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doesn't have a Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Good evening everyone. I'm going to call the June 1st, 2026 Board of Education meeting to order. Roll call, please.
>> Miss Kerr, >> here. >> Miss Khan, >> here. >> Miss Martin, >> here. >> Miss Nolan, >> here. >> Miss Schwarz, >> here. >> Miss Thomas, >> here. >> President Owens. Can I have a motion to move into close session to discuss individual student disciplinary matters
pending probable or imminent litigation, the appointment, employment, compensation, discipline, performance or dismissal of specific employees, specific individuals who serve as independent contractors in a park, recreational or educational setting, or
specific volunteers of the public or legal council for the public body. The purchase or lease of real property for the use of the school board. The setting of a price for the sale or lease of real property owned by the school board. An internal audit. Control weaknesses.
Identification of potential fraud risk areas. Known or suspected frauds and fraud interviews. Collecting collective negotiating matters between the school board and its employees or their representatives or deliberations concerning salary schedules for one or
more classes of employees. Review of close session minutes and individual student matters. So, so moved. >> Second. >> Roll call, please. Miss Kurt, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz,
>> yes. >> Miss Thomas, >> yes. >> We are in close session at 6:01 p.m. every night. Hey, hey, hey. D. Hey. Hey. Heat. Heat. N.
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Heat. Heat. Hey. Hey. Hey. Hey. Hey. Hey. Hey, hey, hey. Hey, Good evening everyone. I'm going to resume the June 1st, 2026 board of
education meeting. If I could have everybody stand as they are able to recite the pledge of >> allegiance to the flag of the United States of America and to the standyice for all.
>> Thank you everyone. So tonight we are going to start with the first item on our agenda which is Notice of public hearing for school district U46 waiverss. Uh this evening, administration will present a request for a physical
education waiver. The requested waiver will allow elementary physical education to take place less than the required three days per week in grades one through five due to physical space constraints. So I will now declare the
public uh hearing open. Administration has come forward to present and explain the waiver and answer any board of education questions. Presenting this evening, Lala Murvich, deputy superintendent of instruction, Celia Banks, director of curriculum
instruction, and Mary Juvingo, coordinator of student wellness and physical education. So, we are requesting the waiver um because we cannot meet the daily minimum three-day out of a fiveday school uh
week. So, despite the transition of the sixth grade students to the middle school level next year, we still are unable to meet this mandate to provide the three periods per week for all students in grades one through five. In many schools, meeting this mandate would require scheduling three classes in the
gymnasium simultaneously, resulting in approximately 90 students sharing the space, instructional space. This would create significant safety concerns, and limit our ability to effectively deliver instruction, monitor student learning, and assess the elementary PE curriculum
with fidelity. >> Okay, thank you. Do board members have any questions? Okay. At this time, I will ask if there are any public comments regarding the physical education waiver. >> There are no public comments regarding
the physical education waiver. Okay. Thank you. Uh I would also like to remind the public that written statements and documents in support of their position can be submitted to you uh to the email address board I'm sorry, let me repeat that.
Boardw6.org. Okay. And with that, I will declare the public meeting closed. Thank you. Okay. And the next item on our agenda then is our regular public comments. Oh, no. I'm sorry. >> Strategic plan.
>> Strategic plan. Got ahead of myself. All right. So, the next com uh next item on our agenda, strategic plan report. Dr. Johnson. >> Thank you, President Owens. The first strategic plan report this evening is the 2026 2027 transition planning update. Again, Lala Morvitz, deputy
superintendent attendant of instruction, will present an update to the board of education on the 2026 2027 boundary transition. Good evening, members of the board. Tonight, I'm providing our June update on the 2026 2027 boundary transition. As
we move into the summer months, we are well into implementation of our plan. And tonight's presentation focuses on three key areas. First, I'll provide an updated enrollment and registration snapshot for the 2026 2027 school year.
Second, I'll share an update regarding staffing and professional learning efforts currently underway. And finally, I'll provide a status update on the district-wide moving process as schools prepare for next year. Enrollment and registration continue to progress steadily across the district.
At this time, more than 31,000 students are enrolled for next year, which is an increase from last month. Currently, 46% of our K12 students have completed registration for the 2026 2027 school year. At the kindergarten level, over
81% of known kindergarten students have registered, and we're also continuing to see growth in the number of incoming kindergarten students as additional families complete the registration process. Schools will continue outreach and support efforts throughout the summer to assist families with
registration and ensure accurate enrollment projections heading into August. Staffing work for next school year continues to move forward. All open positions are posted through Appletra and our human resources team continues to a to have active recruitment efforts
to fill remaining vacancies. As of early last week, we had approximately 289 teacher vacancies remaining for next school year, which is a reduction from approximately 350 vacancies reported last month. We will continue monitoring
staffing closely throughout the summer to ensure schools are prepared and staffed appropriately for the start of the school year. Professional learning and staff preparation continue to be an important area of focus as we prepare for next year. We have launched our professional
learning hub where teachers and instructional administrators across all grade levels and content areas can log in, select their level and content area and see their tailored professional learning plan for next school year, including specific learning targets that we hope they will achieve by the end of
the year. Throughout the summer, staff will have opportunities to participate in a variety of learning experiences, including new teacher orientation, curriculum training, and targeted learning for middle school and specialized programming staff. These efforts are being designed to ensure
staff feel supported, connected, and prepared as we begin the next school year. And the m the moving process is now actively underway across the district. Moving schedules have been finalized for 47 buildings with all moves targeted for
completion by June 18th. District administrators are conducting site visits throughout the process to support schools monitor readiness and assist staff as they prepare classrooms and instructional spaces for next year. To support this work, nearly 25,000 moving
boxes have been distributed districtwide and 113 movers have been assigned to the project. This is a significant operational effort involving collaboration across departments and schools and we appreciate the tremendous work happening at all levels to support
a smooth transition. Thank you to our instructional and operational teams for taking this on. And as we look ahead, our next board update will take place in August. That update will include an updated enrollment and registration snapshot, staffing and professional learning
status, and a final moving status update as we prepare to welcome students back for the start of the school year. Our focus throughout the summer will remain on ensuring operational readiness and a successful opening to the 2026 2027 school year. Thank you for your continued support throughout this
transition process. This work has involved a lot of collaboration across the district and we remain focused on ensuring a smooth, safe, and successful transition for students, families, and staff. And at this time, I'm happy to take any questions. >> Thank you for the presentation. Do board
members have any questions, Sue? >> For the 289 teacher openings we have, are they uh traditionally we've had openings in dual language and special education? Is that true this year as well? >> Yep, that's still the case. That's where the majority of our openings lie. Thanks. >> Any other questions?
>> Thank you. >> Thank you. >> Next item. >> Our next update is the magnet academy update. Uh this evening, Melena Nandelovich, assistant director of gifted, accelerated, and magneties. Dr. Jeremy Burnham, Elgen High School
assistant principal of innovation. Dr. Marggo Geianulis, Dreamwood High School assistant principal of innovation. and John Shaone, South Elgen High School assistant principal of innovation, will present to the board of education a magnet academy update. Good evening members of the board. Thank
you Dr. Johnson for introduction. Tonight we will share updates on our magnet academy programs including the international baloria academy at Elgen High School, Beacon Academy at South Elgen High School and lead academy at Streamwood High School. We will also review academy performance data, share
program uh program uh enhancements, updates to our magnet academy lottery process in current work within our gifted and accelerated programs at the postsecary success department. Our mission is to ensure that every student has the opportunity
to explore their interest and graduate with a strong post-secary plan. Our magnetmies are one way we bring that mission to life. These programs provide students with opportunities to connect their interests and passions to rigorous coursework, real world experience,
college and career pathways, and future opportunities. The work shared this evening aligns directly with goals 2, three, and four of the U46 strategic plan. Our magneties and advanced learning opportunities support student belonging and
engagement, academic growth and mastery, and preparation for college, career, and life. These programs help students develop the skills outlined in our portrait of a graduate while providing meaningful opportunities to explore future pathways and interests.
As part of our ongoing effort to strengthen the m u the magnet academy brand, we have developed our unified magnet academy logo along with updated logos and pro uh promotional videos for each academy. The updated branding will be incorporated into academy
communications, recruitment materials, websites, and studentf facing resources to improve visibility and awareness of our magnet academy opportunities. We currently offer five nationally accredited magnetmies, each designed to provide students with specialized
learning experiences connected to career pathways and post-secar opportunities. We will begin with STEM STEM Academy performance data. The STEM Academy currently serves 268 students. The academy continues to demonstrate strong student outcomes,
including 100% freshman on track rate and 93.7% attendance rate. In addition, 97% of 12th grade students are graduating with an early college and career credentials and 16u students have participated in an internship. At this time, I will turn it
over to Dr. Jeremy Bernham. Good evening all. International Balarat Academy at Elgen High School currently serves 256 students and continues to provide students with a rigorous globally focused educational experience that prepares them for success in college and
beyond. Currently, 97.5% of freshmen are on track. The attendance rate is 93.7% and 98% of graduating seniors earn an early college or career credential. In addition, 13 students participated in internships this year.
