March 21, 2025 • 19 mins
THIS EPISODE WAS CREATED USING A.I. SOFTWARE AND MAY INCLUDE FACTUAL ERRORS IN THE EPISODE. PLEASE BE SURE TO VERIFY QUESTIONABLE INFORMATION YOURSELF AS WELL.
With the explosion of A.I. (artificial intelligence), there are new tools coming along all the time! We shared the video of the March 19th Mokena 159 School Board meeting on our YouTube channel. Using that video and some amazing AI, I tried out this tool that creates an audio overview that sounds like an old fashioned radio program!
So check out its review of the most recent school board meeting! Besides hearing how real this technology sounds, you will also get 3 hours of school board meeting debriefed down to about 20 minutes!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
All right.
So yeah, we always like to diginto these local stories and see
what's really going on.
Speaker 2 (00:03):
Absolutely.
Speaker 1 (00:04):
And you know, a school board meeting maybe
doesn't sound like the mostthrilling thing in the world.
Speaker 2 (00:09):
Maybe not on the surface.
Speaker 1 (00:10):
But this one the transcript we got from this
Mocana 159 school board meetingon March 19th 2025.
Speaker 2 (00:17):
Yeah.
Speaker 1 (00:18):
It's packed with stuff.
Speaker 2 (00:19):
It is.
Speaker 1 (00:19):
I mean it was really an eye opener for me about how
much goes into running a schooldistrict these days.
Speaker 2 (00:24):
You really get a sense of the scope of things
when you read through atranscript like this.
Speaker 1 (00:28):
Yeah, and what's wild is, you know, you think of the
school board meeting, you think,ok, budgets, maybe some
curriculum stuff, right, butthis goes way beyond that.
Speaker 2 (00:35):
It does.
We're talking about everythingfrom how they check if students
actually live in the district.
Speaker 1 (00:40):
Right.
Speaker 2 (00:40):
To you know, celebrating teachers who are
going above and beyond to majorplans for like fixing up the
school buildings.
Speaker 1 (00:46):
Totally, and I think that's one of the things that
makes this deep dive sointeresting for anyone really,
whether you're a parent withkids in the district, or you're
just a taxpayer in the community, or you're just curious about
how these things work.
This meeting gives you a lookbehind the curtain and it really
gets into how decisions aremade that affect how students
learn how money is spent.
(01:07):
You know the actual physicalcondition of the buildings.
Speaker 2 (01:09):
It's really a microcosm of everything that
goes into providing a qualityeducation.
Speaker 1 (01:14):
Exactly, and to make this as clear as possible, we're
relying on that detailedtranscript from the meeting back
in March.
Speaker 2 (01:20):
A great primary source for us.
Speaker 1 (01:21):
Yeah, so let's jump right in.
One of the things that caughtmy eye right away was a comment
from a homeowner named KellyBrown.
Speaker 2 (01:28):
Right at the start of the meeting, during the public
comment period.
Speaker 1 (01:30):
Exactly, and she brought up some concerns about
this contract they wereconsidering with a company
called Clear Software.
Speaker 2 (01:36):
For residency checks.
Speaker 1 (01:37):
Yeah, basically to make sure the kids enrolled in
the schools actually live withinthe district boundaries.
Speaker 2 (01:42):
Now, that might seem kind of obvious, but I guess
it's not always so simple.
Speaker 1 (01:46):
Yeah, so apparently the way it works now is parents
have to give the school, youknow, their ID, copies of
utility bills, leases, thingslike that when they register
their kids.
Speaker 2 (01:54):
Right Proof of address.
Speaker 1 (01:55):
But Ms Brown was worried about this new software
for a couple of reasons.
Speaker 2 (01:58):
OK, what were the main issues she raised?
Speaker 1 (02:00):
Well, first of all, the cost this clear software
contract they were looking at.
It was quoted as something likebetween $13,764 and $15,000,
just for the first year.
Speaker 2 (02:10):
Wow, that's a significant chunk of change.
Speaker 1 (02:13):
And that was for one or two users, and there was a
built-in 5% increase every yearfor potentially five years.
Speaker 2 (02:19):
Okay, so that's a pretty substantial investment,
and it sounds like Ms Brown didher homework.
Speaker 1 (02:23):
Oh, she did.
She filed a FOA request.
Speaker 2 (02:25):
A Freedom of Information Act request.
Speaker 1 (02:27):
To find out how many students the district had
actually found living outsidethe district, you know, over the
past two school years.
Speaker 2 (02:32):
To see if there was really a problem they were
trying to solve.
Speaker 1 (02:35):
Right and guess what?
The answer was zero.
Speaker 2 (02:37):
Really so.
No documented cases of kidsliving outside the district
attending the schools.
Speaker 1 (02:41):
Yep.
So her argument was basicallywhy spend all this money on
software when there's noevidence it's even needed.
Speaker 2 (02:47):
That's a fair point.
I mean you can understand herconcern about potentially
unnecessary spending.
Speaker 1 (02:51):
Yeah, and to make things even more interesting,
she pointed out that Claire isthis company that does
background checks like the kindthat TSA uses for anti-terrorism
stuff.
Speaker 2 (02:59):
OK.
So it sounds like very powerfulsoftware, but maybe a bit
overkill for checking if a kidlives a few blocks outside the
district lines.
Speaker 1 (03:06):
Right, exactly.
It felt like bringing in, youknow, a SWAT team to handle a
parking ticket.
Speaker 2 (03:10):
A bit of an overreaction perhaps.
Speaker 1 (03:11):
So later in the meeting Superintendent Stein, he
did try to clarify things a bit.
Speaker 2 (03:15):
OK, what did he say?
