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Video-1: youtube.com/watch?v=rM5pEeGdAUo

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I'm clear. Hey, hey, hey. Hey, I got Hey. Hey. Hey. Hey. Hey. Hey. Here we go. Oh,

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heat. Heat. Heat. Heat. Heat. down. Little diamond. Heat. Heat. That's nobody. Good evening everyone. I'm going to call

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the June 15, 2026 U46 Board of Education meeting to order. Roll call, please. Oh, I'm sorry. I take a motion for uh may before I do roll call, may I have a motion to permit Miss Khan to participate in the June 15,

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2026 meeting by virtual Zoom attendance due to personal illness or disability as permitted under the open meetings act. >> So moved. >> Second. >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz,

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>> yes. >> Miss Thomas, >> yes. >> President Owens, >> yes. >> Motion passes. >> Thank you. And now we'll take a roll call for the board. >> Miss Kerr >> here. Miss Khan, Miss Martin >> here. Miss Nolan >> here. Miss Schwarz

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>> here. >> Miss Thomas >> here. >> President Owens >> here. >> May I have a motion to move into close session to discuss individual student disciplinary matters pending probable or imminent litigation, the appointment, employment, compensation, discipline, performance, or dismissal of specific

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employees? Specific individuals who serve as independent contractors in a park, recreational or educational setting or specific volunteers of the public or legal counsel 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

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the school board. An internal audit control weakness. Identification of potential fraud risk areas. Known or suspected frauds and fraud interviews. Collective negotiating matters between the school board and its employees or their representatives or deliberations concerning salary schedules for one or more classes of employees. The review of

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close session minutes and individual student matters. >> So moved. Second. >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, yes. >> President Owens, yes. >> We are going into close session at 5:47

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p.m. Hey, hey, hey. Hey, hey, hey. >> [music] >> Heat. Hey. Hey. Hey. Heat. Heat. Don't know. Get

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away. Obama Hey. Yeah. Hey, hey, hey. Oh. Hey. Hey. Down. Heat.

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Heat. I feel na. Hey, hey. Heat. Heat. Heat. Heat. Hey baby. Hey, hey, hey. Wow.

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Wow. Heat. Heat. Are you Heat. Heat. Grand Hey there. Hey, hey, hey.

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Heat. Heat. Hey, hey, hey. Hey, hey, hey. >> [music] >> Double. Don't know. Heat. Heat. [music] Heat. Heat.

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Hey, Oh. Hey. Hey. Hey. Hey. Hey. Hello. Hello. Oh, hey.

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Heat. Heat. Heat. Heat. N. >> [music] >> Nat. Heat. Heat. N. Heat. Heat. N. Here we Here we go.

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Oh, hey. Heat. Heat. Heat. Heat. Hey, good evening everyone. I am going to resume the U46 Board of Education June 15, 2026 board meeting uh back to

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order. 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 republic for it stands one nation indivisible with liberty and justice for

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all. >> Thank you everyone. We are going to begin today with accent on achievement. Dr. Johnson. >> Thank you, President Owens. Uh this evening we are we have a few we have a couple of acts on achievements. So I'm

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going to start though with some recognition of students. Uh and I rec I I understand that all of them may not be present, but we're going to read everybody's uh name into record. But as they are called, if they are here, um we're going to certainly ask that they

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come forward to be presented with a certificate from board um secretary prom is Kate Thomas. So um to begin, Illinois music educators association's allstate music festival

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2026 individual winners are going to be recognized tonight as part of the board of education's accent on achievement. The board of education recognizes students who were named all state and all state honors musicians by the Illinois Music Educators Association ILMEA.

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These students include from East View Middle School, Malia Ortiz [applause] from Kenyon Woods Middle School. Elijah Guerio [applause]

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from Kimell Middle School. Haley Urebe [applause] from Bartlett High School. Emily Fidic, Javin Ignasio, and Mia Lannon from Larkin High School. Thomas Aman, Aiden Clapperich. [applause]

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Also from Lurin High School, Aayaka Vieiraa from South Elgen High School. Alyssa Zeen, Ian Kim, Matteline Barton. Alex Mscoro. and Michelle O'Harn.

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All >> [applause] >> right, continuing then with our celebration of music. Uh we are going to be recognizing that U46 is uh has once again been named a best community for music education award. So coming forward

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to present this award is board member Don Martin. As part of the board of education's action on achievement, the board of education would like to recognize Jamie Geraldo, fine arts coordinator for school district U46, being honored with the best communities

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for music education designation from the National Association of Music Merchants, NAM Foundation, for its outstanding commitment to music education. The NAM Foundation is a nonprofit organization supported in part by the National

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Association of Music Merchants. [applause] >> Did you guys want to say anything about the program or >> I am so honored to get to work with such talented and dedicated music teachers every day here in 46. as you see um by

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the students being recognized tonight as well uh we're able to accomplish great things and it's because we have amazing teachers in our classrooms. Two of them happen to be here this evening so we'll recognize them as well. We have Elisa Lee Bowman who was at Kimell Middle School and is now at Hawk Hollow Middle

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School band and Matthew Quesada an Elgen High School alumnist who is now the orchestra teacher at Larkin High School. Thank you very much. U46 is a great supporter of the arts and I'm very grateful to get to work in a place that sees the value in what we do and

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supports us and our students in being successful. Okay, the next item on our agenda is strategic plan report. Dr. Johnson. >> Thank you, President Owens. Uh this evening, our first strategic plan report is the facility planning update. Brian

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Lindholm, chief of staff, and Dr. Anne Williams, deputy superintendent of operations, will present to the board of education an update on facility planning. One moment here. Okay. Uh so good evening. Thank you for another opportunity uh to provide an

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update on our ongoing facilities work. Uh, as you know, this summer represents a critical stretch in um in our projects across the district to ensure that our buildings are ready to receive students in the fall under the newly configured attendance boundaries as well as with the shift of sixth graders into our

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middle schools. Uh so we've got a lot to cover tonight. Um we'll go ahead and get started. So tonight's update will include a quick status update on each of the projects that are currently underway as well as a budget update looking across all of the

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Unite U46 projects. So to start, uh we'll provide the monthly update on our projects that are currently under construction, uh starting with our middle schools. Uh so our first update this evening is at Kimble where our teams have now

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resumed their work on renovations to the existing building uh as well as working to complete the addition. The picture on the top left uh shows the amount of work that is already underway on the new main entrance uh that will include a secure vestibule. And then the picture on the

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bottom right um shows the entrance into the new auxiliary gym um which is a really beautiful space that I know our students are going to love. Other exciting milestones include concrete and landscaping work in the courtyard, curtain wall installation in the cafet

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um to have it all completed this summer. The substantial completion date remains July 31st, which will allow us time then to ensure that all the furniture is in place, spaces are all cleaned, and we're ready to welcome staff uh back in mid August. We are also planning a ribbon

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cutting ceremony u for sometime in mid to late August before school starts. So, please watch for more information on that. And uh we can't wait to uh welcome students and staff into the new Kimble Middle School. Next, uh we'll move to Canyon Woods

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where the final few phases of work are underway. Uh exterior crews have started work on the bus turnaround, um which you can see in the two images on the right. Uh while interior crews focus on renovations in the existing building, uh where we're doing some conversions, um

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to create new staff spaces, group rooms, a maker space, and additional conference spaces, um to name a few. Demolition crews are nearly complete on the interior with new walls, mechanical and electrical infrastructure to follow. Additionally, a portion of the furniture

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for the addition arrived uh last month actually um which you can see in in the one classroom there with that's completely outfitted with the um with the student furniture. The remaining items are scheduled um to to arrive in early July. Overall, this project remains comfortably on schedule to

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complete prior to the start of school in August. Uh our next update is at Legacy Middle School. This recent picture from the north, I think, really captures the scope of the work that's been completed uh in just over one year since we broke

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ground. Recent milestones have included the completion of structural steel and deck erection and the tie-in of the geothermal system um to the mechanical systems in the building. Work continues on exterior masonry, interior framing, drywall, insulation, as well as windows

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and permanent stairs. Project remains on schedule for substantial completion in late fall, which will leave us then plenty of time to move in well ahead of school starting the following August. Uh our next update is at Century Oaks Elementary, um where interior work in

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the classroom edition is making steady progress. Recent updates have included classrooms and corridor painting, completion of window systems, ceiling installation, and new light fixtures. Uh we have also started interior demolition within the existing building. Um, and it

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will continue throughout the administrative wing with new mechanical work following uh closely behind. As you can see in the top left image, the north uh parking lot asphalt is in progress while additional crews continue with metal panels, storm water detention,

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installation, and roof copings. A major milestone was reached with the completion of the geothermal well drilling. So they've they've drilled all the wells and the crews are now focused on uh connecting to the permanent mechanical units. In the addition teams are also coordinating the final details

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for the mobile classroom complex um which we're targeting to be delivered in the next few weeks. This phase of construction will be substantially completed by early August, ensuring that all of our instructional spaces are ready for the start of this year, which will be a a very much a

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transitional year uh at Century Oaks. Work will continue during the school year on the extensive renovations uh to the existing building and the completely new Century Oaks then will be ready to open the following school year. Our next update is Glen Brook Elementary

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in Streamwood. uh where work has started in full this summer. Um so after we successfully moved all of the furniture uh out of the building, uh we did interior abatement work. Um the crews mobilized quickly um to complete their work throughout the building. In the

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meantime, crews remained focused on site work, including geothermal well drilling uh along with preparations for building the the addition foundation. Once um all of the abatement is completed, I'm sorry, I misspoke. The abatement is underway. Once it is completed, interior

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demolition crews will move into the building, clearing the existing walls and ceilings, and making way for underground plumbing, structural work, and overhead mechanical infrastructure. Uh because we've relocated students to Hanover Countryside for the upcoming uh school year, the construction teams will

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have full access uh to the site to complete the addition and pretty expansive renovations uh prior to reopening the school in August of 2027. So much more to come on Glen Brook Elementary in our future updates. Uh next we'll move to Illinois Park

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Elementary uh where we've achieved a few important recent milestones. Uh at the addition, which will be the new multi-purpose room, uh loadbearing masonry has been completed and structural steel installations have begun. Um so that's the large image to the left. Uh this addition has gone up

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really quickly. um for anybody who's been following the progress on on this project. Uh and then on the site, the asphalt work um is in place now to outline the new drop off and pickup lanes complete with curbs and sidewalk. And you can see in the image on the

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right, that is the um the turnaround loop kind of at the end of the new access drive um to Illinois Park, which we've shared before. That will be one of the the major benefits of of the work that we're doing at Illinois Park is to provide um space for much safer and more

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efficient uh pickup and drop off. Work continues on the retaining wall for the storm detention uh and crews have begun site demolition uh within the front parking lot. And on the interior, demolition crews have made uh quick work of the ceilings. Um and we're taking

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advantage of the previously installed mechanical equipment and duct work that was done um during the school year uh after hours. The next few weeks will include additional mechanical and electrical work on the interior u before they can begin the ceiling grid installation.

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This project also remains on schedule uh to complete the renovations and the site work uh by the end of July. The multi-purpose room then will will come online later in the fall. Um we're anticipating late October at this point. And then our final update for this

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evening is for the new elementary school in Elgen uh where demolition has begun on the former David C. Cook facility. uh in partnership with representatives from the Northeast Neighborhood of Elgen and the Gford Park Association, um we have

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um worked to salvage some of the select items from the existing building prior to demolition. So, crews were able to pull uh interior doors, uh existing brick and limestone uh pieces, an old wash basin sink uh to name a few. So basically anything that we thought might

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be interesting uh to preserve the the history of the site uh we made sure to pull before the demolition started. Uh the David Cook folks did take a lot of the um maybe more interesting momento when they left a year ago, but the things that were left, we wanted to make sure that we gave um people a chance to

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to commemorate this building. Um crews uh are ready to start the interior demolition of the walls and ceilings um and then as well as exterior demolition. Um, and that should all start this week. As you can see in the image on the top

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right, um, fencing crews have also been working to install perimeter sight fencing uh, and tree fencing to ensure that we're taking proper care of the historic trees uh, within the property before this demolition work would start. We expect that demolition um, would would take about the next two months.

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So, it'll run most of the summer. And then we will be working to schedule a groundbreaking ceremony uh probably sometime in September to mark the start of new construction. And at this point, I'm going to turn it over to Dr. Williams to provide a update on financing.

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>> Thank you, Mr. Lenome. Good evening. Now that you've seen the progress occurring across the district, I'd like to share good news that the projects aren't just moving forward physically, they're also tracking well financially. Let's spend a few minutes looking at our overall program and where we stand

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relative to the voter-approved referendum framework. What we're looking at here is a snapshot of where each project stood as of May 2026 compared to the planning estimates we provided to the board of education in September of 2024.