One enhancement for the academy is a name change from the Elgen High School gifted and talented academy to the Elgen High School International Balaria Academy. This recommendation emerged through stakeholder feedback and reflects the academic focus of the program. The term gifted and talented may unintentionally discourage students
who do not identify with the label despite being fully capable of succeeding within the the academy from applying. Because a mission is lottery based, the current name can create misconceptions regarding who can take part in the program. Renaming the academy better reflects a program's mission, aligns with the IB
framework, and supports broader, more equitable access. Implementation will begin with the 2026 2027 school year. Another enhancement is increasing participation in the international balaria curriculum. Begin with a freshman class entering in 2627 school
year. Students would engage in IB coursework across all four academic content areas during their junior and senior year or pursue the full IB program diploma. This strengthens alignment with the academyy's mission and ensures students receive a more robust IB experience.
We are aligning our Spanish, French, German, and Japanese pathways with the district's IB continuum. This update expands opportunities for students while strengthening the overall coherence of the IB program. This proposal would permit the reduction of overlap of existing language acquisition courses,
expand IB access to a broader range of students, advance district goals, allowing students access to rigorous curriculum, align align our programming to the IB implementation reauthorization expectations, and continue to strengthen the IB program at EHS. To ensure a successful
transition, implementation will begin during the summer of 2026 with training for all Elgen High School administrators on the new course pathways, expectation, and student advising process. At the start of the 2627 school year, all Elgen High School staff will receive training during building institute days to ensure
a consistent understanding of the program changes and student supports throughout the school year. Post-secondary success will provide ongoing updates and support through monthly meetings with the high school counselors, middle school counselors, and administrators. These meetings will focus on implementation,
student placement, core selection, and communication strategies. Students and families will receive information through multiple channels, including academy information sessions, counselor meetings, district and schoolwide websites, printed materials, and direct communication from school to staff. In addition, a Canvas-based video resource
will be developed and shared with students, families, counselors, and staff to provide consistent information regarding course pathways, program expectations, and available opportunities. Our goal is to ensure that all stakeholders have the information and support necessary to make informed decisions and experience a
smooth transition. Implementation of the world language coasting model will occur through a phased approach. During the 2728 school year, year one of the implement implementation will begin and staff receiving additional training and support during building institute days and throughout the school year. During
the 2829 school year, year two of the implementation will continue as additional students enter the aligned course sequence and staff continue refining instructional practices and supports. We will follow the same communication process as mentioned previously. This phased approach will
allow us to build capacity, gather feedback, and make adjustments while maintaining a strong sustainable implementation focused on student success. Next, I will share update on the visual and performing arts academy data. The visual and performing arts academy
currently serves 188 students. The academy has a 100% freshman on track rate and 91.4% attendance rate. Additionally, 93% of 12th grade students are graduating with an early college and career credentials and five students participated in the internship. At this
time, I will turn it over to Johnny Chone to share updates regarding Beacon Academy of Media and Digital Arts. >> Good evening. My name is Johnny Chicone. I'm the AP of innovation at South Elgen High School. This is my first time presenting to the board, so it's a pleasure to be here tonight. I'm presenting an update regarding the Beacon Academy of Media and Digital Arts
and the dual credit pathway and revisions to the course sequence. The academy currently serves approximately 280 students, maintains a freshman on track rate of nearly 99% and supports students in early college and career credentials. These results reflect the strength of the program and the opportunities it provides for students.
Now moving on to the dual credit update. Uh the board previously approved a sequence of dual credit courses through ECC Algrren Community College. Since that approve approval, ECC has updated its course catalog and discontinued the courses that were originally approved. ECC has replaced those courses with
video production one, video production 2, and video production 3. As a result of the ECC updated courses, we need to update our courses to align with these offerings. Uh these updates ensure students continue to have access to coherent videography media production pathway while earning that college
credit. Uh and the vision structure of the academy overall remain unchanged. Additionally, we determines that the fundamentals of speech course, which was originally going to be offered to seniors, no longer aligns with the intended progression of the media and digital arts production coursework. Through our curriculum alignment work
with ECC, we found that communication and presentation skills are intentionally embedded throughout the three-year video production sequence. Students regularly present ideas, pitch projects, collaborate with peers, and showcase their work to authentic audiences. Because these skills are developed throughout the pathway, a
standalone speech course is no longer necessary. It's important to note that the senior advanced media and digital arts production class will remain unchanged. This course continues to serve as the academyy's capstone experience where students develop professional portfolios and prepare for post-secary education and career
opportunities in media and digital arts. Uh the rationale for these changes is pretty straightforward. First, they ensure alignment with ECC's current catalog and preserve the dual credit pathway approved by the board. Second, they create a more cohesive progression of skills by focusing students on the media production pathway while still
developing communication skills throughout that sequence. The remaining slides outline our implementation timeline. During the 2526 school year, uh we will complete as right now the resource approval, professional learning, and curriculum preparation for next year. The 2627 school year, we will
introduce video production one for freshmen and will begin the implementation of the updated pathway. In the 2728 school year, we will add video production 2 for sophomores while continuing professional learning throughout and program monitoring. Finally, in 28-29, we will introduce
video production 3 for juniors, complete the full implementation of the revised sequence, and evaluate program effectiveness as part of our ongoing continuous improvement process. These updates ensure that Beacon Academy remains aligned with our higher education partner while continuing to provide students with rigorous dual credit opportunities and a strong
pathway toward college and career success. Thank you. Good evening. Thank you for having us tonight. Um, Elite Academy at Streamwood High School focuses on leadership and offers an innovative business and marketing curriculum. Through collaborative real world experiences,
our students develop the skills to become leaders, innovators prepared for college and beyond. Right now, our academy data is proudly serving 175 students. Our student outcomes remain strong. 96.67% of our freshmen are on track in the
academy. 92.2% is our attendance rate and 81% of the graduating seniors are earning an early college or career credential. In addition, we had only four lead academy students participate in internships this past year. However, this strengthens our commitment to the career connected learning. Then I'd like to share with
you our focus on leadership, entrepreneurship, marketing, and innovation and share that we would like to now move away from AIM, the academy integrated math sequence. This transition will not cost a thing and will use ex existing instructional resources. Most importantly, this change
provides our students with a greater choice and access to coursework that best matches their individual academic needs and future goals. Currently, AIM does not have an honors pathway. Throughout this change, our lead students will now have expanded access to district math pathways, including
honors and advanced mathematics opportunities. Aim one, two, and three are not honor level courses. Transitioning to district math pathways will increase flexibility and allow our students to pursue coursework that aligns with their readiness, their academic goals, and their post-secary plans. This change
will expand opportunities for advanced learners while continuing to provide strong support and access for all students. So the timeline the implementation will occur through a phased multi-year transition. Throughout the process, families, students,
counselors, admin will receive ongoing communication, guidance, and support to ensure a smooth and successful transition. This will continue through 27 to 28 when we will phase out AIM one, phase out AIM 2 and 28, and phase out AIM three and 29. Thank you.
We will now move into updates regarding the Magnet Academy lottery process. As part of our continued commitment to equitable access, we're adding a new lottery priority to the Magnet Academy application process. Currently, students may receive additional lottery entries through several priority categories,
including geographic location, program participation, free or reduced lunch, academic recognition, and attendance recognition. We're adding a school district U46 enrollment priority. Under this priority, students who were enrolled in U46 during middle school
will receive one additional lottery entry for each year of enrollment in grade six and seven. This addition recognizes students who have remained enrolled in U46 while maintaining the integrity of the lottery process. This update would be implemented during
the 2627 school year for the 2728 Magnet Academy application process. Communication would include updates to the Magnet Academy guide, direct communication with families of rising sixth, seventh, and eighth graders, communication with middle school counselors and administrators, middle school magnet visits, and general
session presentations for families. In addition to our magnetmies, the post-secary success department continues to support students through gifted and accelerated program. This work is led by director Michelle Chapman, our gifted accelerated and magnet academy coaches
at CHO and Michelle Lordy and me. Together we support student identification, placement, programming and ongoing services for advanced learners across the district. What is acceleration and why is it important? Why does it matter? The
Illinois Accelerated Placement Act requires all public school districts to provide fair and equitable access to acceleration opportunities for students who demonstrate readiness. Acceleration is a placement of a student in an educational setting with a curriculum typically designed for older students or
higher grade levels. This work is important because academic advancements should be based on readiness and demonstrated need rather than age alone. Our board of education acceleration policy reflects this commitment and ensures students have access to opportunities that match their readiness
and their potential. We currently offer multiple acceleration pathways designed to meet the needs of advanced learners. These opportunities include gifted programs in grades four through eight, polegrade acceleration options, content acceleration options,
and our goal is to provide multiple pathways that allow students to access instruction aligned to their readiness, strengths, interests, and academic needs. So, looking ahead, looking ahead, we're continuing to strengthen our GIF gift and accelerated programs through
several key initiatives. This year at child, Michelle Lordi and I developed an accelerated guide to support administrators and staff in implementing acceleration practices. In addition, we have established a district committee that will be that will begin meeting next school year to focus on four key
areas. Reviewing the effectiveness of our current Ignite model with attention to curriculum, student outcomes, and instructional practices. Exploring cluster grouping in grades one and two as a talent development model. strengthening elementary single subject
acceleration structures to ensure consistent implementation and support across the schools. Examining honors courses structures and gifted programming opportunities in middle schools. Through this work, we will continue building systems that ensure students have equitable access to
challenge, enrichment, acceleration, and advanced learning opportunities through their acade uh educational journey. This work reflects our commitment to ensuring students have equitable access um to all of these different opportunities. Thank you for your time and at this time
I'm happy to take any questions. >> Thank you to all of you for the presentation. Do board members have any questions? >> Thank you for the update. Um I'm going to start with the blue side slides that showed kind of like attendance and
internships. >> Sure. Is there a particular school you would like me to go to? >> No, because my question is more generic. >> Sure. Um, for attendance data, have we looked at how attendance data for themies compares to the district as a whole and what trends do we see with that?
