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e e I'm going to resume the February 24th 2025 Board of Education meeting if I could have everybody stand as they are able for the pledge of allegiance to the flag of the United States of America to The Republic
stands indivisible thank you everyone first item on our agenda is strategic planning report Dr Johnson thank you president Owens our first report this evening is a facility planning update Brian Lindholm chief of
staff and Dr Anne Williams Deputy superintendent of operations will present to the Board of Education an update on facility planning okay good evening uh thank you for the opportunity to provide another update on our ongoing facilities work tonight's presentation uh will include
the following a summary of the feedback we received during our recent unite 46 Community engagement sessions and next steps to establish new attendance boundaries an update on our recently completed Bond sale as part of the funding plan approved through through
unite u46 and updates on our Middle School construction projects including a video walkthrough of our new Middle School in Elgen so to start we'd like to summarize what we heard from the community in the mapping our future sessions that we held
in December and January we held sessions in each of our High School feeder networks starting in Elgen and concluding in Streamwood each of the sessions included a summary of the districtwide work but was also tailored to go deeper into the specific
impacts in that particular Network participants were free to were free to attend any session the sessions were structured as open houses where participants could arrive anytime within the allotted time frame after signing in and receiving Maps feedback forms and other
documentation they were asked to watch an approximately 15-minute video that explained the process and how we got here and Describe the impact to each individual School in the given Network after that participants were invited to grab refreshments and either submit
written questions or feedback or engage with District leaders to get their individual questions answered we had several administrators at each session and I think this format worked very well to provide onetoone communication with our families this slide lists the attendance
at each session or the signin sheets that we collected at each meeting please note these numbers are probably under reported as we know we had some participants who missed the signin table and others Who provided a single entry for multiple members of the same household but we feel the sessions were
generally well attended with the slight exception of the Lin session which was on a cold and snowy Saturday morning right after winter break and we did not draw as many people to that one uh we also received significant feedback from um from many others who watched the videos that we provided from
our website and provided feedback using an online version of the form so this slide shows the number of feedback forms we received from participants based on which network work they identified as representing uh it includes handwritten forms that we received at the sessions as well as
online forms please note the Elgen Network number is very low uh that was our first session and it was combined with a newcomer support uh session at the Welcome Center we had some logistical challenges that evening not all the participants received the feedback form uh however please know
that we did meet as a team to summarize the many conversations that we had with participants that evening to make sure that feedback from that was not lost so as a reminder last year we asked the community to prioritize guidelines and criteria that we should follow uh to
support our boundary planning efforts this was both during our unite 46 sessions and also in an online survey where we received well over a thousand responses the guidelines that we heard are important to our community are distance and travel times to school consistent feeder patterns proximity to
schools and keeping communities together the ability of siblings to stay at the same school and stability of attendance boundaries avoiding changes into two consecutive years the feedback we received during this most recent mapping our future
sessions was consistent with the previous guidelines beater patterns minimizing the number of student Transitions and concerns about the traffic impacts of the proposed boundary lines were top of mind for our community we also heard the community ask us to
continue the open dialogue and make sure they had all the information and answers they will need to help navigate these changes so at this point we will quickly go through uh some of the specific feedback that we received at each session starting with the Elgen high school network session that was held at
the family Welcome Center on December 11th as I mentioned previously this session was combined with a newcomer support event so we had many families that were new to u46 and may have been over overwhelmed by the level of detail being shared that said we did have several
parents who definitely wanted more information on how the closing of Ellis Middle School is being planned and the impact on those students many noted that Ellis currently has students many students who were able to walk to school that will all now need to ride a bus to get to the new Middle
School on Rosen Road participants also had questions about the transition year of 2627 when the new middle School in Ron Road won't be ready for occupancy and the students living in this area of the district will either attend Ellis or Abbott the next session was at Bartlett
High School on Saturday morning December 14th this session was very well attended and we heard some specific feedback from parents uh encouraging us to align feeder patterns minimize the number of student Transitions and also to consider allowing students to preemptively move
to their new school next year meaning 2526 once the new boundaries are approved to take effect for the following year of 2627 a specific example would be for incoming ninth graders who live in the area just west of Route 59 that is being
reassigned from South Elgen High School to Bartlet high school we shared with parents that we will plan to use the existing residency exception request process to manage these requests and we'll have more details on how that will work later in tonight's update
the next session was at Larin high school on Saturday morning January 11th as I mentioned previously this session had our lightest attendance probably being probably due to being on a cold Saturday morning in January after just returning from winter break this network is directly impacted
by plans to retire uh school buildings Lowry and Washington Elementary as well as Abbott Middle School so we certainly received questions and other feedback about those plans at least you parents were relieved to hear that eighth graders in the Abbot attendance area will be allowed to stay and finish
Middle School there versus being moved to kimer Kenyon Woods in the 26 27 school year the next session was at South Elgen High School on January 23rd and it was the session with the highest number of participants at nearly 100 this session probably had the most specific questions
about where the new boundary lines are being drawn and how it would potentially impact particular neighborhoods and subdivisions we shared the logic behind our preliminary recommendations but we also let parents know that we were looking um to consider possible revisions and also that we would be
considering residency exception requests if they would prefer to keep their students at the previously assigned schools and again we'll share more details of that process later this evening the final session was at Streamwood High School on January 29th this session was also well attended
particularly by families and staff from Hanover Countryside Elementary who had concerns about the planned retirement of that building and the proposed attendance boundaries that would reassign those students to other schools in the area Mark Moore and I also have spent time with the transportation routing
team to review the preliminary boundary recommendations in detail they' have provided some great insights and have also confirmed that the proposed boundary changes will ultimately result and greater efficiencies in routing our buses across the district a few points that they raised
were the impact of program placement and the resulting length of bus rides for some of our students their particular ask was to have was to consider having specialized student services Programs located more centrally to prevent any students in u46 from particularly lengthy bus rides
especially since these are some of our more vulnerable students they also helped us think about drawing boundary lines such that our buses would make right turns rather than left whenever possible onto major roads as well as the impact of prek busing when we move away from the Early
Childhood Center model at Illinois park and instead have prek sections in most of our elementary schools and finally they did express some concern about routing during the next two years as we complete the transition to carry out our boundary changes for example next year
they mentioned there would probably be buses in the same neighborhoods taking eighth graders to East viewer Kenyon woods and seventh graders to the new Middle School at HW Hollow okay so as I've mentioned we've been working as a team to adjust our residency exception request process to
allow for expedited requests from families due to attendance boundary changes while we have received several requests already we won't be able to begin formally reviewing any of these requests for consideration for the 2526 school year until after the board
formally improves new boundaries in the coming weeks the intent is to consider grandfathering requests to allow students to stay at their current school or to preemptively move to their new school a year early under the existing
criteria stating a student current placement creates a demonstrated familial burden however we do want to make sure that families are aware that approving these requests will be contingent on available space at the requested site and also that parents or Guardians will be responsible to provide
transportation we'll provide more details on this process during our next update to the board in March and we will ensure that it's easily accessible for our families immediately following the formal approval of boundaries later this spring our team is prepared to process
an expected larger number of of requests this year and next and we will work to accommodate these requests where possible within the guidelines that I shared earlier of having available space at the requested school and also being able to Prov provide your own transportation so after tonight's update
we will continue working on potential boundary adjustments to account for the very good feedback that we've received during the mapping our future sessions while we don't expect major changes there are several areas where we're looking at moving the edges of a given attendance area to account for some of
the feedback that we've received we plan to bring back a revised boundary proposal at the second board meeting in March that will will include these potential changes as well as more details on timelines Transitions and how we plan to process residency exception
requests and finally part of our process will be scheduling individual sessions at each school that is impacted by the boundary changes these sessions will be scheduled later this spring and into next fall after the boundaries are formally approved by the Board of Education the sessions will be tailored
for each building explaining the boundary changes the timelines and the process to apply for residency exception requests as well as opportunities to visit the newly assigned schools to prepare for the Transitions and we'll work to get these scheduled later this spring after the board of education has
formally approved our new attendance boundaries and with that I will turn it over to Dr Williams to provide updates on our recent Bond sale thank you Mr lindal we are pleased to share that the district successfully completed the second series of referendum approved
Bonds in January raising $60 million and bringing the total issued amount to 122 million out of the 179 Millions million authorized by voters this issuance was led by JP Morgan as the senior manager
with beard and Cabrera Capital serving as co-managers investor demand for these bonds was exceptionally strong resulting in a 2.5 over subscription with $37.80 million bond
issue a total of 20 institutional investors participated reflecting confidence in the district's strong financial position additionally 460,000 in individual retail retail orders were received including $20,000 from District
residents and $400,000 from Illinois residents several factors contributed to the success of this sale the district's credit rating upgrade from standard and poor moving from a doublea to a doublea plus played a key role in attracting
investors additionally broader market conditions were favorable as a recent downturn in the stock market led to increased demand for for municipal bonds one of the most significant financial outcomes of this issuance was its strong market performance the series
2025 bonds outperformed the series 2024 bonds by more than 16 basis points this performance combined with strong investor demand allowed the district to secure an Allin Allin true interest cost of
4.15% lower than the pre- pricing estimate of 4.85% the district continued to uphold its commitment to long-term Financial stability by maintaining a stable tax rate strategy for Debt Service this approach ensures that the district can
