important first step in building trust and familiarity as students and families prepare for next school year. For students transitioning to middle school, we have several key supports planned. Middle school shadow days for
fifth and sixth grade students are scheduled for the week of March 23rd. These experiences allow students to become familiar with the building routines and expectations of middle school. An initial middle school parent orientation is scheduled for May. And in addition, each elementary and middle
school will host an additional welcoming event this spring. Principles will be communicating directly with all families enrolled for the 2026 2027 school year to ensure families are aware of the opportunities and the next steps. Transition support will also occur
throughout the summer with a strong focus on providing time and space for all learners to experience a successful transition. Kindergarten playdates will be offered to support our youngest learners and their families. These events allow students to become comfortable in the school setting while families have the opportunity to meet
the principal and connect with other families. For middle school students, the middle school experience and freshman connection will be held as a one-day event in August at every site with registration opening on March 2nd. In addition, all schools, elementary through high school, will host a back-
to-school bash prior to the start of the school year. As a part of our planning, we are also being intentional about additional supports for students who may need more time or structure during transitions, including early learners and students in self-contained special education programming. School teams are
working to ensure students have appropriate opportunities to build familiarity and feel supported as they enter new learning environments. More detailed information about these events will continue to be shared with families and is available on our website. And finally, transportation routing
remains an important area of focus. The transportation department is actively analyzing routes aligned to the new boundaries and updated enrollment data. Route development is currently in its final refinement phase with attention to efficiency, safety, and ride time. As routing decisions are finalized, the
district will communicate updates with the board, staff, and families by the end of this month. We recognize the importance of timely and clear communication as families plan for next year and we'll continue to bring monthly updates to the board as this work
progresses. In March, I'll share updates on student registration for the 202627 school year, progress on classroom moving logistics, and continued transportation updates. In April, the focus will shift to the status of transition activities, including participation trends and readiness as we
move closer to implementation. Thank you for your time and support as we continue this important work. And at this point, I am happy to take any questions. >> Thank you for the presentation. Do board members have questions? >> No. Okay. Thank you.
>> Okay. The next item on our agenda is public comment. Thank you, President Owens. And this evening we do have two public comments. >> Good evening. We are now opening the public comment portion of the board of education meeting. Those who completed a
request to speak card will be called to provide comments in the order in which the cards were received. Online participants have been provided meeting access via Zoom. Written comments emailed to boardw6.org have been posted to the agenda for
public viewing. To ensure that all comments are heard, speakers must comply with the following procedures. Individual comments are less than three minutes and comments may not mention the name or personal information of any student other than the speaker's own
child. Please note that while board members listen to speakers, they do not respond to comments or answer questions. Thank you. particip. access personel. Thank you. And our first speaker this
evening is David Curos. Hi, good afternoon, good evening. Uh, my name is David Kira and I'm the regional manager with an exciting initiative in Illinois called Birth to Five Illinois. Birth to Five Illinois works locally to build a stronger, more inclusive and
equitable early childhood system that puts the family stories at the center of policy and program decisions. This statewide system was created to better understand how to help families with young children thrive in their communities. We listen to families and document their challenges and successes
around accessing child care and early education opportunities. And some of those caregivers that we've spoken to are residents of the school district. We listen, we ask questions, and we share those wants and needs with the leadership who can bring about change. Some of those include our regional
office of education as well as local, state, and elected officials. Over the past two years, birth of five noise regional team has published an early childhood regional needs assessment, a mental and behavioral health report, and an action plan that not only outline some of the challenges, but more importantly make recommendations and
outline action steps uh for how we can better support children throughout the area. Our birth to five Illinois team is currently working with providers, local community leaders, libraries, and families to address the recommendations. Their continued feedback and input serve as a roadmap for our work. We also work
alongside our funders, the Illinois State Board of Education, and we look forward to the new Department of Early Childhood that will encompass several existing programs under this new state department starting this year. As we continue to engage with local leadership, I seek to engage with local
school district administration. Uh, school districts play critical role in the community, aiding parents and caregivers in where they hope to start or grow their families. We want to make sure that school district leadership understands the importance of reaching children from birth through high school
graduation. Families make decisions not only based on the academic achievements but also on access to early learning and care opportunities for their children. The identity of a school district can encompass not only the children within the school walls but also the parents and caregivers in supporting them through the critical years of birth to
five. I would invite you to look at our reports that are found on our website and take a look at the information we have gathered over the past three years. I'll say I just want to congratulate the district on the amazing program that you already have. I've met with some of the leadership from the early learning department. They're all great and doing
great things and collaborating here with local um Apple and other collaborations that work for for the best of families with young kids. So, thank you so much for your time. >> Thank you. >> And our next speaker is Jonathan Medina.