>> Yes, thank you for that question. So, I love that you asked that. For those of you who don't know, so right now we're actually going through the certification. Four of our schools are working through getting Magnus Schools of America certified. And part of that work standard six because we're deep in it is to really make sure that we're
comparing how does our student how does our academy compare to the school that the academy is in and also how does it compare to the district. Um and so the comparison is typically that our numbers in the academy are typically higher when when compared to the rest of the school or the district alone. And I'm more than
happy to share that at any point because we do have that available. >> Thank you. >> You're welcome. Did you have any more questions? >> I have so many. That's why I like we can. >> Okay. So, we're gonna spread it around and let our student board member ask a question.
>> My question is, what is the overall student retention rate from freshman to senior year and how does the lottery system impact the retention rate? >> Will you ask the first question? I partially heard it. >> So, what is the overall student retention rate from freshman to senior year? And then how does that impact how
is that impacted by the lottery system? >> So I don't know that I have the numbers ready but I'm more than happy to share that we have seen I think with any high school there's always movement and so one thing that I can speak on is that students start with something in mind and then over the course of the year
they have a change of heart. So what we see is students maybe having a change of heart and saying I don't know that this is the academy for me. Uh but I I I can definitely look up those numbers. And in terms of the lottery that impact that it has I think on a positive I've been here for seven years. I was able to oversee
STEM Academy when we did have assessments. I think the goal here is giving kids access and that's what we see that our numbers are growing and our kids are interested and we're trying to strengthen the supports once the kids are in. So I believe overall the lottery has been a positive experience for our
students because it does allow for access. >> Thank you Shala. >> Thank you for the presentation and I appreciate all the work that's being done to strengthen and improve themies and the gifted and accelerated programs.
I'm looking at slide 36 and I just want to make sure that um I understand and if the public has questions the new lottery priority. Yes. When it says that it's going to be implemented um well on the slide it says 2626 but that would be this upcoming school year.
>> Correct. So our application opens October 1st. So we have that we have to have that part of of our application process but that's really for new students right for 2728. They're applying currently but it's for the following year. >> Okay. >> Does that make sense? My follow-up
question is that so if an eighth grader >> in the 2728 school year was not a sixth grader in middle school, the way this reads, it sounds like they should be in middle school, sixth and seventh to be able to get that extra lottery priority. How do you work that with the eighth
graders who will only be in middle school, seventh grade? >> So they will get a they will get a lottery ticket for each year they were in U46. So that was our way of honoring students who stayed here. Okay. and we retain students and so that was one way to right to to give them that
recognition. So if they were here in seventh grade they would get a one entry if they were here in both sixth and seventh so they would get two additional lottery tickets to >> okay regardless if sixth grade was elementary school or middle school. >> Correct. Okay. Thank you. >> Thank you. But that's that's a good point. That's something we should Yes.
>> So appreciate that. >> So question for um South Elgen for your dual credit with ECC. Do the students go to ECC to take these classes or can they take them on >> courses will be at South? >> They will be at South. Okay. Thank you. >> Thank you.
>> Sarine, did you have a question? >> I do. Um, so my question kind of um branches off just on retention when we look at the cohorts. I'm sorry. Is it possible to get numbers um freshman on track is useful? how many actually
graduate um you know from the total of from the 256 who stay in the program. Um so that was one thing and then the other question I have and this is just general um the internships um is does that how
what percent like what importance does that have in the program like do most of these kids most of our students are going into college in you know in STEM or do they kind of not choose their major based on this the magnet academy? >> I think it really all depends. consult
just from like from STEM Academy. Some of the students will go in thinking they're going to be engineers and then they have love for biomedical and so then they try to kind of work both right but internship just in general post-secary that is that is what we want for all of our students regardless whether they're in the academy or not
it's just that stepping stone of like having experience and networking and working with people in the industry and having right like learning opportunities. So I think for the when we think about what is the benefit the benefit is that they get to experience a realworld career work with professionals
um have to really work on their skills communication skills right they have to show up at work on time and so all of those things build up the resume and in some cases we have had students who've come back and were asked to come after they graduated for a job so I think there's lots of other benefits um but
not just for academy students hopefully that answered the question >> is is Is there any support or something that can be provided to help increase the internship rate for each of themies? >> Well, I think that overall I'm just looking at Michelle Chapman. I believe that there's a cap of how many uh
there's a total of number of students that were able to support through the internships districtwide. So, as much as I would love to have every single student in the academy, I think that's a little bit out of my hand. If you Michelle want to just explain a little bit how it works.
Sorry, thank you. Um, good good afternoon, good evening. Um, so this year we have 124 slots for our U46 students to have internships. And so there's a a range of students in academy students and non-academy. And then during the school year, we also offer internship course. So that's another
space where students can choose to take internships. I believe the um lead academy offers internship as one of their options senior year also. Appreciate it. >> Kate, >> um yeah, I have um two questions. The
data in terms of the number of students enrolled is fantastic. Is it possible to get a breakdown in terms of gender, ethnicity? >> Yes, I have all of those. Yes. >> Versus not all of the the categories. >> I can definitely share that. I will share that with Lala and then she can share that with all of you. Yes.
>> Awesome. And then one more question. So, the visual and performing arts academy, those students are eventually, if they choose to follow this as a career, are going to be regularly faced with auditions and showings of their art and how well
do you dance, how well do you sing, how well do you play your instrument? And I'm always before the lottery system, an audition was a part of the process to get in. And I just worry that we've pulled away that realworld piece for them. I know that they can get that, but
it's not the same if you get it in the classroom with your teacher versus and not even saying that you have to be good in I don't know. I'm I'm babbling at this point, but you look you want to say something. >> Yes, thank you for asking that. Uh that was one of the feedback that I did
receive my first year last year from the teachers just wanting that piece maybe not so much as a tool or a way to to push away students, but more to really assess. So this year that was part of uh the lottery of our application process that once students applied and they were
accepted we did have dates and so they were aware of the dates when they will come and audition so the teachers will have a chance prior to next year to assess them to look at their portfolios to see how they're dancing because we now have those different techniques and different levels. Y >> so we did utilize that this year uh with
all of the students going into the visual and performing arts. >> Awesome. And we're going to continue doing that. >> Yes. Okay. Great. Thank you. You're welcome. Don. >> So, I'm gonna jump. Um, so I know that we're talking about phasing out the AIM
math at the lead academy. Um, so this is again, this is going to be more generic. Do we have any places within our magnet programs where we still use AIM in general for math or has that now been fully phased out? >> We do use it at STEM Academy. Uh, it's a
different uh model. the those are the honors courses and students do cover two. So like AIM two is both algebra and honors geometry. So AIM three at STEM Academy is algebra 2 and a little bit of pre-calc and getting kids ready for AP pre-calc their third year or second year
depending on where they come in. So for STEM academy it's staying that way because it is those are honors courses and they get placed based on where they were in eighth grade math the year prior. I remember us getting an update on the stomach math and needing to make changes
two or three years ago. Um, kind of just based on where students were coming in and how the past AIM was set up. Have we seen improvements in student success in the math at the STEM Academy continuing to use AIM there? And has there been consideration that we would need to
switch to a standard pathway to better support students? So I believe that there's been a better understanding how to support students. I think the other advantage that we have is that I somehow I have made myself um weave myself into the middle school math and so I have been looking at some of the trends and
some of the patterns which hopefully I will be able to bring in the fall and just do some updates. Um we've been doing a lot of just analysis of like how students get access to math and what are the supports and what that instruction looks like. Um in terms of this year and
the last year um we have not had um students as many students I will say that needed the support as we did at the previous I think we've done a really great job of going into middle schools and holding those sessions and really figuring out what that support in school
looks like. Um so I can just Yes. >> Thank you. >> Yes. I guess Sue and then Shanda. >> So on slide 14 for the Elgen High School Academy, um it mentions that expanding access to IB coursework to a broader range of students. My understanding has
always been that you don't need to be in the academy to take an IB class. Is that correct? >> No, please. >> That is correct. >> That is correct. So they could take anything or just are there limited numbers? And that's what that is the reason why we are going to leverage the
world language as our first foot into opening up to the broader school community because there >> there are misconceptions of the rigorous nature of the IB courses. Uh and so we want to demystify that by
beginning to bridge that gap. Uh and with language acquisition, everyone starts at the same playing field when you learn a language for the first time. So that is our goal to begin to bridge that gap and we are looking at other opportunities uh so that we can open the IB to to all.