fund essential Capital product projects while being fiscally responsible looking ahead the next bond issue is planned for early 2026 which will support ongoing Capital Investments and maintain Levy
stability additionally the district remains dedicated to fostering Broad broad-based participation in its Financial Partnerships again as part of this issuance Cabrera Capital served as a co-manager holding a 25% liability
share this partnership reflects the district's commitment to working with a wide range of service providers in key transactions the series 2025 Bond sale successfully closed on February 20th with proceeds now available to support
ongoing projects looking ahead the district remains focused on financial strength Market positioning and responsible debt management the next Bond issuance in 2026 will provide continued support for essential capital projects while ensuring long-term fiscal
stability and taxpayer value next we will provide updates on our Middle School construction projects we are pleased to share that Hawk Hollow Middle School remains on schedule to open this summer welcoming its first group of seventh grade
students progress on the building is moving smoothly and we recently had the opportunity to tour the facility with the incoming principal and other administrators their enthusiasm was evident as they explored the new space and began envisioning how it will serve
students and staff in the coming school year meanwhile the bid processes for both Kimble and Kenyan Woods Middle Schools are nearing completion marking an important milestone in these renovation projects Additionally the bid process
for the new Middle School is now underway setting the stage for future Pro progress at Kimble Middle School we are preparing for the first phase of construction which will actually begin over spring break this year this phase
includes relocating the main office to the auditorium as a result the auditorium will be closed for the remainder of this school year we recognize that this will require some logistical adjustments and we appreciate the flexibility of students
staff and families as we move forward we also want to highlight three upcoming groundbreaking ceremonies Kenyan Woods Middle School March 26th Kimble Middle School April 7th and the
new Middle School in Elgen April 2 2 finally multiple recommendations related to construction and insurance for these projects will be presented and discussed later this evening these recommendations are critical to ensuring that our projects move forward
efficiently and responsibly and we appreciate the board's consideration and support okay we are excited to share a first look at the design for the new Middle School in Elgen which is is tentatively scheduled to open in August
2027 and will serve students in grades 6 through 8 this rendering provides a glimpse into the future of this state-of-the-art facility designed to support collaboration Innovation and Student Success throughout the video you may see
the name new Middle School in Elgen or Elgen Middle School used as a placeholder however the board has not yet named this site just as we did with the Hawk Hollow middle school project District administration will soon seek Community input in alignment with board
policy 4150 to prepare recommendations for the board and those recommendations will reflect the values and identity of the new school Community with that we will run the video spe
e e [Music] [Music] how exciting was was that this concludes our update for this evening and we would be happy to address any questions that you might have at this time thank you so much for the
presentation do board members have any questions Don thank you for the presentation um so looking at the work that's being done on boundaries and they'll be coming back to us I think it was March 24th one of the things I know that I've asked about I think other
board members have is um sort of looking at each Elementary school because some of them AR won't be traveling together like we have elementaries that break up prior to middle school or prior to high school is that something that's being considered with the kind of like this next round of updates to the boundary
work definitely um and and after you asked bet I believe other board members did as well I mean we went through and figured out of all the elementary schools how many of them um do feed into multiple middle schools it's not very many it was like seven or eight or something out of the total um but th a few of them at least are ones are some
of the types of adjustments were were trying to make we possible there's some that unfortunately it's it's a little bit unavoidable of course but but there are some we we're work and just try to tighten that up wherever we can great thank you sha thank you I have two questions a
followup for Don's question um will you also be looking at the elementary school so we did get a lot of feedback from say Handover country side when they close I think they'll be feed into like four ele split off into four elementary schools would you be looking at um possibly
reducing across elementary schools how they feed into other elementary schools if their school's closing yeah uh yeah so I think that would be another example of something we'd look we would be looking to to resolve the four in that case actually the fourth was if it's a dual if they're dual language students
the Dual language feeder school was was the fourth school um and I know that was one thing that like we may be able to look at um adjusting um to at least reduce the number of schools that it would feed into but but unfortunately that that is a part of of the district
where um we will be consolidating some of the elementary schools and they just kind of there's not one school in that area that could absorb all of the Handover Countryside students so we did have to send them a couple different ways okay thank you and thank you for the clarification with the fourth being the Dual language and then for slides uh
six and seven looking at the Len Network the um low participation for the actual event and then the low um number of uh feedback provided in slide seven do you feel like you got enough feedback from
Larin Network or is there any consideration to um go out into the network prior to the board voting on The Boundary proposal to get more feedback I know you mentioned with the Elgen Network that you felt like you were able to consolidate and get enough feedback from there with the uh low number of
forms submitted but I'm wondering for the laret network do you feel the same I think those are schools that we definitely want to make sure we get out to to at least if not before but at least afterwards to make sure they understand the the changes that are coming and how it will impact them um I
I think we we do wish that we had heard from from more people at at those sessions um because that is a part of the district that's impacted pretty heavily um with some of the the changes and with the retiring of some of the older buildings um on the other hand some of the changes that that impact
that area we have been talking about for you know probably going close to two years now so it has been um communicated out quite a bit um so I don't know that we were going to try to schedule more sessions before uh the vote in in March okay it would probably be sometime later
in the spring all right thank you any additional questions Don so I have one more so the um our new Middle School in Elgen it's on the same property as an existing elementary school as far as planning um
like layout of the building and how the building looks are they we doing anything specific to kind of tie it it together as a campus Because I didn't see that in the video necessarily so I figured I'd ask we we absolutely are as it relates to the Landscaping outside
and the colors complimenting each other and the shared um traffic patterns for um Bus drop off and and parent drop off we are absolutely taking that into consideration as well as meeting with the principal at the elementary school on a month L basis to kind of provide
updates and talk through some of the potential questions or concerns that they might have so we are working collaboratively with them as well great thank you you're welcome and I have um one question so the the boundary um decisions that or
recommendations at this point um will be presented to the board on March 24th the board will be I assume then voting uh in April to approve those recommendations or you know some form of
recommendations um and so at that point just to clarify if there are residency exceptions that that people are wanting to submit um they can submit them now but the the the action can't be taken until
the board approves the boundaries themselves is that correct correct so so for next school year it will be a pretty tight turnaround as well just to allow us to staff and and kind of for any of those those changes that we're able to uh accommodate um but yeah so we have
received several of them so far we've kind of been sitting on them because they're based on Boundary changes that that aren't official yet that are only the preliminary recommendations right okay just wanted to clarify that make sure understanding correctly anything
else okay thank you thank you than you our second strategic Plan update uh this evening is an update on our strategic planning process uh so uh we are going to be joined by muu fabay from performance fact he is the president and
CEO um and L my storic is also going to make her way uh to the deis board members do have the presentation attached you also have a four page uh strategic plan brochure that's attached our intentions were to have had these
printed for you this evening this evening and my apologies for that um we had an event in one of our communities this afternoon and and that just took our attention away from that so I do apologize we'll make sure that you have those brochures updated to take a look
at uh in advance but I wanted Mewtwo to know that so in case he referenced that tonight you don't actually have a hard copy in front of you and I know he is going to spend some time talking through that four page St doent uh so with that I uh will uh
welcome muchu I think already yep off mute so you're ready to go thank you uh will I be able to control the slides myself or can I call our page numbers um I think I think uh Lala is
prepared to assist you so she can can uh Move Along Pages for you thank you very much uh good evening Bard and superintendent Johnson I'm delighted to uh share the update with you we feel really privileged to
have been invited to participate in this process it's gone very well and I hope you're pleased with the uh the product uh slide three please uh why plan we shared with you before that we feel the primary purpose
of planning is alignment how do we get everything going in the same direction and the direction we want to go is outcomes for students whether it's on the educational side or the facility side or technology so planning it's going from misalignment to alignment
slide six please now we the way to ensure the way we ensure that we have the diverse voices of the school district uh stakeholders represented is through a series of teams the very first team that
we convene was the student uh Voice team and close to 40 students participated in uh focus groups the core planning team was the most diverse of all the teams we have it has students it has teachers uh
administrators staff board members community members on the cor planning team and that team met for probably close to they put in uh between 25 and 30 hours each to the the process instructional Focus team as the name
implies is primarily teaching staff so teachers facilitators coaches as well as a teaching and learning team at the district level can you all hear me so far by the way yes okay great and as you can see the other teams we have there
the alignment team I tongue and Chic I call her the movers and shakers we have another meeting with them coming up in about a week and a half it's the last team we're going to meet with we're going to review the draft with before we come back to the board on March
10th uh slide seven please so in total uh as of yesterday we had 35 we've had 35 sessions some of those sessions were uh full day sessions
and so in terms of total hours you really talking about thousands of hours that various stakeholders put into the process the we did a survey just before we came to you with uh we metet with you tonight we did a survey of the draft
that we're going to share with you open to all par all residents we had about 711 people respond to the survey online about 350 of them were parents of students in the district by far the
largest group that responded about 250 or staff and we have 66 students respond so in addition to you know all the planning and all the teams when we had the first full draft of the plan we sent it out and again we got more than 700
respondents to the survey you have the data if you want to look at it in more detail later on slide eight please uh this is that same uh calendar the only that it's the last three meetings on the right that are
outstanding alignment team on March 7th the board updates on uh March 10th and tentatively another board update if needed on May 19th and then we'll be done with the
project slide 16 please so we always give credit to the the the pages with skipped actually listed everyone that participated on the planning team we feel it's very important to acknowledge the time they put into it next two slides before we
talk about the output would be the data some highlights of the data analysis uh here we've identified five high priority areas of strength uh students almost 90% of students felt
they had uh indicated High student teacher trust about 94% of them felt that their teacher expects everyone to work hard diversity and inclusion uh but three4 of the students felt that that was the way they would like like it to