Hello, my name is Jonathan Medina and I was here I'm here today because of the actions that was happening on Friday the 6. Um, pretty much I went up there to the high school figure out some information. When I got there, I was
greeted with the police officer and I got this all on video. Um, if you guys want to follow me, it's uh Mr. Mr. Fix It Right and Tik Tok. Um, pretty much um I had the conversation with a police
officer and then Mr. Bosch during that time and he was reciting first amendment which I'm a shack about prize uh searches which now it's violation of fourth amendment right when he's was reciting the constitution to me that
day. So, and then also it was another reason I went there to sign my son out. It was like I was being prevented to to do that. They asked me for ID and all this other stuff which, you know, I
never had this problem before signing them out or any of the other stuff. And yeah, pretty much, you know, we could also call in to have them come out. So, that's why I don't understand about ID. Um, and another reason was to
actually schedule an appointment to have a meeting with the principal. That's was being prevented during that time because again, they had the resource officer on my side the whole time trying to get me
out in and out as quickly as possible, which was a lot of intimidation going on as I felt. And Yeah, pretty much. You know, I got the
some information from him, but again, I felt I was being lied to because there was several policies that was being violated on that day. Of course, you got the disclaimer policy. You had the how to report a concern,
which again, that policy was being violated. statements, you know, of the student e behavior and equity that was being violated. The right to responsibility, again,
another policy being violated. There's so many policies that were being violated that day. And I'm trying to figure out who's in charge. Is it the principal? Is it your Is it the board here? Is it the teachers? Is it the students? No one came. No one, you know,
they kept saying it was one student that was involved in this protest who coordinated this and across the board we see it going on at all these schools like one student coordinating all this. Yeah. That that raises questions and he
started he told me about the the Elgen uh union school teachers union. Now, that's the only place I could point to where this is being organized because it's across the board. We're not blind. We see it.
>> And can I ask you to to summarize your comments? Your three minutes has passed. >> Okay. Sorry. >> You can summarize. >> Um, yep. Pretty much it was just trying to figure out who was in charge at the time of what was going on so I could
address, you know, my grief in other way. >> Okay. Thank you. Okay, the next item on our agenda is other business board member and superintendent update. Do board members have anything to update the rest of the board with?
I just want to thank the um the staff members at Wayne Elementary and South Legend High School. Um particularly in the um special student services department um and the principles and the the assistant principles. Um I was there
on Friday. >> Was it Monday? >> Monday. >> Monday. >> Monday. Miss Kerr and I were there. It's been a long week. um and um the you know we recognize the the amount of time that goes into um allowing us to see
classrooms and and make those visits. So, thank you to the the staff members and the and the principles of both of those schools. Anyone else? Dr. Johnson, I want to thank our our team members. As you heard this evening, the work uh to
support the transition uh in place to start the 26 27 year is is really extensive. I know it's exciting to see all the work that the operations team is doing and our our um building and construction teams are out doing, but you're also going to continue to hear
more about the work of the instructional team, our professional learning team, our schools teams. As uh you heard, the welcoming and the transition programs are already underway. and of course our early learners as they uh are working to expand early learning opportunities to
even more schools across U46 as well as specialized student services. Uh that that effort is really extensive and I certainly appreciate the board of the uh board of education and the work of our teams to do that and then we have to get everybody to all of those exciting
places. So, transportation has been uh working tirelessly to make those updates and I I thank them all. I know we'll continue to get information and details and so thank you to our teams uh in preparation for the 26 27 year.
>> Thank you. Next item on our agenda is consent agenda. Dr. Johnson. >> Thank you, President Owens. This evening on the consent agenda we have personnel report and workers compensation cases. Minutes of board meetings, November 17,
2025. Termination of Robin Nagel Food Service Tech. Resolution authorizing the submittal of serious safety hazard findings to the Illinois Department of Transportation. Bid operations, Unite U46 Kenyon Woods Middle School Furniture
Project. Bid operations, Unite U46 Kimble Middle School Furniture. Proposal operations, Unite U46 Kimble Middle School Furniture Cooperative. Proposal operations, Unite U46 Kimble Middle School Cafetum Furniture. Proposal
assessment, accountability, and student success. King County Regional Office of Education Support for Planning Schools. Proposal: Plan Operations: Age and Obsolescence Dump Truck Purchase. Change order plant operations Elgen High School parking lot paving project number
251-25. Building permit number one, Larkin High School Stadium project number 275-25. Occupancy permits two, Kimell Middle School renovation repair project number 2022.122
and South Elgen High School renovation repair project number 281. >> Okay. Are there any items that board members would like remove from the consent agenda? Hearing none, may I have a motion to approve the consent agenda as read into the record? So moved. Second.
Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Motion passes. >> Okay. Next item on the agenda is discussion action. Dr. Johnson.
>> Thank you, President Owens. Our first item this evening, itemized bills, February 9th, 2026. Robin Cornellison, executive director of financial services, will respond to questions from the board of education regarding the attached bills. Administration recommends the board of education
approve the list of bills in the amount of 27,536,764.88. >> May I have a motion to approve the list of bills in the amount of 27,536,764.88? >> So moved. Second. Any questions? Okay. Roll call, please. >> Miss Kerr,
>> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Motion passes. >> Next item. >> Our next item is the elementary art curriculum and resource proposal. Celia
Banks, director of curriculum and instruction, and Jamie Abney Geraldo, fine arts coordinator are available for questions relating to the elementary art curriculum and resource proposal. Administration recommends approval of the elementary art curriculum and resource proposal in the amount of
$178,614.96 for the initial cost and $75,000 in annual cost and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The textbook costs are included in the
budget for the 2025 2026 fiscal year. All other costs will be included in the budget for the 2026 2027 fiscal year. May I have a motion to approve the elementary art curriculum and resource proposal in the amount of $178,614.96
cents for the initial costs and $75,000 in annual costs and grant authorization for district administration to execute related documents. >> So moved. Second. >> Any questions for the presenters? >> Roll call, please. >> Miss Kirk, >> yes.