>> So for example I know that IB has different science programs >> different content >> different content. Okay. Could so a student not in the academy take one of the the science classes? >> We would prefer that they begin the pathway their freshman sophomore year as because the the trajectory prepares you
to be successful for the junior senior level. >> Okay. Okay. Thank you. You're welcome >> Shondaanda. >> So I have an addition to uh Kate's request of the demographics data. It would be good to know across all themmies how many students have IEPs and
504s and their retention across themmies over time. And then I have a question. And this wasn't mentioned in this presentation, but I think about a year ago when um the minimum requirements were being updated, we talked about updating the minimum GPA over three
years. Are we still on track to do that? >> We are still on track. So, this year will be the last year of that increase. So, we will land at 2.8 GPA for this upcoming school year and we'll remain there unless there's something else that says we should change it. >> Okay. And then the um requirement to maintain that minimum throughout the
eighth grade year will remain as well. Yes. Okay. Thank you. Yes. And all of that will be reflected in our magnet guide which then gets posted and available to all the families. >> Don, did you have another question? >> I have my last question. Uh slide 42. Um
I am thankful that we can just continue to look at our gifted program. Um, however, exploring cluster grouping as talent development in grades one and two gives me horrendous flashbacks to the 80s of when students were pulled out.
So, could you explain kind of um the idea of what that bullet point it would look like in practice? I think that's what we're trying to explore, but yes. Okay. So, big picture, right? When you think about high school, our students have so many choices, right? And we can
meet so many different needs. And so what I've learned these in the course of a year, two years now, is that in elementary there's not a lot of choices and ways that we can meet all of our student needs, right? And so we want to explore all different ways that we can do that. So one way would be talent development models. So this just happens
to be one. So if you had a grade level, let's say first grade, and so there's five different levels of skill, right? Like you have level one and level five is your highest, level five is your lowest. So we would have to intentionally group kids, right? where the teacher would not have the high and
the low because that's not how you would cluster group them. But the goal is that you are cl you're clustering students in a way that you are minimizing the gap where the student where the teacher has to fill that gap. Does that make sense? So,
>> so yes. >> Are you saying that like one teacher would have students that would be labeled four and fives and another teacher would have students labeled one and two? Like is that what the implication is there? Could you say that again please?
um when you're talking about placing students into skill levels and placing them in groups so that teachers have a smaller gap would be the are we then saying that a teacher is going to be specifically given students that are just at a four and a five while another teacher would have students at a one and
a two I think that's the part I'm not the exciting part about all this is we're going to do a gifted task force all of next year and so we're going to do a lot of learning about what our gifted program should look like in first and second grade. Um, but to speak to that, it it would be you would have like
a class of fives, three and twos, let's just call that, and then a four, maybe three, two, and one. So, it wouldn't be just the four and fives together and just the low. We're not looking at that. Um, it's just another way of looking at it. But again, that's going to be part of that gifted task force. >> And the goal of that, too, is that this
has to be the entire school level, right? Because what we would want is that all of the teachers are skilled in that area. So that you would rotate so that not every year you're always getting the high right students like that. That's the culture of we're addressing the need and this is like think of it as an intervention where we
don't want to pull kids away from their classroom. Uh but that is one of the talent development models that we're looking at. If something comes up that's different in the committee. That's the whole purpose. It's just that the three of us can't do the work alone and we need a lot of people to help us. So that's just one model that we do want to
explore. We have visited some other districts um that are similar to ours where it works. And so we just want to see what could that look like. Can that work here? And if not, then we're going to look at some other options and hopefully we can come and bring updates and let you know how that work is going.
>> Miss Martin, just to clarify in that model as well, it's fluid. So it's it's a constant monitoring and then movement of students based on needs and growth as well. So there there there are a lot of moving pieces there for teachers and
students in that type of model. It's not a permanent placement >> and we're looking maybe next year getting an update >> like more than a year from now possibly having >> extremely excited about the yes. >> Thank you. >> Okay.
>> I just want to add my concern to what Miss Martin said like the problem with that method in the 80s was once you were in you were stuck in your track. So we just need to be 120% certain stuck in their track.
>> If if you were to talk to any of my members, my my question always what is the need and how do we address it, right? And so we cannot do that which is why we want to explore what are all the other options, right? Because right now we only have Ignite in middle in the elementary, right? But we know there's
more different needs and so how do we address them? We want kids to have choices the same way they have choices in middle school, the same way they have choices in high school where you walk in and you pretty much have access to almost everything. And so we want to see how what could those things be in what can be the menu, right? It doesn't have
to be this particular, but that's one area we're looking at, but menu of choices. We have a need, we have a way that we can address it really is the way I'm kind of going into this work. >> Yeah. Well, then as you continue to do that too, the other piece is the way a gifted classroom is typically run with
the more hands-on, all of our learners would benefit from that model. Um, and that just the assumption that you're smart, the assumption that you can do this, they'd all benefit from that. >> All of our kids have potential, and that's what I I always keep telling Michelle, uh, I have some great visions.
I just need more people to just execute and help me, you know, get to those goals. Um, but we're excited and and are more than happy to come back with a lot of different updates and to share how we're making that progress. >> Any additional questions? So, just just
a quick followup on that on that conversation. So I know that when we were doing a lot of the exploration in preparation for creating our current strategic plan and there was a lot of looking at data coming out of specific
grade groups and it was clear that we weren't seeing the the the we were seeing if if if we weren't seeing the growth that we needed to see in grades one and two by the time you get to third grade you're you're behind.
to the degree that it it becomes very difficult to catch up. Right? So looking at this is this is this part of that trying to address that issue of of of
>> addressing those gaps in the early primary years so that by the time we're at third grade. >> I love that you said that. Yes. Right. because that achievement gap is so small in first and second grade and then as they get older then it widens right and which keeps me at night of just thinking
we start at fourth grade and that's why we want to explore what are all the menus what are all the ways that we can address our kids' needs and one of the things we're particularly looking at is the single subject acceleration which we do have a need for but as you all know in elementary that's really hard because
you can't always have second grade math and third grade math align Right. And so we're trying to figure out how do we do that? Um but if we can get placed kids early enough, right, in different programmings, then that will address some of the things that we're seeing because they're correctly placed,
they're able to continue to grow and Yes. So that would that is definitely one of the things that we want to address as well. >> So then given that when when kids then get into to third and fourth grade, like what's the next step, right? Or we haven't gotten to that point yet of
>> I would love to. Yeah. Yes, I I Yes, because really I would love to start kindergarten. Uh believe it or not, we we do have a lot of missed opportunity there, which is why I the sense of urgency of single subject acceleration
is where I want to start first. And then um we worked all of last year of really looking at whole gradede acceleration and we're very proud of what we were able to come up in terms of evaluation. So we've had lots of success with that this year. single subject continues just
to be the place in elementary where we want to fix um but yes I Michelle already knows that's all I talk about um just excited about how can we deliver the services to students so it does not end third and fourth it's really always
looking at what is the need and there's always different stories that you hear from parents and you go aha so if you have a moment at any point I think uh included in my presentation was al also the acceleration guide. And so that was all the learnings that we've had for the last two years that we wanted our staff
and administrators to have that really talks about all of the path all of the accelerations that we currently offer, what the process looks like, all the assessments, all the benchmarks. So if you want to explore that further, that would be a really great starting point to really kind of give you an idea how
it starts, what the timeline is, and for every student, it outlines what that would look like in that acceleration pathway. >> Thank you. Any final questions? >> Okay, thank you so much. >> Yeah.
>> All right. The next item on our on our agenda is comments from the audience. Dr. Thank you, President Owens. This evening, we do have two public comments. >> Good evening. We are now opening the public comment portion of the board of education meeting. Those who completed a
request to speak card will be called to provide comments in the order in which the cards were received. Online participants have been provided meeting access via Zoom. Written comments emailed to boardw6.org or have been posted to the agenda for
public viewing. To ensure that all comments are heard, speakers must comply with the following procedures. Individual comments are less than 3 minutes and comments may not mention the name or personal information of any student other than the speaker's own
child. Please note that while board members listen to speakers, they do not respond to comments or answer questions. Thank you. particip. board. Personal Our first speaker this evening is Jonathan
Medina. board, superintendent, fellow humans. Um, today I'm just here still looking for transparency and some accountability. Um, I was I did foyer request a video that, you know, should
never been um deleted because the simple fact it was supposed to be under investigation at the school, but you know, it was deleted. Someone let that happen, which means, you know, someone was obviously in the wrong. You know, having a SRO on
the side of me on my right side, someone on my left side eating popcorn no less than two feet away from my ear facing towards me, and then two other security peak personnel at the school, and that's not even counting the attendance person in the office. So, pretty much, you
know, someone let that video get deleted. And those who do have a, you know, science degree in computer science know, you know, all digital copies can't be deleted. You know, if you really looking for it, you can find it. So, you know, I know for a fact of that because,
you know, cyber security, code writing, reading, I know I could go back and look for that stuff if you really need someone to actually go and find it. So, that's really much all I really have to say because, you know, I'm just really looking for some accountability, some
transparency, and hopefully no no other parent is was treated like like like that to me on that day. So, thank you. You guys have a great day. >> Thank you. >> Our next speaker is Kenneth Nally.
