SE Illinois News

Community Unit School District 200 Board of Education met Sept. 24.

Here are the minutes provided by the board:

ROLL CALL

Upon the roll being called, the following were present:

Board Members: Mr. Dave Long

Ms. Angela Blatner

Ms. Katy Ebbesen

Mr. Erik Hjerpe

Mr. John Rutledge

Absent: Mr. Rob Hanlon

Ms. Julie Kulovits

Also in Attendance: Dr. Jeff Schuler, Superintendent

Ms. Faith Behr

Mr. Matt Biscan

Ms. Melissa Murphy

Dr. Brian O’Keeffe

Dr. Chris Silagi

Mr. Jason Spencer

PLEDGE OF ALLEGIANCE

Board Member Erik Hjerpe led the Board in the Pledge of Allegiance.

SUSPEND THE RULES AND ADJOURN TO A WORKSHOP SETTING

PLEDGE OF ALLEGIANCE 

Board Member Erik Hjerpe led the Board in the Pledge of Allegiance.

SUSPEND THE RULES AND ADJOURN TO A WORKSHOP SETTING 

MOTION 

Member Hjerpe moved, Member Rutledge seconded to suspend the rules and adjourn to a workshop setting. Upon a roll call vote being taken the vote was: AYE 5, NAY 0. The motion carried 5-0. 

Instruction 

State of the Schools Update

District 200 has utilized strategic planning as a tool to guide the work of the District and School Board. The current strategic planning effort, Vision 2026, started with the development of the District’s Portrait of a Graduate. That work involved two rounds of community input, and the work of a design team that developed the Portrait based on the input and community engagement sessions. The Portrait was presented to the Board of Education in January of 2022, and launched the development of the Vision 2026 Plan. Each school year, the metrics identified on the Vision 2026 Dashboard are monitored and results are reported to the Board of Education throughout the year at the Committee of the Whole and Regular Board of Education Meetings. These updates are provided on various topics throughout the year. At the meeting, members of the Senior Leadership Team provided the Board and community with a comprehensive overview of current work through a State of the Schools presentation. It provided an overview of key work strategies for the year and connected those strategies to the outcomes measured on the District 200 dashboard. The PowerPoint presentation included information on the following:

● District Characteristics

o Student Enrollment, Percentage of Multilingual Learners, Number of Languages Spoken Among Students, Percentage of Low Income, Percentage with Disability 

o Percentage of Students White, Black, LatinX, Asian, Pacific Islander, Two or More

● Vision 2026

o Mission and Vision

o Portrait of a Graduate (POG) - Academically Excellent, Communicator, Problem Solver, Resilient Learner, Collaborator

o Dashboard - Academic Excellence: High School (Graduation Rate, Freshman on Track, Students Completing Advanced Coursework)

● Student Learning

o The K-8 experience will build the academic foundation necessary for success in high school, ensuring readiness for and completion of a postsecondary education

● Student Learning: K-8 Learning Acceleration - Academic Excellence in Literacy o ELA curriculum for EC-2nd grade will provide students with foundational skills essential for future literacy development

o ELA curriculum for grades 3-8 will develop students’ literacy skills, which are essential for success in all high school courses

● Student Learning: K-8 Learning Acceleration for ELA

o Strategies Completed - Adoption of Bookworms Reading/Writing for K-8, Adoption of My Perspectives for 6-8, Added coaches at middle school level

o 2025-26 Strategies - Implementation of Bookworms Intensive for MTSS, Implementation support for My Perspectives, Phase 1 curriculum work for 6-8 Social Studies, Phase 1 curriculum review of reading interventions for 6-8, Review the Resource & PISA programs in K-5

● Student Learning: K-8 Learning Acceleration - ELA Metrics

o FastBridge: earlyReading, aReading and Growth

o IAR: 3-8 ELA

o IAR Growth Percentile

● Student Learning: K-8 Learning Acceleration - Grades 3-8 IAR ELA

o Grades 3-8 Illinois Assessment of Readiness ELA Percentage Meets/Exceeds 2019-2024 (*2025 results will reflect ISBE’s new proficiency benchmarks when presented at the October COW meeting)