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It's important to note that projects are at very different stages of design and construction. So the actual spin column reflects project timing rather than project performance. Some projects are tracking slightly above their original planned estimate

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while others are tracking below. And that's expected in a capital program of this size as designs are refined, bids are received, and construction progresses. As you can see in the fourth column, there are pluses and minuses, and those

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symbols are simply an early indicator of whether a project is currently tracking above or below the original estimate. These indicators serve as a monitoring tool and help us proactively manage the overall program budget. It's also important to remember that several of

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the projects showing a plus sign are the result of intentional scope decisions made by the district to improve the final outcome rather than unforeseen construction issues. So, the overall good news is that none of the trends we're seeing today are

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causing concern at the overall program level. So, let me briefly highlight a few of the projects showing movement from the original estimates. At Kimell, the board of education previously approved approximately $1.9 million in additional scope to better

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integrate the new addition with the existing building. While this increased the project budget, it allows the district to complete the work comprehensively now rather than returning later with separate renovation projects. At Century Oaks, costs have increased

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modestly as the project scope has been refined. The two primary drivers at this site are site related work and the temporary mobile classrooms that will be added to support students during construction. Illinois Park is also tracking slightly

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above its original estimate due primarily to HVAC improvements that will enhance indoor air quality and humidity control for students and staff while avoiding future retrofit costs. In addition, the storm water detention scope proved more extensive than

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originally anticipated. However, our construction management team believes the scope is now fully defined and does not anticipate additional cost increases associated with that work. With that said, not all movement is upward. One of the most encouraging

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developments is the new elementary school to be built in Elgen, where the competitive bidding process produced results several million dollars below the original planned estimates. This creates flexibility within the overall program and helps offset increases on

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other projects. As I begin to close, when when voters approved the Unite U46 program, they approved a framework work of approximately $380 million to modernize facilities across the district. Today, projects that are

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underway represent roughly 330 million of that program. As we've discussed, some projects are tracking slightly above while others are tracking slightly below. And again, that's expected in a capital program of this size and complexity. Our responsibility is to

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manage the overall program, not just the individual projects. Additionally, we are continuing to refine the scope and pricing of several planned enhancements for our other middle schools, TE, Canton, and East View. These improvements include include

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secure entrances, science labs, collaborative learning furniture, cafeteria improvements, and library updates, all designed to promote consistency, equity, and functionality across the middle school campuses.

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As these scopes are finalized, we will continue to bring recommendations and updates to the board of education for consideration. The most important takeaway tonight is that we are pleased with the financial position of the UniteU46 program at this

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time. Based on the current commitments, bid results, and projected cost, we remain aligned with the voter-approved referendum framework and maintain flexibility as we continue evaluating future improvements.

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With that, we'd be happy to take any questions that you have at this time. >> Thank you both for the presentation. And I I just want to say again, as somebody that has been, you know, thinking about these construction projects, I know a lot of us on the board have been, you know,

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engaged in discussions about this for for many, many years. and to see us at this point where we have this building right of a new middle school in in Elgen and the the renovations that are finally happening at Glenbrook and Century Oaks. Thank you for your leadership on this.

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Do board members have any questions? >> Okay. Thank you. >> Thank you for your support. >> Um I I uh I don't have a question, Dr. Williams, but I want to thank you for your service. Uh, as many of you likely know, uh, Dr. Anne Williams has been our deputy superintendent of operations, and

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she is going to be transitioning into her new role as capital, uh, strategy and operations officer beginning July 1. So, I want to thank you for all of your work. It's been a pleasure to work alongside you and to have your updates on a regular ongoing basis. And while

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you're not going to be too far, you're still going to be part of this work, that role will shift. So, on behalf of our U46 administration, it's been a lot of fun uh to get to work beside you. It's been a joy and an honor

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to see you bring forward these updates. I'm so excited to see the impact that you have been leading with our team and on behalf of our board of education that uh you're going to make for students in U46. So, thank you, Dr. Williams.

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>> Thank you. It's been a pleasure. [applause] Thank you. >> Okay. And we have another strategic >> Oh, we sure do. >> Yes. Uh so continuing uh this evening, we also have our endofear instructional priorities update. Lola Mtovich, deputy

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superintendent of instruction. Dr. Annetta Seedo, assistant superintendent of schools. Dr. Latrice Satwite, assistant superintendent of equity and innovation. and Brian Tennyson, assistant superintendent of teaching and learning, along with Diamond Shield,

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student of Bartlett High School, will present to the board of education on the 2025 2026 instructional priorities endofyear update. Good evening, members of the board of education. Tonight, we are sharing more than an end of the year update. We are

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sharing the story of a district that has spent the last several years intentionally building a shared vision for teaching and learning. Two years ago, we identified instructional priorities and committed ourselves to ensuring that every student, regardless of school, classroom, or background,

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would have access to a high quality learning experience. Since then, we have worked to establish common expectations, strengthen adult practices, and build systems that support continuous improvement. While we still have important work ahead, we are beginning

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to see evidence that these efforts are making a difference for our students. And I'm also thrilled to have one of our superintendent student adviserss presenting with us this evening. Diamond Shields is a student at Bartlett High School and she will be sharing how our student adviserss will be an inter

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integral part of our work ahead. Three years ago, we recognized that if we wanted different outcomes for students, we first needed a shared vision for teaching and learning and we had to agree on what an exceptional learning learning experience should look like. The instructional clarity

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framework became that vision. It defines what shoot students should experience every day, what teachers should design and facilitate, and what leaders should monitor and support. This framework has become the foundation for our strategic plan and guides all of our improvement

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efforts. Once we establish the common vision, we needed a way to monitor implementation. The rigor appraisal process allows us to examine instructional practices across the district three times each year. We we have included our data from the

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last two years since the inception of our instructional priorities. What this data tells us is that our work is moving beyond compliance and becoming part of daily practice. Teachers, coaches, and administrators across the district are increasingly aligned around a common vision for instruction. While

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implementation is not yet where we want it to be, we can clearly see that adult practices are changing and that is the first step toward changing student outcomes. And now I will hand it over to Brian Tennyson to provide an overview of our endofear student outcome data

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aligned to strategic plan goal one. >> Good evening. Bill one focuses on our youngest learners and we know that long-term success begins with strong foundations in literacy, numeracy, and social emotional development. Over the past

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several years, we have worked to strengthen early learning systems and align expectations from preschool through second grade. This is our first year in collecting this measure and it reflects our commitment to monitoring foundational

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social emotional development alongside academic skills as we continue building a comprehensive early learning system. This measure will become an important indicator of student readiness and success. This slide shows movement in literacy

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achievement from spring of last year to spring of this year. While we still have students performing below grade level, we are seeing more students moving into grade level proficiency bands. This suggests that curriculum implementation, professional learning, and intervention

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supports are beginning to impact student outcomes. We see a similar pattern in mathematics. While challenges remain, particularly for students furthest from grade level, we are beginning to see improvement in percentage of students performing at or

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above expectations. This reinforces the importance of continuing to strengthen core instruction and intervention systems. The next phase of this work focuses focuses on strengthening our early learning systems even further. We will

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expand preschool access, implement the updated kindergarten framework, build administrator capacity to support early learning classrooms, and launch pyramid model professional learning to strengthen social emotional development in our young youngest learners. I will

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now hand it over to Diamond to share how our students will partner with us in this work. Our student adviserss will be working to provide input and recommendations to support the development of a preK to grade 2 recognition system that encourages

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academic success, emotional regulation, and other developmental skills, helping students build a strong foundation for future learning. Essentially, this means that we will create a system that recognizes students not only for academics, but for their SEAL achievements, emotional regulation abilities, and responsibility. This is

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important because habits will carry throughout them throughout their school years. Um, recognition for good behavior motivates students in order to help them and create these habits. And students who struggle will still be recognized. Even if students are struggling with

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their grades, they will still be recognized for their achievements as well as their emotional regulation abilities. Um, this would help build confidence in our young students um, which will carry throughout high school and their post-secary success. Um, and it also helps students to feel seen and

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valued. >> Thank you, Diamond. >> Goal two focuses on conditions that allow learning to occur. Over the last several years, we have worked to establish common expectations, consistent systems, and more intentional

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supports for student well-being. We are now beginning to see evidence that these efforts are influencing student experiences. This measure reflects student perceptions of belonging through the Panorama survey. Over the last three

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years, we have seen a steady increase in students reporting a stronger sense of belonging. Within this survey, as it relates to sense of belonging, the lowest topic under this umbrella is how connected do you feel to adults at your school? So while this progress is

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encouraging, the data also reminds us that we must continue strengthening connections between students and trusted adults. Students learn best when they feel known, valued, and connected. This data reminds us that academic success and

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human connection cannot be separated. Attendance is one of the clearest indicators of student engagement. Since 2024, we have seen a significant increase in the percentage of students attending at least 90% of the school

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year. This growth reflects the collective efforts of schools, families, and district teams to remove barriers and improve attendance practices. Participation in extracurricular activities is another important indicator of student connectedness. This

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year, we began establishing a baseline for participation rates. Moving forward, this data will help us identify opportunities to expand access and remove barriers so more students can participate in meaningful school experiences.

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Our next steps focus on deepening student support systems. We will pilot the universal seal screener, strengthen connections between students and trusted adults, expand opportunities for student voice, and continue refining our

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restorative and traumainformed practices. These efforts are designed to further strengthen belonging, engagement, and student well-being. And now Diamond will speak to the student to the superintendent student advisor's focus on goal on goal number two.

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>> When it comes to goal number two, the superintendent student adviserss have two bullet points that they want to work on. Um they want to we want to work to assist with the development of standardized processes and protocols for meeting with counselors and social workers, including working on developing

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a calendar system to ensure access. Um many students have reported that they are unsure on how to meet with their counselor and social worker or even who they are and we want to break that barrier. Um basically this goal um it works to create a clear procedure and

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scheduling system so that students can access mental health support more easily. This is because um we want to bring students reduced stress, increased academic support and hopefully this will help better their performance on national and state testing. Um, our

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second bullet point is students will work to review high school supervision schedules and provide feedback to principles to ensure safety. Many of our students have reported that they see things that other administrators and teachers do not end up seeing. Um, so this is causing them many conflicts

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between their peers and them um uncomfortable learning environments and they have many safety concerns. So by doing this we are hoping that we will reduce bullying um and disruptive behavior, increase student sense of security and belonging and create

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stronger student staff relationships. Thank you. Diamond goal three is where we begin to see the connection between improved systems, improved instruction, and improved academic outcomes. Over the last several years, we have focused on curriculum alignment, common assessments,

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instructional clarity, and professional learning. And we are now beginning to see evidence of those efforts in student performance. This slide shows our preliminary AR proficiency results by grade level. We are encouraged to see gains in literacy across every grade level with

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particularly strong growth in grades six and eight. In mathematics, we are seeing improvement in most grades as well. While proficiency rates remain below where we want them to be, this data suggests that our efforts to strengthen curriculum implementation, instructional clarity, and professional learning are

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beginning to positively impact student outcomes. These gains did not happen by accident. They reflect years of work around curriculum alignment, professional learning, instructional clarity, and ongoing feedback to teachers and leaders.

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This slide provides a closer look at year-over-year changes by grade level in a table format. Again, this reinforces that our work is moving in the right direction while also highlighting the need to continue strengthening mathematics instruction and intervention

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systems across the district. This slide provides an overview of college readiness for our 9th grade students who took the preac. We are seeing modest growth in reading and math. And while these assessments are only one measure, they do help us understand whether students are on a

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trae tra trajectory towards future success and identify areas where additional support may be needed early in high school. Our 10th grade preacs show a similar pattern. We continue to see improvement in some content areas,

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particularly mathematics, while reading remains an area where we need continued focus. These results reinforce the importance of daily engagement with complex text, academic discourse, and opportunities for students to apply their learning through rigorous tasks

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that require writing. This slide reflects our preliminary ACT results for 11th grade students. While gains are modest, we are seeing positive movements in English, math, and reading. These outcomes remind us that improving college readiness is not the not the

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result of one course or one year of instruction. It is the cumulative impact of strong curriculum, effective teaching, targeted interventions, and consistent expectations across the entire system. The next few slides show performance on

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our I Ready assessments from spring of last year to spring of this year. This slide focuses on reading. We are seeing movement of students into higher performance bands across most grade levels, which aligns with the literacy gains we we observed on our state assessments. At the same time, a

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significant percentage of students remain below grade level, particularly in the upper grades. This reinforces the need to continue our focus on instructional clarity and targeted intervention. This slide highlights performance on our mathematics common assessments through I

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Ready. While we are seeing some improvement particularly particularly in the number of students moving closer to grade level expectations, a large percentage of students remain below grade level, especially in middle school mathematics. This data underscores why our next steps focus so heavily on

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rigorous task design, formative assessment, and strengthening tier 1 instruction so that more students can successfully access grade level content. Graduation readiness remains strong overall and looking at our percent of students who are on track for on-time

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graduation at each grade level. Maintaining these outcomes requires ongoing attention attention to attendance, academic performance, intervention systems, and student engagement throughout the high school. The next phase of our work is about

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moving from implementation to excellence. We have established curriculum, assessments, and instructional expectations. Now, we must deepen the quality of instruction through rigorous tasks, academic discourse, effective feedback, and strong intervention systems so that

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every student experiences highquality learning every day across every school. We will continue to support curriculum implementation, improve the quality of collaborative planning, strengthen our data literacy and multi-tered systems of support, and focus observations and

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feedback on task rigor, academic discourse, formative assessments, and actionable feedback. These are the instructional practices most likely to accelerate student growth. And now I will hand it over to Diamond to share how our students will also support these next steps.