Speaker 1 (03:16):
He said the agreement was actually for three years,
not five, so that would cut thecost some.
And he suggested they only gowith one user license, which
would also save them money.
Speaker 2 (03:24):
OK, so trying to scale it back a bit.
Speaker 1 (03:26):
And he explained that the district doesn't really
have like a formal, detailed wayof investigating these
potential non-residency casesright now.
Speaker 2 (03:34):
So the process needs an update.
Speaker 1 (03:35):
Yeah, and he said they see this software as a more
efficient way to do it like adata-driven approach.
Speaker 2 (03:40):
Interesting because you know some districts actually
hire private investigators totrack down these non-resident
students.
Speaker 1 (03:46):
Which he mentioned.
They do in some neighboringdistricts, but it sounds like he
thought the software would be abetter option.
Speaker 2 (03:51):
So more proactive and maybe less messy than sending
out a PI.
Speaker 1 (03:54):
Right, and you know it raises interesting questions
about how much you invest inpreventing a problem that you
don't really have proof of yet.
Speaker 2 (04:01):
Right, it's a balancing act, for sure.
Speaker 1 (04:03):
OK, well, let's move on from software to something a
little more heartwarming.
Speaker 2 (04:06):
I like get a change of pace.
Speaker 1 (04:07):
There's this really nice moment where Amanda
Montgomery she's a parent, Ibelieve gave some blowing
feedback about this special edsubstitute teacher, ms Dora Ruiz
.
Oh, that's great.
Always good to hear thosepositive stories.
It sounds like Ms Ruiz has beenamazing, especially helping the
kids with reading and justcreating this supportive
environment in the classroom.
Speaker 2 (04:25):
It's those individual teachers who often make the
biggest difference in kids'lives.
Speaker 1 (04:29):
Absolutely.
And then we had Heather Esco.
She's a third grade teacher.
Speaker 2 (04:32):
Okay.
Speaker 1 (04:33):
And she spoke up to address some things she called
misinformation that was goingaround on social media and in
campaign materials.
Speaker 2 (04:40):
Oh, wow.
Speaker 1 (04:40):
So getting into the political side of things a bit,
yeah, and this is interestingbecause it shows how narratives
can form and how important it isto get the facts straight.
Speaker 2 (04:47):
Absolutely so.
What specific misinformationwas she talking about?
Speaker 1 (04:51):
Well, she laid out four main things that she said
were just plain wrong.
Speaker 2 (04:54):
OK.
Speaker 1 (04:54):
First there was this claim that student safety wasn't
a priority for the district.
Speaker 2 (04:58):
A pretty serious accusation.
Speaker 1 (05:00):
Yeah, then there was this idea that they were
severely short staffed A commonissue for many districts these
days, right.
And then there was this claimthat they weren't putting enough
resources to interventionprograms, specialized
instruction you know things likethat and advanced learning.
Speaker 2 (05:13):
So essentially not meeting the needs of a wide
range of students.
Speaker 1 (05:16):
Exactly, and the last one was that the district
wasn't preparing kids adequatelyfor Lincoln Way High School.
Speaker 2 (05:22):
Which is where a lot of these kids end up going after
they graduate from this grade.
Speaker 1 (05:25):
Right.
So, Ms Esker, she went point bypoint and refuted each one of
those claims.
Speaker 2 (05:29):
Good for her setting the record straight.
Speaker 1 (05:31):
She talked about how they have a dedicated safety and
security team in place.
Speaker 2 (05:34):
Okay, so they're taking safety seriously.
Speaker 1 (05:37):
And she said that, when it comes to staffing, they
actually have a good pool ofqualified applicants for their
core teaching positions ofqualified applicants for their
core teaching positions, so notfacing those severe shortages
that some people were suggesting.
Right and she highlighted allthe things they're doing in
terms of support for differenttypes of learners, like
multi-tiered systems of supportand this advanced learning task
force.
Speaker 2 (05:56):
So they are putting in the effort to meet those
diverse needs.
Speaker 1 (05:59):
Yeah, and she pointed to the high levels of student
achievement overall and evenmentioned how the junior high
got recognized for itsperformance.
Speaker 2 (06:06):
So a lot of positive things happening that maybe
weren't being talked aboutenough.
Speaker 1 (06:09):
Exactly, and it's a good reminder that we often hear
more about the problems thanthe successes.
Speaker 2 (06:15):
Absolutely.
It's important to have thatbalanced perspective.
Speaker 1 (06:19):
Okay, now for something completely different.
We got to hear from some actualstudents kindergartners
actually.
Speaker 2 (06:24):
Oh, that's adorable.
What were they up to?
Speaker 1 (06:26):
They presented their research projects, all about
trees.
Speaker 2 (06:29):
Trees Wow, that's impressive for kindergartner.
Speaker 1 (06:32):
Yeah, it sounds like they did this whole unit on
trees and learned about you knowwhat living things need and how
trees fit into the ecosystem.
Speaker 2 (06:39):
That's a great way to get them engaged with science
and nature.
Speaker 1 (06:42):
They even went on a field trip to learn about maple
syrup.
Speaker 2 (06:44):
A sweet treat to top it all off.
Speaker 1 (06:46):
Yeah, so after that we had this really interesting
presentation from the SpecialEducation Steering Committee.
Speaker 2 (06:51):
OK.
Speaker 1 (06:51):
It was led by these two consultants, Pandora Taylor
and Tammy Henry.
Speaker 2 (06:55):
OK, and what was their role?
Speaker 1 (06:57):
Well, they had been brought in to help the district
improve its special educationservices.
Interesting and they actuallypointed out how unusual it is
for a district to be soproactive like that.
Speaker 2 (07:07):
Meaning.