>> Miss Khan, >> yes. Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Motion passes. >> Our next item is the elementary music curriculum and resource proposal. Our
team is still available for questions relating to the elementary music curriculum and resource proposal. Administration recommends approval of the elementary music curriculum and resource proposal in the amount of $165,091.76 for the initial cost and $69,657.70
in annual costs and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The textbooks are included in the budget for the 2025 2026 fiscal year. All other costs will be included in the budget for
the 2026 2027 fiscal year. May I have a motion to approve the elementary music curriculum and resource proposal proposal in the amount of $165,91.76 for the initial cost and $69,657.70 in annual costs and grant authorization
for district administration to execute related documents. >> So moved. >> Second. >> Any questions? Roll call, please. >> Ms. Kerr. >> Yes. Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz,
>> yes. >> Miss Owens, >> yes. >> Motion passed. >> Thank you. >> Thank you. >> Our next item, resolution abating the working cash fund of school district number 46, Kain, Cook, and Dwage counties, Illinois to the operations and
maintenance fund and further providing for the transfer to the capital projects fund. Dr. Anne Williams and Dr. Kyle Vonazy, Deputy Superintendent of Operations, will be available for questions from the board of education. Administration recommends the board of
educ education adopt the resolution abating the working cash fund of school district number 46, Kain, Cook, and Dwage counties, Illinois to the operations and maintenance fund and further providing for the transfer to the capital projects fund.
May I have a motion to adopt the resolution abating the working cash fund of school district number 46, Kain Cook and DuPage counties, Illinois to the operations and maintenance fund, further providing for the transfer to the capital projects fund?
>> So moved. Second. >> Any questions for the presenters? Okay. Roll call, please. >> Miss Kr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Motion passes.
>> Thank you. >> Our next item is a contract specialized student services contract related service staff. Amanda Leatherbeby, director of specialized student services and Melissa Roberson, assistant director of specialized student services will present the attached proposal and will
respond to questions from the board of education. Administration recommends approval of the contract renewal with the prior board approved agencies not to exceed the approval total amount in the board proposal presented on November
17th, 2025 and requests that funds projected to be spent with bilingual speech solutions be redelegated to three chords therapy care epic staffing. This expenditure will be charged to the
education fund. The cost is included in the budget for the 2025 2026 fiscal year. May I have a motion for the contract renewal with the prior board approved agencies not to exceed the approved total amount in the board
proposal presented on November 17th, 2025 and redelegating funds projected to be spent with uh bilingual speech solutions to three chords therapy care epic staffing. So move. Second.
>> Any questions for the presenters? Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. >> Motion passed. >> Thank you. The next item on our agenda is other
business. Dr. Johnson. >> Thank you, President Owens. The first item, December financial report. Robin Cornellison, executive director of financial services, will review the attached financial report and will respond to questions from the board of education.
>> Hi, good evening. Tonight, I will be presenting the December 2025 monthly financials with the highlights including December ended with a deficit of 27.1 million with the year-to-ate actuals reflecting a $74.3 million deficit. This
deficit is primarily attributable to the decrease in local revenue due to the Cook County property tax delays. As of the end of December, 39 million was received from Cook County compared to 78 million at this time last year. The
Unite U46 expenditures as of December 31st total 53 million, which also contribute to the year-to-ate deficit. December revenues totaled approximately 79.3 million, bringing the year-to-ate revenue, excluding financing sources, to
345.2 million. This represents 42.1 of the annual non financing revenue budget. The year-over-year comparison reflects a difference of 42.3 million in local revenue, which includes the property tax
revenue delay from Cook County and the 11 million reduction in federal funding. As of the last business day in December, the state of Illinois owed the district just over 6.1 million for various state grants. This balance was due to normal and customary grant expenditure
reimbursements. December expenditures totaled approximately 106.4 million, bringing the year-to-ate spending total to 4 uh 419.7 million or 43.57% of the annual non-financing expenditure
budget. When compared to the prior December year-to- date totals, the variance of 48.6 million is largely contributed to the Unite U46 capital improvements comprising of 35.7 million or 67% of the difference. The remaining
difference is equally balanced between the other expenditure categories. This fiscal year expenditures are on track to meet the projected budget. As of December 31st, 2025, the district held cash and money market balances of
323 million, investments of 476.9 million for a total liquid asset balance of $799.8 million for student accounts. As of December 31st, the district had 4.1 million in
student activity funds throughout all schools with the year-to-ate receipts exceeding dispersements by ex by approximately 488,000. Various receipts and expenditures are based around fundraisers, field trips, outdoor education, student payments, and
athletics. The district ended December 2025 with a 24.3 million year-to-ate deficit largely driven by the delayed Cook County property tax receipts and increased expenditures related to Unite U46.