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As for goal three, [clears throat] the student adviserss want to work on providing feedback and recommendations regarding grading practices and academic support systems to help ensure that students are prepared for post-secary expectations and success. Um, this essentially means students will provide

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input and they and they want to provide input due to the fact that they feel like our grading practices do not apply as they are not as similar to many other schools across Illinois and um, nationwide. um they feel like this affects them when

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it comes to apply um applying to colleges and any things that they do decide to do for post-secary success. Um if we aligned ourselves more closely with statewide um grading systems, this would allow to benefit

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students with um fair and more transparent grading, better preparation for post-secary success, and this would also improve um academic success. Um, oh, as for number two, um, the superintendent advisory council

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will also help identify ways to increase student awareness of academic support opportunities and provide input on strategies that promote the skills necessary for success on classroom, state, and national assessments. Many students reported that they felt as though they weren't prepared um when it

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came to state and national assessments due to the fact they weren't aware of the different opportunities that they had in their school, whether that be studying opportunities, um tutoring opportunities, things like that. And by making students more aware through things like posters, um newsletters, and

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emails, um this will allow students to have increased confidence. Um, they would build better study habits and they would have better preparation for state and national assessments, allowing us to score higher. >> Thank you, Diamond.

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04 focuses on preparing students for successful transition beyond high school. Over the last several years, we have built structures to support college, career, and life readiness. The challenge now is ensuring consistent implementation across schools and grade

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levels. This measure reflects the number of students participating in and successfully completing advanced course work, career pathways, and other experiences that prepare them for life after high school. The data demonstrates

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that thousands of our students are engaging in these opportunities each year. As we continue this work, our focus is not only participation, but also ensuring students understand how these experiences connect to their future goals and aspirations.

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This measure focuses on implementation of the postsecary and career expectations or PACE framework which outlines specific experiences students should have at each grade level to help them explore careers, understand post-secary options, and connect their

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learning to future opportunities. These experiences help students answer an important question. What do I want my future to look like? And what steps do I need to take to get there? In seventh grade, students complete a find your path assessment and use those results to

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explore potential career interests. While we are seeing strong completion of the assessment itself, the data tells us we need to continue strengthening the followup work that helps students connect those results to specific career clusters and future pathways. In eighth

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grade, students engage in preparation activities before attending the explore event and then complete reflection activities afterwards. Those reflections are used to begin developing a 4-year high school plan. We are seeing stronger implementation and

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completion rates at 8th grade, which suggests that students are making meaningful connections between career career exploration and their future academic planning. In ninth grade, students complete a would you rather assessment to reflect

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on how their interests may have evolved and use that information to establish or revise a career goal. While some students are engaging meaningful meaningfully in this work, the data indicates that we need to strengthen implementation and ensure all students

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are having these important conversations with teachers, counselors, and other adults who support their post-secary planning. In 10th grade, students are expected to update their four-year high school plan and participate in an online postsecary fair. Over the past year, we

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have established stronger structures and clearer expectations for these activities, resulting in increased student participation and higher completion rates. This demonstrates that when systems and supports are in place, we see stronger implementation and

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engagement. In 11th grade, students begin transitioning from exploration to planning. Students are expected to establish or update a post-secondary goal, identify a potential major, career pathway, or training program, and

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participate in a post-secary planning meeting that includes their counselor and parent or guardian. They then use this information to finalize their high school plan and ensure their coursework aligns with their future aspirations.

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While many students are completing these experiences, we continue to see variability in participation and completion rates across schools. This data suggests that stronger monitoring systems, clearer accountability structures, and more consistent

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implementation are needed to ensure every student receives the support necessary to make informed decisions about their future. Finally, in 12th grade, students are expected to complete and document their

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post-secary plan by providing evidence of what they intend to do after graduation, whether it is college, career, training, military service, or entering the workforce. Students also complete a senior survey which provides

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valuable information about their post-secary plans and allows us to gather feedback about their overall experience in U46. The data shows that while many seniors are completing some of these required activities, more than half do not yet have a completed

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post-secary plan with supporting evidence at the time. At the same time, we have established strong systems to support FASA completion as part of our graduation requirements. Moving forward, our focus will be on applying the that

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same level of monitoring, accountability, and support to ensure every student graduates with a documented and actionable postsecondary plan. This measure represents an important area of future growth for our district.

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Over the past year, we have focused on defining the portrait of a graduate competencies and establishing systems that will allow us to measure them consistently over time. While we do not have yet while we do not yet have district-wide

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student outcome data to report, progress has been made in building that foundation. While we are still developing our measurement systems, the work itself is already underway. Across our schools, students are collaborating, solving problems, communicating their

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thinking, and developing the qualities we believe every graduate should possess. Our challenge now is ensuring we can measure those experiences as intentionally as we measure academic achievement. Beginning next year, the

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learning behaviors section of the elementary report card will be aligned to the portrait of a graduate competencies, allowing us to begin collecting and reporting data for our youngest learners. At the same time, we are developing similar measurement

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systems for middle and high school students. We look forward to sharing baseline data in future years as we continue this work. As we excuse me, as we look forward look ahead, our focus is on strengthening

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both implementation and measurements. Over the past several years, we have established systems and experiences that help students explore careers, develop post-secondary P plans, and connect their learning to future opportunities. The next phase of this work is ensuring

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that those experiences are implemented consistently across all schools and grade levels. At the same time, we are expanding our focus to include the portrait of a graduate competencies. Next year, we will begin collecting baseline data in elementary schools and

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collecting opportun creating opportunities for students to demonstrate these competencies through authentic learning experiences. Together, these efforts will help us better understand not only what students plan to do after graduation, but also

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whether they are developing the skills and dispositions needed to be successful in an everchanging world. Diamond will now share feedback from the superintendent student adviserss around goal 4. So the two main things that the

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superintendent student advisors want to work on for goal four is to work on how to bring more information to middle school students and families to sorry so that students are aware of the opportunities available to them. This is very important because some students

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aren't available of all the options that that high school holds. Uh, middle schools have limited options and high school is where you really get to figure out what you want to do with the electives and career pathways that our school district offers. Um, by introducing students to these career pathways and different opportunities

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that they can take in middle school. This allows families to better support long-term planning for their students um as well as it helps students make informed decisions in the future. Um we will also work to develop posters and advertising campaigns to bring more awareness to students about the courses

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that they can take. So this applies this ties into the first point. Um this is basically what the action that we will take in order to make sure that students are available aware of all the opportunities that are available to them. Um this is really important because um many students don't know the

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opportunities we have. Um posters are one way to do it because they are around our school and they are constantly going to be in your face if you are at school walking the hallways. So this will allow students to um see what they can offer. This will also help with some of the stigma that comes with taking certain

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courses because students can be nervous about courses if none of their close peers have ever taken them. So this will also allow inform informative um inform information information to be released to students about the different courses and how they work so that students feel

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less scared to try something new. >> Thank you so much Diamond. One of the most important pieces of our work has been our commitment to transparency and accountability. And we're excited to share that beginning tomorrow, a public-f facing dashboard will be available on our website,

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providing our community with access to the same strategic plan measures we use to monitor progress and guide improvement efforts. The dashboard will include the most current data available and will be updated annually each November once data from the previous school year has been finalized. Our goal

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is to ensure that students, families, staff, and community members can easily track our progress, celebrate our successes, and understand the areas where we still have work to do as we continue implementing our strategic plan. Two years ago, we committed to creating

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a more more coherent, consistent, and impactful experience in U46. Since then, we have we have established a shared vision, built systems to support that vision, and improved adult practices across the district. And we are beginning to see evidence that these

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efforts are improving outcomes for students. But perhaps more importantly, they are improving the experiences that students have in every classroom and in every school. And while we still have important work ahead, we are confident that we are creating the conditions

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necessary for every student to thrive, succeed, and graduate prepared for whatever they'd like to do in life. Thank you to your for your continued partnership and support. And we welcome any questions that you may have. >> Thank you all for your presentation and

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I especially want to call out and thank Miss Shield for coming in on a on a summer evening [laughter] and coming back to the district. This is the first time where we've had a direct connection presented to us with the strategic plan report and the student voice. Um, and

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and to have those two things together where we can see what our goals are and how that's impacting students is really powerful. So, thank you so much for coming in. Do board members have any questions, Don? >> So, thank you for the presentation. Um I

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want to look at slide 23 though I really feel that the data on this slide is represented on several slides in the presentation. Um so when we look at student data I can see that we're putting grade three for two years side by side and it is showing

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that uh grade three for 2526 performs slightly better than grade um 3 and 2425. However, if I look at grade three, which would be grade four and 2526 or five from 24 25 that is six and

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2526, we continue to see the trend of our students falling further and further behind. This has come up before. It's not new. Um I'm looking at 50% of our eighth graders not being able to do math.

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They're two grades or more below. But somehow we get to nth grade and 84% of our students are on track for graduation. I I think I need some clarity on what some of these numbers mean when we're saying that there's 50% of our students

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who can't do math, but we're saying 85% of them are ready to graduate in nth grade. >> So on track for graduation, the way that that's calculated is um if they are passing their courses. So if students have are are so freshman on track for

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example if students are failing more than one core course um or they have accumulated a less than 10 total credits over the course of the year they are off track for graduation. So it's not just focused on math it's the totality of the

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courses that they're taking and a grade of a D counts still counts as being on track. It's passing the course. So, that's where you're seeing some of that disconnect. Um, there's two things, right? One is we want students to be able to graduate high school and we

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track the ontrack measure in order to because that has a direct impact on our graduation rate. When students fall off track, that means they're not accumulating credits. That means they they have a likelihood of not graduating on time or graduating at all. Um when we look at our math data um

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particularly as as you described the percentage of students who are not performing at grade level math is tricky because math has content that while yes you need to have those foundational skills built. If you don't have those foundational skills built

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initially right when we look at our strategic plan and we have our goal one and then we have goal three. Goal one is all focused on what's happening in preK through two. We can strengthen the foundation in what's happening in preK through two. Students will have some of those foundational skills and number sense and operations and algebraic

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breakic thinking to then be able to do the math that's required later. I think what we're seeing is a little bit of playing catch-up right now. Um, and so while we've been focusing on core instruction, we also have to provide really intensive interventions for

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students who have may have missed instruction earlier in in earlier grade levels. And so that's where some of that disconnect is with math in particular and then how it relates to the ontrack measure. And to be clear, literacy is not much better. It's not like the literacy chart. I mean, that is sitting

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at 53% for 2024 and 256 if we're at 52% that. So it's it's not that literacy is not by and far ahead of where math is on these charts, right? So if it's it's like as a parent like as a parent in the

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district seeing these numbers is really disturbing that these are what we're saying our kids can do and then we shove them out. We have a lot of work to do. I'm I'm in total agreement with you. Um there there's work that we've been doing.

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We've set that foundation. We've we've outlined that common language and common understanding around what instruction needs to look like in U46. We spent the last year as a team going into classrooms and using our curriculum pacing guides with our new curriculum

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that we have in in place um to review what's going on in the in the classrooms and are we teaching what we're supposed to be teaching in the curriculum? providing feedback to teachers and to leaders and to schools and to school improvement planning teams to continue to make that growth. Um what we're

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seeing and what we believe that we're seeing is that we do see some growth. It's not growing fast enough, but we are seeing changes in practice across all of our schools, which is very exciting. It's we just need to now accelerate that growth over time and really make sure

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that those practices are sustained. We don't want to see a big jump year-over-year because that's not sustainable. We want to see sustained practices over time. What we do have a lot more work to to do on is our multi-tered systems of support. How are

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we using the data that we get and what are we doing with that data to make decisions around what we're doing every day in the classroom and instruction. And we see that with our rigor appraisal as well. If you look at um let me go back to slide two or no three I'm sorry.