Speaker 1 (07:07):
Like.
Usually they're called in whenthere's a problem, you know, to
fix something that they'vealready broken.
Speaker 2 (07:11):
Right Like a crisis intervention kind of thing.
Speaker 1 (07:14):
But in this case Mocana 159 was reaching out to
them before any major issuesarose.
Speaker 2 (07:18):
So they were taking a preventative approach, trying
to improve things before theybecame a problem.
Speaker 1 (07:23):
Exactly which these consultants said was really
impressive and showed acommitment to continuous
improvement.
Speaker 2 (07:28):
That's a good sign for the district and for the
families they serve.
Speaker 1 (07:32):
Yeah, so they explain how they went about this
process.
Speaker 2 (07:34):
Okay, how did they approach it?
Speaker 1 (07:35):
They did a ton of interviews, like 51 interviews
with teachers and parents.
Speaker 2 (07:38):
Wow, so really getting a lot of input from the
people directly involved.
Speaker 1 (07:44):
Yeah, and they use this reflective practice tool
and reviewed all these reportsfrom ISBE, the Illinois State
Board of Education.
Speaker 2 (07:49):
So taking a data-driven approach Right.
Speaker 1 (07:51):
And they looked at IEPs, those Individualized
Education Programs that arecreated for each student with
special needs.
Speaker 2 (07:56):
Right.
Speaker 1 (07:59):
And they even built on some work that had been done
previously with the AutismProject and a Dr Patrick Soar.
Speaker 2 (08:02):
So very thorough, pulling from multiple sources.
Speaker 1 (08:04):
Yeah, so their key recommendations focused on some
really important areas.
Speaker 2 (08:08):
Like what specifically?
Speaker 1 (08:10):
Well communication and collaboration between
different programs and schools.
Speaker 2 (08:13):
Okay, making sure everyone's on the same page.
Speaker 1 (08:15):
Right and making meetings more effective, because
apparently that was an issue.
Speaker 2 (08:18):
Can be a challenge, for sure.
Speaker 1 (08:19):
They talked about providing better coaching and
support for teachers as theyimplement new strategies.
Speaker 2 (08:24):
So giving teachers the tools they need to succeed.
Speaker 1 (08:27):
Exactly and ensuring that IEPs are developed
consistently across the district.
Speaker 2 (08:31):
Important for equity and consistency of services.
Speaker 1 (08:34):
And promoting co-teaching practices in
classrooms.
Speaker 2 (08:36):
Having general ed and special ed teachers working
together.
Speaker 1 (08:39):
Right and they stress the importance of creating a
really inclusive, welcomingclimate and culture in the
schools.
Speaker 2 (08:45):
Making sure all students feel valued and
supported Absolutely.
And the last big one was familyengagement really making
parents active partners in theprocess.
Speaker 1 (08:58):
It's so crucial to involve families and to really
listen to their perspectives.
Totally All right, let's switchgears again now, where are we
headed next?
We're going to delve into thedistrict's capital improvement
plan and get an update on Fund21.
Speaker 2 (09:05):
OK, Sun 21,.
Remind me what that's for.
Speaker 1 (09:07):
That's their operations and maintenance fund,
Basically the money they use tokeep the buildings in good
shape and make sure everything'srunning smoothly.
Speaker 2 (09:13):
Got it.
So this is about the physicalinfrastructure of the schools.
Speaker 1 (09:16):
Exactly, and this part of the meeting was really
interesting because they laidout all these projects they're
working on.
Speaker 2 (09:21):
OK, tell me more.
Speaker 1 (09:22):
We heard from Dan Cain he's an architect, and
Christian Jelani, who's anengineer, and and they presented
the plan.
Their focus was on those threemain school buildings Makena,
elementary, intermediate andJunior High.
Speaker 2 (09:34):
Okay, so covering all the bases.
Speaker 1 (09:35):
Right.
They started by reviewing whatthey had already accomplished in
the summer of 2024.
Speaker 2 (09:40):
Like what kind of projects?
Speaker 1 (09:41):
They put in a new playground and a new parking lot
at the elementary school.
Speaker 2 (09:45):
Nice.
Some upgrades for the littleones.
Speaker 1 (09:47):
And they installed security window film across all
the schools.
Speaker 2 (09:50):
And important safety measures.
Speaker 1 (09:51):
Yeah, and they replaced the front door at
Mokina Elementary.
Speaker 2 (09:54):
So addressing a variety of kids.
Speaker 1 (09:56):
And then they went through this long list of
upcoming projects.
Speaker 2 (09:58):
Okay, give us some highlights.
Speaker 1 (10:00):
At Mokina Elementary they're planning to do more
phases of roof restoration,replace the gym floor and
upgrade the window treatmenttreatments Sounds like a pretty
extensive to-do list.
Yeah, and at the junior highthey already finished replacing
a chiller.
Those are important for HVACand they're looking at adding a
storage shed, replacing someflooring and resurfacing the
asphalt.
Speaker 2 (10:18):
Keeping everything in working order.
Speaker 1 (10:20):
And at the intermediate school they're
planning to do some work on thestairwell flooring, upgrade the
window treatments and repair astorm structure.
Speaker 2 (10:26):
It's amazing how much goes into maintaining these
buildings.
Speaker 1 (10:29):
It really is and they explain their whole process for
prioritizing these projects.
Speaker 2 (10:33):
Okay, so how do they decide what to tackle first?
Speaker 1 (10:35):
They have this system with three levels of priority.
Speaker 2 (10:37):
Priority one, two and three.
Speaker 1 (10:39):
Exactly, and this led to some really good discussion
from the school board members.
No-transcript.