Despite these timing and funding challenges, expenditures are tracking to budget, state funding remains reliable, and the district remains strongly liquid with $799.8 million in total liquid assets. I'm happy to answer any questions you might
have. >> Thank you. Do board members have questions, Sue? How how is Cook County doing currently? >> Actually, we have received all of the Cook County receipts to our knowledge. We have received them. We also received
a notification last week that indicated that the first installment of 20 the tax year 2025 uh will be due from taxpayers on April 1st. So then those revenues will be on track for us to receive within the 30
days uh they have to pay us upon. Is >> that a month later than normal? >> It is. >> Okay. >> Yep. >> Okay. Okay. >> And and one other question. Um the federal government I I know one of our I'm looking at the your summaries and it looks like one of the title one lowinccome is a little behind. Is that
expected or? >> So we are currently reviewing all of our title expenditures. Um, as we get to that six-month mark, we do an an extensive review on where we are in our expenditures. We meet with our grant sponsors to make sure that expenditures
are on track to be spent. Um, with with our new director of grants, she is meeting with each one of those grant holders to ensure that we are still compliant with making sure we get all of those funds spent by the end of the year. >> Thank you. >> You're welcome.
>> Any other questions? Okay, thank you. >> Our next item is the investment report for the second quarter. So, Robin Cornellison uh is still available to review the attached investment report for the second quarter and respond to
questions from the board of education. So, this second quarter investment report covers the period from October 1st to December 31st of 2025, providing an overview of the district's investment activities and the current composition of its portfolio. As of December 31st,
the total value of our district investment portfolio was $742.8 million, representing a decrease of 83.4 million or 11.23% from the previous quarter. Of that
decrease, 19.3 million was attributable to dispersements from the 2025 bond proceeds for the U46 expenditures. The remaining 64.1 million resulted from fund transfers to cash accounts relating to the delay in Cook County property tax
payments and the payment of our semianual debt service obligations that are due at the end of December of each year. During the quarter, the district earned $6.8 million in interest income. At the end of the second quarter, the
investment ratio between fixed rate and liquid portfolios did shift 9.7% reflecting an increase in fixed rate portfolios. This reallocation was primarily driven by the investment of cash received in late September from
property tax payments into fixed assets such as our CDs as well as fund dispersements associated with the delay in Cook County property tax payments and the semianual uh obligations I just mentioned. The district's fixed annual
or fixed income portfolio comprises a diversified range of investment instruments with each offering competitive returns in ensuring financial flexibility. The average rate of return for December was 3.73% compared to 4.16%
during the previous quarter. A summary of investment accounts for the month ending December 31st is provided in the board packet and I'm happy to answer any questions you might have. Do board members have questions, Sue? Ju >> just one. I assume since we had to use
some of our reserves for covering Cook County and I'm grateful we were in three counties because the other two helped there. Um I assume we lost some interest income interest >> of course. Yes. Because we had to use those funds. Not only having to use those funds, the the revenue, the
income, the interest that we did not get from getting all of those funds. I am sure that we will be um reviewing that with Cook County. I'm sure I'm hoping we'll get some of that investment in income back, but I can't be guaranteed on any of that.
>> Okay. So, there is a chance then that because of this delay, which I mean we would not hit as badly as some districts. So, >> correct. And and I would not I don't know that I haven't heard of anything, but I would um be happy to check into that further and provide Dr. Johnson an
update on that on what we might expect in the future. >> Um, but to answer your original question, yes, any money that we had to pull out in order to be able to do that. Now, everything was liquid. So, it's not like we had to break any of our investments or any of our uh maturities
or anything like that. So, we did not lose any of that type of money. um it was all just had to be shifted to our cash account which actually is is earning a very comparable rate to all of our other investments at that 3.73 to4.
>> Okay, thank you. >> You're welcome. >> Any other questions? So, just to to follow up on on Sue's comment, the has Cook County acknowledged the difficulty that they've caused to district with the
with the loss of earnings on the the money that was due to us? >> I don't know about the they have not addressed the the loss of of what that had. they have um addressed the the issue that they have put into onto
school districts because districts other districts haven't had that fund balance to be able to to do that. They've had to go and and issue, you know, bonds and try and help them with that loans. Um they have addressed what that is. Um
they have not addressed the financial loss. Um, but again, I will reach out to them to see if that is is being addressed and I'll provide an update to Dr. Johnson. >> Okay. Thank you. >> You're welcome. >> Is that it? Thank you. >> Okay. The next item is work session. Dr.
Johnson. >> Thank you, President Owens. The first item, elementary math curriculum and resource proposal. Brian Tennyson, assistant superintendent of teaching and learning, and Amy Ande, math coordinator, will present the elementary math curriculum and resource proposal,
and we'll respond to questions from the board of education. Administration recommends approval of the elementary math curriculum and resource proposal in the amount of 4,96,280 51 and requests authorization for district administration to execute
related documents. This expenditure will be charged to the education fund. Cost is included in the budget for the 2025 2026 fiscal year. >> All right. Good evening. So we are here today to recommend the adoption of a curricular resource for elementary
mathematics five as well as the supporting curriculum documents that would go along with those resources. This is in alignment to our strategic plan, really focusing in on uh goal number three, having a rigorous and impactful curriculum and aligned assessments for all of our students.