Good evening board. Uh my name is Kenny. I'm the coach of the Elgen Sharks track club. We've been renting facilities through you guys, well through U46 for the last 40 plus years. We understand Larkin is under construction. You guys are spending millions to fix it up. Thankful for that. Glad to see they're
getting a home. We were told that we were no longer able to rent facilities because they're considered stadiums. Then we were told it's not that the school district isn't wanting to rent to us. It's an availability issue. I reached out to one athletic director
that said they have availability for the hours we need. He reached out to the rentals facility and they still told him no. Uh we've been doing this for a while. Um just last year we took over 36 kids to the USA track and field junior Olympics where 19 of them
um went on to become all-Americans. Seven of them national champions. One set a new national record. This is because we've been able to use facilities at a track, get them ready for the next level. U46 also does not have a middle school program where
district 300. District 301 has a middle school program where the kids are moving up to high school, becoming really competitive. We are the feeder program for U46. And all we're asking is to try to start a partnership. We are a nonprofit organization. We've been
renting uh I think we spent over $4,000 just in the month of June last year uh renting Larkin. All we're asking is for like an answer of why we're getting denied and to see if there's any way we could get grandfathered in to continue
training these kids over the summer. We're just asking for June and July for any uh U46 school possible. I understand Larkin is brand new. I'm almost guaranteed that's going to be a no. I totally get that. But Elgen High, Streamwood, they've been saying to me
that they're okay with it. I did coach this year at Elgen High for the girls track program. I am a uh IHSA certified coach. Got a couple other coaches. We are USA track and field level one certified safe sport. Been doing it for a long time. And we're just want to keep
these kids going. And all I'm asking is for a chance to for these kids to have a a safe place to train. And that's all I have. Thank you. >> Thank you. >> Okay. The next item on our agenda is uh
additional information from the board and superintendent. Does anybody have any information that they would like to share? >> So, um, obviously our last big event was graduation. Um, many of us on up here were there plenty of people
administration that is in our audience was there. So, I just wanted to take a second to thank all of our administration and staff and everyone who does the work to make that day. It is an insanely fantastic chaotic five graduations in like a 15hour window type
of day and um just it's just really great. So thank you to all of our staff who makes it happen. >> Anyone else? >> Dr. Johnson. >> Yep. Uh so uh I also want to thank the board of education for your
participation uh in that day. It is truly a it's a it's a remarkable day. It's a lot of fun. and it goes very fast. I know it's shocking to believe that, but it goes incredibly fast and it's a wonderful celebration of our students and our colleagues. So, thank you so much for being part of that. I
also want to thank our teams, our school teams, our operation teams. We do have a significant move occurring. Uh they've accomplished a lot of great work already, but I think the estimate is about a thousand individual classrooms and and shifts across the district. It's a lot of moving pieces literally. And uh
so very thankful for our teams for taking on this work uh to help us uh welcome students back in just under three months. So while the school year has just concluded, we are already racing to start next year. And so thank you to our teams for all of this effort. Appreciate it.
>> Okay, the next item on our agenda is for your request, Dr. Johnson. >> This evening we have 17 Freedom of Information Act requests available on the public domain of Diligent. These requests will also be moved to the U46 website later this week.
>> Okay. Next item is consent agenda. Dr. Johnson. >> Thank you, President Owens. This evening on consent agenda, we have personnel report and workers compensation cases. Minutes of board meeting March 16, 2026. Resolution authorizing the submittal of
serious safety hazard findings to the Illinois Department of Transportation. Bid curriculum and instruction fourth grade literacy core curriculum novels. Bid communications and community relations aptagy for website mobile app services. Bid communications and
community relations parent square for mass notification system. Proposal chief of staff donation of four south Gford Street Elgen Illinois. Proposal early learner initiatives 2026 2027 preschool classroom kits and movement materials.
Proposal: Early Learner Initiatives Enriching Partnerships for Early Learning. Proposal: Culture and Climate Crisis Prevention Institute Training and Materials. Contract Financial Services Workforce Plant Operations Bartlett
Elementary School Emergency Generator Installation Project number 553-25 and plant operations Clinton Elementary School emergency generator installation project number 653-25. Are there any items that board members
would like remove from the consent agenda? Hearing none, may I have a motion to approve the consent agenda as read into the record? So moved. >> Second. >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan,
>> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owens, yes. >> Motion carried. >> Next item is discussion action. Dr. Johnson. >> Thank you, President Owens. The first item, itemized bills for June 1st, 2026.
Robin Cornellison, executive director of financial services, will respond to questions from the board of education regarding the attached bills. Administration recommends the board of education approve the list of bills in the amount of 34,154,2528. >> May I have a motion to approve the list
of bills in the amount of 34,154,2528? >> So moved. Second. >> Any questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owens, yes. Motion carried.
>> Thank you. >> Our next item is the resolution authorizing the naming of Ray Haley Field at Royals Athletic Complex. Brian Lindholm, chief of staff, will respond to questions from the board of education. Administration recommends the board of education adopt the resolution.
Authorizing the naming of Ray Haley Field at Royals Athletic Complex. >> May I have a motion to adopt the resolution authorizing the naming of Ray Haley Field at Royals Athletic Complex? >> So moved. >> Second. >> Any questions or discussion? Roll call,
please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owen, Motion carried. >> Thank you. >> Thank you. >> Very excited. Okay, next item.
>> Our next item is the resolution authorizing the transfer of interest earnings from the working cash fund to the capital capital projects fund. Dr. Kyle Vonzy, deputy superintendent of operations and Robin Cornell, executive director of financial services will respond to questions from the board of
education. administration recommends the board of education adopt the resolution authorizing the transfer of interest earnings from the working cash fund to the capital projects fund. >> May I have a motion to adopt the resolution authorizing the transfer of interest earnings from the working cash
fund to the capital projects fund? >> So moved to second. >> Any questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, yes. >> Miss Martin, yes. >> Miss Nolan, yes. Miss Schwarz, yes. Miss Thomas, yes. President Owens, yes. Motion carried.
Next is a resolution transferring certain funds from the operations and maintenance fund to the capital projects fund of school district number 46, Kain, Cook, and DUP page counties, Illinois. Again, our team is here to respond to questions from the board of education. Administration recommends the board of
education adopt the resolution transferring certain funds from the operations and maintenance fund to the capital projects fund of school district number 46, Kain, Cook, and Dwage counties, Illinois. May I have a motion to adopt the resolution transferring certain funds from the operations and
maintenance fund to the capital projects fund of school district number 46 K and DW page counties Illinois? >> So moved. Second. >> Any questions or discussion? Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, yes. Miss Nolan, yes. Miss
Schwarz, yes. Miss Thomas, yes. President Owens, Motion carried. Our next is the intro to law and law 2 social studies elective resource proposal. Silia Banks, director of curriculum and instruction, is available
for questions regarding the intro to law and law to social studies elective resource proposal. Administration recommends approval of the intro to law and law 2 social studies elective resource proposal in the amount of $471,721.32 and requests authorization for district
administration to execute related documents. This expenditure will be charged the education fund. The cost is included in the budget for the 2025 2026 fiscal year. May I have a motion to approve the intro to law and law 2 social studies elective resource
proposal in the amount of $471,721.32 and grant authorization for district administration to execute the related documents. >> So move second. >> Any questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes.
>> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. Miss Thomas, yes. President Owens, >> yes. >> Motion carried. >> Our next item, intro to psychology and advanced placement psychology social studies elective resource proposal. Again, Celia Banks is available to
respond to questions regarding the intro to psychology and advanced placement psychology social studies elective resource proposal. Administration recommends approv approval of the intro to psychology and advanced placement psychology social stays elective resource proposal in the amount of
$255,181.70 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. May I have a motion to approve the intro to psychology and
advanced placement psychology social studies elective resource proposal in the amount of $255,181.70 and grant authorization for district administration to execute the related documents. >> So moved. >> Second. >> Any questions or discussion? Roll call,
please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. Miss Thomas. >> Yes. >> President Owens. Yes. Motion carried. >> Next is a sociology social studies elective resource proposal. Again, Selia Banks is available to respond to
questions regarding the sociology social studies elective resource proposal. Administration recommends approval of the sociology social studies elective resource proposal in the amount of $91,159 and requests authorization for district administration to execute related
documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. >> May I have a motion to approve the sociology social studies elective resource proposal in the amount of
$91,159 and grant authorization for district administration to execute the related documents. >> So second >> any questions or discussion? Roll call, please. >> Miss Kirk, yes. >> Miss Khan, yes. >> Miss Martin, yes. >> Miss Nolan, yes.
>> Miss Schwarz, yes. Miss Thomas. Yes. President Owens. Motion carried. >> Next is the freshman seminar curriculum resource proposal. Beth McKini, coordinator of instructional programs and support, is available for questions regarding the freshman seminar curriculum and resource proposal.
Administration recommends approval of the freshman seminar curriculum and resource proposal in the amount of $22,793.40. Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025
2026 fiscal year. >> May I have a motion to approve the freshman seminar curriculum and resource proposal in the amount of $22,79340 and grant authorization for district administration to execute the related documents. >> So moved. Second.
>> Any questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. Yes. Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owens, >> yes. >> Motion carried. >> Okay. The next two items are uh strictly
board business. So, the first one is relating back to our um board of education self-evaluation several weeks ago. These are the uh board agreements which we agreed to not
modify but we are reaffirming these agreements. So I need a motion to reaffirm the board agreements for uh May 26th. >> Some moved. >> Second. >> Any questions? Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan,
>> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owens, Motion carried. The second item is public comment language. This is a motion to um align our public
comment language that is um given at every public at every board meeting where there's public comment um to align that to current practice. So I will need a motion to approve the public comment language. >> So moved. >> Second.