● Student Learning: K-8 Learning Acceleration - Academic Excellence in Mathematics o EC-2nd mathematics curriculum focuses on building foundational numeracy skills that are essential for students’ future success in mathematics

o Grades 3-5 mathematics curriculum is designed to equip students with skills and knowledge they need to succeed in middle school math

o Grades 6-8 mathematics curriculum is structured to prepare students with necessary skills and understanding to succeed in Algebra I

● Student Learning: K-8 Learning Acceleration for Math

o Strategies Completed: Adoption of Illustrative Mathematics in K-8, Support for POG skills in mathematics, Expanded coaches at elementary and middle schools

o 2025-26 Strategies: Curriculum work for Tier 2 math interventions, Targeted School Improvement work, Review the Resource & PISA program in K-5

● Student Learning: K-8 Learning Acceleration - Math Metrics

o FastBridge: earlyMath, aMath and Growth

o IAR: 3-8 Math

o IAR Growth Percentile

● Student Learning: K-8 Learning Acceleration - Grades 3-8 IAR Math

o Grades 3-8 Illinois Assessment of Readiness Math Percentage Meets/Exceeds 2019-2024 (*2025 results will reflect ISBE’s new proficiency benchmarks when presented at the October COW meeting)

● Student Learning: College and Career Readiness

o CUSD 200 aims to equip students with a robust academic foundation that prepares them for success in college and beyond. We aim to empower every student to confidently pursue credit-bearing postsecondary coursework

o Through our innovative Career Pathways program, we provide students with the knowledge & experience to make informed decisions about their future careers. Our goal is to ensure students have a clear sense of direction, enabling them to transition seamlessly into their postsecondary education and chosen professional fields

● Student Learning: College and Career Readiness - English Proficiency

o AP Course (Grade A,B,C), Dual Credit English Course (Grade A,B,C), Transitional English Course (Grade A,B,C), SAT Score (540), ACT Score (22 Reading, 18 English), AP Exam (3,4,5)

o Percentage of High School Seniors Meeting Proficiency in English 2022-24 (*2025 results will be presented at the October COW meeting)

● Student Learning: College and Career Readiness - Math Proficiency

o AP Course (Grade A,B,C), Dual Credit Math Course (Grade A,B,C), Transitional Math Course (Grade A,B,C), Algebra II (Grade A,B,C), SAT Score (540 + 4th year of Math), ACT Score (22 + 4th year of Math), AP Exam (3,4,5)

o Percentage of High School Seniors Meeting Proficiency in Math 2022-24 (*2025 results will be presented at the October COW meeting)

● Student Learning: College and Career Readiness - Other Metrics

o Freshman on Track, Graduation Rate, Student Completing Advanced Coursework, PSAT to SAT Growth (paused due to change in state test), Number of Students Earning a College & Career Endorsement

o New Metric: PreACT to ACT Growth

● Student Learning: College and Career Readiness - Academic Strategies

o Strategies Completed: Implemented Transitional English, Implemented Dual Credit English, Increased the Number of Students Taking a 4th Year of Math and Taking Transitional Math, Added Academic Interventionist

o 2025-26 Strategies: Administer the Fall PreACT in grades 8-11 to utilize for School Improvement planning, Ongoing development, support, and training regarding grading and assessment

● Student Learning: College and Career Readiness - Career Pathways Strategies 

o Strategies Completed: Pathways completed for Education, Business, Nursing, Marketing & Broadcast Media, Updated Middle School Electives Plan, Development of Career Connected Learning Framework

o 2025-26 Strategies: Engineering Pathway, Middle School Electives Course Development for Entrepreneurship, Intro to Culinary Arts & Drama / Speech / Performance Seminar, Curriculum Work related to the Career Connected Learning Framework

● Career-Connected Learning Framework

o Career Awareness (Gr 6-12), Career Exploration (Gr 6-12), Career Preparation (Gr 9-12), Career Training (Gr 10-12)

● Career-Connected Learning Framework - Grade Levels

o What students should be exposed to and supported to at grade levels 6-12, 6-8, 9-10, 11, and 12

● Student Experience

o Students will maximize their academic, social and learning abilities through a robust school experience that includes strong relationships, high expectations, and participation in extracurricular activities in a supportive and safe environment