So, a little bit of background for you. Our previous adoption was in uh 2015 where we adopted Eureka Math. In 2021, we did an update where we brought forward a request for updated workbooks to help improve the implementation of the resource in our classrooms. Um when
we went through that update, we were not looking at other publishers or materials. We just wanted to update and get improved workbooks. Um during this implementation time of Eureka Math, the feedback from teachers has been that they are missing the materials that they needed to support the range of learners
that were in their classrooms. They were looking for materials to support the EL students, some lessons to do some reteing, some activities to go deeper into the instruction for students who needed some enrichment. So they were going to the internet and bringing activities into their classroom. So the teachers are really looking for a
resource that has these differentiation tools available to them that they can bring into their classroom. And we do know that our data does tell a story and our student proficiency isn't where it needs to be and we aren't seeing the gains in mathematics like we would like to. So we know that we need to make a
shift, make a change in resource and what we're doing in our classrooms. So the process that we went through to look at getting a new resource started last school year, we had a group of teachers uh look at some resources that were available in both English and Spanish. They sat down and looked at the
teacher material, student materials and gave their feedback. Based on that first round of feedback, we chose the top three publishers and we had the publishers come in and give presentations to another group of teachers uh where they got to dive into the resources, see the online platform,
ask questions of the publishers and then that group met and they had some consensus conversation and they came to a unanimous decision on the one resource they wanted to move forward. Um we are pleased that we had participation from all of our networks and all of our programs in that review of the
resources. So the resource that our team selected is Envision Plus. It has a very comprehensive set of teacher materials. Um in addition to the core program, there's a differentiation library that comes with it that has the EL supports.
It has academic vocabulary building. It has enrichment tasks, retaching lessons, there's games, projects. Um so there's a lot of things that we can bring into the classroom. Uh there's also an intervention system built into it. So if kids are struggling on a specific skill,
there's small group lessons already designed that teachers can use to kind of fill in some gaps to get students ready for that core instruction that the teacher side. On the student side, there's a consumable workbook. We would have one workbook for the students
throughout the course of the adoption and we will do this in grades K through five. There is an online side to the platform. Everything that's in print is available digital as well. There's interactives online and we're very pleased that this resource is fully equitable in both English and in Spanish. Everything that's in English is
in Spanish. So, it fully supports our dual language program and the biiteracy that we're trying to build with students. Um, when looking at the transition from the Eureka program into this Envision Plus platform, uh, the core of the two resources, they're very
similar. Students will see the same type of models. They'll use number lines, they'll use arrays. Um, so the visuals will be the same for students. The strategies that they're being taught are also the same. So students are going to be making tons. They're going to compose and decompose. The language is the same
between the programs as well. So we anticipate a very smooth transition from a Eureka resource into this Envision Plus, but we're excited about this Envision program because it has a lot more real relevance for our students to kind of hook their learning on and there's a lot more visual supports in
their instruction. In addition to the resource the textbook side, um we're also requesting manipulative kits for each of our classrooms. With our uh Eureka adoption, we did not have a manipulative kit included in that adoption. So schools have been buying manipulives kind of an
alle cart basis and there's different things in all of our classrooms. So we want to ensure that we have an equitable set of supplies in all of our classrooms for the students to have to engage with this new resource. with the resource. We also updated all of our curriculum documents to align
with the scope and sequence of this curricular resource. We have also revised our common assessments. We did not change uh the rigor. We're staying tight to the standards. We're staying tight to that I alignment. We just kind of rearranged where the questions were so they match this new scope and
sequence and order that the materials are presented in. We also fully built out the stage three of our curriculum frameworks kind of on a week by week. This is what you should be teaching and doing in your classrooms. So this will ensure that students across our system are all doing the same things and
they're getting through a year's worth of instruction in our classrooms. So we are looking to start this adoption in the fall um and which would have us do professional learning this spring. um our professional learning. We're planning to have the publishers would
come in. They would show the teachers this is the resource, how a lesson is set up. Then we would also spend some time making sure they know what we want the instruction to look like in the classroom so that it's tight with our strategic plan, our instructional clarity framework, what we're looking for in the classroom. And then we would
support that professional learning again in the fall and then ongoing throughout the course of the adoption. We have 25 um trainer sessions included in the contract for this first year to make sure that we can reach all of our teachers at least twice. And then we
have ongoing support included in the contract to help us onboard new teachers as well as uh keep our network instructional coaches trained up so that they can support the teachers in ongoing job embedded support. Here we have the cost for the adoption.
Again, this is for six years. the students would get a consumable workbook each year and there is an online platform access as well and then of course we want to monitor how the implementation is going and the impact and change that it's having for our students so we'll be monitoring the
uh platform for the usage data we'll be watching our common assessment data the A data and we'll watch the I ready to see how students are doing over the course of a year and how they're growing and then through the adoption of this resource
and the fidelity implementation of the resource, the curriculum frameworks, common assessments, and then bringing in more relevant instruction. We're really hoping to improve outcomes for all students. Our presentation,
>> thank you for the presentation. Do board members have questions? Don, >> thank you for your presentation. >> Oh, my microphone. Sorry. Okay, I'll start over. Thank you for your presentation. Um, as one of several parents that have been in this room for the roll out of Eureka Math back in the
day and the utter chaos that it felt like to students because it was such a very different learning system that they were exposed to. How do we you're making it sound like this is a little more similar. So, one, are we expecting that that transition will be easier for the
students than it was previously? And then two, did was there any consideration given to rolling this out with younger students and letting fourth graders kind of finish the material they have in fifth graders before they move to middle school?