Well, one board member wantedmore details about who was
managing each project, how theywere tracking any changes to the
plans, where those costestimates were coming from and
how all of this aligned with theFund 21 budget.
Speaker 2 (10:55):
So making sure there's transparency and
accountability.
Speaker 1 (10:58):
Yeah, and there was a lot of interest from the board
in being more involved,especially when it came to
safety-related projects.
Speaker 2 (11:03):
Which is understandable.
Those decisions can have adirect impact on student
well-being.
Speaker 1 (11:08):
Right, Like with those window treatments.
They wanted to be part of thosediscussions.
Speaker 2 (11:11):
Makes sense, ok, so then what happened?
Speaker 1 (11:13):
So Dr Shaw presented an analysis of Fund 21, the
Operations and Maintenance Fund.
She explained that a chunk ofthe money comes from this 3
percent referendum levy thatvoters approved.
Speaker 2 (11:23):
OK, so that's dedicated funding for these
kinds of projects.
Speaker 1 (11:26):
Right, and she went through how they're using those
funds for security upgrades,hvac systems, parking lot
maintenance, interiorimprovements, you know all that
stuff.
So a lot of different areascovered, yeah.
And then she broke down thespending by school building and
by category, like how much theywere spending on safety and
security, asphalt work, generalmaintenance, construction, new
equipment, architect andengineering fees.
You know the whole nine-one.
(11:47):
Very detailed breakdownarchitect and engineering fees.
You know the whole nine-oneVery detailed breakdown.
And this is where Ms McMillan,one of the board members, she
noticed that the amountallocated to that specific
category of safety and securityit seemed kind of low.
Speaker 2 (11:57):
Okay, so raising a red flag there.
Speaker 1 (11:59):
Yeah, and Dr Shaw, she explained that it's not
always so straightforward,because sometimes a project that
improves safety might becategorized under a different
area, like the security windowfilm that probably fell under
construction costs.
Speaker 2 (12:11):
So it's not always as simple as looking at one line
item.
Speaker 1 (12:13):
Right, exactly, you have to dig a little deeper to
get the full picture.
Speaker 2 (12:16):
Makes sense.
Speaker 1 (12:16):
Okay, so then Dr Shah presented these five-year
financial projections for allthe different funds they have,
both the ones for day-to-dayoperations and the ones for
specific purposes like capitalprojects.
Speaker 2 (12:25):
Okay, so looking ahead to the future.
Speaker 1 (12:27):
Yeah, and she explained that these projections
are based on the currentinformation and certain
assumptions about things likeproperty values, inflation rates
, tax collection rates, you know, things like that, which can
all change, of course, rightExactly, but it's still
important to try to plan ahead.
And one thing she pointed outis that they're projecting a
deficit for the current fiscalyear.
Speaker 2 (12:45):
Oh, that's not good.
Speaker 1 (12:46):
But she explained that it's mainly because they're
intentionally spending down thebalance they had in Fund 21
from the previous year.
Okay so a strategic decision touse those funds, but some of
the board members were a littleconcerned about having these
projected deficit budgets andthey talked about wanting to be
more involved in the financialplanning process.
Speaker 2 (13:02):
Makes sense to have those collaborative
conversations.
Speaker 1 (13:04):
Yeah, they specifically mentioned wanting
to see projections for how manyfull-time employees they'll need
.
You know, looking ahead.
Speaker 2 (13:09):
So thinking about staffing needs down the line.
Speaker 1 (13:11):
Exactly.
Speaker 2 (13:12):
Okay, what came next?
Speaker 1 (13:13):
So then, they moved into policy updates and reports
from the superintendent.
Speaker 2 (13:17):
All right, keeping everyone informed.
Speaker 1 (13:18):
The policy committee had an action item related to
their Vision 2030 strategic planand they also gave updates on
some state-level legislation.
Speaker 2 (13:26):
Okay, like what kind of bills?
Speaker 1 (13:28):
There was one about cell phone use in schools.
Speaker 2 (13:31):
A hot topic these days.
Speaker 1 (13:32):
Yeah, and another one about creating an artificial
intelligence task forceInteresting, and one about
procedures for threat assessmentin schools.
Speaker 2 (13:39):
An important issue.
Speaker 1 (13:39):
unfortunately, Then Superintendent Stein.
He provided some more detailsabout that clear software thing.
He said again that theagreement was for three years
and that he was onlyrecommending they get one user
license.
Speaker 2 (13:50):
Okay, sticking with that scaled back approach.
Speaker 1 (13:52):
And he also mentioned some action items for creating
new job descriptions.
Speaker 2 (13:55):
Like what positions?
Speaker 1 (13:57):
An assistant principal at the junior high, a
human resources director andsome additional maintenance
staff.
Speaker 2 (14:02):
So addressing some personnel needs.
Speaker 1 (14:04):
And he talked about this action item for buying a
bi-directional amplifier.
Speaker 2 (14:08):
What is that exactly?
Speaker 1 (14:09):
It's a system that makes their radio communication
better inside the schoolbuildings, which is important
for safety.
Speaker 2 (14:15):
OK, so making sure everyone can communicate clearly
in an emergency.
Speaker 1 (14:18):
Exactly, and he gave an update on the Custodial and
Maintenance Services Committeesaying they had open bids for
services and they wereconsidering bringing more
maintenance staff in-houseinstead of contracting it all
out.
Speaker 2 (14:29):
That's a tough decision.
Often comes down to cost versuscontrol.
Speaker 1 (14:31):
Right.
Speaker 2 (14:32):
Okay, what else did they cover?
Speaker 1 (14:33):
So then Dr Johnson, she gave a report on all these
professional developmentopportunities for teachers who
work with advanced learners.