● Student Experience - School Connectedness - Relationships

o 96.5% (7.5% increase since 2021-22)

● Student Experience - HS Extracurricular Participation: Clubs, Activities, Sports

o 78% (12% increase since 2018-19)

● Student Experience - Student Attendance - Not Chronically Absent

o 85.6% (4.4% increase from 2022-23)

● Student Experience - Supportive Environment

o 96th Percentile (Top 4% of all Illinois School Districts)

o Reported by students in the 5 Essentials survey

● Student Experience - Connectedness - High Care + High Expectations

o Behavioral Wellness, Mindset, Emotional Wellness

o Impact on: Safety; Pathways for the Future; Maximized Learning; Athletics, Clubs, Activity, Engagement; and Attendance

● Student Experience - Student Supports and Proactive Programming

o Head Start (100 students), Camp Kinder (80-120 kids participating), DARE (partnering with local police), Internet Safety, SOS (Signs of Suicide) Program, Behavioral Expectations, Intervention and Student Services, Referral GPS, Emotional Wellness, Crisis Response

● Student Experience - Student Voice

o Student Leadership Groups - Connection, Learning, Safety, Recognition, Student Experience

● Student Experience - Safety

o Connectedness, Prevention, See Something / Say Something, Drills / Training, Physical Safety

● Staff Experience

o CUSD 200 strives to create a supportive and empowering work environment for school staff by fostering professional development, promoting collaboration, and ensuring that staff members feel safe, valued, and engaged

● Staff Experience - Safety

o Drills, training, See Something / Say Something, Physical Safety, District Safety Committee

● Staff Experience - Culture

o District / Building Focus, Survey Data, New Teacher Mentor Program, New Hire Induction Program

o Key Strategies: Hire, develop and retain diverse, high-quality staff; Maintain and enhance a positive organizational culture

● District 200 Staff Morale Survey - Spring 2025

o D200 Morale - all staff groups at all levels in the following categories: Measurement & Progress; Personal Safety & Belonging; Time & Resources; Leadership, Trust & Values Alignment; Ownership & Input; Recognition & Value; Professional Growth o Morale Survey Percent Change from Spring 2024 to Spring 2025

● District 200 Staff Morale Survey - Measurement & Progress (Overall Satisfaction) o Percent for Overall Satisfaction from Spring and Fall 2022 to Spring 2025

● 5 Essentials Results

o Ambitious Instruction, Effective Leaders, Collaborative Teachers, Supportive Environment, and Involved Families

o The Five Essentials are formed by 20 separate measures on the 5Essentials Survey 

o All areas were rated as strong by both staff and students

● Staff Experience - Professional Learning / Strategies

o CUSD 200 is dedicated to providing professional learning through three structures – Train, Plan, Coach

o 2025-26 Strategies: Partnership with Jamie True Daley to support Bookworms, Training for My Perspectives, Additional supports for new elementary teachers, EAB Leadership Lab for addressing Foundational Math Skills, Professional Learning opportunities for staff for special populations, including Multilingual Learners and Students with Disabilities, District Leadership Academy, Tier 1 Behavioral and Mindset, and EC-5 Districtwide Self-Selected Learning Day

● Staff Experience - Professional Learning & AI

o Development and publication of the CUSD 200 Ethical Use Guidelines

o Multiple professional development opportunities to learn about the advancements of AI and its place in the classroom

o Formation of a crosstown AI advisory committee at the high school level

● Staff Experience - Staff Input / Strategies

o Staff input: CUSD 200 utilizes staff input through committee structures and feedback loops to inform decision-making, improve instructional practices, and foster a collaborative culture focused on student success

o Strategies: Curriculum committees for ELA, Math, Social Studies, Middle School Electives, Multilingual Learners, Coaches, Secondary Reading Intervention; Staff feedback loops for new curriculum implementation and pilots; Stakeholder feedback on special education; and Course proposal process at the high school level