be and also e8th grade algebra 1 71% uh passing rate on the algebra 1 test and Ninth Grade that's on track almost 90% of high school students on track for high school graduation so these are just some highlights based on the analysis of the current
state on this next page are areas of concern uh sense of belonging was rather low fewer than half of the students 46% tell that they they are valued
members of the school Community that's probably one of the the lowest that we've uh we've seen in all the questions I was asked and that's one reason I believe that it's one of the goals that's been recommended as you will see a few moments Academic Press basically
feeling challenged the uh St half of the students fa that way 25% of the student kindergarten students met standards and absenteeism was almost 40%
in general achievement in El and math across uh districtwide was low the graduation rate it sort of depends on where you set the bar uh some districts will do anything to celebrate
anything about 80 80% so 86% is pretty high but perhaps not high enough for uh relative to your expect expectations of our students and then the discipline is still disproportional in a few cases so
we kept all these strengths and concerns in mind in in articulating the goals and measures next slide 18 please 19 actually be fine great so what I'm going to share with you next will be a big
chunk of what came out of circle number one and circle number three the Strategic plan is itself has will have three main parts everything for us begins with students so when I talk about Circle Number One we're referring to outcomes for students or ways we can
Elevate the experiences of students circle number two is about instruction and we place it next to the students because our contention is that the real magic happens when student teacher and content come together so
although there are multiple adult in the students life we feel that the teacher or the quality of teaching is the most powerful predictor of how well kids learn and then we need an infrastructure or support system to make sure that Circle Number Two instruction is very
effective so that we can get our kits on so the order of these three circles is really very key uh kids first teachers and teaching second and an infrastructure third so what IID like to do now is to switch to the u l if you don't mind to
the fourth pager which will be a summary of circle number one and circle number three we designed we call the four page version the Readers Digest version of the plan it's it's designed to be accessible a
simple language hopefully compelling graphic that people can relate to so in addition to the four page version that I'm going to go through that will be at a 50 60 70 page version um also okay I don't I don't think it's up
here okay well all right we have the content so if you can imagine if you go yeah we start on that page if you can imagine page one of this four page version will have two pieces of information the first one is I promise
I'll leave it on the screen for you to just review briefly the promise is sort of a combination of Mission Vision and values and it's designed to be no more than 25 words to capture the things that really matter most to us relative to our
commitment to all students next page on the same page we'll have the portrait of a graduate from our school district uh all the various planning teams had a chance to win on the portrait and they settled on five
Essentials we call this qualities of a graduate from u46 we want them to be empowered leaders inquisitive thinker collaborative Communicator tenacious learner there was a lot of debate about that word tenacious more about that than
any other word in the whole document and then Global change agent and under each one of those five qualities are some specific we call those attributes think of them as ways for students to demonstrate or model or
to embody what each one of those qualities is all about so again we start with the promise to kids and we have the portrait of of our graduate and after the portrait we now Define some specific goals uh next page
please and there are four goals okay so in a sense we coming down the funnel the promises the broadest Vision then the portrait then the goals and then for each goal we'll have some measures so there are four goals and the four goals
tell a story goal number one and goal number two I call the book ends very much like the book ends of the uh bookshelf behind behind me goal number one is about strong foundation for students all of
our children before they seven years old goal number four is about getting them ready to take on the world after they graduate so strong start is goal one strong finish is goal four and between those two book ends we have one
social emotional learning goal basically making sure they well adjusted they feel a sense of belonging they feel included and so on and then we have an academic goal so that's the way the story unfolds with the four goals strong Foundation goal one strong
finish goal four one emot social emotional goal goal two and one academic goal go goal three I did that on for just a second okay than we can go on then for each of
those goals we now say how would we know we're making progress towards the goals and on on this slide on the next three on the right hand side are the measures of progress so think of these measures as our indicators of progress towards
achieving the goal all the measures taken together could be used as a dashboard for will conform the dashboard for keeping our stakeholders engaged so for example for go one there are three measures uh all all of them relating to
students acquiring numeracy skills literacy skills and social emotional skills based on standards so those are the three indicator of progress goal number two the goal it's about making
sure they have positive experiences as rated by the students measure 2B it's about attendance making sure they have at least 90% attendance below which they will become defined as chronically
absent and measure number measure 2C it's about expanding their experiences Beyond just the academic so strong co-curricular or extracurricular activities access to uh those opportunities also okay goal three is the academic
goal and there are three measures of progress on the academic side the first one is about growth and achievement so we want them to making growth but we want them to event also ultimately meet the standards in each one of those uh
areas Reading Writing math and science so 3A is both is by growth for every student by name and ultimately achievement or performance also measure 3B is a the performance on common assessments aligned to
standards and measure 3C it's making sure that they on track to graduate on time so I hope be picking up it's a mix of you know soft indicators and some some cognitive indicators and some affective indicators that's what makes a
plan and strong in a sense then we addressing the development of the whole child and finally for goal four we have three measure St also uh successful completion in
multiple ways CTE Advance placement International bolaria dual enrollment and S by literacy uh 2B I'm sorry 4B is complet
[Music] courses activities and experiences aligned to the PACE framework and for C uh it's a heavy lift it's making sure that our students are actually demonstrating growth and achievement based on the portrate of The
Graduate that we Define so again promise portrait goals measures and those four ideas Define what one for students then the next step
is to talk about what we have to do well so we get all the students home on time I'm only going to show you uh very quickly the next slide please uh Lea there are two parts to what we have to do well as
adults one part is around instruction we we're not going to spend too much time on that this evening um but if you have any questions Lea will be the perfect person to update us on how that's going and then the next two slides next
two slides out in next one please and then the last part will be around the infrastructure piece uh Circle number three and one more slide okay this
wheel defines the work that's been proposed the things we have have to do well in order to get all all students home so let's start with Goal number one in the upper left you may recall that goal number one it's [Music]
about uh strong foundation for students before they six seven years old so the the question we POS is that if we could get really good at three things that will support that goal the goal of strong foundation for all students what will those three things be and that's
what 1.3 1.1 1.2 and 1.3 about so the participants in the uh process feel that for us to give student strong Foundation they need access to Early Learning programming that's 1.1 they need we need to provide
professional learning on evidence-based instruction to our staff of our staff and finally we need family engagement and Community Partnerships because we cannot do it as a district so those three things out of all all the universe of things we could do to build strong
Foundation that's what was sell on for u46 as the three most important things we must do we call those three things signature strategies and they Define more fully on the left side of the screen and the same question I was asked
of uh goal number two the social emotional goal if you could get really good at three things to push goal number two to us successful accomplishment what do we need well we need personal well-being and shared
well-being we need environments that are intentionally inclusive and we need to embrace student voice when it comes to goal number two and you can I I'll leave you goal three goal three and goal four on the
screen for your perusal so in summary uh while you're looking at this slide what we shared with you would be what we want for students and I will not be making progress and what we have to do well to support good instruction what we haven't
gone into a lot of detail about is the uh instruction piece and they if I could ask you to go back to the uh Clarity and if you want to say a few words just to share with the board around Circle Number Two absolutely so
for Circle Number Two the instructional Focus team um focused fused on built upon our existing instructional Clarity framework so what we've been working on is really building out what each of the pieces of that wheel look like so what do conditions for Learning and belonging
look like in a classroom and what are the student actions and teacher actions that fall under that and then we built out further student and teacher actions um that that fall under each of these headings so that it becomes really clear of the practices we'd like to see in the
classrooms and consistent across the entire district and that'll be coming forward to you uh during the March 10th update can you go back about three more slides please to the uh three circles a few more keep
going this one no one on back yeah so the final strategic plan what we' just shared with you is almost all of Circle Number One and a and a sliver of circle number three that's what's in the four page
version the full document will have all of these different areas delineated and we are virtually done uh once we have two more reality check sessions with stakeholders you should be ready to come to the board for a much more detailed
presentation I'd be more than happy to take your questions thank you thank you and thank you so so much for the presentation do board members have questions zo I don't I don't have a question but I just want to thank everyone who's involved with this
process um it was really rewarding and I I it it was eye opening and I've really enjoyed it so thank you all anybody else I'd like to to uh Echo Sue um just
it strikes me reading through these slides and reading through the brochure I just want to thank um performance back for taking in so much of the feedback and and and thank the participants for giving that feedback because I've seen you know we can see the changes as these
iterations have evolved um I especially the the last session that I sat in on was with the instructional Focus team and looking at slide 32 and seeing these signature strategies there's so much conversation going on
about those strategies um so I just again want to thank everybody for for their time and their commitment and their really really really thoughtful engagement in this process thank you anybody else okay thank you thank you very much
apprciate product thank you have a nice evening okay the next item on the agenda is public comment Dr Johnson thank you president Owens coming forward is m is Ruby marufo to provide us an overview on our public comment
process good evening everyone and welcome to the Board of Education meeting we're now at the public common portion of the meeting attendees wishing to make a public common in personer Via Zoom tonight were asked to complete a request to speak for an N events those who chose to speak via Zoom were provided with the webinar ID number to
call in promptly at 7 p.m. tonight as always speakers will be given three minutes to share their comments the board listens to the speakers but does not respond to individual questions or comments during the meeting a written response will be mailed to the speaker requested on the form public comments may include the speaker students name if
you wish all public comments must refrain from mentioning any other students protective personal information and name if your public comments include other students information we will need to end your public comment at that time Those Who provided a public comment but choose not to speak publicly in the
meeting were asked to submit an email to board at46 those emails were posted on the board agenda for public viewing for o and this evening we do have a public speaker so Laura connory is our speaker
this evening Laura go ahead and come forward and then the microphone should be should be on for you any of those will should work for us you can go ahead thank you so much all right um so I'm just very concerned about the proposed boundary change for