Speaker 2 (14:40):
Interesting, so supporting those teachers who
are working with gifted students.
Speaker 1 (14:44):
Yeah, she talked about partnerships with
Northwestern University and StFrancis University so teachers
could get certified in giftededucation.
Speaker 2 (14:50):
That's great, providing those specialized
training opportunities.
Speaker 1 (14:54):
And she talked about how they're using data to figure
out how to group students forinstruction, you know, for the
small group learning situations.
Speaker 2 (15:00):
Makes sense to use data to inform those decisions.
Speaker 1 (15:03):
And there were some upcoming parent information
sessions and some pilot programsin social emotional learning
and social studies.
Speaker 2 (15:09):
So a lot of different initiatives in the works.
Speaker 1 (15:12):
And she mentioned how they're working to align their
curriculum better with LincolnWay High School.
Speaker 2 (15:17):
So making that transition smoother for students
.
Speaker 1 (15:19):
And she highlighted how some of their staff had
presented at educationalconferences.
Speaker 2 (15:23):
Sharing their expertise with others.
Speaker 1 (15:25):
Then Dr Shah.
She came back up and gave somefinancial highlights that they
have posted on the districtwebsite and some updates on
agreements related totransportation and access to
school property for neighbors.
Speaker 2 (15:35):
Okay, keeping everything running smoothly.
Speaker 1 (15:37):
And they had some action items like approving the
purchase of that bi-directionalamplifier, upgrading the fire
alarm system at the bus barn,hiring some summer, help
creating those new maintenancestaff positions.
Setting salaries fortransportation and food service
employees.
Speaker 2 (15:51):
A lot on their plate.
Speaker 1 (15:52):
And there was that roof restoration project at the
intermediate school where theywere looking to approve the
lowest bid.
Speaker 2 (15:58):
Okay, so taking care of those essential repairs.
Speaker 1 (16:00):
Yeah, and then they had some HR updates about a
wellness clinic for employeesand insurance committees and
meetings for staff about theirpensions.
Speaker 2 (16:07):
Taking care of their staff.
Speaker 1 (16:09):
And there were quick updates from the Food Service
and Transportation Department.
Speaker 2 (16:12):
Covering all the bases.
Speaker 1 (16:13):
Then it was time for the big personnel report, where
they vote on new hires andcontracts for administrators.
Speaker 2 (16:18):
Okay, and how did that go?
Speaker 1 (16:20):
Well, it got a little tense actually.
Speaker 2 (16:22):
Really what happened?
Speaker 1 (16:23):
Some of the board members were not happy about the
administrator contracts.
They felt like there wereinconsistencies and they hadn't
had enough time to review themproperly.
Speaker 2 (16:30):
So procedural issue.
Speaker 1 (16:32):
Yeah, they wanted more transparency and more time
to digest the information.
Understandable so some of thosecontracts got tabled for
further discussion.
Speaker 2 (16:38):
OK, so they pumped the brakes on that.
Speaker 1 (16:39):
Yeah, but they did vote on the consent agenda,
which is a bunch of routineitems, and they accepted
donations, approved thatIllinois Vision 2030 resolution,
various contracts for services,the agreement for the Gifted
Learner Certification Program.
You know all that good stuff.
Speaker 2 (16:53):
Sounds like a lot to get through.
Speaker 1 (16:55):
And then they wrapped up with their Good of Volcano
treatment.
Speaker 2 (16:59):
What is that?
Speaker 1 (16:59):
exactly.
It's where they makeannouncements about community
events and things like that.
Speaker 2 (17:02):
Okay, a nice way to connect with the community.
Speaker 1 (17:04):
So they talked about scholarships from the music
boosters, a community cleanupevent, a volley for the Cure
fundraiser, a PTA color run,some efforts to provide Easter
food baskets another fundraiser,the Lincoln Way High School
Hockey Team's championship win,a community workshop for the
Village of Mocana'scomprehensive plan.
You know, just a lot ofpositive stuff happening in the
community.
A good way to end on a highnote.
(17:25):
So, as you can see from thisdeep dive into this Mocano 159
school board meeting, it's a lotmore complex and multifaceted
than you might think.
Speaker 2 (17:31):
Absolutely.
It really gives you a newappreciation for all the work
that goes into keeping a schooldistrict running.
Speaker 1 (17:36):
From those tiny details of software contracts to
these big picture decisionsabout building projects and
recognizing achievements, it'sreally impressive.
Speaker 2 (17:44):
And it's not just about the nuts and bolts.
It's about the kids, theteachers, the staff, the
community as a whole.
Speaker 1 (17:50):
Yeah, so some things that really stood out to me were
, you know, that issue with theresidency verification software.
Speaker 2 (17:55):
Right when they were considering spending a lot of
money to address a problem thatthey didn't really have proof of
existing.
Speaker 1 (18:02):
Exactly, and then that proactive approach from the
special education team wasreally encouraging.
Speaker 2 (18:07):
Yeah, bringing in those experts to help them
continuously improve.
Speaker 1 (18:10):
And the financial planning was really interesting
seeing how they analyzed thoseprojections and the board
members really engaged withthose details.
Speaker 2 (18:17):
Asking those tough questions.
Speaker 1 (18:18):
Yeah, so for you, the listener.
Hopefully, this deep dive hasgiven you a better understanding
of what's happening behind thescenes in your local school
district.
Speaker 2 (18:25):
It's important to be informed and engaged.
Speaker 1 (18:27):
And it makes you think about all that work that
goes into making sure ourschools can function and support
our students.
Speaker 2 (18:32):
It's a team effort, for sure.
Speaker 1 (18:34):
So here's a question for you to ponder what surprised
you the most about how yourlocal school district operates?