● Operational Excellence

o Finance 101 - We can do ANYTHING, but not EVERYTHING

o Finance 102 - New Programs/Costs = Reductions in Costs

o Facility 101 - Capital Investment through Sherman Dergis continues

o Facility 102 - Middle School Capital Projects - Projecting summer 2026 & 2027

● Operational Excellence - Finance

o We are committed to staying true to fiscal conservatism and producing a balanced Operating Budget annually

o CUSD 200 continues to spend less per student than the state average by minimizing administrative expenses and focusing funding on classrooms

o CUSD 200 has earned the highest possible “Financial Recognition” designation with ISBE

o CUSD 200 has a “AA+” S&P credit rating, the second-highest rating issued by S&P 

● Operational Excellence - Budget

o CUSD 200 Board Policy 4:10 - Fiscal and Business Management

o The FY 26 budget marks the 16th consecutive year that the Board of Education has approved a balanced operating budget

● Operational Excellence - Fund Balance %

o CUSD 200 Board Policy 4:20 - Fund Balances

o The CUSD 200 Board Policy Fund Balance Range is 25-40% of Operating Revenues o FY 2017 - FY 2024 Fund Balance Percentages (2024 fund balance was 31.04%)

● Operational Excellence - ISBE Financial Profile Score

o The score is a number between 1.00 and 4.00 that indicates the financial health of a school district and is based on five key indicators. The score is calculated using weighted indicators, with the highest score being 4.00.

o The score corresponds to a designation, which indicates the level of review the district will receive from ISBE.

o CUSD 200 Designation - Financial Recognition, the highest category of financial strength, requiring little or no review from ISBE.

o 2024 score > 3.90 out of 4.00

● Operational Excellence - LT Bond Rating

o Standard and Poor’s (S&P) uses this to rate the general creditworthiness of a company, city, county, or school district that issues debt.

o CUSD 200 has a stable credit rating of AA+ (very strong)

● Operational Excellence - Facilities

o CUSD 200 is dedicated to creating environments that are safe and secure, offer consistent and efficient experiences, are accessible for all, and provide our students and staff with 21st-century learning opportunities.

● Operational Excellence - Sherman Dergis

o CUSD 200 Board Policy 4:152 - Capital Renewal Funding - Sherman Dergis Methodology

o The Board has continued to make progress in improving our infrastructure to provide the best and safest possible learning environments

o Since the summer of 2016 (FY17), the Board has spent over $60 million on high-priority capital facility projects like roofs, mechanical systems, flooring, lighting, plumbing, and more.

● Operational Excellence - Middle School Capital Projects (Edison, Franklin, and Monroe)

o Issuance 1 - Enabling Work at Monroe and Franklin, Monroe Standard Classrooms; Bid in Feb/Mar 2025 and Built in Summer 2025

o Issuance 2 - Building Additions and Associated Projects at all three schools; Bid in May/June 2025 and Built in Summer 2025-26

o Issuance 3* - Bulk of the work at all three schools; Bid in Oct/Nov 2025 and Built in Summer of 2026-27 (*Issuance 3 may be broken out or extended if needed)

● Operational Excellence - Middle School Capital Projects - Issuance 1 & 2 Design Scope 

o Edison: Building addition - gym expansion (work to start in spring 2026) 

o Franklin: Enabling projects (completed in summer 2025) and Building addition - Performing Arts classrooms (work in progress)

o Monroe: Enabling projects and Classroom renovations (work completed summer 2025) and Building addition - Performing Arts classrooms and Theatre (work in progress)

● Operational Excellence - Middle School Capital Projects - Issuance 3 Design Scope 

o Edison: Mechanical System Replacement, Window Replacement, Classroom Upgrades, Music Classroom Upgrades, LLC Improvements, Collaboration Spaces, Auditorium Upgrades, Main Office Update, Entry Improvements, Student Wellness Focus, Exploratory Labs, Science Lab Upgrades, PE/Athletics Updates,

Corridor/Circulation

o Franklin: Mechanical System Replacement, Window Replacement (Alternate), Classroom Reconfiguration, LLC Rebuild, Collaboration Spaces, Auditorium Upgrades, Main Office Update, Entry Improvements, Student Wellness Focus, Exploratory Labs, Science Lab Upgrades, PE/Athletic Updates, Corridor/Circulation

o Monroe: Mechanical System Upgrades, Window Replacement (Alternate), Classroom Upgrades, Essentials Upgrades, LLC Improvements, Collaboration Spaces, Main Office Update, Entry Improvements, Student Wellness Focus, Exploratory Labs, Science Lab Upgrades, PE/Athletic Updates, Corridor/Circulation