>> Well, um I think that there's yeah, it's complicated question. So I think that a a smooth roll out of a singular resource benefits uh a number of things. one, it helps our professional learning system
because we can train up the instructional coaches so that they can support all teachers. Um, we also then have the ability to be responsive to the teachers since this has been very clear since I've moved into this role that
teachers really wanted a new resource. And we've been in discussion since uh since that time and I know Amy's smiling because she's heard it uh for longer than I have. Um and so this is being very responsive and because it's being responsive and because we have a rollout
plan of professional learning um it's not just uh just two DCDs. It is ongoing learning that we both have uh professional learning by the publisher which knows the resource in and out but it's also reinforced by the coordinator
and then uh you know also personto person from the instructional coaches. Now your other question was more aimed at students. Um I believe that students are highly adaptable. I mean research would say that curriculum uh
fundamentally teaches math. It just how it teaches it and pulls the students in. And we believe that with the student resources and manipulatives that this actually invites students uh more holistically into mathematical learning and it also provides uh the opportunity
of of teachers to reframe their own mind frames around how it is that they can you know pull students into mathematical thinking. >> Thank you. >> Other questions Sue?
So I'm a little confused because on the one hand in both your presentation and the memo to the board you emphasize that this is in many ways like Eureka math but in other respects the difference seems to be we're going to have manipulatives and then the curriculum guide is going to explicitly list what
they should be doing. So if we had done that with Eureka math would that have made it more palatable to the teachers do you think? I think there's a lot um that's improved in the lesson delivery component in the uh Envision Plus resource. Um with the
Eureka resource, it was kind of a script and the teachers are just kind of having a conversation with the kids to have that learning come across. But with this resource, there's actual um lessons and there's pages and things for the students to refer to. Uh it's a little
more hands-on. It's more visual and it's hinged in some real world connections that the students can use while they're in the learning. So, I think it's going to create a stronger opportunity for our students to engage in that learning and it it'll they'll
have better results just the way that the whole platform and system is set up. >> And thank you for giving us access to that because I looked through it and I I agree. I think it's presented much better than Eureka math was. Even though the concepts may be the same, I think the presentation could make a difference.
>> Yes. I think the layout's much clearer for our teachers, they'll be able to pick it up and implement it better with our students. >> I'm just wondering if there's anything in particular they disliked about Eureka math. It's also going to be in this program and we'll have problems down the road as we had with Eureka or do you
think the the way it's presented will address some of those? >> I think the way it's presented addresses many of their concerns. So, I think it'll be a big improvement. >> Okay. Okay. Thanks Samarine. >> I have a question on um the assessment piece for this for IR and I ready. Um
just based on your review of this new curriculum, the resource proposal um how do you think it'll prepare compared to Eureka students to understand their assessments or whatever just perform better on the testing?
So when we were um kind of reworking the assessments to make them align to Eureka, I noticed there was a lot tighter alignment to the problem students were seeing in the Envision Plus resource to what we have on our common assessments. Um and those type of problems weren't in the Eureka resource.
There's a little more error analysis, a little more thinking, more justification that's called for in the Envision problems. >> Um so the alignment's going to be tighter, I believe. >> Okay. Thank you. >> Any other questions, Shondaanda?
Thank you for the presentation. For slide seven, you talked a little bit about the intervention system. How does that work as far as the the teachers is the when the teacher sees that a child's struggling, they go to an intervention system for a specific like area and then
are able to use that for the student? Yes. So, uh, it's kind of set up like, um, so if a student gets this wrong on the practice or on an exit ticket, here is the recommended resource that we suggest you go to. And it's it's coded
with a special, this is the standard, this is the skill, so go look at this resource. Um, and here's a series of lessons that you can use to kind of do that reteing with the students. So, it's kind of coded for the teachers and the materials. And I would say that those are classroom adjustments as opposed to
like the intervention uh that would be required if through an MTSS system like a tier 2. So >> okay thank you. >> Other questions Sue um slightly to follow up on Chand's
question you have a differentiation. This is going to be given to all classrooms gened gifted. So a gifted teacher would have could use the items in the differentiation library to make things more challenging for the students.
>> Absolutely. Yes. Yes. They can take the tasks that are in there. They can go deeper with the standards with their students. Yes. >> Gifted also has different pacing. >> Oh, does it? Okay. >> Yes. >> So could you explain that a little? Do they go a grade level ahead or? But
their pacing is set up so they do about a year and a half of instruction in the one school year. So the fourth grade night classroom, they'll go through all of fourth grade and half of the fifth grade curriculum. And then the fifth grade Ignite classroom, they'll finish out that fifth grade and then complete the sixth grade instruction.
>> But we're not buying sixth grade because >> we're going to take the sixth grade materials that we already have adopted and they're going to use those. >> Okay. Okay. And then when they transition then into sixth grade, they're going to go into like a seventh grade, same resource, seventh grade or the accelerated course. >> Okay. Thank you.