Speaker 2 (18:39):
Or what did you find most relevant to your own
community?
Speaker 1 (18:42):
There's always something new to discover.
Speaker 2 (18:44):
And if you're interested in learning more,
some things you could exploreare how other districts handle
that residency verificationprocess.
Speaker 1 (18:51):
Or what impact those specific building projects will
have on the students.
Speaker 2 (18:55):
Or the details of that advanced learner program
they're developing.
Speaker 1 (18:59):
There's always more to learn.
Speaker 2 (19:00):
Absolutely.
All right.
So yeah, we always like to diginto these local stories and see
what's really going on.
Speaker 2 (00:03):
Absolutely.
Speaker 1 (00:04):
And you know, a school board meeting maybe
doesn't sound like the mostthrilling thing in the world.
Speaker 2 (00:09):
Maybe not on the surface.
Speaker 1 (00:10):
But this one the transcript we got from this
Mocana 159 school board meetingon March 19th 2025.
Speaker 2 (00:17):
Yeah.
Speaker 1 (00:18):
It's packed with stuff.
Speaker 2 (00:19):
It is.
Speaker 1 (00:19):
I mean it was really an eye opener for me about how
much goes into running a schooldistrict these days.
Speaker 2 (00:24):
You really get a sense of the scope of things
when you read through atranscript like this.
Speaker 1 (00:28):
Yeah, and what's wild is, you know, you think of the
school board meeting, you think,ok, budgets, maybe some
curriculum stuff, right, butthis goes way beyond that.
Speaker 2 (00:35):
It does.
We're talking about everythingfrom how they check if students
actually live in the district.
Speaker 1 (00:40):
Right.
Speaker 2 (00:40):
To you know, celebrating teachers who are
going above and beyond to majorplans for like fixing up the
school buildings.
Speaker 1 (00:46):
Totally, and I think that's one of the things that
makes this deep dive sointeresting for anyone really,
whether you're a parent withkids in the district, or you're
just a taxpayer in the community, or you're just curious about
how these things work.
This meeting gives you a lookbehind the curtain and it really
gets into how decisions aremade that affect how students
learn how money is spent.
(01:07):
You know the actual physicalcondition of the buildings.
Speaker 2 (01:09):
It's really a microcosm of everything that
goes into providing a qualityeducation.
Speaker 1 (01:14):
Exactly, and to make this as clear as possible, we're
relying on that detailedtranscript from the meeting back
in March.
Speaker 2 (01:20):
A great primary source for us.
Speaker 1 (01:21):
Yeah, so let's jump right in.
One of the things that caughtmy eye right away was a comment
from a homeowner named KellyBrown.
Speaker 2 (01:28):
Right at the start of the meeting, during the public
comment period.
Speaker 1 (01:30):
Exactly, and she brought up some concerns about
this contract they wereconsidering with a company
called Clear Software.
Speaker 2 (01:36):
For residency checks.
Speaker 1 (01:37):
Yeah, basically to make sure the kids enrolled in
the schools actually live withinthe district boundaries.
Speaker 2 (01:42):
Now, that might seem kind of obvious, but I guess
it's not always so simple.
Speaker 1 (01:46):
Yeah, so apparently the way it works now is parents
have to give the school, youknow, their ID, copies of
utility bills, leases, thingslike that when they register
their kids.
Speaker 2 (01:54):
Right Proof of address.
Speaker 1 (01:55):
But Ms Brown was worried about this new software
for a couple of reasons.
Speaker 2 (01:58):
OK, what were the main issues she raised?
Speaker 1 (02:00):
Well, first of all, the cost this clear software
contract they were looking at.
It was quoted as something likebetween $13,764 and $15,000,
just for the first year.
Speaker 2 (02:10):
Wow, that's a significant chunk of change.
Speaker 1 (02:13):
And that was for one or two users, and there was a
built-in 5% increase every yearfor potentially five years.
Speaker 2 (02:19):
Okay, so that's a pretty substantial investment,
and it sounds like Ms Brown didher homework.
Speaker 1 (02:23):
Oh, she did.
She filed a FOA request.
Speaker 2 (02:25):
A Freedom of Information Act request.
Speaker 1 (02:27):
To find out how many students the district had
actually found living outsidethe district, you know, over the
past two school years.
Speaker 2 (02:32):
To see if there was really a problem they were
trying to solve.
Speaker 1 (02:35):
Right and guess what?
The answer was zero.
Speaker 2 (02:37):
Really so.
No documented cases of kidsliving outside the district
attending the schools.
Speaker 1 (02:41):
Yep.
So her argument was basicallywhy spend all this money on
software when there's noevidence it's even needed.
Speaker 2 (02:47):
That's a fair point.
I mean you can understand herconcern about potentially
unnecessary spending.
Speaker 1 (02:51):
Yeah, and to make things even more interesting,
she pointed out that Claire isthis company that does
background checks like the kindthat TSA uses for anti-terrorism
stuff.
Speaker 2 (02:59):
OK.
So it sounds like very powerfulsoftware, but maybe a bit
overkill for checking if a kidlives a few blocks outside the
district lines.
Speaker 1 (03:06):
Right, exactly.
It felt like bringing in, youknow, a SWAT team to handle a
parking ticket.
Speaker 2 (03:10):
A bit of an overreaction perhaps.
Speaker 1 (03:11):
So later in the meeting Superintendent Stein, he
did try to clarify things a bit.
Speaker 2 (03:15):
OK, what did he say?
Speaker 1 (03:16):
He said the agreement was actually for three years,
not five, so that would cut thecost some.
And he suggested they only gowith one user license, which
would also save them money.
Speaker 2 (03:24):
OK, so trying to scale it back a bit.