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If you look at slide three uh you'll notice that data for continuous improvement while and verifying actually ver verifying learnings to take action within a lesson. That is when we identify how we are providing feedback to students

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within that same day um around whether or not they've met that learning target for the day and what they need to do to strengthen their skills in order to to meet that target. And that's where we have a lot of work to do around that actionable feedback to students. And

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also what we're doing with adults is actionable feedback for our teachers and for our leaders and for our teams so that we are giving that feedback and we're modeling that. Thank you, Miss Martin. I would also add that certainly especially um this time of

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year as we bring proposals forward on curriculum and resources and you know the the the number of items that you see coming forward um that is certainly in alignment with the efforts to strengthen that core instruction and what's what's

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occurring with the data that you see here. Um because the metrics are also as as you pointed out two two different types of metrics. you have a course credit accumulation for on-track graduation and how is that aligned and

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reflecting what we also see on local assessments as well as the national assessments and those items need to become closer together and and I I think that the data and the presentation tonight shows shows that that is what still needs to happen.

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>> Kate, did you have a a question? >> Okay, anybody else have a question? Shanda, >> thank you for the presentation. Um, for slide 18 where you have the last column of a math change and we see in grade four and grade eight is where we see the

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red. Can you provide a little more context if you can um as to why we're seeing that in grade four and grades four and eight? So what happens is is fundamentally is uh math concepts become much more um

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challenging because fluency in the standards are expected to be mastered at certain at certain levels. So by grade four you're supposed to have certain fluencies under control in grade six. So that we're finding that when we look at

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um grade four um we're trying to figure out exactly why it is that there was such such a drastic drop. We've looked at it in past years. It has been grade five. So um you know [clears throat] I

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wish data just uh was a progressive kind of march. We know that we've had trouble with math in elementary school. It's why we've just changed our math resource. Um the re the fact is is that teachers did not like our resource and so it takes a

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while to change the resource because we want to do it in a responsible way and we want to include the teachers in that process. And so through that we've had a lot of teacher feedback through the roll out of professional learning. We've also changed the way we've done professional

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learning by using actually our own resources. I wish I could say that that would produce the results that we want, but until we have results that are around 80%, I don't think anybody should be satisfied. And so we know that um

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when we put in new systems, which is a resource that we're going it's going to take a year of learning from the teachers. We've tried to um supercharge that with math and and elementary. We purposefully did not roll out new

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elementary literacy this year so we could focus on math. We rolled out new math in secondary and we've seen it's imple implemented in one year but we've had to reinforce in in our own understanding of of uh methodology

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of what types of practices we needed to see in the classroom. The fact of the matter is is we need students talking about math and we need to see math talks and we also know that we need error analysis. Um and error analysis requires an analytical mind frame which is

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fundamentally built into state standardized tests which are regularly not embedded quite often in tasks. Tasks in math are quite often very straightforward and about the math of math as opposed to the conceptual understanding of math in application. So

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when we put these things together, we know it's going to take a certain amount of time for us to really understand. I do believe we will start to see that curve start to bend, but no one is going to stand up here and feel happy about the results, but we also know that we

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have to support our teachers through this process. >> Thank you, Sue. So can you [clears throat] excuse me can you explain um going back to slide let's see for a minute here uh 22 where we have the again looking at the different

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data is that pulled from the IR data or is that >> slide 22 is from I ready >> I ready >> so I is taken three times a year in grades one through eight it's taken twice in kindergarten middle of year and end of year um and this data is directly

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from the end of last year and then the end of this here. >> Okay. Because I'm looking at the AR data and that actually is more promising in in some respects. It's it's hard because we give the kids so many tests and and they are different. >> They are. And what that really kind of

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shows you is what gets buried in just lump lump standardized testing, right? And so we're able to kind of see where students are struggling and if we're actually reaching those students. >> Okay. And you probably noticed differences between schools. I'm sure you dig down and

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>> Absolutely. >> And I I hope you we go and look at the schools that are doing well and and see what they're doing. So, >> we absolutely are doing that. >> That's good. >> Any other questions? Just a a follow-up question um from me.

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Oh, sorry. Uh Samine has a question. >> I I can wait. Um board member Owen's after you. You already started. I can't hear her. She said go ahead and start with your question. >> Oh, Summer, you can go ahead with your question.

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>> Okay. Can you guys hear me? Okay. >> Yeah, now I can hear you. >> So, I just have a general question. Um, we saw a presentation I believe in the fall and

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sorry, I'm a little confused. Um I guess it's more maybe more of a statement almost four years on the board. Our numbers are not changing after a lot of money investment and

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intervention. You know now we have the math curriculum coming in. I mean just trying to understand what is you know like what are the setbacks is in the classroom in the

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schools what other support can be provided um I mean I'm just confused in that just kind of following up on board member Martin questions and concerns as well so our belief is that we've spent the

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last three years really working on making sure that we have curriculum ulum and assessments that are aligned very tightly aligned to state standards. We've adopted that curriculum. We've done learning. We know we've spent time and now money with new math curriculum

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for next year at the elementary level. Our team is exploring a new elementary integrated resource um by a by to look for a curriculum developer that that provides that resource because the the

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curriculum that we currently have is um built internally. Um we believe that when we h we have these resources, we have standards aligned curriculum and now we really have to focus on shifting adult practice. All of

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our improvement efforts are on changing what adults are doing in the classroom to get different student outcomes and what adults are doing in teams across our system in our schools and our departments to make sure that we are focusing on student learning that we're

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giving that we're looking at data that we're using that information to guide our decision-making and that we're doing that consistently on a daily basis. We certainly have pockets of excellence and pockets of really strong practices across the district. Our goal is to

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scale those practices throughout every building so that every student has the same experience regardless of where they go to school, regardless of who their teacher is, who their principal is, or you know who's who's standing here in front of you presenting. Um that is our goal is to make sure that that's

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consistent districtwide. Did that answer your question, Samarine? >> Yes. And I I know you guys are doing a great job and it's, you know, easier said than done. So, thank you, >> Kate. [clears throat]

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Um, so I have another I have kind of a statement to make as well and then a question. I we do so much testing. I really really really want families to understand staff to remind themselves

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that a test is an assessment of how that kid did that day. It doesn't take into effect whether or not they left the house that morning with breakfast. It doesn't take into account what their home life was like last night. Did they get enough sleep? Do you know all of

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those pieces? Did somebody ask them at the end of the day how their day went? So, I want everyone to kind of keep that in mind and teachers to remind yourselves that of that. And then that actually brings me to slide is it slide 14?

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Yes. No, 13. Slide 13 where it's talking about students participating in high school athletics, which is a marvelous thing. One of my children grew up um spent high school as an athlete, but one of my other children spent time in the arts and both of them felt connected to

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and belonging at their school. So, I just want to be certain that we're not only looking at athletics. This was just a sample. >> Yes, we are working on strengthening our ability to capture all of that data because there are so many activities, right? We couldn't provide you clean

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data for the activi how many students are engaged in activities just yet. We're working on on building that. So, we'll be able to provide you more of that data next year. >> Okay? Because again, like it's really important that these kids achieve and that they are successful and they're learning the things that we want them to

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learn, but we also want them to learn how to participate on a team. um you know, how to grow their creativity, how to have an escape via art or their instrument or their singing choir. All

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of those pieces are really important and I don't want us to ever lose sight of that and I don't want teachers to beat themselves up that we aren't making the hope for progress. >> Any other questions? Shanda, >> I don't have a question, but I want to

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follow up on Miss Thomas's comment about tests. Um, I know that there's a reason for us to show testing data. I personally think it would be helpful to see testing data for a grade versus the grades that they give out in that classroom. So, for math, if they're at

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20% proficiency, what percentage of the students in that grade have a one to four for math or an A for math? just to show that correlation. Are we seeing that the grades in the classroom for math or reading are higher than what

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we're seeing on the tests to show that correlation? >> We can we can work on getting that data. It might take a little bit of time, but we can work on that. >> I understand that. I just I thought about that. We we see a lot of test score data. We see the freshman on track kind of overall thing, but we don't really ever see, okay, you know, in

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grade four, this percentage of students have a one in math, a two in math, a four in math, and then this percentage of those same students did this on, you know, I ready AR. >> Any other questions? So, just going back to to slides six and seven, and these

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are the the preK to um grade two scores and just for my own knowledge or or for all of our knowledge the I'm making the assumption that because we see the kindergarten scores for both

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literacy and numeracy and like for numeracy um the scores are half of the the students are at um one grade level below. Is it fair to say that I know these tests are given the these are the spring scores, right? But is it fair to

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say that this is the kids coming into kindergarten are roughly at that general level? Does that make sense? >> So when they when the kindergarters test in the middle of the year, um we expect them to be early on grade level or mid

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to above grade level and then by the end of the year it's the same thing early on to mid or above. um when they are assessed and they they continue to be one grade level more below and they cannot so in kindergarten the other thing is like you won't ever see any two grade levels below in kindergarten

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because there's not two two grade levels below. Um, but I think that's it's how do we strengthen what's happening in the classroom around our play-based models. And so making sure that it's it's play-based, but it's still um structured

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for learning and activities to happen during that play time and that we're engaging kids in those conversations and that the play that they are doing is based in the learning that's surrounding the literacy practices and the math practices that we want to see. Um the other piece is like if how do we catch

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kids early? And so when we know that kids are coming in already below, what is that additional support that we can give them to get them to where we need them to be? We've seen some evidence of of schools um implementing some strong systems of support that we're trying to learn from so that we can capture what's

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working there and then spread it across the rest of the district. And that's that's where my question was was going toward because I mean we can see you know obviously that they're there are students that are either coming into kindergarten or they're they're they're below right where we would hope that they would be when they come into

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kindergarten. So being able to use the data that we have to really target and I know Brian you had mentioned that also to mention because we're just looking at aggregate data too right? So we know that there are achievement gaps between different groups of of students. So

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really being able to hone in on where those gaps are very early because then we know like to you know to to the conversations before that as as time goes on if those gaps aren't addressed then they tend to accelerate. And we

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have a growing um you know lab classroom model uh in order to be able to highlight classrooms that are implementing adult practices that we want to see so that teachers then can see it in practice which is a much easier way to be able to adjust your own

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practice once you can kind of see it with students that you identify as your students. >> Okay. Thank you. >> All right. Thanks for the presentation. Um, I would like I just want to remind the board of education um, as we uh transition into the 26 27th school year

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and we are no longer uh dedicating the the first meeting every month to transition updates with boundaries and some of our other operation work. You'll be receiving regular and ongoing updates then on the strategic plan along with more regular presentation of data and

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strategies moving forward. So that is that is a shift for the 2627 school year and would expect that you'll start to see that next fall. >> Okay. Thank you. >> Yep. >> Um one last thing I want to thank Brian Tennyson as well for his service to school district 446. Brian Tennyson is

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uh set to retire in just a few short days. So thank you Brian. [applause] >> Okay. And we have one more strategic plan. >> Why not one more tonight? Uh so we have human resources recruitment and retention update. Mark Moore, assistant superintendent of human resources will

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present uh uh data and and provide an overview to the board of education on recruitment and retention. Mark, >> good evening. Happy to be here tonight to talk about the ongoing and neverending recruitment um opportunities within the HR department. All of the

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great things that our instruction team just talked about can't happen if we don't have high quality teachers and staff. and it's our responsibility in HR to make sure to the best of our ability that that happens. Um, we have a recruitment team who I'll introduce in just a minute. I want to let you know

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that there's an accompanying data report added to the packet that um has a lot more information than this presentation. If I went through that, we'd be here till midnight. >> Um, on the day of measuring, we had almost 7,800 various employees in the

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district. Those go all the way from uh avid tutors who are students who might work two hours a week to the superintendent. Um of that the headcount for teachers was about 3,300 and typically yeartoear we retain

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teachers at 92%. You will notice that the number next year will be lower than usual because of all of the changes that are coming next year. And the state considers if you work in a new school as not a retention number. So if you transferred from one to the other,

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you're not retained at the original school even though you still work for the district. So that's just previewing that. And so far through the 2526 school year for current year positions, the HR department has offered 3,77 job offers to various people. Those include transfers and hires from the

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outside. I do want to introduce our strong but small recruitment team. They are sitting in back for some reason. Come on down. We had the opportunity to start up a recruitment team three years ago with teacher vacancy grant which I'll talk

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about in just a minute and uh Maris Cellophone is our recruiting manager so she has uh she's leading our team then we have two recruiters our recruitment specialist Francis Frankie Karpowitz and marketing specialist Alexis Taglia who

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does amazing things with graphics so many of the things you'll see in this report, she has figured out how to do. So, I'm glad you could be here tonight. Thank you. >> [applause] >> Three school years ago, uh, the state board of education included in the state budget a teacher vacancy grant pilot

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program for tier mostly tier one and tier 2 funded schools based upon the vacancies that were recorded reported in the 2223 school year. Using their formula, U46 was awarded the first year, $746,686.11.