● Operational Excellence - Middle School Capital Projects - Project Timeline 

o Design, Bidding, BOE Approval, Permitting, Construction, Project Closeout, Design Budget Review for Issuances 1, 2A and 2B, and 3 from 2024 through 2028

● Community Engagement

o CUSD 200 strives to create meaningful connections with parents, students, staff, municipalities and community partners to enrich the educational experience for every student with the goal to strengthen the community as a whole

● Community Engagement - Key Strategies

o Engaging our community and strengthening our schools

o Strategies: Engage our community on an ongoing basis to determine its priorities, foster partnerships, and promote learning; Maintain active engagement with all of our municipalities and key community partners

● Community Engagement - Municipalities & Key Community Partners

o Municipalities, Chamber of Commerces, Park Districts, Libraries, School-Based PTA’s & Boosters, District PTA Council, Citizens Advisory Committee, Student Ambassadors, Student Leadership Groups, First Responders/PIO, Student Excellence Foundation, Service Clubs (Rotary & Lions), Free Mobile Food Pantry, Weekend Food Bags, Annual School Supplies, Local Business Partnerships, Parent Volunteers, Outreach, and more

● Community Engagement - Giving our Community a Voice - Robust Feedback Loops

o Added five advisory groups in addition to the Citizens Advisory Committee to give our community a voice: Special Education Parent Advisory, School Safety/Student Wellness Advisory, Technology Education Advisory, Career Pathways Advisory, and Bilingual Parent Advisory.

● Communications

o CUSD 200 is dedicated to providing clear, timely, and transparent communication that keeps all stakeholders informed, engaged, and connected to the work of the district

● Communications - Communications Tools

o Board Highlights (consistent 69-72% open rate since June 2025), CUSD 200 Newsletter (consistent 72-75% open rate since June 2025), School Newsletters, CUSD 200 Websites, Email, Text & Call Alerts, Staff/Parent/Student

Communication Tools (Rooms), Social Media, Print Newsletter (coming out this Fall and will go to entire community)

● Communications - Key Strategies

o Develop and maintain a regular cadence for district and school newsletters; Implement a two-way communication system that meets SOPPA standards; Engage our community on an ongoing basis to determine its priorities, foster partnerships, and promote learning; Continuously engage all stakeholders by communicating important updates; Maintain an active presence on social media to celebrate the accomplishments of staff and students, and provide information regarding district operations and news.

o Strategy for 2025-26: Develop comprehensive program guides for instructional special education classrooms

There was additional information/comments on the following:

● This annual report to the Board summarizes the key items on the work plan for this year. It provides the Board with an opportunity to ask additional questions and/or identify areas they would like to explore further, possibly at a future meeting.

● The State of the Schools is driven out of the strategic plan, and District 200 is in the fourth year of the current four-year plan. The Board reviewed a document that captured the last three strategic plans (beginning with 2014), some of the changes, additions, and focus of each.

● There has been a lot of positive work resulting from the strategic plans, especially related to the dashboard component and the outcomes we monitor annually, as well as the strategies section, both of which drive the process.

● As we approach spring this school year, the Administration and Board will begin discussing what the next four-year strategic plan will entail.

● There is a slight uptick in the percentage of ML students (from 11 to 13%) and in the number of languages spoken among students (from 87 to 89). The numbers come directly from the 2024 Illinois State Report Card.

● Learning acceleration for ELA - continuing to support the Tier 1 work and strengthening interventions in the K-8 space.

● All of our buildings prioritize accelerating math growth. This is a major part of their school improvement efforts this year. Recognize that our progress in ELA has been substantial, and although we have made gains in mathematics, it has not been at the same pace as ELA. That is why we are focusing on very targeted school improvement work in math.

● There are positive upward trends in meeting proficiency targets in both English and Math.

● The District has added more opportunities for students through coursework by strengthening or adding more courses, and has also added positions to support this work.