Speaker 1 (03:26):
And he explained that the district doesn't really
have like a formal, detailed wayof investigating these
potential non-residency casesright now.
Speaker 2 (03:34):
So the process needs an update.
Speaker 1 (03:35):
Yeah, and he said they see this software as a more
efficient way to do it like adata-driven approach.
Speaker 2 (03:40):
Interesting because you know some districts actually
hire private investigators totrack down these non-resident
students.
Speaker 1 (03:46):
Which he mentioned.
They do in some neighboringdistricts, but it sounds like he
thought the software would be abetter option.
Speaker 2 (03:51):
So more proactive and maybe less messy than sending
out a PI.
Speaker 1 (03:54):
Right, and you know it raises interesting questions
about how much you invest inpreventing a problem that you
don't really have proof of yet.
Speaker 2 (04:01):
Right, it's a balancing act, for sure.
Speaker 1 (04:03):
OK, well, let's move on from software to something a
little more heartwarming.
Speaker 2 (04:06):
I like get a change of pace.
Speaker 1 (04:07):
There's this really nice moment where Amanda
Montgomery she's a parent, Ibelieve gave some blowing
feedback about this special edsubstitute teacher, ms Dora Ruiz
.
Oh, that's great.
Always good to hear thosepositive stories.
It sounds like Ms Ruiz has beenamazing, especially helping the
kids with reading and justcreating this supportive
environment in the classroom.
Speaker 2 (04:25):
It's those individual teachers who often make the
biggest difference in kids'lives.
Speaker 1 (04:29):
Absolutely.
And then we had Heather Esco.
She's a third grade teacher.
Speaker 2 (04:32):
Okay.
Speaker 1 (04:33):
And she spoke up to address some things she called
misinformation that was goingaround on social media and in
campaign materials.
Speaker 2 (04:40):
Oh, wow.
Speaker 1 (04:40):
So getting into the political side of things a bit,
yeah, and this is interestingbecause it shows how narratives
can form and how important it isto get the facts straight.
Speaker 2 (04:47):
Absolutely so.
What specific misinformationwas she talking about?
Speaker 1 (04:51):
Well, she laid out four main things that she said
were just plain wrong.
Speaker 2 (04:54):
OK.
Speaker 1 (04:54):
First there was this claim that student safety wasn't
a priority for the district.
Speaker 2 (04:58):
A pretty serious accusation.
Speaker 1 (05:00):
Yeah, then there was this idea that they were
severely short staffed A commonissue for many districts these
days, right.
And then there was this claimthat they weren't putting enough
resources to interventionprograms, specialized
instruction you know things likethat and advanced learning.
Speaker 2 (05:13):
So essentially not meeting the needs of a wide
range of students.
Speaker 1 (05:16):
Exactly, and the last one was that the district
wasn't preparing kids adequatelyfor Lincoln Way High School.
Speaker 2 (05:22):
Which is where a lot of these kids end up going after
they graduate from this grade.
Speaker 1 (05:25):
Right.
So, Ms Esker, she went point bypoint and refuted each one of
those claims.
Speaker 2 (05:29):
Good for her setting the record straight.
Speaker 1 (05:31):
She talked about how they have a dedicated safety and
security team in place.
Speaker 2 (05:34):
Okay, so they're taking safety seriously.
Speaker 1 (05:37):
And she said that, when it comes to staffing, they
actually have a good pool ofqualified applicants for their
core teaching positions ofqualified applicants for their
core teaching positions, so notfacing those severe shortages
that some people were suggesting.
Right and she highlighted allthe things they're doing in
terms of support for differenttypes of learners, like
multi-tiered systems of supportand this advanced learning task
force.
Speaker 2 (05:56):
So they are putting in the effort to meet those
diverse needs.
Speaker 1 (05:59):
Yeah, and she pointed to the high levels of student
achievement overall and evenmentioned how the junior high
got recognized for itsperformance.
Speaker 2 (06:06):
So a lot of positive things happening that maybe
weren't being talked aboutenough.
Speaker 1 (06:09):
Exactly, and it's a good reminder that we often hear
more about the problems thanthe successes.
Speaker 2 (06:15):
Absolutely.
It's important to have thatbalanced perspective.
Speaker 1 (06:19):
Okay, now for something completely different.
We got to hear from some actualstudents kindergartners
actually.
Speaker 2 (06:24):
Oh, that's adorable.
What were they up to?
Speaker 1 (06:26):
They presented their research projects, all about
trees.
Speaker 2 (06:29):
Trees Wow, that's impressive for kindergartner.
Speaker 1 (06:32):
Yeah, it sounds like they did this whole unit on
trees and learned about you knowwhat living things need and how
trees fit into the ecosystem.
Speaker 2 (06:39):
That's a great way to get them engaged with science
and nature.
Speaker 1 (06:42):
They even went on a field trip to learn about maple
syrup.
Speaker 2 (06:44):
A sweet treat to top it all off.
Speaker 1 (06:46):
Yeah, so after that we had this really interesting
presentation from the SpecialEducation Steering Committee.
Speaker 2 (06:51):
OK.
Speaker 1 (06:51):
It was led by these two consultants, Pandora Taylor
and Tammy Henry.
Speaker 2 (06:55):
OK, and what was their role?
Speaker 1 (06:57):
Well, they had been brought in to help the district
improve its special educationservices.
Interesting and they actuallypointed out how unusual it is
for a district to be soproactive like that.
Speaker 2 (07:07):
Meaning.
Speaker 1 (07:07):
Like.
Usually they're called in whenthere's a problem, you know, to
fix something that they'vealready broken.
Speaker 2 (07:11):
Right Like a crisis intervention kind of thing.