>> Shauna, >> I have a follow-up question on Sue's question. So, so for the differentiation library, let's say you have a K through three student that's before, you know, they get tested for gifted and you see that, you know, they can do more advanced math. Would it be expected for
the teacher to do that differentiation within that classroom? Or if you have a four through uh five student who wasn't in gifted but you saw that they still needed you know more advanced work would they still be able to get that differentiation from the teacher?
>> So yes there is uh some the differentiation is in that resource to go deeper with the content. Um if they're the super excited where they need something more we have a different acceleration process that we can look in as well. So there there's options.
>> Thank you. other questions. So, I have a couple questions. Um, and kind of staying on the the theme of the the differentiation. Um, can you and I it's great that the the resources available in both Spanish and English,
right? Um, can you speak a little bit to um what it will look like especially for our ESL classrooms and and uh students that have a lower incidence language gap and how we will address
those students and those those learning difficulties with the translation. So in every lesson there is um there's a section that calls out so if your students are in this emerging uh
language area >> these are the strategies and skills we recommend to use. Here are the sentence frames we suggest that you bring into your classroom. So every lesson has that built out uh for our teachers so they can just walk in and have those supports ready to look at and bring into the
classroom. There's also um vocabulary builders that go along with every lesson to help support that academic vocabulary and building that as well. So they have those supports intentionally there for all of our EL students who might need them. >> Okay.
>> Thank you. >> Yeah. And I think it, you know, we also have language allocation. So I think the question changes as to which year we're talking about as well. >> Right. Right. Absolutely. um with Eureka Math um way back in 2015 and I'll I'll
echo Don's comment about being a parent in the district at the time. Um we did do a pilot um with some select classrooms for that roll out. Did we consider doing a pilot or um is that
something that um you know was was was considered at all or or or not considered and not something that we would typically do again for a roll out of this size. >> Answer this first. Um,
I would I would suggest that our data um is at a place that really requires um a universal uh adoption and approach. >> Um I I don't think that pilots are wrong.
Um I just think that uh we have a need as you have pointed out that I think we need to be um responsive to >> Okay. Um and I'm happy to hear that. I'm happy to hear that sense of urgency because I would I would agree with what
the data is showing. I'm hoping that that sense of urgency is being translated down to to all of our buildings as well. >> We certainly I believe that it is when we walk classrooms and talk about pacing. Absolutely. Thank you. Any
further questions, Don? >> I have one question. Um, I think this is more about the cycle for our curriculum. So, with Eureka Math being rolled out in 2015, so that's 11 years. We did do the update in 21,
but that was still five years ago. Um so for math so like for this item for example what are we anticipating um as far as the length of time that we will be evaluating the resource three years five years at which point like what
would be the normal cycle I don't think 15 years is a normal cycle for a curric right for a curriculum resource >> absolutely and no pandemics along the way um so I would I would anticipate that normally within a fiveyear cycle since The contract allows that
flexibility of looking at a resource within that time to think about further adoption of a new resource or to you know stay with the same resource but a new addition >> and I believe in um questions that we had asked that we were it sounded like
maybe maybe three years to start seeing results. Is that kind of what the thought >> I always think in terms of three years. I think five years is too long. I think that if you think in terms of three years that you get an initiation initial
uh roll out um there's learning and then you see a second year you start collecting your data and then the third year you need to start seeing results because then at that point you also have trend data. um and you need to see trend in order to be able to understand if
something is moving in a direction or if if the data seems to be all over the place or if there's certain seems to be certain pockets of success or challenges. So I always think in three-year sequences, >> right? Thank you.
>> Anyone else? >> Thank you. >> Thank you. >> Our next item is the 2026 2027 school fees. Uh Dr. Kyle Vonneesy, Deputy Superintendent of Operations, and Robin Cornell, executive director of financial
services, will present the attached school fees, and we'll respond to questions from the board of education. Information on student insurance, schooltime coverage, 24-hour coverage, optional 24-hour dental is posted on the district website each July. Administration recommends approval of
the school fees for the 2026 2027 school year. So in front of you, the administration is recommending the approval of the 2627 school registration fees for instructional materials, including textbooks, consumable materials,
extracurricular activities, and other school fees. Please note that the registration fees are not increasing and will remain the same as the 2025 2026 school year. The administration does recommend an increase to the driver's ed
workbook fee from $19.50 to $23 to address the rising cost of materials. All other participation fees are recommended to remain unchanged. The re the administration also recommends increasing the price of the
breakfast and lunch meal by 10 cents. Now, school district U46 is fortunate to be a participant of the community eligibility provision program, allowing all students in the district to have a free uh lunch, breakfast, and lunch. Um,
this modest increase helps offset the recent increased food, labor, and supply costs while ensuring the nutrition program remains financially stable. And again, this is only if a second or additional lunch is purchased by a
student. Uh this would not go to their first uh free uh breakfast or lunch. This 10-cent increase does follow the limits of the paid lunch equitability requirement. Um,
and the breakfast and lunch fees were last increased during the 2017 2018 school year. The fees shown in the in the document cover registration related costs only and that any additional
expenses may apply that are not included in the schedule. Some costs may arise from program requirements, instructional materials, assessments or examinations, or the replacement of school property that is damaged, lost, or not returned.