>> Any questions or discussion? >> Roll call, please. >> Miss Kerr. >> Yes. >> Miss Khan. Yes, >> Miss Martin. >> Yes, >> Miss Nolan. >> Yes, >> Miss Schwarz. >> Yes, >> Miss Thomas. >> Yes, >> President Owens. Yes. >> Motion carried. >> Next item. >> Next item is a resolution amending the
current administrator's employment contract. Trisha Olsen, chief legal officer, and Mark Moore, assistant superintendent of human resources, will respond to questions from the board of education regarding the attached resolution. Administration recommends the board of education approve this
resolution amending the administrator's contract language and benefits document. >> May I have a motion to approve the resolution amending the administrator's contract language and benefits document? >> Some second. >> Any questions or discussion? Roll call,
please. >> Miss Kirk, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, yes. >> Miss Thomas, yes. >> President Owens, yes. Motion carried. The next item on the agenda is work sessions resolutions. Dr. >> Thank you, President Owens. The first is
the resolution to sell real property. Brian Lindholm, chief of staff, will review the attached resolution and respond to questions from the board of education. Administration recommends the board of education adopt the resolution of the board of education, school districts U46, Cook Dupage, and Kain
counties, Illinois to sell real property located at 2001 Oak Avenue, Hanover Park, Illinois. Does anybody have any questions on this resolution? >> Thank you. Next is a resolution for the disposal of
surplus personal property rowers and ellipticals. Mary Jingo, coordinator of physical education and wellness, will review the attached resolution and will respond to questions from the board of education. administration recommends the board of education approve the
resolution for the disposal of surplus personal property. >> Does anybody have any questions on this resolution? >> Thank you. >> Next is a resolution for the disposal of surplus personal property electronics.
Jim Wolf, director of information services, will review the attached resolution and respond to questions from the board of education. Administration recommends the board of education approve the resolution for the disposal of surplus personal property. >> Do board me board members have any
questions on this resolution? Thank you. >> All right. Next item on the agenda is work session, i.e. the science show. >> Here we go. Yeah. >> Thank you, President Owens. Uh so this
evening we have the pleasure of no less than 10 curriculum andor resource uh proposals coming forward from our science department. So current we we are being joined by Celia Banks, director of curriculum and instruction and Deborah McMullen, coordinator of K12 science and
planet and planetarium who are going to present actually all 10 of these. So, while they're getting situated though, um what I'm going to do is read into record all of the proposals. I know you're like
maybe we'll have a seat and and then they will present. So, it's going to take me just a few minutes. I'm going to read um the title, cost, and then uh where the budget is situated and then I will turn it over turn it over to our esteemed colleagues to uh provide all
the vital information. So, um, administration recommends approval of the advanced placement biology curriculum resource proposal in the amount of 560,51659. Requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. Administration recommends approval of the advanced placement chemistry curriculum resource proposal in the amount of $221,6160. Requests authorization for district
administration to execute related documents. This expenditure will also be charged to the education fund and is included in the budget for the 2025 2026 fiscal year. Administration recommends approval of the advanced placement environmental science curriculum resource proposal in the amount of
$95,85. requests authorization for district administration to execute related documents. This expenditure will also be charged to the education fund and is included in the budget for the 2025 2026 fiscal year. Administration recommends approval of the advanced placement
physics one curriculum resource proposal in the amount of $18,695.79. Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. cost is included in the budget for the 2025 2026
year. Administration recommends approval of the advanced placement physics C curriculum resource proposal in the amount of $32,9425. Requests authorization for district administration to execute related documents. Expenditure will be charged to the education fund and the cost is
included in the budget for the 2025 2026 year. Administration recommends approval of the honors biology curriculum resource proposal in the amount of $25,58960. Requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund. The cost is included in the budget for the 20252026 fiscal year. Administration recommends approval of the honors chemistry curriculum resource proposal in the amount of $44,985.60 60s requests authorization for district
administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. Administration recommends approval of the earth and space science curriculum resource
proposal in the amount of $10,496 and 64 cents and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 fiscal year. Administration
recommends approval of the environmental science curriculum resource proposal in the amount of $10,4964. Requests authorization for district administration to execute related documents. This expenditure will be charged the education fund. cost is
included in the budget for the 2025 2026 fiscal year and administration recommends approval of the integrated physical science curriculum resource proposal in the amount of $44,98560 requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund cost is included in the budget for the 2025 2026 fiscal year. So now I'm going to turn it over to our team. They're going to tell us about all the great things that are included here. I'm going to double check a couple of numbers while they're also presenting and see if I have to clarify
something and it's all square. Okay. It's just interesting that they're both exactly the same cost. So, just was going to confirm. But, uh, without any further ado, Selia Banks and Deborah McMullen are here to present. >> Good evening. Over the past nine years,
this board has invested in building a coherent, highquality K8 science program aligned to the next generation science standards. As a result, students are learning science through investigation, modeling, evidence, and discourse, not simply memorizing facts. The proposal
before you extends that vision into our remaining high school science electives, ensuring students experience a coherent and rigorous science program from kindergarten through graduation. This proposal seeks funding for updated curriculum resources and professional
learning to support advanced placement, honors, and elective science courses across our high schools. It builds on the district's recent implementation of open sad in biology, chemistry, and physics and extends that instructional vision into the remaining science courses.
This proposal directly supports goal three of the strate U46 strategic plan, academic growth and mastery. It also advances uh goal four by preparing students to navigate a world increasingly shaped by science, technology, and innovation.
One of the most important shifts in science education is that learning science requires more than content knowledge. Under the next generation science standard, students learn through the in integration of three dimensions. Science and engineering practices which
are the skills that scientists use and uh and engineers use. Disciplinary core ideas which is the important science concepts. We often refer to that as content. Crosscutting concepts. the big ideas that students use to make connections across scientific
disciplines. Today, students are expected to learn science by doing science. They build models, analyze data, develop explanations, engage in scientific discourse, and use evidence to support their thinking. The three-dimensional approach is the foundation of NGSS and the instructional
vision that guides these recommendations. Tonight, the board has already made a significant investment in building a coherent K8 science program aligned to next generation science standards. Students enter our high school today having experienced science different than
previous generations. They have learned they have learned through investigation, modeling, evidence-based reasoning, and scientific discourse. As student progress into high school, those experiences should become more sophisticated and applied. This proposal extends the work already underway in
biology, chemistry, and physics and ensures that students experience a coherent science pathway from kindergarten through graduation. This slide shows how science learning is intentionally aligned from kindergarten through high school that allows students
to build on prior learning because teachers understand the learning progression within their grade band and how it contents connects to the grade before and after. Ultimately, this is how we create a coherent K12 science program. Students experience science as
a connected progression of learning rather than learning isolated content. Developing these courses has been a multi-year process. Our district science team reviewed highquality open-source materials, developed draft storylines,
and worked with national partners including NSTA, Northwestern University, University of Illinois, and Inquiry Hub at the University of Colorado Boulder. This work culminates in the formal curriculum writing process and the development of the core storylines that
are introduced in this proposal. Uh an an important part of this process was gathering feedback from our teachers. All feedback was reviewed by the district science team and helped inform our next steps. In some cases, feedback led to revisions in curriculum
materials. In other cases, it highlighted areas where additional support, clarification, and professional learning would be needed for successful implementation. That feedback reinforced what research tells us about instructional change. curriculum alone
is not enough. As a result, what we are bringing forward tonight is a comprehensive implementation plan designed to support both teachers and students through this transition. We want uh sorry, our goal is simp is simple but transformational. We want
every student in U46 to experience science as a process of making sense of the world around them. We know we have accomplished this goal when we see our students investigating realworld phenomena, asking questions, analyzing evidence, developing explanations, and
applying their learning to authentic problems. We want every teacher to have access to highquality curriculum materials, resources, and professional learning that support those experiences consistently across classrooms. Ultimately, this work is about opportunity. We are ensuring that every
student regardless of school background, language of instruction or pathway has access to rigorous and engaging science learning that prepares them for college careers and informed participation in an increasingly complex world.
Our work has been both intentional and iterative over several years. We have researched resources, developed curriculum, engaged partners, gathered feedback, and refined our approach. We have taken the same approach in implementation. We are building a
process that allows us to learn, refine, and support teachers throughout implementation. The courses included in this proposal have different instructional needs. So, we approached resource selection in the each course by course bycourse basis.