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And it was a very interesting thing because we were told we had the money on about June 30th. And we had to tell them what we wanted to do with it within like three weeks, maybe four. Um, so the first year we ended up not spending all of it because it is actually hard to spend that kind

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of money when you're given parameters in a very short time period. But then for 2425, we received another allotment of the same amount of money. We did spend all of it that year. The current school year, uh the state budget reduced the total grant funding to twothirds of the original amount. The total statewide in

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the first two years was $45 million each year. This ending school year was $30 million. So we had $497,791. I am happy to say that in the budget the legislature approved but has not yet been not yet been signed the statewide total is $15 million. So onethird of the

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original. We don't know what the plan is for allotting that to districts but if we get on the same proportion it'll be just under 250,000 for the new school year. We're using a um a good portion of that to pay for our recruitment team.

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Once the grant goes away, we'll move that into district money because we do absolutely need to continue to find staff. I am also happy to tell you, and I know you've seen in LA's updates the last few weeks, the number of ETA vacancies for the new school year. On

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March May 27th, we had 266 FTE and ETA vacant for the new school year. And as of 3:30 today, we're down to 17 178.6. So we've gone down by 90 uh in less than three weeks. So we are on good

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pace for next year. Um and just for reference, there are vacancies there by type of position. As usual, our largest is in bilingual. Um there was an interesting statistic three or four years ago that in all of the state of Illinois about four years ago,

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only about 146 got new endorsements for bilingual teaching. We could have hired one-third of them and not had enough. So, some of the problem is supply. There are just not enough people qualified to teach all of the things that U46 and so

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many other districts in Illinois are trying to expand. We do um offer what are called early contracts in our system. As you know, the ETA staffing um transfer process is uh long and involved and typically ends

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late April. So, we don't often posi we don't ever post positions to the outside until late April, early May. But on the early contract concept, we post generic positions. So, we'll post elementary bilingual teacher. We'll post special education teacher. the odd year that we

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need a Japanese teacher like we did this year, we will post a Japanese teacher well ahead of time. So those hard to fill positions and we were able to hire uh 39 candidates on early contracts this year. They are offered a job but not a

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specific job. So it is a bit of a risk on the candidate side to end up not knowing what they're going to teach until later. At this point now we've placed almost all of them and I expect the remaining small number to be placed by the end of Okay, much of our recruiting efforts

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go into job fairs. We have two different types of job fairs that we look at. There are external ones where it's not here in the district. This year, um, various members of the district, whether that's recruiting team, myself, other administrators districtwide, attended 62 events outside

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of view 46. And um we'll look into where they are in a future slide. And two uh important places that one is becoming much more important are Spain and Puerto Rico for our dual language Spanish teachers.

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We've been fortunate enough to uh attract 23 visiting international teachers from Spain in the last four years to come here through the cooperation with the Illinois State Board of Education and their VIT program with the Ministry of Spain, a ministry of education in Spain. Um, what I

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continue to be impressed by is that it's the Ministry of Education that is bringing our staff to Spain to introduce teach uh introduce and interview teachers in Spain and invite them to come back. Um, they cover much of the cost of that trip government of Spain.

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So, if we're looking at external events on the right side of the slide, an ETA connection is somebody who we got their name. That's that's enough to get a connection. So whether it's a copy of their resume or they fill out our form or write their name down, that's a connection for somebody who could be a

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teacher. Other eligible candidates would be people who would not be eligible to be teachers. Future candidates are those that will be teachers sometime in the future. So it's inevitable that at a college job fair, we'll talk to people who aren't graduating immediately. Uh there are

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always sophomores and juniors who come that they certainly could not be hired this year because they're not graduated yet. but we keep them on a list and the recruiters reach out to them when they're expected to graduate to try to entice them to come this way.

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Of the uh 62 out out of state well out of the area fairs rather two of them were for sure were not going back and 17 of the 62 were marked by the person or persons attending as a maybe kind of dependent upon money. Um, it is often the case

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that the farther away the fair, the less likely a person will come here, but I've personally have done attended many of these fairs. And it's often students who live in the suburbs going to college there that's are excited because somebody from Illinois has made the

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effort to come to the fair and we have hired people often from the suburbs if not the Elgen area specifically who will uh who only would have thought of us because one of us was at that job fair hired a teacher from Utah State for this current school year who we would never

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have gotten connected to if we didn't happen to go to Utah State. who was her brother lives in Shamberg. Um so we've gone all over many places statewide. We're looking at the types of colleges we go to. These are as the

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college itself um identifies 31 no specific designation 26 emerging Hispanic serving or Hispanic serving local is ECC and the other job fairs right in the community here. uh and then one historically back black college. Our

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challenge that we've seen with the H.B.CU is one many of them are small in the co ed education department. You may only have 20 to 25 students graduating and you have not dozens but hundreds of districts uh competing for that small group of

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students. So when we go uh to small colleges, we don't generally expect to attract many students come back because there aren't that many to choose from. for dual language as I was talking about the visiting international teacher

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program with Spain uh we have attracted quite a number of students from Spain to join us we've had one uh teacher from Puerto Rico join us and just in this last year Maria Perez our director of HR has made some very strong connections

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with a couple colleges in uh Puerto Rico to the point now where they're inviting her to come to the classes and talk to the students directly uh uh about what U46 can offer, whether that's when she's there on a recruiting trip or via Zoom um at other times. So, it's it's a good

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connection to some good opportunities for people to move to the Elgen area. We also run a number of internal job fairs every year. Um the goal of the internal job fairs is more to hire non-teers than teachers. Teachers don't

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typically wait until July or August to look for jobs. They'll have applied well before that in many cases, not always, but we uh we interview for essentially every position that's still vacant. Last year we had fairs in July, September,

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and November for anybody. And then for student teachers in November for people graduating in December with the hope we'd hire them for dis for January. Then the March student teacher fair would be for next year's hires. Um we have been

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able to hire uh people in every job category. Um the way our job fairs work is everyone who shows up gets an interview with somebody. So we have a bunch of administrators districtwide who give their time on a typically a Friday after

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school and then a Saturday morning uh to interview those who show up. They then rate the responses as uh um a good fit or not for the district. Those who are marked as a good fit um go on a list that then all of the hiring

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administrators districtwide can are encouraged to choose from as basically people who are pre-screened. Doesn't mean you're going to be hired, but it means that you're you're on a list that somebody thought you'd be a good fit to work here in U46. So for for this past year, there were 472 unique attendees at

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our internal fairs. 351 of them were marked good fit on that screener interview. Of that 351, 314 actually applied for jobs and 121 of them were hired for positions. So, I consider that

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to be a very positive outcome that 36% of the people that um we screened as being a good fit ended up working here within a few weeks. Um, continuing on to just some interesting information, new employee degrees. This is mostly teachers. You

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might not be surprised to know that most of our teachers got degrees here in Illinois somewhere. Uh over three quarter of our of our teachers have graduated from one of the Illinois colleges. The top being Northern second being National Lewis then Illinois State going down Aurora, Concordia, Nor

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Eastern, Illinois, Roosevelt, UIC and Elmherst. Along the bottom of the slide, you'll see uh other states that have provided many graduates. Again, not surprising that the Midwestern states then would be our next group, except for Arizona uh which is number three. And I suspect

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that's because Arizona State is a very strong teacher college and it's m very much online. Um, using that data and the data from the job fairs that we've visited, we've identified that for sure we want to go to every fair we can within the

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Midwestern region. Then depending on availability and money, we will consider uh going back or trying for the first time some of the farther away states. Another um

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area in which HR is is uh focused is on student teachers. As you know, in order to be a teacher in Illinois, you have to go through a student teaching experience. Every college has a somewhat different requirement. Um but we do our best to attract student teachers to do their teaching here and then to stay

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here as employees. Uh we are fortunate to have a teacher on staff, Kimberly Scandlin, whose job it is to coordinate student teachers. And uh her goal, if she were to tell you, was to get all of them to work here. And that's not

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reasonable. Um in the prior year, uh she was approaching half ended up working here. this current year. Uh so the people who student taught during 2526 of the 145 as of the end of May 27 had already been hired for positions next

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year. Part of the challenge with student teaching and hiring is a mismatch between what we need and what the student teachers are. Um this year we're hiring very few elementary teachers from the outside because of the sixth grade change and and all of those things, but the majority of our student teachers are

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elementary teachers. So, it's not that they don't want to work here, it's that we don't have a position for them this year. And then you can see some more information on uh where our student teachers come from and what types of endorsements they'll have. Finishing up on teacher retention rates.

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This is the data from the Illinois school report card. So, this is already a year out of date. Um, and like I said, the way the the state measures retention is by school, not by employer. So if you move from say Nature Ridge to Centennial, you're not counted as a retention.

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But the prior year, you'll see our results for elementary, middle school, high school, and five at the lowest rates. The next slide is the whisbang. This is interesting. Um, social media analytics. I am fortunate that uh Alexis and

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Frankie know what they're doing because this is all very um new to me. On the organic views that is somebody sees us there were over 469,000 views uh between July and May mostly on

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Facebook some on LinkedIn. Of those 13,73 received some sort of engagement which was um a significant increase over the prior year. And then the ads, we do place ads on Facebook, LinkedIn, and Outfront is the company we use to place

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ads on Facebook. Outfront is also the company that put up the billboard for us last year for bus drivers. If you remember, outside Morettes on Route 20, we had a billboard up for about six week six weeks um inviting people to come drive a bus for us.

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We had over 1.6 million ad views between July and May. and we had 388 um marked as a referral. So, somebody clicked into our application from one of those ads. We started a new ad campaign today targeted to zip codes in Chicago to

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hopefully get some of our CPS friends who are now finding themselves without a job to come work here because you might have heard that CPS is laying off hundreds of teachers and it may have happened today or might happen tomorrow. Um, so we're going to see see what kind

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of uh luck we have with direct ads towards people who are identified to Facebook and other places as educators who reside in 606. Finally, some demographics are about our overall employees. Um, it's no surprise that it's a

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majority female uh employer. That is very typical of school districts. I think the average is 7525. Um employees race and sex on the bottom right and then the race um pie chart right in the middle. Majority white staff next followed by Hispanic and

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Latino then black, Asian, multi-american, Indian, and other. [clears throat] That concludes my presentation. Are there any questions I can answer? >> Thank you for the presentation. Do board members have questions?

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No. Okay. Thank you. Thanks. >> All right. The next item on the agenda is comments from the audience. Dr. Johnson. >> And we do have comments this evening. President Owens. >> Good evening. We are now opening the public comment portion of the board of

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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

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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

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child. Please note that while board members listen to speakers, they do not respond to comments or answer questions. Thank you. particip. board. Our first speaker this evening is Maddie

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Martin. Good evening, members of the board of education. My name is Maddie Martin. I'm 17 years old and I'm going into my senior year at South Elgen High School. I am here today to speak about a policy that currently affects South Elgen's musical program. Mr. Mr. Burrell picking up the position of auditorium manager

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means he is not able to collect directing siphons. This would directly impact the program he has built up for eight years. Recently nearly 550 people have signed petition supporting for this policy to change. To put that into pers perspective, South Elgen High School's

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class of 2027 has approximately 650 students. That means the number of signatures is equal to roughly 85% out of entire graduating class. It also represents around 20% of our school's population and that number continues to grow. Students, parents, alumni, and

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community members are speaking up because they recognize the value of our performing arts program and the people who make them successful. For me, this issue is personal. I have known Mr. Brell for four years through productions at Southgun High School and the Bartlett Park District. During that time, he he

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helped me become more confident both on and off the stage. He encouraged me to step outside of my comfort zone, take creative risks, and trust my abilities. Those lessons followed me into auditions, leadership opportunities, and music performance experiences. When I auditioned form and state show, I

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carried with me the skills and confidence I gained throughout working with him and our directing team. Those experiences helped me earn the honor of being named the number one Ala 2 in district 9. Achievements like that are made possible because dedicated educators invest in their students and help them reach their full potential.

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What makes South Elgen's theater program special is not just one person. It's the strength of having an entire directing team. I have watched our directors work together, combining their talents and expertise to create the incredible opportunities for students. Their collaboration, dedication, and passion have built a program that students are

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proud to be a part of. When a team is successful supporting students and consistently produce outstanding results, the question should not be how can we change it. The question should be how can we continue supporting it? As someone who hopes to become a music educator in the future, I find our directing team incredibly inspireable.

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They demonstrate the impact that POS uh that educators can have on students lives. Uh they create a welcoming environment where students feel challenged, supported, and valued. The success of our theater program, the hundreds of petition, signatures, and the experience of countless students all

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point of the same conclusion. This directing team works. It has changed lives, created opportunities, and brought pride to our school. Here I have letters from parents, current students, and alumni who are affected, which I give you at the end. I urge the board to listen to the students, parents, alumni,

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and community members who have spoken out in support of this program. Please consider not only what has been accomplished, but what could be lost if failed to preserve the leadership that made these accomplished possible. Thank you so much for your time and consideration. >> Thank you.