nature Ridge Elementary students from canyonwoods middle school to Eastview Middle School um this Chang is not only impr practical but also poses some safety logistical and educational challenges for our community under this proposal our children would be required to travel an additional mile to East
View Crossing two train tracks along the way the West Bartlett freight train is infamously unpredictable and it frequently stops for extended periods of or moves it AC crawl creating lengthy delays having lived in this community for over a decade I can personally attest to the regular disruption caused
by this train there is no reliable way to predict when or how the long delays will occur and families would be forced to build in significant extra time to navigate these obstacles Additionally the metro station in the area creates further complication with train
activity and heavier commuter traffic the alternative route via Lake Street is equally problematic as it adds on yet another Mile and sub subjects families to have traffic making it an unrealistic solution these challenges would inevitably result in increased tardiness
for students disrupting their education and leading to Lost instructional time it's unacceptable for families to face these risks and major inconveniences daily just to get their children to and from school on the pickup end the situation is even more concerning parents delayed by train stoppages or
traffic at Route 59 in west Bartlett could leave their children waiting for extended periods creating unnecessary stress and potential safety concerns accidents and backups at this intersection are very common and would only increase the issue given these undeniable challenges
I strongly urge the district to reconsider the boundary change it is both logical and responsible to establish the train tracks as the boundary lines for canyonwoods Middle School ensuring that all nature rid elementary students attend Kenyon instead of Eastfield this resolution
would mitigate unnecessary delays improve safety and provide a more Equitable and efficient solution for all families involved also looking at the boundaries The Children of Children west of 25 will join nature Ridge and then be split from their classmates for middle school because they will be going to
Kyon Woods while the rest of nature Ridge east of 25 are slated for East viw there's quite a shift happening for the kids living west of Route 25 they'll join nature Ridge but then get separated from their peers when they head to middle school going to Kenyon woods and others
east of 25 heading to Eastfield that splid could split could create a lot of changes for them socially especially with when they've been together for elementary school I urge you to take action to address these concerns please prioritize the well-being and safety of our children and Community by
maintaining canyonwoods middle school as a designated school for all nid students thank you very much for your time and thoughtful consideration in this manner thank you for your comment thank you and the next item on our agenda is other business board member and superintendent updates do board members
have any updates Su so I wanted to note that we had a finance committee meeting earlier today where Dr Williams Frank Williams and Dr Ann Williams gave us a presentation on a five-year Financial projection uh they talked about local state and federal revenues um and some
of the variables that could be involved with them they mentioned they talked about expenditures and also projected fund balances for the next 5 years um they presented three scenarios on what things could look like in the next 5 years um the likely scenario the
optimistic scenario and the pessimistic scenario so the I there is a PowerPoint a very good PowerPoint and I believe it will be available publicly starting tomorrow so thank you thank you anybody else Shonda I just wanted to say that I
attended um for the second year in a row the so of Heritage event um Black History Month event at Heritage Elementary and it looks like it grew even bigger than last year um but it was a phenomenal event and I wanted to thank Melanie Patterson principal Fletcher at
Heritage and assistant principal Dr Angel Brooks for the um effort to put it on and then inviting the board to come um if you have never been to the so of Heritage I encourage you to go out and um attend next year I'm assuming they'll
have it annually they had an expo um our students from Brothers rise up and I am lead and other students highlighted um people in black history and um performances there was a student band playing as well and so it's just a really great
event anyone else I just want to give a shout out to the uh staff and students at Streamwood High School I was there this morning looking at some of the re Renovations that have been made um I can't wait for the rest of you to see some of these spaces because they're
they're awesome um but thank you for uh your your kind and you're you're welcoming at at Streamwood high school this morning okay okay um so I I I Echo all that has been been shared thus far and
I'm also uh excited to acknowledge that we're we're starting the the point in the school year where we start to celebrate and recognize colleagues and students and it it it's um very I think rewarding and fulfilling to be able to do that so uh
this past week as well same evening is the soul of Heritage so we're going to work to make sure that doesn't happen again next year but we were able to celebrate our uh team members who have committed to 25 30 35 and 40 years of service to school district u46 and it's
a really fun event they get to bring colleagues and family and friends um so it was wonderful to be able to celebrate and thank them for their commitment um we also last week uh were made aware of who are those who Excel teacher and
educator of the Year Award winners are and we have Kimberly blazic Patricia bionis Jill jovic Angela Ganan Paul kowal and laa Mich Rafael Martinez Ortiz Jose Mora and Angela roas um all being
recognized uh with various Awards through the Illinois State Board of Education those who Excel and teacher of the year award so that's very exciting uh that happens a little bit later and we have a Golden Apple award for excellence and teaching finalist Matt
herbach at South Elgen High School uh is is one of our finalists so it's just it's fun to celebrate and recognize our colleagues for all of all all of their work and the teams who support them in getting there so it's not a it's not a solo effort it definitely takes a team
but it's very exciting to see all these individuals recognized thank you next item on the agenda is fler request Dr Johnson uh thank you president Owens we have five Freedom of Information Act uh requests they are
available on the public domain of board dos and will also be available on the school district u46 website later this week and next item is consent agenda Dr Johnson on the consent agenda this
evening we have Personnel report and workers compensation cases minutes of board meeting January 13 2025 termination of Donald dowel perah educator resolution of disposal of
surplus personal property proposal operations unite u46 Kimble middle school project thirdparty inspections proposal operations unite u46 new Elgen middle school project thirdparty inspections proposal operations unite
u46 Kimble middle school project construction material testing services proposal operate ation unite u46 new Elgen middle school project construction material testing services proposal operations construction Management
Services proposal plant operations vehicle purchase additional Ford Transit 350 Vans and occupancy permit one Clinton Elementary School Mobile classroom mobile project number 2488 are there any items board members
would like remove from the consent agenda hearing none may I have a motion to approve the consent agenda as stated second any discussion or questions roll call please miss Kerr yes
Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes motion carried next item is discussion action Dr Johnson thank you president Owens the first item this evening itemized bills February 24th
2025 Dr Frank Williams assistant superintendent of finance 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 25 m7781 18948 May I have a motion to approve the
list of bills in the amount of 2,778 18948 so moved second any discussion or questions roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss
Thomas yes president Owens yes motion passes sorry no go ahead just so excited about the next item um our next item 2025 2026 school fees Dr Anne Williams is joining Dr Frank Williams to present the attached school fees and 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 student meals will remain free of charge for all students for calendar year 2025 2026 Administration recommends approval of
the school fees for the 2025 2026 school year may I have a motion to approve the list of school fees as presented on the schedule in the agenda for the 2025 2026 school year so move to Second any
discussion or questions okay um I know it's not technically part of this but I just want to thank you again for continuing to keep lunches um available to all of our students it's it's just great in many ways for all of our families so thank you thank you any other
questions roll call please miss Kirk yes Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes motion carried thank you next we have high school introduction to instrumental music curriculum proposal
Jamie abne Geraldo Fine Arts coordinator um is available for questions relating to the high school introduction to instrumental music curriculum proposal and Brian Tennyson is slid up next to as well just keep you copy just absolute
mysterious may I have a motion to approve the high school introduction to instrumental music curriculum and resources with an estimated cost of $7,850 per year starting in the 2026 2027 school year so moved second any
questions for the panel Kate not a question just again I'm so excited about this during the last couple weeks I mentioned to some of my fellow choir and and other parents in the district and they were all excited as well because you know their kid wish they could have done it or their kid will be doing it so
thank you for such a great plan fantastic thank you anyone else okay roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owen yes motion carried next item resolution authorizing
individuals to act on behalf of plan 403b Dr Anne Williams Deputy superintendent of operations and Dr Frank Williams assistant superintendent of finance will review the resolution authorizing individuals to act on behalf of plan Administration recommends the Board of Education approve the resolution
may I have a motion to approve the resolution authorizing individuals to act on behalf of the plan 403b so move second any questions roll call please Miss K yes
Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes motion carried uh next we have a resolution authorizing indiv individuals to act on behalf of plan 457b the same individuals remaining the day to review the resolution authorizing
individuals to act on behalf of plan Administration recommends the Board of Education approve the resolution may I have a motion to approve the resolution authorizing individuals to act on behalf of plan 457b so moved second any
questions roll call please Miss K yes Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes motion carried next item propos proposal operations Builders Risk insurance Dr Anne Williams Deputy superintendent of
operation is joined by Brian Lindholm Chief of Staff to present the attached proposal summary and respond to questions from the Board of Education Administration recommends approval of the proposal from chub insurance company in the amount of $425,900 for the 2024 2025 through 2027
2028 fiscal years may I have a motion to approve the proposal from chub insurance company in the amount of $425,000 moved second any questions roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss
Thomas yes president Owens yes motion carried thank you our next item proposal operations owners controlled insurance program Dr Anne Williams and Brian Lindholm are still here to present the attached proposal summary and respond to
questions from the Board of Education Administration recommends approval of the proposal from Alliant Insurance Services in the amount of $2,617 159 for program one and $529,500 for program two and requests
authorization for District administration to execute related documents this expenditure will be charged to the capital projects fund the cost is included in the budget for the 2024 through 20 2024 2025 through 2027 2028 fiscal years may
I have a motion to approve the proposal from Alliant Insurance Services in the amount of 2 Milli 61,7 59 for program one and 52 9,580 for program 2 and for District
administration to execute related documents so moved second any questions roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes
motion Carri the next item is board agreements I'm going to take a a motion to accept the revised board agreement as written uh as of January 25th 2025 soov second so these board
agreements um these are the agreements that we reviewed at our um self- evaluation meeting on January 25th they're substantially the same from last year except for some minor changes on the last page which is the board
Communications uh page um and these these protocols were revised by uh Laura Martinez from iasb and then are presented here for us to approve does anybody have any questions I have a possible revision okay um it's for it's
again the last page uh information the number one the first line it says I'll just read it and it'll be obvious request should be made directly to the superintendent prior to that we could ask our cabinet members if the request is made by email please copy the board