Note that AP Chem and Honors Chem and AP Bio and Honors Bio will use the same resource. For our advanced placement courses, we reviewed available resources and selected materials that best align with course expectations,
support student success on the AP assessments, and complement the instructional approaches we are implementing in U46. These resources were selected because they provide strong content support while allowing students to continue engaging in the scientific practices and sensemaking
experiences expected by NGSS. The cost shown here represents multi-year licenses and access, allowing us to provide continuity for both students and teachers while maximizing the district's investment. For AP and honors bio, we intentionally
selected resources that build on the instructional experiences students have had throughout K8 science and support the district's freshman on track initiatives. These resources provide strong support for content development, scientific reasoning, and sensemaking
while complementing the phenomenon based learning experiences that are central to our science program. Here is the cost for AP and honors biology. Chemistry follows a similar approach. We selected resources that complement the district's recent implementation of
openside chemistry while providing students and teachers with access to highquality content, practice opportunities, and instructional support. These resources support students as they develop deeper conceptual understanding and increasingly sophisticated scientific
reasoning throughout their high school experience. Here are the costs for AP and honors chemistry. For integrated physical science, earth and space science, and environmental science, we are intentionally not recommending a traditional textbook. We
reviewed available resources and found that none adequately supported the three-dimensional phenomenon based learning required by NGSS. Instead, these courses are built around districtdeveloped storylines that engage students in investigating real world
phenomena through scientific practices, discourse, data analysis, and evidence-based reasoning. Students will engage with high quality content. However, rather than relying on a single textbook, they will use scientific articles, peer-reviewed research, real
world data sets, multi multiple multimedia resources, and investigations that are aligned to the learning goals of each unit. Because these courses are built around district developed curriculum, implementation support is critical. The National Science Teachers
Association will provide both curriculum implementation support and professional learning to help ensure the story lines align to best practices and are implemented consistently across classrooms. The cost shown here represents more than just curriculum resources. This
investment includes expert curriculum implementation support, professional learning, and the development of in instructional materials that allow students to engage directly in scientific investigations. These support these supports are designed to help teachers translate the
curriculum into meaningful learning experiences for students. In addition, ECA will partner with us to develop custom instructional kits that provide students with hands-on investigation materials aligned directly to our curriculum. Together, these supports
help ensure that teachers have the resources, materials, and professional learning necessary to successfully implement these courses. As outlined here, implementation will occur in phases. We will begin with a group of early adopters providing
targeted professional learning and support. This allows us to gather feedback, monitor implementation, review student outcomes of make adjustments before full implementation. By taking a phased approach, we can build teacher capacity, reduce implementation challenges, and ensure that future
decisions are informed by both teachers and student data. This proposal includes curriculum- based professional learning, coaching, implementation support, and opportunities for teacher collaboration. We want to ensure that every student
experiences highquality science instruction while empowering teachers and their resources, their knowledge, and the flexibility to bring the learning to life in their own classrooms. The Office of K12 Science and Planetarium has an established process
for analyzing common formative assessments, common summitive assessments, and curriculum implementation data to evaluate both student learning and instructional in effectiveness. This information will help us identify strengths, address challenges, and make adjustments to
curriculum resources, professional learning, and implementation support as needed. Tonight's proposal reflects our belief that every student deserves access to meaningful, rigorous, and engaging science learning experiences that help them make sense of this
phenomenal world. By extending this work into our remaining high school courses, we can ensure that students experience a coherent science education from kindergarten through graduation, one that prepares them for college, careers, and informed participation in an
increasingly complex world. Thank you. That concludes our presentation. >> Thank you for the presentation. Do board members have any questions, Sue? >> Yes. Okay. I guess I'll start. Um, so with the five non-AP classes, we're
developing our own curriculum and for two of them, we're using some resources also used by AP, but for the others, we're going to use other things, which is great. What will that look like for the teacher? However, I know you've given us a framework, but that doesn't really flush things out. So, how what
will what will the teachers see? >> Um the the teachers, you mean specifically what are they what resources are they going to have to support them? Okay. Right. Yes. >> Um so, uh we have created um very developed Google files. >> Okay.
>> Um it's going to look very much like the open sad curriculum did um for those courses where everything is available in a Google doc. All of the pieces are there. >> So if they want a worksheet the kids to work on or they want to emphasize, you know, figuring out moles in chemistry or whatever. Okay. >> Yes, that's right.
>> Okay. All right, Don. So, as a followup to that, um, as a non-educator, what is the difference from a teacher perspective for class planning being handed, you know, here's your AP book and it's all laid out
versus this format where it's here is kind of a variety of materials that are placed in Google. It's so it's still laid out for them. The the other courses are laid out for them. Um
and actually the AP book is really more of a resource that that they can go to. Um so really both are offering uh teachers with a resource to help them do their planning and then they kind of make a decision as far as what other
resource they want. So um in both cases the resources are there. What's more important is the professional learning and the collaboration um that we are bringing forth. Um NGSS started in 2014 and um it has been a very difficult
paradigm shift especially for our high school teachers. Uh and so we've tried a lot of different different um things to try to help support them. And so what we're finding is that this professional learning opportunity and having them actually have materials in front of
them, having discussions, planning together is what's actually moving their practice. Did I answer that okay for you? >> You did. Thank you. >> Okay. >> Additional questions, >> Sue. >> Just one quick one. I know when we had
people presented the AP social studies a couple of weeks ago, they mentioned that college board changes things. Are you seeing that in science as well? Do we suddenly have to switch things around? >> Yes. In but in all in all science because you know one discovery can cause us to have to you know change
everything. So yes, we we do see that and um that's a whole another part I think of helping our teachers connect especially you know when you're teaching APC physics C you might be the only teacher in a school and within our district we may only have three total
teachers. So we're trying to create I'm trying to create a venue in which they can meet and talk and share resources and if there's some kind of a new new discovery um making sure that they're sharing that information. Um, and
College Board has uh their AP classroom which they continually update all of those. Um, what's cool about the other courses is that we we're literally taking scientific research like hot off the
presses that are peer-reviewed. Um, and so we're the the students are going to be investigating new research as it as it happens. >> Great. And I assume just to follow up that in our own classes, I mean, we won't create something for the next year
and then it stays that way for five years. We we would be keeping an eye on changes and what needs to be adjusted upated. >> Yeah. >> Yep. That's right. >> Any additional questions? >> Going back to the um to the ECA custom
kit development. So, can you give us just a a brief sense of what is actually in those kits? I know it's kind of laid out in the proposal, but if you could just >> BCA um is a really cool company. um they're traditional like a Carolina
or one of those other companies, but the difference is that we send them our labs. They source a variety of materials and they literally do all of the activities with the materials so that they ensure
we're going to actually get the usable data that we need with the equipment they're sourcing. So they they spend all the time sourcing and perfecting Um, and then they create the kits that I will be back next year to actually purchase kits. So, this year is just that
structure of like these are these are the labs that we want to do. They'll research them. The other part that's really great is they're guaranteed for as long as we're doing the experiments. So, let's say that they're they're in chemistry, they're doing calerimeters,
and they have a specific cup that they want to use, but they can no longer source the original cup they sent us. they will source all the cups over again, redo all of the experiments and make sure that they're going to work and we're going to get the results and then send us that replacement cup. Um, and
that's that one cost for each class is for as long as you have it. And we've had some pretty fun materials things happen with some of our other science adoptions where I think they
just oh you need a um a prime example you need a we need a a magnetic we need a magnet and a car to do this lab but the cars the toy cars they send us were plastic like that it's just it so we're eliminating that and we're ensuring that
everything once that teacher opens up the kit everything's there. It's laminated. It's cut. They don't have to do anything. It's just they're ready to go and we know it works. >> Okay. All right. I appreciate that. Thank you. >> Any final questions? >> Thank you. >> Yeah.
>> Thank you. >> Wait, that's >> not so fast. Yeah, you're next. >> I have to stay. >> Sorry. >> Oh, >> they're they're the next item. >> See, I need to catch up as well. >> All right. So that moves us on to work
session bids and proposals. Dr. Johnson. >> Yes. So our team is not finished yet. We have a bid for curriculum and instruction for middle school science classroom materials. Uh so they are here to present the attached proposals proposal summary and respond to questions from the board of education.
Administration recommends award to the lowest responsible biders. Carolina Biological Supply Company in the amount of $48,247.85 85 and Flynn Scientific Incorporated in the amount of $8,846.89 for the total amount of $57,94.74
and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions on the proposal? >> Thank you.
>> Thank you. Our next item is a bid information services wireless access point upgrade. Jim Wolf, director of information services, will present the attached proposal and summary and respond to questions from the board of education. Administration recommends award to the lowest responsible bidder,
Sentinel Technologies Incorporated, in the amount of 1,282,97361 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025
2026 fiscal year. >> Do board members have any questions about the proposal? >> Thank you. >> Next is a bid plant operations educational services center and Bartlett Elementary School plaster ceiling removal and abatement project. Sheila DS, assistant superintendent of
operations, and Cassandra Rakenbach, assistant director of planning and systems, will present the attached proposal summary and respond to questions from the board of education. Administration recommends award to the lowest responsible biders. CEC Environmental Incorporated in the amount
of $60,885 and Nationwide Environmental and Demo LLC in the amount of $28,160 for the total amount of $89,045 and requests authorization for district
administration to execute related documents. This expenditure will be charged to the operations and maintenance fund. Cost is included in the budget for the 2026 2027 fiscal year. Do board members have any questions? >> Thank you. >> Next is a proposal for assessment,
accountability, and student success, ACT and preACT. >> Matt Raandi, director of assessment, accountability, and student success, will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from
ACT up to the amount of $261,679. requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year.
>> Board members have any questions? >> Thank you. Next is a proposal from assessment accountability student success advanced placement exams. Matt Rami remains to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of
the proposal from college board up to the amount of $490,000 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year.