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Is it okay? >> You can leave them on the table. We'll distribute them out. Thank you. >> Thank you so much. >> Thank you. >> Our next speaker is Ruby Montgomery. Hello, I'm Ruby Montgomery, a class of 2025 South Elgen High School alum. I was

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heavily involved with the SES theater program for all four years of my high school experience. This past school year, I completed my first two semesters as a freshman at WMadison in vocal performance. And I have absolutely no hesitancy in saying that if it weren't for the likes of key figures in the

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South Elgen High School theater department, especially Mr. Bell, I would not have even auditioned into a program like WMadison, let alone be pursuing a degree in the performing arts. Mr. El has been an amazing role model, not only encouraging my passions and assisting me

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with audition opportunities, but showing me all the different things that one can do with a passion and love of the fine arts and performing. Despite of this, it has been ingrained in me along with many that the fine arts are not stable, reliable, or valuable to society. Not

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all evidence of this sentiment has been verbatim. I have picked up on patterns throughout my life, schooling, and career of where funding is delegated, how attitudes reflect what is valued, and how fine arts programs are diminished nationwide. I have no doubt in the school district's role in

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supporting their schools fine arts programs. However, I will say that being stripped of a key supportive figure plays a great part in diminishing program effectiveness, limiting opportunities for students, stifling a pre-established collective identity and safe space, and overall restraining

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student and community exposure to the same pivotal fine arts programs that were essential in developing me and many before me as not only an aspiring performer, but an adjusted adult and well-rounded human being. This is the same well-roundedness that colleges and

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employers will ask of students. I was exposed to U46 school district shows, including South Elgen High School shows, before my time even attending these schools, and such experiences shaped my life and resulting passions. I would hate to see its powerful outreach to the

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community and students be reduced in any way. To say that Mr. has cultivated something truly special and inspiring with the South Elgen High School theater program over the past 8 years would be a severe understatement. I'm speaking to you merely as someone fortunate enough to have experienced

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this supportive and creative environment surrounded by staff who are extremely passionate about working together to put on shows and have so much care for their students. Figures like Miss Castillo, Mr. Bell, Miss Smith and Mr. Lober are the reason that South Elgen High School

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theater program is a safe space and a place of creative freedom and exploration for so many students. As a product of these staff members passion and care, I humbly appeal to you to deeply consider the positive effects that Mr. Bell has had on this department

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and students alike. Thank you. >> Thank you. >> Our next speaker is Ivan Zamurio. All right. Um, hi. Good evening, the school board of educ education. Um, my name is Ivan Zamurio. I am a recent graduate from South Elgen High School and I'm

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here as well to comment on the policy that would inhibit Andrew Bell from collecting his stipen in acting as the musical as the director of the spring musical. Um throughout my four years I went through a lot and struggled as did many of my peers. But many of us would

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look uh many of us uh would look forward to one part of the year and that would be the spring musical during the time from December all the way to the end of February for at least three days out of the week. The auditorium is full of teamwork, dedication, practice,

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self-expression, bonding and freedom. This is the environment created by and wouldn't be possible without Mr. Andrew Bro, he's he's always perpetuated this creativity by always listening to our ideas, accommodating based on others needs and comfort level. For example, in

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our most recent production, I wanted to change and add things with my own character. And when I brought this up with uh Mr. Bell, he not only encouraged my creativeness, but added on to my ideas to make them even better. It's not often that students can always express

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uh themselves so freely and with confidence. But uh that is the environment that cannot be possible without Mr. Bell. I can confidently say that the hundreds of the hundreds of former and current students who have participated in the theater program at South Elgen will say the same. The rate

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of depressed teens um is only continuing to rise with one in five teens teenagers experiencing at least one major depressive episode um a year. If Mr. is not allowed to act as the theater director for South Elgen's musicals and

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support the healthy and hardworking environment where students get to express themselves freely and creatively. I am frankly concerned about what we might expect to see at South Elgen High School. Thank you. >> Thank you. >> Our next speaker is Miles Hunt. My name is Miles Hunt and I'm an

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incoming junior at South Elgen High School. Almost two years ago now, I auditioned for the South Elgen musical Sweeney Todd. As it was only my second show, I was torn between acting on stage and working behind the scenes. Uh Mr. El went far out of his way to set time

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aside so that he could talk with me and contribute insight on my dilemma. In a 30inut conversation, uh, he helped me weigh my options, seeing how performing would help me meet more people and experience acting at a new venue or how if I saw myself in a

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tech leadership role later on, staying with tech would be more beneficial. Never in the conversation did he try to make me choose something I was unsure of. He was able to maintain a neutral stance while still encouraging me to participate and be interested. Looking

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back, I realized how much this little scenario showed his care for the students. Little freshman me, who was new to South Elgen and barely knew this Mr. Brell guy, was so much more confident in the decision I was going to make because Brell showed that he cared. Since then, I've gotten to spend hours

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upon hours with him, learning from him and seeing how his creative mind and passion for the arts create a strong bond between everyone in our theater. One of the most crucial parts about being a director is being able to understand and communicate with the people working backstage. And

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unfortunately, it's a skill that comes hard to find. But Mr. Bell demonstrates this very well. He models it every day as his South Elgen High School auditorium manager role. As I finish up, I'll leave you all with this. Mr. Bell is the same person as he was two years

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ago when I started there. He is the same care for students, passion for theater, and drive to create a product that makes people from all over the area impressed. The only thing that has changed is the title that he holds. That is what is keeping him from directing. Not his

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qualifications, not his experience with our venue, but the auditorium manager role he now has. [snorts] Were he a teacher, an admin, or a substitute, note, none of which have little to do with directing a musical, nothing would be stopping him. Let him direct the

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musical. Let him inspire more people. And please let him play a role in this massive part of so many kids' lives. Thank you. >> Thank you. >> And our last speaker is Evelyn Pio. Good evening. I'm Evelyn Pjoy, a 2026

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graduate of South London High School. One second. Throughout my four years, I've been heavily involved in the technical theater program of South Hudgen High School, becoming the first stage manager since CO 19 and eventually becoming the

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club's leader. Throughout my time at SCS, Mr. Andrew Bell has heavily impacted me personally and I've seen his impact on the students around him. He continuously shows support at a individual level and as a team level.

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Throughout my time at SHS, I was able to construct a closely knit production team that was able to take on any challenge. This was directly related to Mr. Andrew Bells's teaching through he inspired me to

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promote sorry promote a well-rounded team and inspired me to ask what next instead of asking a a adult figure what's next. He inspired me in that own self-confidence.

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As a technical director, Mr. BL empowered the whole technical crew to try new skills, teaching them how to use power tools safely, lead a group to complete a project or dabble in their creativity with set design. His long history with technical theater made his teachings invaluable and the skills

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being taught transferable to professional theater. He built a safe environment that grows self-confidence and offers a sense of belonging. All things that are invaluable to high school students. He would accomplish this after rehearsals during set building, staying until late most nights

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to support both his actors and crew. Despite the long hours, he never failed to give each student adequate attention to further their growth. Similarly, as a stage manager for this year's musical, I worked closely with the directing team, including Mr. Brell to put on the

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production. During my time, I saw firsthand the trust and fluidity of our directing team built over years of working with one another. Problems that arose were dealt with efficiently and effectively thanks to their experience. More importantly, together they have built a widespread community of actors,

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vocalists, and musicians at SHS that have found a home in musical theater, a community that requires all four leaders. Mr. Brell's long history with theater and his technical expertise makes him more than qualified for the director and technical director

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positions. However, it's his unique ability to connect with his students that sets him apart. At its core, SHS's theater program is a space to learn, and Mr. Bell is undoubtedly one of the best teachers to learn from. For these reasons, he should continue to hold his

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positions as musical and technical director. Thank you for your time. >> Thank you. >> And that was the last speaker. >> That was the last speaker this evening. >> Thank you all. Uh, next item on our agenda is other

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business board member and superintendent update. Do any board members have anything for us to share with the board? Okay, I'm not going to take up too much time because we are we're already at nine o'clock. Um, I've been having conversations with Dr.

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Johnson regarding the uh ad hoc committee structure that we discussed uh in May. So, expect to start seeing some information from us about that. Um, and we will uh start to carry that work forward. Dr. Johnson, did you have

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anything to add? >> I I just want to send a a quick thank you to the U46 Foundation for their ongoing support of our students uh scholarship pro um opportunities as well as their support of our teachers and recognition of our teachers as well. So,

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looking forward to another another great year. Thank you. Okay. Next item is foyer requests. >> Uh this evening we have free uh four freedom of information act requests available on the uh public domain of of diligent. These uh requests will also be

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available on the school district U46 website later this week. Okay. Okay. And the next item on the agenda is the uh finance committee overview. Sorry, it was looking weird on my

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>> on my screen with our new uh agenda here, but the finance committee overview. >> Good evening. Um, I just want to give a quick overview of what was discussed earlier at the finance committee meeting regarding the tentative 2026 2027

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uh, annual budget. Some quick highlights uh, for the 2026 2027 budget. Our estimated revenues are estimated at $816.6 million. Local revenue from property taxes is projected to increase in

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alignment with our consumer price index. Our state revenue, including evidence-based funding, is due to increase by approximately $4.8 million with our investment income anticipating to decrease by approximately 16 million.

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Our expenditure budget is somewhere around $1 billion. Salary and benefit costs are projected to increase by a combined 3.6%. accounting for both current and anticipated open positions. Our capital

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outlay costs are projected to increase 27.4 million, including 140 million of that being for the Unite U46 uh project and 13 million for the investment of new buses uh out of fund 40. An additional

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10 million for preventative maintenance has also been incorporated for the Unite U46 initiative totaling 150 million for Unite. In summary, the tentative budget budget includes a plan deficit of approximately 194.2 million primarily

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due to the one-time capital project investment as well as the bus uh capital asset expenditure. Administration will continue to evaluate and refine revenues and expenditures relating to the 2627 school year and the board's strategic

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goals. Additional updates will be provided during the board of education meetings both in August and September and [snorts] in accordance with legal requirements. The budget will be available for public inspection for at least 30 days prior to the public hearing that is scheduled for September

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14th with the final approval on September 28th. Questions or concerns can be directed to myself, the executive director of finance. >> Thank you. Do board members have any questions? Sue, did you want to say anything else about the the finance committee meeting?

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>> No, no, I think Robin gave a good summary. >> And just as a reminder, the presentation has the uh has more details about where we stand right now with the budget projections and those are will be available as well. >> Thank you. >> Thanks.

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Next item on the agenda is consent agenda. Dr. Johnson. >> Thank you, President Owens. On the consent agenda this evening, we have personnel report and workers compensation cases. Minutes of board meeting April 13, 2026. Resolution for the disposal of surplus personal property rowers and ellipticals.

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Resolution for the disposal of surplus personal property electronics. Bid curriculum and instruction middle school science classroom materials. Bid information services wireless access point upgrade. Bid plan operation educational services center in Bartlett Elementary School plaster ceiling

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removal and abatement project proposal assessment accountability and student success ACT and preACT proposal assessment accountability and student success advanced placement exams proposal assessment accountability and student success DESACL universal

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screening assessment proposal grants 2026 2027 consolidated district plan proposal plan operations Hawk Hollow Middle School locker purchase proposal. Plan operations Streamwood High School Pressbox Lift Decommissioning Project

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number 400-26. Proposal: Specialized Student Services Purchase of Student iPads. Contract renewal, assessment, accountability, and student success. Assessment of performance toward proficiency in languages. Contract renewal, assessment, accountability, and student success. I

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Ready. Contract renewal, assessment, accountability, and student success. PSAT NMSQT contract renewal assessment accountability and student success multilingual and multicultural departments loss links assessment for dual language students contract renewal

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assessment accountability and student success cognitive abilities test contract renewal curriculum and instructional learning contract renewal curriculum and instruction contract renewal curriculum and instruction follow Destiny library services contract

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renewal financial services risk management ment property and and liability insurance contract renewal information services Microsoft licenses contract renewal specialized student services Easter Seals Metropolitan Chicago contract renewal specialized

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student services Everway LLC contract renewal specialized student services Hoot Mifflin Hardcourt Reed 180 contract specialized student services acutrans interpreting services plan operations Highland Elementary School domestic water piping replacement ment project

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number 902-25 and building permit one streamwood high school pressbox lift decommissioning project number 400-26. Are there any board uh any items board members would like remove from the consent agenda? [clears throat]

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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.

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>> Miss Thomas, yes. >> President Owens, yes. Motion carried. >> The next item is discussion action. Dr. Johnson. >> Thank you, President Owens. Our first item, itemized bills for June 15, 2026. Robin Cornell, executive director of financial services, will respond to

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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 $45,16,3306. May I have a motion to approve the list of bills in the amount of $45,16,3306? >> So moved. >> Second.

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>> 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. Thank you. >> Next item, resolution to sell real property. Brian Lindholm, chief of

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staff, will be available for questions relating to the resolution to sell real property. Administration recommends the board of education adopt the resolution of the board of education school district U46 Cook Dwage and Kang Counties, Illinois to sell real property located at 2001 Oak Avenue, Hanover

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Park, Illinois. May I have a motion to adopt the resolution of the board of education school district U46 Cook Dup Page and Kain counties, Illinois to sell real property located at 2001 Oak Avenue, Hanover Park, Illinois. >> So moved.