of Education president note if request is by phone in person there or other there is no need to inform the superintendent but we are informing the superintendent um and Board of Education president so I don't know whether we just want to take the board uh the superintendent out and just leave Board
of Education president or how we want to do that so if request if request is by phone in person or other there's no need to inform the superintendent and the Board of Education president that's left over from the other one because that is head in parenthesis the cabinet member
will inform the superintendent so okay so revise it to say if the request is by phone in person or other I mean what I mean do should the Board of Education president be informed anyway so yeah okay
so take the whole sentence out we just take the the whole sentence should be taken out that so the entire line with the note including the word note yes okay I will have that um if there's agreement from the board I will have that stricken
second motion well we already have a motion on the floor so have for motion we already have a motion on the floor so we would be able to take a vote to vote that down um we could have the board agreement um a motion to have the
board agreement uh voted on with the amendment of deleting the line with the note and go through the process again okay okay so we'll take a vote then to uh not approve the motion that's on the floor take a roll call on that Miss Kerr
no Miss Martin no Miss Schwarz no Miss Thomas no and president Owens no okay so I'm going to recall the motion
then uh to accept the revised board agreements with the change as stated by Miss Olsen as of January 25th 2025 and as of
today oh so you need a motion second all right okay so this motion then is to accept the board agreements as they are revised here with the additional revision of removing the second line of
the first box under the process the note yeah okay does that make sense we clear is that the only other revision then that's all okay roll call please Miss K yes Miss
Martin yes Miss Schwarz yes Miss Thomas yes president Owens uh yes motion carried then the next item is the minute uh minutes of board committee meetings may I have a motion to accept the January 133 20125 Board of Education
policy committee meeting some moved I'm second any questions or changes to that set of minutes okay roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss Thomas yes president Owens yes
motion carry okay next item is other business Dr Johnson under other business the secondary school's financial report for the second quarter Dr Frank Williams assistant superintendent of finance will review the attached secondary school's
quarterly financial report and we'll respond to questions from the Board of Education great good evening uh this report analyzes the transactions within the middle on the high school activity funds from October through December as
we know these funds help to support our extracurricular activities such as clubs organizations and Athletics serving educational recreational and cultural purposes as the school year moved into the winter months schools start to ramp up the activities for the winter sports
teams and clubs events such as concerts athletic tournaments fundraisers drive both the revenue and the expenses at the middle school level band and chorus concerts made up the majority of Revenue during this time while a good portion of expenses were related to those school
dances in the high schools in the high schools winter sports are in full swing with both boys and girls basketball and wrestling as well as dance teams in Prime Time athletic ticket sales and concession stand sales help to increase Revenue during this season while Holiday Tournament entry fees are a major
expense for all schools the combined begin balance for these funds was 2.9 Million by the end of the quarter the balance had increased by 491 th000 or 16% to 3.4 million take any questions board members have any
questions no I just want to thank you again for the narrative at the the bottom that it's really helpful to be able to read those stories so thank you for that thank you okay thank you next item is work session Dr Johnson thank you president Owens our first item
tonight High School mathematics resource adoption proposal Amy and jente math coordinator will be joined by Brian Dennison assistant superintendent for teaching and learning to provide the Board of Education with information relating to the high school mathematics
resource adoption proposal all right good evening so we are here to propose the adoption of curricular resources to support uh High School mathematics and also have an update for you around finite math this is an alignment to our strategic plan uh
Student Success focusing on rigorous learning and quality core instruction for all our students and also supporting our teachers to have effective and engaged staff so I'll start with the update about uh finite math so finite math is currently running at only two of our high schools it stopped running in
2018 at two of our sites and then at another site in 2022 it stopped running and the reason for this drop in enrollment is due to the number of courses that we've started offering after algebra 2 a lot with post-secondary opportunities for students so this includes the extra AP
courses the Dual credit courses as well as the transitional math courses that can provide students placement at community colleges so students are enrolling in these post-secondary opportunities instead of finite math so we are seeking to Twilight finite math at the end of next school year and then
we will continue to examine our current course offerings to find the most rigorous streamline courses for our students and then the main purpose of our proposal this evening is the resource adoption for the high school math courses so our previous adoption
was in 2018 and we're at the end of our curriculum cycle now so our contracts are expiring and the licenses are ending so we wanted to take this opportunity to kind of evaluate where we're at our current resources what we were missing as well well as look at what was
available um in instructional resources moving forward so we can find the best materials for our teachers and students to move forward so here is a list of the teachers who participated in this adoption process we had representation from all of our high schools as well as
all of our programming and for our process this fall we had materials from several different Publishers that were high quality instructional materials that are aligned to standards and had high usability ratings sent to of the schools
the teachers had access to physical copies of the teacher materials the student materials and they also had access to the online platform so they could see all of the behind the scenes work what's available for students and teachers as well as the interactive components of the resources so they had a few months to
evaluate the resources try it with students and to compare everything and then all of the teachers were invited to complete a rubric evaluating the materials uh they looked at the instructional accessibility the cultural relevance um the amount of differentiation that was available in
the program assessment technology and the alignment to u46 Rising teachers were looking at the taxonomy level of the questions they were also looking for the opportunity to bring in the collaborative work and having that already provided for them so teachers completed rubrics and then the highest
rated highest scored materials are what we were moving forward we also updated our curricular Frameworks um to line with these new resources so we um built out all the way through stage three to support the expected implementation of the resource
so we have learning targets we have success criteria built out for all of the units our assessments are aligned to the new resources um we also built out stage three with the intended lessons that should be completed as well as the pacing to go through those units to kind
of standardize the instruction across all of our sites so for the resources that we selected I'll start with the algebra 1 geometry and Algebra 2 course uh this also goes for our Academy integrated math courses um so the team selected en visioned this
resource is available in both English and in Spanish so it supports our dual language program this resource it has a hardbound uh text a student companion consumable workbook as well as an online platform we are seeking classroom ass sets of the
hardbound book um to be used as a a resource in the classroom if students are doing collaborative work it's a tool that they can refer to we'll also have extra copies available in case students need a copy at home or if their computer is broken and they need access to the materials they can grab a textbook and
use that for the time be uh we'll also seek the companion consumable workbook one per student through the course of the adoption uh this is to help engage the students in the learning um in the classroom and help solidify their understanding
and then there's also the online platform the online platform has all of the materials that are available in the textbook as well as uh Rich depository of other resources that teachers can access as well as students to get support um we know that with our current
resource that we have with the discovery techbook one piece that was missing was the supplemental materials that would help meet our range of Learners um the discovery techbook it didn't have anything to support uh elel students and it lacks scaffolds to help our students
who are struggling kind of reach the content that was in the resource and our teachers are really excited about this Envision resource because it has those scaffolds and supports that they need so um for example there's preassessments each lesson has called out
misconceptions that students may have and how to address those within the lesson um there's strategies on how to support Els with their speaking writing and listening skills called out in every lesson and there's differentiated assignments based on how students answer in each
lesson so that teachers can kind of scaffold and plan their instructions so to provide the supports that get the students to the level of rigor that's expected in the course so those supports are there for the teachers so they're excited about this resource for our elective courses the
pre-calculus teams elected um pre-calculus graphical numerical algebraic what they really liked about this resource is that it included Collaborative Learning opport unities in every single lesson and that's very hard to find in the higher level math courses so they were excited to see that in a
resource that they could use to kind of support the teaming work that they're working on uh they also like that there was an AP component to this resource um to support our AP sections of AP pre-calculus our calculus team selected calculus for the AP course um they liked
the wealth of AP sample items that were within this resource um and a lot of model practice problems in there and then our statistics team they chose the practice statistics it's a continuation of the resource they have it's just an updated
version um they were really excited about the improvements to the online platform with this resource the online platform is providing feedback to students automatically and it has video resources that are also available to support students so our plan for implementation
is to adopt the resources and Implement them this fall so we would begin professional development this spring and this summer so we'll start with the expected implementation of the Frameworks the resources and the common assessments and then do an initial resource review with all of our teachers
so they can learn about the resource the lesson structure and how the online platform works we'll also include a training for our administrators so that they can help support the implementation this fall with the teachers what to look for in the classroom resources that they can give of the teachers as
well and then this fall we will have an implementation essential session for our teachers so there'll be a month or two into the school year and when you start the year you don't know what you don't know so two months in they're going to have questions at that point they're
going to wonder things so that's when we want to pull them to help answer their questions and then show them extra things that are in the resource to help enhance their instruction and then we'll continue to offer sessions throughout the school year focusing on problem solving mathematical discussions and
whatever needs might arise included in this proposal is 15 days of professional learning in year one with the Envision resource to have a good implementation year and then we also included five professional learning days every year in years two through six partially to
onboard new teachers but to also provide that ongoing support throughout the course of the adoption here is the cost of the uh adoption for all of the resources this includes the textbooks and the online
platform estimated cost per pupil is $34 and then to evaluate change we're going to evaluate data from several different places we'll watch the platform usage for the students and then the teachers we'll monitor our common assessments we're tightening those up and we'll monitor how students are doing
on those uh we have the PSAT and the AC data that we will be getting and then now that we have I ready at our high school level we can monitor that data as well to monitor proficiency and student growth and our goal is through the implementation of these updated
resources the curriculum Frameworks and the assessments we're going to standardize our expectations at all of our high schools so that our students have the same rigorous learning experiences and will improve outcomes for all students and that's the end of my