Okay. Thank you. Board members have any questions? Okay. Thank you. Next item on our agenda is work session resolutions. Thank you, President Owens. The first is a resolution for the disposal of surplus
personal property instruments. Celia Banks, director of curriculum and instruction, and Jamie Abney Geraldo, fine arts coordinator will review the attached resolution and will respond to questions from the board of education. Administration recommends the board of education approve the resolution for the
disposal of surplus personal property. Okay. Do board members have any questions regarding the resolution? Thank you. >> Our next item is the resolution for the disposal of surplus personal property and damaged furniture. Robin
Cornellison, executive director of financial services, and Denise Smith, procurement coordinator, will review the attached resolution and will respond to questions from the board of education. Administration recommends the board of education approve the resolution for the disposal of surplus personal property.
Do board members have any questions? Thank you. Next item is work session bids and proposals. Our first item is a bid plant operations Larsson Middle School domestic water piping replacement
project number 508-25. Cassandra Reichenbach, assistant director of planning and systems, and Jolene Lynman, capital projects coordinator, will present the attached proposal summary and will respond to questions from the board of education. Administration recommends award to the
lowest responsible bidder, Northwest Contractors Incorporated in the amount of 2,597,224 and requests authorization for district administration to execute related documents. This expenditure will be charged to the operations and maintenance fund. Cost is included in
the budget for the 2025 2026 and 2026 2027 fiscal years. Do board members have any questions? Sue. >> So one one thing that often comes up with projects like this is asbestos and remediating that. Is that in a part of
this proposal as well? >> So last year for our summer project, we did most of the abatement. >> Okay. What we'll have here is once we start opening walls, we might have some um fixtures, fittings um that might be
but they can uh bag them so it's less invasive. >> Okay. So we don't need to do a whole big espress project. Okay. Thank you. >> Any other questions? >> Thank you. >> Thank you. >> Next item. Work session contracts over
35,000. Our first item is a contract plant operations 2017 standard form of agreement between owner and architect studio GC architecture and interiors. Sheila DS assistant superintendent of operations and Jolene Linnamman capital
projects coordinator will present the attached proposal and will respond to questions from the board of education. Administration recommends approval of the contract with Studio GC Architecture and Interiors for the design of the summer 2027 capital projects and
requests authorization for district administration to execute related documents. This expenditure will be charged to the operations fund. The cost is included in the budget for the 2025 2026 and 2026 2027 fiscal years.
>> Do board members have any questions on this contract? Thank you. >> Thank you. >> Our next item is a contract renewal. Specialized student services onetoone nursing services. Amanda Leatherbeby, director of specialized student services
and Patty Kenny and health services supervisor will present the attached proposal and will respond to questions from the board of education. Administration recommends approval of the contract renewal with team select home care in the amount of $161,199.
Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. Do board members have any questions on the contract renewal?
Thank you. Next item is work session change orders. >> Thank you, President Owens. Uh the item is a change order operations Unite U46 Kimble Middle School additional scope.
Dr. Anne Williams, deputy superintendent of operations and Brian Lindholm, chief of staff, will present the attached change order and will respond to the questions from the board of education. Administration recommends the board of education approve the change order from Gilbane in the amount of 1,977,199.
This expenditure will be charged to the capital projects fund. The cost is included in the budget for the 2025 2026 and 2026 2027 fiscal years. >> And before I asked for board questions, I had uh requested that Dr. Williams be
able to give just a brief overview of the change order. >> Yes. Yes, ma'am. Um, as you know, Kimble is one of the district's most complex projects involving a multi-phase modernization of both the new and the existing building areas to support the
transition to a full sixth and sixth through 8th grade middle school model. As construction progressed, several conditions within the building were identified, including but not limited to mechanical systems, windows, corridor flooring, ceilings, and roofing that
require replacement to ensure the new addition and the existing building function as a single cohesive facility. The proposed change order totals 1 1.9 million just under $2 million. And it includes maintenance and life cycle
replacements for systems at or beyond their useful life. Building cohesion and consistent consistency improvements so the school does not open with visibly mismatched or aging areas. As well as the previously approved scope for the monument sign, which is now moving
forward now that we have approval, zoning approval from the city. The cost includes roughly 1.8 million in net trade work and just over 200,000 in construction management services. They will be adding an additional supervisor
to the site due to the compressed schedule for this summer. And um I don't know if if there's anything else. I'd be happy to address your questions or concerns. >> Do board members have questions? Sue >> asbestos again as we dig things up like
the floor. Mhm. Could that delay things? Could that could that add to the cost? >> We don't anticipate any more identification of asbestos. They did um prepare for all of the project work that needs to be done. So, I don't believe there will be any
additional asbestos needs. >> Okay. But you'll keep us updated in case there's a delay. I know we're on a really tight schedule. >> We're really excited that they're adding another supervisor. Um that will help tremendously. >> Okay. Thank you. >> You're welcome. Any additional questions?
>> Okay, thank you. >> Thank you. >> Okay, that is the last item on our agenda. I will take a motion to adjurnn. >> So move. >> Second. Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes.
>> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Owens, >> yes. Motion pass. Okay, we are adjourned at 8:29 p.m. Thank you everyone. Down.
Down.