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>> 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 uh item, advanced placement biology

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curriculum resource proposal. Celia Banks, director of curriculum and instruction, and Deb McMullen, coordinator of K12 science and planetarium are available for questions relating to the advanced placement biology curriculum resource proposal. Administration recommends approval of the advanced placement biology

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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 20252026

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fiscal year. May I have a motion to approve the advanced placement biology curriculum resource proposal in the amount of $560,51659 and grant authorization for district administration to execute related documents. >> So move second.

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>> 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 is item 13.4. I'm going to read the numbers as well because we have

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a lot of science items just to keep everybody on the same scorecard. [clears throat] Um, advanced placement C advanced placement chemistry curriculum resource proposal. Again, our team is here to respond to questions and present the attached proposal. administration recommends approval of the advanced

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placement chemistry curriculum resource proposal in the amount of $221,6160 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

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2026 fiscal year. May I have a motion to approve the advanced placement chemistry curriculum resource proposal in the amount of 221,000 $6160 and grant authorization for district administration to execute related

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documents. >> So move 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. Our next item is 13.5 Advanced Placement

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Environmental Science Curriculum Resource Proposal. Administration recommends approval of the advanced placement environmental science curriculum resource proposal in the amount of $95,85 and requests authorization for district administration to execute related documents. This expenditure will be

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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 advanced placement environmental science curriculum resource proposal in the amount of $95,85

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and grant authorization for district administration to execute related documents? >> So moved. >> Second. >> Any questions or discussion? Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. [snorts] >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, yes.

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>> President Owen, Motion carried. >> Our next item is 13.6 Six. Advanced Placement Physics 1 Curriculum Resource Proposal. Administration recommends approval of the Advanced Placement Physics 1 Curriculum Resource Proposal in the amount of $18,695.79

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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 advanced placement physics 1

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curriculum resource proposal in the amount of $18,695.79 cents and grant authorization for district administration to execute related documents. >> So moved. Second. >> Second. >> Questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan,

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>> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, >> yes. >> Miss Thomas, yes. >> President Owens, yes. >> Motion carried. Our next item is 13.7 Advanced Placement Physics Curriculum Resource Proposal. Administration recommends approval of the advanced

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placement physics Curriculum resource proposal in the amount of $32,9425 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

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2026 fiscal year. May I have a motion to approve the advanced placement physics C curriculum sorry is that correct physics C curriculum resource proposal in the amount of $32,9425 and and grant authorization for district

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administration to execute related documents. >> So moved. >> Second. >> Questions or discussion? Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes. >> Miss Martin, yes. >> Miss Nolan, >> yes. >> Miss Schwarz, yes. Yes. Miss Thomas. Yes. >> President Owens. Yes. Motion carried. >> Our next item is 13.8. Honors biology

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curriculum resource proposal. Administration recommends approval of the honors biology curriculum resource proposal in the amount of $25,589.60 and requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost

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is included in the budget for the 2025 2026 fiscal year. May I have a motion to approve the honors biology curriculum resource proposal in the amount of $25,58960 and grant authorization for district administration to execute related documents.

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>> So moved. >> Second. >> 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 is 13.9 Honors Chemistry Curriculum Resource

448
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Proposal. Administration recommends approval of the honors chemistry chemistry 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. The cost

449
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is included in the budget for the 2025 2026 fiscal year. May I have a motion to approve the honors chemistry curriculum resource proposal in the amount of $44,98560s and grant authorization for district administration to execute related

450
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documents. >> So moved. >> Second. >> 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.

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>> Our next item is 13.10 10. Earth and space science curriculum resource proposal. Administration recommends approval of the Earth and Space Science Curriculum resource proposal in the amount of $10,496.64. Requests authorization for district administration to execute related

452
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documents. This expenditure will be charged to the education fund. The cost is included in the budget for the 20252026 fiscal year. May I have a motion to approve the Earth and Space Science Curriculum resource proposal in the amount of $10,496.64

453
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cents and grant authorization for district administration to execute related documents. >> So moved. >> Second. >> Questions or [clears throat] 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 carries.

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Our [clears throat] next item is 13.11. Environmental science curriculum resource proposal. Administration recommends approval of the environmental science curriculum resource proposal in the amount of $10,496.64. Requests authorization for district administration to execute related documents. This expenditure will be

455
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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 environmental science curriculum resource proposal in the amount of $10,496.64 and grant authorization for district administration to execute the related

456
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documents. >> So moved. Second. >> 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 is 13.12 integrated physical

457
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science curriculum resource proposal. Administration recommends approval of the integrated physical science curriculum resource proposal in the amount of $44,98560 and requests authorization for district administration to execute related documents. This expenditure will be

458
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charged to the education fund. The cost is included in the budget for the 20252026 fiscal year. May I have a motion to approve the integrated physical science curriculum resource proposal in the amount of $44,98560 and grant authorization for district

459
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administration to execute related documents? >> So moved. >> Second. >> Second. >> 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.

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>> Thank you. Our next item is 13.13 bid specialized student services multi-abilities classroom and promoting readiness empowerment and purpose classroom material materials equity and furniture. Amanda Leatherbeby, director of specialized student services will

461
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present the attached proposal summary and respond to questions from the board of education. Administration recommends award to the lowest responsible biders school specialty in the amount of $69,724.17. Lakeshore learning materials in the amount of $25,964

462
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for the total amount of $95,630.81 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. May I have a motion to

463
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award to the lowest responsible bidder school specialty in the amount of $69,72417 and Lakeshore learning materials in the amount of 25,964 total amount of $95,630.81 and grant authorization for district administration to execute related

464
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documents. So >> second 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 is actually item number

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13.14. So I'm sorry if the numbers uh were out of out of out of kilter. Uh if you were viewing this online, this is the elementary physical education waiver. Brian Tennyson, assistant superintendent of teaching and learning, and Celia Banks, director of curriculum and

466
03:43:55.920 --> 03:44:13.040
instruction, um are available to answer questions of the board of education. The requested waiver will allow for elementary physical education to take place less than the required three days per week in grades 1 through 5 due to physical space constraints. May I have a motion to approve the request for a

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waiver of the physical education requirements of the Illinois School Code 105 ILCS 527-6. >> So moved. Second. >> Questions or discussion? >> Roll call, please. >> Miss Kerr, >> yes. >> Miss Khan, >> yes.

468
03:44:28.720 --> 03:44:44.399
>> Miss Martin, >> yes. >> Miss Nolan, >> yes. >> Miss Schwarz, yes. >> Miss Thomas, yes. President Owens, motion carried. >> Thank you. >> Agenda item 14 has been removed from the board meeting. Uh so we will move to agenda item 15. Other business. Dr.

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Johnson. >> Thank you, President Owens. Uh this evening we have item 15.1 at long last. We've had some very patient Elgen High School students and administrators with us this evening. Uh so this is the Elgen High School mascot selection. We have

470
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Emma Valdivia, Uriel Hernandez Flores, and Aaron Martinez. Uh who are joined also by um it looks like Mr. Paul Pennington, our athletic director for Elgen High School, and principal A

471
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Gonzalez Rodriguez, also of Elgen High School, is joining us tonight. They will present to the board of education an update on the Elgen High School mascot selection process. >> Good evening, U46 board members, Superintendent Dr. Suzanne Johnson,

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distinguished U46 administrators, and members of the community. My name is Emma Valdivia and I am a recent graduate of Elgen High School. Joining me is Aron Martinez, also a recent graduate and Uri Nandez Flores, rising senior at Elgen High. Tonight, we'll be explaining our

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mascot selection process. This is a timeline of the history of mascots at Elgen High School. When the school was established in 1869, there was no mascot as it was not a standard concept at the time. In 1982, Chief Mighty Maroon was adopted as a result of

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a way to keep a student involved in school activities. After 20 years, the mascot was retired in 2002 as it was deemed offensive and had no connection to an actual tribe nor represented the student or school background. For more than 20 years since then, Elgen High School has been without a visual

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representation, although there were some efforts to select the mascot in 2014. This year in 2026, a new mascot selection committee was formed of passionate individuals to empower the school spirit. A principal advisory committee was

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established in the 2025 2026 school year for which 32 students were selected. We met once a month and within this committee there were three subcommittees that students were able to choose which to join. This included school safety, school spirit and academic rigor. I was a part of the school spirit committee

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along with my fellow presenters. We discussed topics of student morale, class colors and mascots, school assemblies, spirit weeks, and the absence of an image for our school. As a committee, we felt strongly for our need for a mascot. We decided to make selecting a mascot our priority.

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>> Picking out a mascot isn't as simple as it seems. You can't just choose one and hope everyone is okay with it. There were specific characteristics that we wanted to pick out that should be represented by our mascot and truly embody what it means to be an Elgen Maru. These are the values that we expect people to think about when we

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when suggesting a mascot. Honor our 1869 legacy. Represent unity and diversity within the student body. Reflect resilience, integrity, and growth. Align with school colors. Be timeless yet modern. Be easily branded and recognizable. inspire pride across

480
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generations. And of course, our core theme, honoring his history while celebrating growth and change. Let's take a little step back and discuss where this all started. As already mentioned before, the principal advisory committee had been formed by our lovely principal and principal a in

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which the school spirit committee decided that it had been years since the school had a mascot. Some students even discussed how during sporting events other schools asked, "What is a maroon?" That made us know that we had to take some sort of action. We met up with our school ad, Mr. Pennington, and set up a

482
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survey in which we would view candidates upon their completion of it to see if they are fit to be a part of the mascot search committee. After receiving 45 responses, we ended up with around 20 members. Now that we had had the the committee made, it was time to send our

483
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three separate surveys to the public. The the first one was an open survey in which everyone could submit their own opinion as to what they would want the mascot to be. That survey had 185 submissions and we ended up with 11 options. The second survey was a vote. Out of the 11 choices that were

484
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previously picked, we wanted to end up with our f with our final three. This survey had 1,498 responses. Our last and final survey was to pick out an overall winner. The options were the lion, the watchkeeper, and the fox. This survey had 1,396

485
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submissions. After about 2 weeks, the votes were casted and the lion won the votes. Following the selection of the lion as our mascot, we are now dedicated to find the perfect image of our mascot that embodies Elgen High as a whole. As of right now, we are thinking of creating

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two mascots, one male and one female, to better represent the maroon family and emphasizing our pride by creating a pride of lions. The lions will both incorporate our school color maroon. The male lion will have its main color maroon, and the lioness will have its

487
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tail and claws colored in as maroon. Aside from maroon, the lions will also have normal colors like beige and cream to make them seem as realistic as possible. We will also include our school logo on both mascots on the clothing the lines will wear and the

488
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word maroons written across their backs of shirts as well. We will also like to incorporate our E logo on the mascot by having the lines wear E on their paws and the letter M for maroons. We are also considering incorporating the letter M in the face of the lions.

489
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They will also have brown eyes to further enhance the realistic appearance of the mascots. Once we finalize the design of the mascots, we will incorporate the line onto Elgen High's spiritware and athletic jerseys and shorts. It is it is important to

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emphasize that we will always be the maroons, but now with the heart of a lion. The lion represents our maroon pride. Here is a preliminary design for our live mascot. Our goal is to ensure that maroons is clear as we continue to be the maroons

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but not with the heart of a lion. To announce the selection of the lion, the mascot committee decided to film a video with a group of students of all grades holding posters with Elgen High written on them and then verbally announcing the lion. On behalf of the student body at GHS, we

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are proud to announce the memorializer. >> At Elgen High School, we are more than a school. >> We are tradition. We are pride. We are family. Proud of our progress, >> proud of our unity,

493
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>> proud of our history, >> proud of our diversity, >> the selected mascot represents our loyalty, our pride, and our resilience. >> We are loyal to you, Elgen High. >> This session took months and included all voices.

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>> It created an opportunity to define who we are >> together. >> The committee reviewed and finalized the results. And now, >> drum roll please. >> The new visual representation of the Elgen Maroons will be

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>> the lion. Once author, >> are there any questions? [laughter and gasps] >> I think it's just applause. It's an honor. [applause] Thank you so much. Thank you for your leadership. Um, and just way to stuff up and get it done. This is fantastic. Um,

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and thank you for waiting on a evening with a very long agenda. Does board members have any comments? No. Okay. Thank you. It's awesome. >> Y >> I also want to make sure I I um re I think I screwed up Principal A's name, so I want to make sure I get this

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correct to be read into the record. So, um, this evening, of course, we had principal a Rodriguez Gonzalez joining us from Elgen High School. I want to extend a thank you to you for your support of our student leadership and student voices, and thank you as well, uh, Paul Pennington for supporting that effort. Appreciate it.