presentation thank you for the presentation do board members have questions Sue just a couple comments first I was really pleased to see how many teachers were involved I know I I suspect some of us have heard from teachers that they don't like the current resource so I I'm glad to see
somebody involved with this decision and also thanking thank you for giving us access to the resources as well it was really interesting to see what they have so thank you anyone else good thank you right thank you
all right next we have the Larin High School Visual and Performing Arts Magnet Academy curriculum proposal So Jamie abne Geraldo A Fine Arts coordinator returns to the day Zachary Galler teacher leader for Fine Arts uh Dr
Michelle Graham Larin High School assistant principal of innovation and uh Brian Tennison is waiting in the wings if needed uh to also support they are here to provide the Board of Education with information relating to the Lin High School Visual and
Performing Arts Magnet Academy curriculum proposal um now I I believe our plan for all of this exciting work tonight is to walk through the presentation and then look at the different proposals okay is that because
they're each broken out then under a separate like letter so your or a separate strand so your first one though is um as we as we begin this exciting work is the Larin High School Visual and Performing Arts ma art Magnet Academy curriculum proposal yes correct okay
thank you thank you all right good evening we are very pleased to join you this evening to share our proposal for revised curriculum for the four Laren High School Arts Magnet Academy programs um I'll skip the introductions because
Dr Johnson did such a beautiful job um but um so I will pass the mic to Michelle okay so with while each of our ORD is six high schools they have just one magnet program what's unique about Lin is we
actually have four magnet programs housed on the umbrella of the visual forming arts academy and within that we have our drama art music and dance and with music it's broken down into two subcategories of instrumental and then
vocal now with the adoption implantation of this proposed curriculum the existing magnet courses will be phased out and AP art and AP music theory courses will become available districtwide The Proposal addresses the
u46 Strategic plan primarily in the area of Student Success the proposed curriculum will provide our Fine Arts Magnet students with Advanced preparation for further exploration in their artistic field upon completion of our programs including portfolio preparation and review resume
development mock auditions and interviews and working with college professors through dual credit opportunities with these skills graduates from our programs will have a Competitive Edge for college or professional auditions or program
acceptance we are proud that the existing Visual and Performing Arts Academy at Larin High School also refer to as the vpaa was awarded Magnet School status by magnet schools of America in 2022 to however it is important to note the vpaa has not formally assessed or
revised the program curriculum since its Inception in 1997 in order to adjust to magnet schools of America guidelines u46 standards based learning and assessment practices and board requirements a formal curriculum revision of the vpa
magnet programming was required here you can see the dedicated committee members who worked to write all the curriculum being presented this evening the curriculum was initially taken to the instructional Council in April 2023 but they requested some
revisions and additional details those follow-up instructional Council presentations occurred and were approved during the 2023 24 school year followed by resource bidding bringing us you this evening for your consideration the curriculum for all
four of our magnets within the vpaa was written based on the national core Arts standards for each discipline each discipline was matched with its corresponding strand with the exception of Music which included both composition and theory and traditional and emerging
Ensemble strands the first magnet program that we will review is the art program when you look at the slide you will notice that Academy specific courses are blue and required general education courses are red required courses in the art program
occurred during a 1.5 period Academy block that will take place during the same class periods for all grade levels and including an additional one period art class freshman through Junior years we have worked closely with the postsecondary success Department to ensure that art magnet students will be
able to fit all the graduation requirements as well as recommended competitive College admission courses into their four-year schedule with these magnet requirements and will still have flexibility for additional itive choices on this chart you could see a
side-by-side analysis of the changes brought by this new curriculum in the current structure the students schedule and transcript are vague under the new structure students are provided with real world exposure to museum curators University professors portfolio creation
and opportunities for professional and pre-ol enrichment the new curriculum courses have clear instructional units and assessments that will help to ensure that the students receive the full breath of the programming that we can offer them prior to starting the freshman year
students who have accepted admission to the art Magnet Academy will be asked to submit a portfolio of their Network this will help the magnet art teachers gain valuable insight into each student's existing knowledge and ability so that they can tailor their instruction to
meet the students needs as freshman students in the Art Academy will enroll in foundations and media which is an acad Academy specific course that will take place during their assigned 1.5 Academy block period as well as general education level one art courses of their
choosing art course of their choosing the foundations and media course is designed to be a rotation style course providing the magnet students with learning opportunities to build fundamental skills in 2D media 3D media and photography and digital media over the course of the school
year as sopt students will enroll in comprehensive Artistry which will take place during their assigned 1.5 period Academy block as well as general education AP art history the comprehensive Artistry course is designed to be a rotation style course
which expands on student skills in 2D media 3D media and photography and digital media over the course of the school year in addition students will focus on learning about specific art movements Styles artists and careers connecting their learning learning to
their AP History course as Juniors students will enroll in art preparation presentation and communication which will be paired with a one period Academy AP course during their assigned 1.5 period Academy Block
in addition students are expected to take a general education level two art course in a secondary media different from their AP art Focus Media the art preparation presentation and communication course is to designed to complete the AP art course uh providing
the magnet students with skills and practice in mounting curating and presenting their artwork in physical displays digital formats and the creation of a formal portfolio in addition students will have opportunities to connect with local art
studio and Museum curators as well as College professors to explore career and postsecondary options now as seniors students in the Art Academy will expand on their artmaking skills through dual credit coursework opportunities in
collaboration with Elgen Community College as you can see in the slide these are some of the possible courses that students may consider and now Zach will walk us through the remaining program overviews the next magnet program that we will review is the dance program
required courses in the dance program include a one and a half period Academy block uh for dance technique coursework and an additional one period academy dance Ensemble similar to the art magnet we have ensured that dance magnet students will be able to fit all of their required uh graduation
requirements as well as recommended competitive College admission courses into their four-year schedule with these magnet requirements and will still have flexibility for additional elective choices upon acceptance and commitment to attending the dance magnet students will complete a placement assessment in order to be accurately placed into the
correct level of technique courses to support their development for example a student brand new to dancing will likely Place into level one introductory dance techniques and a student who has studied dance privately since they were very young might Place into level three or level
four on this chart you'll see a side-by-side analysis of the changes brought by this new curriculum in the current structure of the students schedules and transcripts are vague in addition the student followed a prescribed schedule by year in school technique time and Ensemble time are combined to fit with the 1.5 period
Academy block limiting individual technical development under the new structure students are placed and taught based on what they know and can do this is especially helpful for students who join the dance magnet without prior Dance Experience the dance magnet students are provided with opportunities
for resumé development mock auditions career exploration and financial planning and opportunities for professional and pre- colge enrichment in order to maximize student learning uh the technique course will now receive the full one and a half period block and the dance magnet students will enroll in
a separate one period academy dance Ensemble to focus on production elements and Ensemble performance finally the new curriculum in courses have clear instructional units and assessments that will help to ensure that the students receive the full breadth of the programming that we can offer them in
level one introductory dance techniques students will focus on functional movement principles such as balance and spinal alignment while learning fundamental skills in ballet Jazz tap hip hop and modern dance throughout the course students will also learn about various Global Dance forms including
ballet folclorico Caribbean based social dances African dances and traditional Indian dances in level two developing dance techniques students will focus on developing more advanced skills in ballet Jazz tap hip hop and modern dance throughout the course students will also
learn about various Global Dance forms including Asian dances and Latin American dances and will begin developing their dancers resumés and audition head shots in level three intermediate dance techniques students will focus on increasing their dance literacy through a deeper range of study in ballet Jazz
tap hip hop and modern dance throughout the course students will also learn about various Global Dance forms and related arts including ballet fical B Bollywood capetta African dances and Tai Chi and will delve into copyright and fair use as they learn about referencing the work of other dancers in
choreographers the students will spend time on Career exploration and financial planning as well as mock auditions as they end the school year in level four Advanced dance techniques students will refine their individual skill in ballet Jazz tap hip hop and modern dance throughout the course students will also
learn about various Global Dance forms and related arts including musical theater and yoga as well as nutrition injury prion and body conditioning the students will spend time on mock auditions and building their dancing portfolio in preparation for college or
career in the academy dance Ensemble students are further developing their skills and understanding as dance artists with the focus especially on creating and performing in an ensemble context students will provide their personal performances skills and expressive abilities through learning
creating and performing a wide repertoire that will include a range of genres and styles students will become familiar with production design we'll engage in Solo and small group choreography exercises we'll learn how to design all facets of a dance production and will perform in multiple Productions and venues over the course
of the year the main goal of the course is to develop students abilities through collaboration community building and performance the next magnet program that we will review is the music magnet required courses in the music magnet will include a one and a half period Academy block each day which will be
split into two parts music theory and music technique in addition to these AC Academy specific courses students in the vpa music magnet will also be required to enroll in a music Ensemble course at Larin High School similar to the art and dance magnets we have ensured that music magnet students will be able to fit all
of their graduation requirements as well as recommended competitive College admission courses into their four-year schedule with these magnet requirements and will still have flexibility for additional elective choices in the technique courses students will develop their individual technical skills on their instruments or uh instrument or
voice choosing from one of the focus areas listed here brass percussion piano string vocal or woodwind in these courses students will progress through advancing technical demands while learning performance skills to increase their individual proficiency levels this curriculum runs parallel to this and
supports students with their required dual credit applied music which is a which is private lessons for their instrument or voice part through ECC and is required every semester on this chart you can see a side-by-side analysis of the changes