● Developing a comprehensive pathway for career pathways involves offering opportunities to complete a sequence of connected courses, earn early college credits, and participate in work-based learning experiences.

● The career-connected learning framework was developed along with our staff and high school student ambassadors.

● The foundation of our entire District is school connectedness and ensuring that every student is connected to school through an adult - this could be a teacher, a coach, etc. School connectedness is measured twice a year, and this effort will always persist.

● There are more opportunities in the club and activity areas at all levels, which has contributed to the steady increase in the number of students participating in extracurriculars (2% rise since last year and 12% since 2018-19).

● The post-pandemic trend shows a decline in attendance rates across the nation and at the state level. District 200 has set a target for the non-chronically absent rate (less than 10% of the school year). There is a connection between this number and lower academic performance, more behavioral referrals, and a range of emotional stressors. We have observed steady improvements in attendance, and there are specific strategies tailored to how we work with all students, those beginning to show absenteeism, and those with significant absenteeism, through individual support.

● District 200’s overall attendance rate was steady at 94-95%.

● Crisis response and the PREPaRE model - there are a number of District Crisis Teams that have been developing specific annex plans post-crisis to be better prepared if an event occurs, ensuring they can support the mental health needs of our kids.

● Regarding student voice, members of the Senior Leadership Team and Administration, working with student leadership groups at the middle and high school levels, focus this year on safety, the learning environment, being prepared for the next level, and their overall experience. Meeting with fifth-grade students this school year will expand this focus to the elementary level.

● The 'See Something / Say Something” effort encourages all members in our schools to stay alert and report any suspicious behavior. Ways to report suspicious activity include talking to a trusted adult or using the confidential safety issue reporting system on the CUSD200 website.

● Physical safety is a layered approach to safety and security and includes the structural measures we implement to protect our students and staff. This includes secure building entryways, security cameras, locking all outside doors, and vetting visitors through a Guest Management System.

● The staff morale survey data continues to show positive and upward trends.

● Dr. Silagi and Mr. Biscan are developing a leadership academy within the District for any staff interested in participating. The goal is to develop individuals and demonstrate that there are different ways to lead within the District. This initiative was created in response to feedback from the morale survey.

● 5 Essentials survey - three of the survey area's questions are answered by staff: effective leaders, collaborative teachers, and involved families. The remaining two survey area questions are answered by students: supportive environment and ambitious instruction.

● Professional learning and AI (Artificial Intelligence) - this topic is advancing and evolving very quickly, so there have been many offerings to staff for professional development. Some examples include simple newsletters, Institute Day sessions, staff sessions before and after school, and cohorts at various places and for various levels with staff.

● Gemini is the only official tool in the AI space that is turned on for student use.

● Being financially responsible and conservative is a balance. If we know something is coming in and it is essential to support staff and students, we will likely find a way to pull something out of the system to ensure that balance stays constant.

● The FY25 audit will be brought to the Board in December.

● The LT Bond Rating for District 200 of AA+ helped with bond issuance #1 in March. Significant competition was brought in from major markets throughout the country, and provided us with rates that were lower than anticipated. That same type of premise is anticipated as we look towards bond issuance #2 in the early part of next year.

● None of the three middle school buildings (Edison, Franklin, and Monroe) scheduled for construction will be occupied by staff during the summer of 2026.

● District 200 has strong partnerships within the community.

● Adding the five advisory groups was important to give more people a voice in shaping the future of our schools, along with building trust and transparency.

● High school student ambassadors and incorporating student voice - the student ambassadors from each high school have identified some priorities they’d like to work on this year, and have been asked to come to the October Board meeting with these priorities. The Board will notice they have a natural connection to some of the work occurring in the District.

There were questions and/or additional discussion on the following:

● The execution of work plans is translating into results, noting that we have moved above and beyond the pandemic learning loss.

● The high school graduation rate was clarified when comparing recent years to 2018 Our non-completion rate is less than 1%. Most of the difference between our graduation rate (94.3%) and 100% consists of students in our Transition program. That is a state designation—the state does not include those students in our graduation rate, even though they remain within our system.