>> Do sorry do board members have any questions? Don, >> so I love that we continue to offer the one free exam. Um do we know how many students actually take advantage of the one free exam. Like what percent of our
student population is all taking one? >> Um we have those counts and we'll share them later in the fall. So yep. >> Yeah, they perfect. Thank you. Any other questions? >> Okay, next item. Our next item again,
proposal from assessment accountability and student success DESACL universal screening assessment. Matt Ramani, director of assessment accountability and student success, and Dr. Angela Rig, coordinator of student success, will present the attached proposal summary and will respond to questions from the
board of education. Administration recommends approval of the proposal from Riverside Assessments LLC, DBA, Riverside Insights, in the amount of $150,000 and requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? >> Thank you. >> Next is a proposal grants 2026 2027
consolidated district plan. Robin Cornellison, executive director of financial services and Angela Marlor Connor, director of grants will present the attached proposal summary and will respond to questions from the board of education. administration recommends approval of the proposal for the 2026
2022 consolidated district plan and requests authorization for district administration to execute related documents. There is no cost associated with the plan. >> Do board members have any questions? >> Thank you.
>> Next is a proposal plan operations Hawk Hollow Middle School locker purchase. Sheila DS, assistant superintendent of operations, and Jolene Linman, capital project coordinator, will present the attached proposal summary and will respond to questions from the board of education. Administration recommends
approval of the proposal from warehouse direct in the amount of $47,694.35. Requests authorization for district administration to execute related documents. This expenditure will be charged to the operations and maintenance fund. cost is included in the budget for the 2026 2027 fiscal
year. >> Do board members have any questions? >> Next item. >> Next proposal plan operation Streamwood High School press box lift decommissioning project 400-26. Our team is still present to review the
attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from Northwest Contractors in the amount or Northwest Contractors Incorporated in the amount of $42,667 and requests authorization for district
administration to execute related documents. This expenditure will be charged to the operations and maintenance fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions, Sue? So, I understand this lift hasn't worked for a decade at least. And you
mentioned that code doesn't require that we have a a lift. Do any of our other high schools need to have lifts at all or the >> None of our none of our press boxes require it. >> So, they're not You have to be a certain height or a certain >> a certain dimension.
>> Okay. Okay. Okay. Thank you. >> Any other questions? >> Thank you. >> Thank you. Next is a proposal specialized student services purchase of student iPads. Amanda Leatherbeby, director of specialized student services, and
Melissa Robersonson, assistant director of specialized student services, will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from Apple Education in the amount of $141,878. requests authorization for district
administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? >> Thank you.
Next item is work session contracts over 35,000. Dr. Johnson, >> our first item is a contract renewal assessment accountability and student success assessment of performance toward proficiency in languages. Matt Rami, director of assessment, accountability, and student success,
will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Language Testing International in the amount of $83,250 and requests authorization for district
administration to execute related documents. This expenditure will be charged to the education fund. cost is included in the budget for the 2026 2027 year. >> Do board members have any questions on this renewal? >> Next item.
>> Next is a contract renewal assessment accountability and student success. I ready. Matt Rami is still here to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with curriculum associates in the amount of
$377,187.50. 50 cents requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions?
>> Next item. >> Next is a contract renewal assessment accountability and student success PSAT NMSQT. Matt Rami is here to present the attached proposal summary and respond to questions from the board of education. The administration recommends approval of the contract renewal with College
Board in the amount of $51,74298 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? Uh
summary, >> I have a question. Um, in the proposal it mentioned that there was a decrease in number of students taking the PSAT. Is is it no longer required? I wasn't sure what the reason is. >> Right. So, um, this uh upcoming year
we're only going to do all 10th graders as required and then 11th grade optin. Last year we did all 10th and all 11th required. So we did reduce uh some testing.
>> Any other questions? >> Item. Next item is a contract renewal assessment accountability and student success multilingual and multicultural departments. Lost links assessment for dual language students. Matt Ramandi, director of assessment, accountability, and student success, and Griselle
Griselda Purdle, director of multilingual and multicultural department, will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the two-year contract renewal with data
recognition in the amount of $154,212.50 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 and 2027 20228 fiscal years.
>> Do board members have any questions? Sue. >> So in this proposal you included um I guess an example of the type types of report that you get. This is just a sample for us to see I assume. >> Okay. Because it only had one school. So
>> actually no, we gave the the live data. That's a It's not a sample. >> Oh, okay. That's okay. >> It has multiples. >> It had more. Okay. Oh, you're right. >> Thank you. >> Any other questions?
>> Thank you. >> Next item. >> Our next item is a contract renewal assessment, accountability, and student success cognitive abilities test. Joining Matt Randi is uh Michelle Chapman uh director of postsecondary success to present the attached proposal
summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Riverside insights in the amount of $61,6145 and requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? >> Thank you. Next is a contract renewal. Curriculum and instruction learning. Celia Banks director of curriculum and
instruction and Jacquellyn Johnson, coordinator of literacy and libraries will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with air learning in the amount of $431,560 and requests authorization for district
administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? Summary, >> I have a question on some of the intervention programs that we've been um
implementing. Is there a way to get some baseline data to kind of understand um you know how the students are performing before the intervention maybe a year after and then >> yeah I can work with student success so that would be Angie um so I can work
with her and we can bring that >> thank you >> any additional questions >> thank you uh next is a contract renewal curriculum and instruction EPCO our team uh remains to present the attached proposal summary
and respond to questions from the board of education. Administration recommends approval of the contract renewal with EPCO in the amount of $118,759 and requests authorization for district administration to execute related documents. The expenditure will be charged to the education fund. The cost
is included in the budget for the 2026 2027 through 2028 2029 fiscal years. >> Do board members have any questions? Next item. >> Next is a contract renewal curriculum and instruction fall at Destiny Library Services. Again, our team is here to
present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Flet software in the amount of $224,688. Requests authorization for district administration to execute related documents. This expenditure will be
charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions? >> Thank you. >> Next is a contract renewal financial services risk management property and liability insurance. Robin Cornell,
executive director of financial services, will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Illinois County's Risk Management Trust in the amount of 2,153,753 and requests authorization for district
administration to execute related documents. This expenditure will be charged to the TOR fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions, Sue? >> So, a couple questions. One is just a clarification on the executive summary.
The second paragraph, you note that Alliant determined that ICRMT was most appropriate carrier, but then it says CHV insurance subsequently provided a competitive property insurance quote. Did we take CH or are they under this other group or
>> So it is it's under that group. It is under. Okay. >> Um the ICRMT they are basically our insurance broker and then CH is for our property insurance. So they go out and and get those um cheapest rates for us. >> Okay. So they sort of shop around for us.
>> Correct. Okay, my other question is we have I'm trying to think of how to say different levels of insurance. >> So we self-insure to a certain amount or or have a deductible to a certain amount and then this would cover up to another amount and then we have I think you call
it >> excess liability. So if for example say a tornado came through and caused $3 million worth of damage to a school. >> Yes. we'd be responsible for the first 250,000 or so. >> Well, so there's a couple different
things for the property damage. You have a $250,000 deductible. Yes. Okay. >> Um so then anything over that um would be covered. Uh we would cover the first 250,000, right? >> The excess cost is for liability purposes.
>> So then that's if if we have a liability case. >> Okay. But in terms of that $3 million, would part of that fall under the excess insurance? >> No, because the excess cost is for liability. >> Oh, it is. Okay. Oh, okay. That's only for liability. Yes. >> Okay. >> Thank you.
>> You're welcome. >> Any other questions? >> Thank you. Uh, next is a contract renewal for information services Microsoft licenses. Jim Wolf, director of information services, will present the attached proposal summary and will respond to questions from the board of
education. Administration recommends approval of the contract re renewal with CDWG in the amount of $149,02720 cents. Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The
cost is included in the budget for the 2025 2026 fiscal year. >> Do board members have any questions? >> Thank you. Uh, next is a contract renewal, Specialized Student Services, Easter Seals Metropolitan Chicago. Amanda
Leatherbeby, director of Specialized Student Services, and Dr. Christopher Senzer, assistant director of Specialized Student Services, will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Easter Seals Metropolitan Chicago in the
amount of $581,995.82. requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions?
>> Next is a contract renewal specialized student services Everway LLC. Our team is still present to review the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with Everway LLC in
the amount of $51,433.74. Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2026 2027 fiscal year. >> Board members have any questions? Next
item. Next is a contract renewal specialized student services hootin mifflin hardcourt read 180. Our team is here to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the contract renewal with hootin mifflin hardcourt in
the amount of $224,76.84 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. cost is included in the budget for the 2026 2027 fiscal year. >> Do board members have any questions?
>> Next is a contract specialized student services acutrans interpreting services. Again, our team will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the two-year contract with Acutrans in the amount not to exceed $100,000.
Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 2025 2026 and 2026 2027 fiscal years. >> Do board members have any questions?
Thank you. >> Next item on the agenda is work session uh change orders. >> Our item this evening, plant operations, Highland Elementary School domestic water piping replacement project number 9002-25.
Sheila DS, assistant superintendent of operations and Jolene Linman, capital projects coordinator, 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 Northwest Contractors Incorporated in the amount of
minus20,378.80. Board members have any questions? >> Thank you. >> Thank you. >> That is the last item on our agenda. I will take a motion to adjourn, please. So moved. Second. >> Miss Kerr, >> yes. >> Miss Khan,
>> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, >> yes. >> President Owens, >> yes. >> We are journed at 8:52 p.m. >> Thank you, everyone.