brought by this new curriculum in the current structure the student schedule and transcript are vague and students follow a prescribed schedule by year in school Under the new structure students are placed and taught based on what they know and can do this is especially helpful for students who join the music
magnet without prior experience in music the music magnet students are provided with real world experience with solo and small Ensemble performing mock auditions high stakes performance assessments such as juries and solo recital career exploration and opportunities for
professional and pre-ol enrichment finally the new curriculum and courses have clear instructional units and assessments and will help to ensure that the students receive the full breadth of the programming that we can offer them there are five sequential music theory courses in the new magnet curriculum which are meant to meet
students where they are when they enter upon acceptance and enr students will complete a placement assessment to determine the right course placement for their freshman year students can place into introduction to music theory music theory 1 or music theory 2 piano skills as a freshman in this diagram you can
see the fouryear sequence of Music Theory based on where a student is Place students who place into the introductory sorry introduction to music theory course will not be able to complete the academy AP music theory course in their four-year sequence but will still be well prepared for postsecondary music
theory demand conversely students who place into the music theory 2 piano skills course will complete Academy AP music theory as Juniors and will proceed beyond the courses offered at Lin High School in these cases the students will be able to access the Dual credit option of taking
a music composition course at Elgen Community College in the introduction to music theory course students will learn about the fundamental structures of music including the parts of the staff basic music symbols and terminology and the foundations of intervals chords and ear training music theory one students will
expand on the foundational knowledge and delve into more advanced concepts uh including minor Keys minor scales chord inversions core progressions and an introductory introduction to figured based and harmonic analysis in music theory 2 piano skills
students will build on their prior knowledge by applying the music theory Concepts to the piano students will learn to play the piano including scales and cordal accompaniment to Melody and will expand with expand their ear training into more advanced sight singing in addition students in this course will learn the basics of
podcasting to be able to share their music and musical knowledge with others in music theory 3 past to present students will examine the theoretical and compositional techniques that they have learned through the lens of different musical genres eras and composers throughout history in addition
they will expand on their more advanced understanding of Music Theory including using expanded cffs Advanced melodic and rhythmic dictation skills and deeper harmonic analysis as well as be introduced to compositional elements such as part writing and cadences students will also have opportunities to explore elements of music business to be
able to promote their own music AP music theory is a prescribed course based on the College Board expectations we have designed a comprehensive course outline and pacing guide that meets all college board requirements as well as assessments and rubrics that mirror the college board's scoring style to help prepare music magnet students to be
successful in the AP music theory exam students who test into music theory 2 piano skills course will complete the vpa music theory course as juniors for those students we are working with ECC to offer access to their music composition course for dual credit their senior
year the applied music course is a unique course to the vpa magnet music magnet that pairs students with college professors for private lessons earning the students dual credit there are six separate courses for each level of the technique technique curriculum based on each of
the six Focus areas listed in the blue boxes in general students in these courses cover the same Concepts and assessments that Progressive and individualized difficulty throughout each level which includes scales Technical udes and solo and chamber music preparation as well as rigorous performance requirements including but
not limited to semester juries soul and Ensemble adjudication Academy show cases and recital Mack auditions and ilmea auditions the level four technique course includes a senior recital during second semester of the students senior
year the final magnet program that we will review is the theater program as with all of the other vpaa magnet programs we have ensured that theater magnet students will be able to fit all of their graduation requirements as well as recommended competitive College admission courses into their four-year schedule with these magnet requirements
and will still have flexibility for additional elective courses on this chart you can see a side-by-side analysis of the changes brought by this new curriculum in the current structure the students schedule and transcript are vague under the new structure students are provided with
opportunities for portfolio development mock auditions career exploration and opportunities for professional and pre-ol enrichment finally the new curriculum and courses have a clear instructional units and assessments that will help to ensure that the students receive the full breadth of programming that we can offer
them the first class for freshman will be a voice and movement course this semester long course encompasses techniques focusing on how to use your voice and body when acting students will focus on storytelling and character development second semester of freshman year will focus on children's theer this course will allow students to focus on
developing stories and using their imaginations to create performances intended for young audiences this allows the students to use their voice and movement skills to develop characters in the children's theater performances this also helps the students create performances for an intended Audience by starting them off with characters that
are surface level and easier to develop sophomore year the students will take the introduction to musical theater course this is a semester long wide reaching overview of the musical theater gen genre including when and how it originated some of the predominant movements and sub genres within musical
theater predominant performances throughout the history of the genre as well as general skill development and support in singing and dancing associated with the genre students will learn about composers choreographers films stage musicals and the F fundamentals of stage lighting second
semester the students will take Multicultural theater in this course students will learn about the many roles that theater can play around the world and in our own communities students will engage in global and nonwestern theatrical Styles and genres and learn about how theater can be used as a tool to communicate affect change and or to
process current uh or traumatic events as Juniors the theater magnet students will start with their year taking the directing course in the semester long course students will explore the art of directing and finding their artistic Voice through directing students will study various directing Styles and apply them to their own work
as a director including production planning coordinating and running auditions casting and working with a design team during second semester students will take the advanced acting methods course in which they will explore various method acting techniques that will deepen their understanding of acting and character development
students will study the performance theories of const Constantin stanislowski udah haogen and Sanford Meisner and will apply those methods to their performances as seniors students in the theater Academy will expand on their performance and technical skills through
dual credit coursework opportunities in collaboration with Elgen Community College here here are some of the possible courses that students may consider the recommended resources vary based on the needs of each specific magnet program for art the resources
will include primarily teacher instructional resource reference books in addition there will need to be an annual budgetary allocation to provide for consumable materials for dance the resources will include student textbooks as well as teacher instructional
resource reference books in addition there will need to be an annual budgetary allocation to provide for consumable materials for music the resources will include student music theory and history textbooks piano textbooks and teacher instructional resource reference books
we also executed an invitation to bid in order to secure competitive pricing for music equipment including percussion instruments as well as new storage Cabinetry for the band and Orchestra classrooms and new seated risers for the chorus classroom in addition there will need to be an annual budgetary
allocation to provide for consumable materials for theater the resources will include primarily teacher instructional resource reference books in addition there will need to be an annual budgetary allocation to provide for consumable materials these new programs will go
into effect in the fall of 2026 starting with the freshman and sophomore classes the program will roll up each year with all subsequent classes Juniors and seniors in the current magnet course structure will continue in the current structure through their
graduation with the adoption and implementation of this proposed curriculum the existing magnet courses will be phased out and the AP art and AP music theory courses will become available districtwide as general education elective courses the AP art
courses will replace the existing Advanced Studio Art courses in their respective course sequences the professional learning needs related to implementation are limited a one-day professional learning offering will include an overview of the
program course sequence a review of the course outlines unit assessments and rubrics and planning support time for the transitional overlap of former and new program structures professional learning will occur during the 2025 26 school year and will be offered again
for any teachers new to the district or starting a new assignment additional support will be available on an as-needed basis and AP training will be provided as needed following the current protocols here you can see the approximate cost breakdown by resource
type quotes were received from multiple vendors for textbooks and teacher resource reference books the music equipment bid was awarded to music and arts and the music Furniture bid was awarded to Winger Corporation the annual consumables allocation is based on
estimated enrollment projections this proposal does not include costs for the new dual credit course requirements for vpaa art or theater however the Dual credit music lessons are a requirement of the vpa m vpaa music students in the current model
and would not be a new or added expense additional information regarding the cost estimates for the Dual credit vpaa art and theater courses will be forthcoming this first section here reflects the anticipated annual consumables cost for full implementation of all four magnet
programs based on our projected enrollment of approximately 400 students across all grades and programs the estimated per student cost of consumables is $19.50 per year on average this covers
such expenses as dance shoes guest clinicians and choreographers artmaking supplies music reper repto music consumables like strings and valve oil set building materials stage makeup and scripts for theater the second section
reflects the implementation amount from the previous slide broken down by the per student amount this comes out to approximately $491 35 per student on average now that was very little information so I'm sure you have no
questions but thank you very much for hearing our presentation tonight thank you for the presentation I was going to say this is probably one of the longer curriculum and resource presentations we've had so kudos to all of you for delivering the presentation do board
members have any questions Sue I do yes thank you first of all for for I like what you did with the music and the dance where you're meeting the kids where they are you're not expecting them to come in at a certain level and you're really you know encouraging everyone to
apply actually if there's an interest um thank you also my questions I had some concerns about the Dual credit aspect of it not because I'm against the Dual credit but the logistics and it sounds like we're still working some things out but it looks like you you're you you're well aware of you know the travel issues
and then getting all the credits in so thank you for that you're welcome Kate did you have a question uh no I don't actually really have a question just as everyone knows the vpa is close to my heart and so I'm very excited to see all of the thought and
effort that went into really preparing this so that you know meet kids at the level whether they have no skill or you know they've been having private lessons since they were three and they're ready for that level three or level four so um yeah it's just very exciting um to see
all of this coming in the future thank you for such a great presentation thank you John so um one very impressive that you can cover like 30 slides in five and a half minutes I am super impressed by um how you were able to do that so thank