● 50% of students in grades 3-9 meet or exceed the standards in IAR for math, which seems low. Is the standard unrealistic, or are we failing to get most of our kids there? We will discuss later in October how the state of Illinois has made some adjustments to proficiency. Overall, the state shows higher proficiency in ELA than in Math. Once again, our District is strongly focused on accelerating student math growth.

● Some may see the adjustment to the standard as the state relaxing criteria to improve results. Illinois has maintained a very high standard. Setting aside individual state standards, is there a more objective benchmark? At the October COW meeting, we will discuss how those adjustments were made, why they were implemented, and we will demonstrate how District 200 students at the same grade level compare with their peers across the state.

● Also noted the post-pandemic Harvard/Stanford learning recovery assessment study, where they were able to benchmark state assessments using international comparisons. Illinois did have some of the highest standards based on our own assessments. The growth scores will be important this year, and the percentile piece will show how we grew compared to other districts in Illinois.

● K-8 graphs and high school graphs, and whether they measure the same thing. K-8 primarily assesses an exam, while high school evaluates proficiency—meeting a standard through an exam, as well as through grades and coursework.

● Math achievement and proficiency across grades 3-5, 6-8, and high school seniors show a significant discrepancy. The definition relies on ISBE’s criteria, specifically passing Algebra 2 in high school, which indicates readiness for post-secondary education. Are we comparing equivalent measures?

● Algebra 2 and Transitional Math - comparing the rigor of these two courses. Noted that students must pass Algebra 2 to progress into Transitional Math. Considering the impact of the new proficiency results in 2025 for middle school math proficiency, how does that compare with what we are currently saying about proficiency in math among our high school graduates?

● Concern about lowering standards in Illinois; testing challenges and their effect on scores.

● Any meaningful feedback on the new ELA curriculum implementation? While it is still early in the process, there is appreciation for the piloting last year, which has created familiarity with the materials. We also need to review the implementation timeline. A feedback group will meet in three weeks.

● Keeping track of the students who are not part of the 78% participation in high school extracurriculars - are they involved in something in the community, working a job, etc? The relationship between this and student wellness. Can look into this further with our high schools.

● A request for student attendance data broken down by level. Noted that high school attendance traditionally lags behind other levels, but this year, high school students were at or even above the middle and elementary levels. The high schools have made a focused effort to get students in the classroom, which is a big deal.

● There was a question about the bus schedules moving even earlier in the morning for high school students. Dr. O’Keeffe made note of the timing of the arrival of some bus routes, leading to school tardiness. He will look further into this and report back.

● Morale survey data and Spring data show lower values than Fall data. While the overall numbers remain very good, it indicates a test of staff endurance and fatigue at the end of the school year.

● Morale survey data - there are four questions within the category that contribute to the “overall satisfaction” measurement and progress.

● The impact of Illinois SB100 over the past ten years and how this discipline reform has influenced staff perceptions of safety for themselves and their students.

● Data on the two methods for reporting safety issues — reporting to a trusted adult and the confidential reports made on the website. Also, are the trusted adults trained or advised to use discretion before responding, or are they required to report anything that comes their way? There was a request for data on the number of confidential reports submitted on the website (the reports can be from students or adults).

● District 200 spends less per student than the state average. Could the state average perhaps be skewed by the size and cost of running Chicago Public Schools? Noted the dichotomy between the different sections of the state as a whole.

● HS Principal Advisory Committees - curious about how these committees operate and whether their topics are shared through the ambassadors or how these groups work together. It was noted that the topics the student ambassadors will present at the October Board meeting are not just ideas they came up with themselves; instead, they gathered input from students during conversations with the advisory groups. Additionally, not all topics are necessarily elevated to the level of board governance; some are issues principals can manage at the building level.

PUBLIC COMMENTS – Agenda Items & Non-Agenda Items 

None

ADJOURNMENT 

MOTION 

There being no further business to come before the Board in Open Session, Member Rutledge moved, Member Ebbesen seconded to adjourn the meeting. Upon a voice call being taken, all were in favor. The motion carried 5-0.

The meeting adjourned at 8:42 PM.

https://www.cusd200.org/documents/board-of-education/meeting-minutes/444822