January 16, 2025 at 6:30 PM - Burnham ESD 154.5 School Board Meeting

Description:  President Uribe calls this meeting to order.
I would like to call the meeting to order at:

We have a quorum present with: 

Description:  Please stand for the Pledge of Allegiance

Description: 

We have come to the item on the agenda for Public Comment. Public comments are limited to three (3) minutes per person. At this time, the Board President will call on those who have requested to make Public Comments. Please understand that the Board will not respond to comments made during Public Comment but may direct the Superintendent to address the matter at a later time. 

Description:  Mr. Geraci will present the Agenda items.

Description:  Approval of Board Meeting Minutes

Description:  The Secretary read the Treasurer's Report (Cash Balance for each fund) as of: 

Description: 

• Health Life Safety Inspection 
• Fire Alarm System Update 
• AHU 2 pulley replacement 
• Cafeteria heating issues 

Description: 

• Curriculum Updates 
• NWEA MOY Assessment 
• ACCESS Testing 
• IAR Testing 

Description:  2:105 Ethics and Gift Ban
2:120 Board Member Development
4:30 Revenue and Investments
4:60 Purchases and Contracts
4:150 Facility Management and Building Programs
4:170 Safety
5:10 Equal Employment Opportunity and Minority Recruitment
5:20 Workplace Harassment Prohibited
5:90 Abused and Neglected Child Reporting
5:125 Personal Technology and Social Media; Usage and Conduct
5:230 Maintaining Student Discipline
6:60 Curriculum Content
6:135 Accelerated Placement Program
6:270 Guidance and Counseling Program

Description:  Vision 2030 was developed through an engagement effort that included input from more than 1,000 stakeholders, including locally elected school board members, statewide—from the southern tip to northern Illinois. It also reflects input from discussions with local educators who work tirelessly inside and outside of school buildings to improve outcomes for children from all backgrounds across Illinois. Development of the Vision 2030 blueprint was led by the Illinois Association of School Administrators (IASA), Illinois Association of School Boards (IASB), Illinois Principals Association (IPA), Illinois Association of School Business Officials (Illinois ASBO) and Illinois Association of Regional School Superintendents (IARSS). 

Vision 2030:

• Provides a roadmap to enhance K-12 public education through future-focused learning, shared accountability, and predictable funding.
• Articulates a shared commitment to putting systems and processes in place that support all school districts throughout the state in sharing what works for our kids and our communities.  
• Details plans to advance policy, legislative and fiscal solutions, leverage public resources, and preserve local flexibility and leadership so that the important decisions about curriculum and finances are made closest to home.  

School districts across Illinois are being asked to express support for the goals and priorities of Vision 2030 by passing a resolution at a public meeting. 

Description: 

The Illinois State Board of Education (ISBE) IEP File Review and Comprehensive Assessment of Special Education are initiatives designed to evaluate the quality and compliance of special education programs in Illinois school districts. Here’s an overview of each component:

---

IEP File Review

The IEP File Review is a systematic process used to assess the content and implementation of Individualized Education Programs (IEPs) for students receiving special education services. It typically focuses on:

1. Compliance with IDEA (Individuals with Disabilities Education Act):

   • Ensuring IEPs meet federal and state legal requirements.
   • Verifying the inclusion of all required components, such as measurable goals, progress monitoring, and services aligned with the student’s needs.

2. Alignment with State Standards:

   • Ensuring that IEP goals are aligned with academic standards and are appropriate to the student’s abilities and needs.
   • Confirming the documentation of accommodations, modifications, and services.

3. Quality Assurance:

   • Checking that assessments, data, and evaluations accurately inform IEP decisions.
   • Reviewing how well the IEP supports a student’s progress in the least restrictive environment (LRE).

---

Comprehensive Assessment of Special Education

The Comprehensive Assessment is a broader evaluation that examines district-wide special education practices. It aims to provide a detailed analysis of how well a district supports students with disabilities. Key aspects include:

1. Policy and Practice Review:

   • Examining district policies to ensure they align with state and federal requirements.
   • Evaluating staff training, procedural guidelines, and resource allocation.

2. Program Effectiveness:

   • Assessing how well special education programs support academic and functional outcomes for students.
   • Identifying strengths and areas for improvement in service delivery.

3. Stakeholder Engagement:

   • Collecting feedback from parents, teachers, and students to understand their perspectives on the effectiveness of special education services.
   • Evaluating parent communication and collaboration processes.

4. Data Analysis:

   • Reviewing performance data, such as graduation rates, test scores, and other metrics for students with disabilities.
   • Ensuring equitable access to resources and opportunities for all students.

---

Purpose and Impact

The ultimate goal of the ISBE IEP File Review and Comprehensive Assessment is to improve educational outcomes for students with disabilities by:

• Ensuring legal compliance.
• Promoting best practices in special education.
• Enhancing the quality of services provided to students.
• Supporting continuous improvement for districts and schools.

The findings from these reviews can lead to targeted professional development, revisions to policies or procedures, and additional resources to better meet students' needs.

 

Description: 

A Spanish Language Proficiency Stipend is a financial incentive provided by employers, typically in educational, healthcare, or public service sectors, to employees who demonstrate proficiency in Spanish. This stipend is offered to recognize and reward employees for their ability to effectively communicate in Spanish, a skill that enhances their ability to serve Spanish-speaking individuals or communities.

Key Features of a Spanish Language Proficiency Stipend

1. Purpose:

   • To acknowledge the value of bilingual or multilingual skills in meeting the needs of diverse populations.
   • To enhance organizational capacity to serve Spanish-speaking clients, patients, or students.
   • To encourage employees to maintain and improve their language proficiency.

2. Eligibility Criteria:

   • Language Proficiency Testing: Employees may be required to pass a language proficiency assessment, such as the ACTFL Oral Proficiency Interview (OPI) or other similar tests, to demonstrate their Spanish language skills.
   • Job Relevance: The employee's role must involve regular interaction with Spanish-speaking individuals or communities.

3. Payment Structure:

   • Stipends can be paid as a one-time bonus, monthly, or annual addition to the employee’s salary.
   • The amount varies by organization and role, often depending on the level of proficiency and frequency of language use.

4. Types of Roles Benefiting from the Stipend:

   • Teachers or school staff in districts with high populations of Spanish-speaking students.
   • Social workers, counselors, or customer service representatives working with diverse communities.

Benefits of a Spanish Language Proficiency Stipend

• For Employers:
  • Improves communication and service delivery to Spanish-speaking populations.
  • Enhances employee retention by rewarding valuable skills.
  • Demonstrates commitment to diversity, equity, and inclusion.
• For Employees:
  • Offers financial recognition for an additional skill.
  • Provides opportunities for career advancement and professional development.
  • Strengthens employee satisfaction and motivation.

This stipend reflects the increasing demand for bilingual professionals and emphasizes the importance of language skills in a globalized and diverse society.

Description:  Proposed school calendar for next year 

Description:  Motion to go into Closed Session at _____, pursuant to Section 2 (c) (1) (2) of the Open Meetings Act, for the purposes of consideration of the appointment, employment, compensation, discipline, performance, or dismissal of specific employees and matters related to the Collective Bargaining Agreement. (ACTION REQUESTED after the closed session) *Secretary - please ensure that the closed session is being recorded.