you for the presentation thank you for the link to the sample student schedules that was um provided in the answers uh for Miss CT and I have questions so I I say I have concerns um so flipping through them like so it looks like all
four of the programs rely on Independent PE as a junior which happens typically Zero Hour U I have concern about that for our students because attending zero hour is not possible for all of our students whether it's Transportation or
activities or home life um so looking that that appears to be how we're getting in all of their electives is that we're being reliant on a PE independent which turns into a waiver and Senior year if you get the grade that's a concern for me um just
because that's that can be very inequitable for families um I do have concerns about the ECC course ECC dual credit course that appears to take place for both the art and theater um while I the the
credit programs are great per this sample schedule we have students traveling in the middle of a day for multiple hours um between disruptions whether like there's a lot that could happen so I'm hoping that if that is a required part we can look at either
beginning or end of the day how is that least disruptive to the students um is it really NE necessary to have dual credit ECC versus inner house which takes away such an expansive amount of time for the other items that need to get done especially if they can't do a
PE waiver so that's a concern for me um and I know we talk about making sure thatmy are um have the availability the students that take courses to get into colleges
one of the things we're seeing and I know everyone sees it this is kind of a separate but related conversation is the changes that are happening at the college level especially in Liberal Arts a lot of these programs are being cut from smaller schools which is making it even more competitive to get into art programs and music programs and theater
programs at the larger schools um watching my own kids school cut art programs that she's going into next next year so I just want to make sure that um when we're laying when we're thinking about this and we're laying it out you know for our art students it's not you
know four years of math and four years of science it's really those World languages it's the history classes because it's a liberal arts degree and I just for me it's it's always been I had a kid who did one of theems I have a kid who didn't so it's always concerned to me to see the layout and the lack of
flexibility and what that means for students especially with the changing College environment and what it takes to get in and The Limited options especially this group of students is starting to have at the college level just because so many of those programs
are starting to be cut thank you for sharing your concerns I'd be happy to provide some additional information if it might help alleviate those concerns so for the independent PE that is a recommendation for students who have the ability to be able to do that um so that
it does free up additional elective options for them if they cannot do independent PE that's okay they could take it during the school day but it does limit then the additional electives that they have space for so it's it's it's available as an option I think a lot of students would benefit from
taking advantage of that as a path but for those who cannot they can still meet all of the needs and requirements that are are placed before them um for the ECC dual credit a lot of that will be contingent on what student interest is
and what Elgen Community College is offering when that time comes so once we have a clearer idea of what courses are available um what our students want to take and are interested in studying more of that will help help us determine if it's something we can offer inhouse at
Larin High School um which is largely contingent on facility use and Equipment availability for example if they want to take the glass blowing class we don't have the equipment to facilitate that type of a thing um so there there's one example but um also we would be working
with the staff at Elgen Community College to schedule courses that will work in a way for our students to be able to get there and not sacrifice their entire school day to do it um typically college courses work on a Monday Wednesday Friday or Tuesday Thursday schedule in longer blocks um we
would need to work with them obviously based on student interest to try to spread that out a little bit more throughout the week so it's shorter blocks that could fit within their schedule so I apologize that we don't have solid firm answers on those but we're about four years out from needing those courses just yet so um hopefully
as we get closer we can iron out more of those details and then um your question or concern about the sample schedule I just want to make sure that everyone is aware that is just meant as a demonstration that all of the pieces can fit in there
the graduation requirements as well as the list of recommended competitive College admission classes now not every student like you said not every student's College path will require them to have all of those competitive admission courses so the extra science
the extra math some universities won't require those things um but we wanted to make sure that it was clear that they can fit in there and still provide the students with some Choice um with their Academy requirements I hope that helps you're welcome
Shonda thank you for this presentation these changes look very exciting I just wanted to understand or clarify for the dance academy changes if a student comes in in ninth grade at level four what are they doing in 10th 11th and 12th are
they doing electives are they repeating some things and then it's being enhanced because they've already done level four the level four course is intended and designed to be repeatable for credit so students who do enter at level four which is a possibility um the the
teachers will work with those students to continue to individually challenge them similar to what we have in our music technique classes where it's based on the individual skill level and um additional tasks are given to them to continue to develop that skill okay would probably add to that because dance
also has so many different forms there's a variety of other kind of Dives that they can do in terms of technique thank you for clarifying the repeatable for credit I saw that too I wasn't sure if you know how many times can they repeat it or you know how far can they go with
it or are there going to be other classes that they can take absolutely you're welcome thank you any additional questions so given that there are some unknowns right especially with the the Dual
credit would the plan be then to come back to the Board of Education with updates once you get closer to those time periods and have a firmer grasp on what is happening with those dual credit classes and what the possibilities are
yes I would anticipate probably about a year to a year and a half before we reach that dual credit enrollment timeline um we should have a much clearer picture of what that will look like and yes we would be happy to come back and provide an update okay thank
you you're welcome thank you for having us so I am I am G to read though into the record the separate proposals so while there is an overall presentation for the updates
for all strands within the magnet uh the vpaa it's also broken out individ ually by strand for curriculum so they provided a general proposal but then you'll see we have item C which is Larin
High School Visual and Performing Arts dance Magnet Academy curriculum proposal so that's specific to then the dance strands that were also included in the overall presentation item D the Larin High
School Visual and Performing Arts music magnet Academy curriculum proposal again in each one of these you have the specific rubrics and Frameworks and the instructional Council memo specific to
that Strand and then item e includes the Larin High School Visual and Performing Arts Theater Magnet Academy curriculum proposal um so it's those four strands all broken out and then um again we'll
they'll return on the next board meeting as discussion action so for the next meeting we will be voting individually on each strand correct that way in case there are
questions or specific points of feedback or um if there are revisions or updates that need to be made to a a framework a consideration it does not impede progress for all strands it's specific
to a strand while we take that feedback make that update um but we're still able to progress the the work that the team presented tonight I think it's really important to note as they highlighted it's the first time since 1997 that like
the entire curriculum for the magnet um has been updated and even at that time it didn't start with four classes so it when it when it first began it didn't start with new curriculum across a freshman Junior seene your class so it
it was important to try to give you an overview of the holistic changes and the magnitude of the shift at at the magnet and then still be able to break it out by strand trying to figure out the best way to do that and to fit that within
the appropriate proposals I think the team did a fabulous job of doing that and I agree with Miss Martin the 30 slides in six minutes or whatever it was was most yeah clearly some breathing expertise
there for um yeah obviously the knows how to breathe so he thank you thank you again okay the next item on our agenda is work SEC work session bids and
proposals our first item proposal operations unite you 46 New Elgen middle school project bid packages 31a 33a and 33b Dr Anne Williams Deputy superintendent of operations and Brian Lindholm Chief of Staff will present the
attached proposal summary and will respond to questions from the Board of Education Administration recommends approval of the bid packages as described in the attached proposal from Burger contractor Incorporated and TCI companies in a total amount of
11,649 th000 and requests authorization for District administration to execute related documents this expenditure will be charged to the capital projects fund the cost is included in the budget for the 2024 2025
through 2027 2028 fiscal years do board members have any questions Sue so this is just just getting the ground ready yes and and you notice you noted there was an $8 million difference in what Gil Bane had estimated and what the bid was
did you find out why I am still researching that okay okay so I mean it's good well we're very excited to be bringing you the first of many bids associated with the new Middle School in Elgen so yes thank you any other
questions okay our next item proposal operations unite u46 Kimble middle school project our team remains to present the attached proposal summary and respond to questions from the Board of Education Administration recommends the approval
of bid packages as described on the attached proposal from Alpine demolition Parkway forming Jimmy Z masonry ta Bowman Constructors Hargrave Builders A1 roofing company Oakton Architectural
Glass LJ Morse integral flooring nro Painting and Decorating just write Acoustics diversify Incorporated Ms Sebastian painting h2i Great Lakes Hotel Supply absolute Fire Protection ction
ANH Plumbing AMS Industries Incorporated American Electric Burger contractors Abbey construction and Twin Oaks landscape in the total amount of 4,267 543 and request authorization for District administration to execute
related documents the majority of these expenditures will be charged the capital capital projects fund alternate 1B will be charged the operations and maintenance fund cost is included in the budget for the
2024 2025 through 2026 2027 fiscal years do board members have any questions soon so we have a lot of people is there a construction manager to sort of direct traffic absolutely there is a construction manager to direct traffic
for this project this is Kimble so the construction manager is Gil Bane okay and I am very very excited about our ability to include alternates 1B two two and 2 three and five um because that'll
create a seamless transition between the buildings so um we're really excited about those painting makes a world of difference but um we're excited about those we're also excited about the ability to go ahead and save a few dollars by replacing the part of the roof that was already um over its
lifespan so that's good news too okay great thank you you're welcome any other question questions good thank you thank you that brings us to work session change orders Dr Johnson thank you president Owens our first item change
order plant operations Creekside Elementary School fire alarm replacement project number 701 Sheila D's executive director of facilities will present the attached change order and will respond to questions from the Board of Education Administration recommends the Board of
Education approve the change order from iwire Technologies LLC in the amount of minus $45,000 any questions okay second item change order plant operations Heritage Elementary School
fire alarm replacement project number 878 Sheila DS will present the attached change order and respond to questions from the Board of Education Administration recommends the Board of Education approve the change order from iwire Technologies LL in the amount of
minus $30,000 any questions okay and finally change order plan operations Horizon Elementary School fire alarm replacement project number 979 uh Miss DS will present the attached
change order and respond to questions from the Board of Education Administration recommends the Board of Education approve the change order from iwire Technologies LLC the amount of minus $40,000 any questions okay thank you thank
you that being the last item on our agenda I will take a motion to so moved second roll call please miss Kerr yes Miss Martin yes Miss Schwarz yes Miss
Thomas yes president Owen yes we're adjourned at 9:10 p.m thank you everyone