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>> Thank you. >> Okay, the next item. >> Our next item is item 15.2, April Financial Report. Robin Cornellison, executive director of financial services, will review the attached financial report and respond to

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questions from the board of education. Good evening. Um, tonight I'm going to be presenting the April 2026 monthly financials. April closed with a monthly surplus of 26.2 million, bringing the year-to-ate deficit to $33.2 million

500
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with an overall ending fund balance of $82.4 million. The current plan deficit is due to the UniteU46 expenditures and currently in line with our annual budget. As of the end of April, the uh FY26 UniteU46 expenditures total $91.2

501
03:54:52.720 --> 03:55:09.120
million. April revenue including financing sources totaled approximately $103.9 million, bringing the year-to-ate revenue to 737.6 6 million or 74.3 million or 74.3

502
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percentage based on our projected budget. Our percentage of revenue budgeted in total is historically at 73% by the end of April. So currently we are 1.3% over our estimated budget.

503
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During April, the district received the last payments of the Cook County property tax um payments. Property tax payments for DuPage and King counties did begin arriving in May and will conclude throughout June. April expenditures, including transfers,

504
03:55:42.960 --> 03:55:58.160
totaled approximately 77.6 million, bringing our year-to-ate spending total to 770.8 million or 73.6%. Based on our projected budget, our percentage of expenditures budgeted in

505
03:55:58.160 --> 03:56:14.319
total is historically at about 81% through April, and we are currently 7.4% under our current trends. Salaries and benefits will continue to be closely monitored as the fiscal year concludes. Supplies and materials are currently

506
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11.5 million below our last year's actuals and pres and represent 60.6% of our annual budget. Capital outlay is at 53.5% of the annual budget. However, with the Unite U46 construct construction project

507
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in full swing, higher monthly expenditures are anticipated during the final quarter of the fiscal year. As of the end of April, the district's fund balance ratio is 77.3% with 9.3 months of cash on hand. As of

508
03:56:46.560 --> 03:57:02.960
April 30th, the district held 305.57 million in cash and money market balances, 564.2 million in investments for a total of 869.9 million in total liquid assets. For

509
03:57:02.960 --> 03:57:18.160
student activities, as of the end of April, the district has 4.4 4 million in student activity funds throughout all schools with year-to- date receipts exceeding our dispersements of approximately 776,000. Various receipts and expenditures

510
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continue to be around fundraisers, prom ticket sales, field trips, musical box office sales, and athletics. As we wrap up the end of the school year, I fully anticipate that dispersements will increase for field trips and the endofear festivities. April financial

511
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results remain aligned with the district's annual budget through the um district start that over. April financial results remain aligned with the district's annual budget, though the district maintains a planned year-to-ate deficit primarily due to theite46 expenditures.

512
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Overall, the district remains financially stable with strong liquidity and reserves that support continued investments in student achievement. >> Thank you for the report. Do board members have any questions? >> Okay. Thank you. >> Thank you.

513
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>> Next item is work session resolutions. Dr. Johnson. >> Thank you, President Owens. The first item is 16.1 resolution to approve 2026 2027 tenative budget and set public hearing. Dr. Kyle Vanchesy, deputy superintendent of operations and Robin Cornell, executive director of financial

514
03:58:24.800 --> 03:58:40.239
services, will present an overview of the tenative budget for the 2026 2027 fiscal year. The supporting resolution on or before August 14, 2026, the tenative budget will be made available for public inspection and a public notice will be published in a newspaper

515
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of general circulation. The resolution presented tonight requests approval of the budget in tenative form and addresses the requirement regarding the notice of the public hearing. This timeline fulfills all Illinois school code requirements. Administration will be available to respond to questions

516
03:58:56.319 --> 03:59:13.199
from the board of education. administration recommends adoption of this resolution at the July 20th, 2026 board of education meeting. >> Do board members have any questions? >> Okay, thank you. >> Our next item is item 16.2, resolution

517
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for the disposal of surplus personal property, partitions, and desks. Sheila DS, assistant superintendent of operations, will review the attached resolution, 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

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members have any questions? >> Thank you. >> Thank you. >> Next item is work session. Dr. Johnson. >> Thank you, President Owens. Uh this evening we have the community advisory council bylaws. Uh, so I've had the pleasure of working with Brian Lindholm,

519
03:59:45.760 --> 04:00:02.880
chief of staff, over the last uh, several months um to make some updates and to bring forward a summary and a proposal for a relaunch of our community advisory council and supporting uh, documents of course for that. And so

520
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this evening we're available to, you know, talk through or provide a brief summary of the attachments for the board of education. Did you have anything that you wanted to to guide us through or did you want to just take questions at this point?

521
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>> I guess we could just take questions. I would just say I mean in brief we're trying to reimagine CAC to make it um more flexible, more accessible. uh follow the Unite U46 sort of workshop model um and hold a few of those per year um versus sort of the regular um

522
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committee based more formal meeting structure um and really make sure that we're gathering meaningful feedback on the um the it was most important to the district and to the board of education. And I know I've I've seen the the bylaws. Um we've gone through a couple

523
04:00:51.359 --> 04:01:07.279
different revisions with those just to to take what the bylaws used to be for CAC and and kind of reconfigure those bylaws to match um to better match what what is being visioned here. So um if

524
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you've had opportunity to take a look through the documents um we can take questions now. Um we can also submit questions you know if you need time to to digest the documents. Kate, >> um I do have one question. I'm looking on

525
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page I'm on page four. Um [clears throat] you're talking about the >> page four of I'm sorry, which >> oh of the document resolution to approve. >> I don't know. >> Is that the reimagining document? [laughter] >> Hold on. >> There's there's three there's three attachments.

526
04:01:39.359 --> 04:01:57.120
>> All ahead. Sorry. Sorry. Um Yeah, it's the U46 reimagining the CAC May 2026 PDF. >> Okay. >> Okay. So if you go to page um well the bottom

527
04:01:57.120 --> 04:02:13.120
of page three and then to the top of page four you're talking about the um committees um and that you are subgroups should be deferred in the first two years of the reimagine CAC to allow the council to rebuild collective understanding which

528
04:02:13.120 --> 04:02:29.920
I'm on board with in general with the exception of the specialized student services because those sessions the three or four that they give per year are incredibly well attended and incredibly important for families

529
04:02:29.920 --> 04:02:47.199
um who are trying to navigate special ed. The alphabet soup and all the services like I like that's how I learned what I needed to do for my son by going to those CAC meetings. And I would hate for our families to miss that for two years because there's such small

530
04:02:47.199 --> 04:03:03.279
windows in some cases about signing up for this or signing up for that. So, I would love to be able to consider a way to continue to do those. Um, I get the spirit behind it and I'm in support of it, but we just we can't let our families down because they've got to

531
04:03:03.279 --> 04:03:18.960
know this stuff. >> Thank you. No, I agree. And I think to provide that information to families in one format, I mean, or or another is important. It just >> Yeah. >> But I I hear what you're saying in terms Yeah. Well, and it's nice when um because those committees in or those meetings in general, they brought

532
04:03:18.960 --> 04:03:35.520
outside folks in. So, it was always really nice to get that second set of voices um with what to do and they're the experts, right? It's hard to be an expert in everything involved with the disability community. >> Yeah, we we can easily make that revision. You know, the intent was not

533
04:03:35.520 --> 04:03:54.560
to be limiting um or to take something away. Uh it was to continue to be responsive to uh the voices and the needs of our community. So, we can make that revision. >> Any other questions or comments? Sue, >> having been involved with CSC for years,

534
04:03:54.560 --> 04:04:09.680
I I think this is great because I could see at the end of my involvement that the committee structure just wasn't working. Um, there people were falling off from from being involved. Um, I think trying to have the schoolbased thing probably

535
04:04:09.680 --> 04:04:24.880
limited some people and they didn't feel like could make the commitment. So, I I think there's a lot of good ideas you you've put forth here. >> Thank you, >> uh, Shondaanda. just to confirm that your work you're doing and and how this is reimagining is

536
04:04:24.880 --> 04:04:42.000
is great. Um as one of the last chairs of CAC um as Unite46 was coming up upon us, I remember the executive committee saying we should CAC should be the one doing the Unite You 46 work. And so I like that this reimagining is kind of

537
04:04:42.000 --> 04:04:57.920
incorporating that into it while um not putting so much burden and weight on, you know, a small group of people to try to build that. Um so thank you so much for taking the time to reimagine CAC because there's a lot of great work that

538
04:04:57.920 --> 04:05:15.120
CAC has done in the past >> and um being able to be open to saying, okay, the old CAC isn't what works now. Um, but we can imagine a new CAC. So, thank you. And I agree with Kate on the specialized student services committee.

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>> Anyone else? >> And I know that, you know, once once we get this into place, there's going to be a lot of work as far as outreach goes, right? because and what I what I hope that the the community can take away from this in order for this to work and

540
04:05:30.160 --> 04:05:45.600
especially in order to do you know those specialized student services sessions we need leaders right to come to step up within the community um to help us with this work. So, I know that's going to be a big piece of it, and I look forward to to seeing how that outreach kind of

541
04:05:45.600 --> 04:06:00.960
plays out. Um, and hopefully we can we can uh, you know, get this to a point where we are very comfortable with and, you know, have regular sessions that that are that are helping our parents.

542
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Yeah. All right. Thank you. >> Okay. The next item on our agenda is work session bids and proposals. Dr. Johnson. >> Uh, thank you, President Oops. >> Thank you, President Owens. Our first item is item 18.1, bid, curriculum and instruction, secondary classroom libraries. Celia Banks, director of

543
04:06:22.640 --> 04:06:37.920
curriculum and instruction, and Jacqueline Johnson, coordinator of literacy and libraries, will present the attached proposal summary and respond to questions from the board of education. Administration recommends award to the lowest responsible biders Flet Content Solutions LLC in the amount of

544
04:06:37.920 --> 04:06:57.920
$74,67320. Bound to stay bound in the amount of $21,476. School Solutions in the amount of $10,87240 and Textbook Warehouse in the amount of $5,3324

545
04:06:57.920 --> 04:07:18.560
for the total amount of $112,35364 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?

546
04:07:18.560 --> 04:07:34.840
>> Okay, next item. >> Uh, next is a bid for curriculum and instruction elementary teacher novels. Our team is still here uh to present the summary and respond to questions. Administration recommends award to the lowest responsible biders. Textbook warehouse in the amount of $272,284.87.

547
04:07:36.319 --> 04:08:00.000
Textbook Brokers Incorporated DBA K12 savings in the amount of $2787.84. and School Solutions 360 in the amount of $1,57455 for the total amount of $276,647.26 requests authorization for district administration to execute related

548
04:08:00.000 --> 04:08:14.880
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? >> Okay, thank you. Next item is a proposal plan operations

549
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posted. Sheila DS, assistant superintendent of operations and Jeff Lloyd, logistics coordinator will present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from Pittney Bose in the amount of $70,000 and requests authorization for district

550
04:08:31.120 --> 04:08:46.560
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? >> Thank you. >> Thank you. >> Our next is a proposal. Curriculum and

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instruction Xan Adu. Uh Celia Banks, director of curriculum and instruction and Jacqueline Johnson, coordinator of literacy and libraries are here to present the attached proposal summary and respond to questions from the board of education. Administration recommends approval of the proposal from Xan Adu in

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the amount of $166,85369. 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?

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>> Thank you. Next item is a proposal human resources red rover absence management. Mark Moore, assistant superintendent of human resources will present the attached proposal summary and respond to questions from the board of education. I know. I was gonna try to beat him, but he picked up a jog there.

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>> Administration recommends approval of the proposal from Red Rover Technologies LLC in the amount of $73,7640. Requests authorization for district administration to execute related documents. This expenditure will be charged to the education fund. The cost

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is included in the budget for the 2026 2027 fiscal year. >> Are there any questions for Mr. Moore? I feel like we should have one, but I don't have any [laughter] questions. >> Thank you. Uh, the next item on our agenda is work

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session change orders. Dr. Johnson. >> Thank you, President Owens. Tonight we have Elgen High School Auditorium House Lighting and Stage Rigging Replacement Project number 249. Sheila DS, assistant superintendent of operations and Jolene Lynman, capital projects coordinator will present the attached change order

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and will respond to questions from the board of education. administration recommends the board of education approve the change order from FH Passion Contractors in the amount of minus $48,58367 cents. >> Do board members have any questions?

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>> Thank you. Thank you. >> That is the last item on our agenda. I will take a motion to adjurnn. >> So moved. >> Second. >> Wow. >> Roll call, please. >> Miss Kirk, >> yes. >> Miss Khan, >> yes. >> Miss Martin, >> yes. >> Miss Nolan, >> yes. Miss Schwarz,

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>> yes. >> Miss Thomas, yes. >> President Owens, >> we are adjourned at 9:42 p.m. >> It was amazing, >> Miss Thomas.