Speaker 1 (07:14):
But in this case Mocana 159 was reaching out to
them before any major issuesarose.
Speaker 2 (07:18):
So they were taking a preventative approach, trying
to improve things before theybecame a problem.
Speaker 1 (07:23):
Exactly which these consultants said was really
impressive and showed acommitment to continuous
improvement.
Speaker 2 (07:28):
That's a good sign for the district and for the
families they serve.
Speaker 1 (07:32):
Yeah, so they explain how they went about this
process.
Speaker 2 (07:34):
Okay, how did they approach it?
Speaker 1 (07:35):
They did a ton of interviews, like 51 interviews
with teachers and parents.
Speaker 2 (07:38):
Wow, so really getting a lot of input from the
people directly involved.
Speaker 1 (07:44):
Yeah, and they use this reflective practice tool
and reviewed all these reportsfrom ISBE, the Illinois State
Board of Education.
Speaker 2 (07:49):
So taking a data-driven approach Right.
Speaker 1 (07:51):
And they looked at IEPs, those Individualized
Education Programs that arecreated for each student with
special needs.
Speaker 2 (07:56):
Right.
Speaker 1 (07:59):
And they even built on some work that had been done
previously with the AutismProject and a Dr Patrick Soar.
Speaker 2 (08:02):
So very thorough, pulling from multiple sources.
Speaker 1 (08:04):
Yeah, so their key recommendations focused on some
really important areas.
Speaker 2 (08:08):
Like what specifically?
Speaker 1 (08:10):
Well communication and collaboration between
different programs and schools.
Speaker 2 (08:13):
Okay, making sure everyone's on the same page.
Speaker 1 (08:15):
Right and making meetings more effective, because
apparently that was an issue.
Speaker 2 (08:18):
Can be a challenge, for sure.
Speaker 1 (08:19):
They talked about providing better coaching and
support for teachers as theyimplement new strategies.
Speaker 2 (08:24):
So giving teachers the tools they need to succeed.
Speaker 1 (08:27):
Exactly and ensuring that IEPs are developed
consistently across the district.
Speaker 2 (08:31):
Important for equity and consistency of services.
Speaker 1 (08:34):
And promoting co-teaching practices in
classrooms.
Speaker 2 (08:36):
Having general ed and special ed teachers working
together.
Speaker 1 (08:39):
Right and they stress the importance of creating a
really inclusive, welcomingclimate and culture in the
schools.
Speaker 2 (08:45):
Making sure all students feel valued and
supported Absolutely.
And the last big one was familyengagement really making
parents active partners in theprocess.
Speaker 1 (08:58):
It's so crucial to involve families and to really
listen to their perspectives.
Totally All right, let's switchgears again now, where are we
headed next?
We're going to delve into thedistrict's capital improvement
plan and get an update on Fund21.
Speaker 2 (09:05):
OK, Sun 21,.
Remind me what that's for.
Speaker 1 (09:07):
That's their operations and maintenance fund,
Basically the money they use tokeep the buildings in good
shape and make sure everything'srunning smoothly.
Speaker 2 (09:13):
Got it.
So this is about the physicalinfrastructure of the schools.
Speaker 1 (09:16):
Exactly, and this part of the meeting was really
interesting because they laidout all these projects they're
working on.
Speaker 2 (09:21):
OK, tell me more.
Speaker 1 (09:22):
We heard from Dan Cain he's an architect, and
Christian Jelani, who's anengineer, and and they presented
the plan.
Their focus was on those threemain school buildings Makena,
elementary, intermediate andJunior High.
Speaker 2 (09:34):
Okay, so covering all the bases.
Speaker 1 (09:35):
Right.
They started by reviewing whatthey had already accomplished in
the summer of 2024.
Speaker 2 (09:40):
Like what kind of projects?
Speaker 1 (09:41):
They put in a new playground and a new parking lot
at the elementary school.
Speaker 2 (09:45):
Nice.
Some upgrades for the littleones.
Speaker 1 (09:47):
And they installed security window film across all
the schools.
Speaker 2 (09:50):
And important safety measures.
Speaker 1 (09:51):
Yeah, and they replaced the front door at
Mokina Elementary.
Speaker 2 (09:54):
So addressing a variety of kids.
Speaker 1 (09:56):
And then they went through this long list of
upcoming projects.
Speaker 2 (09:58):
Okay, give us some highlights.
Speaker 1 (10:00):
At Mokina Elementary they're planning to do more
phases of roof restoration,replace the gym floor and
upgrade the window treatmenttreatments Sounds like a pretty
extensive to-do list.
Yeah, and at the junior highthey already finished replacing
a chiller.
Those are important for HVACand they're looking at adding a
storage shed, replacing someflooring and resurfacing the
asphalt.
Speaker 2 (10:18):
Keeping everything in working order.
Speaker 1 (10:20):
And at the intermediate school they're
planning to do some work on thestairwell flooring, upgrade the
window treatments and repair astorm structure.
Speaker 2 (10:26):
It's amazing how much goes into maintaining these
buildings.
Speaker 1 (10:29):
It really is and they explain their whole process for
prioritizing these projects.
Speaker 2 (10:33):
Okay, so how do they decide what to tackle first?
Speaker 1 (10:35):
They have this system with three levels of priority.
Speaker 2 (10:37):
Priority one, two and three.
Speaker 1 (10:39):
Exactly, and this led to some really good discussion
from the school board members.
No-transcript.
Well, one board member wantedmore details about who was
managing each project, how theywere tracking any changes to the
plans, where those costestimates were coming from and
how all of this aligned with theFund 21 budget.
Speaker 2 (10:55):
So making sure there's transparency and
accountability.
Speaker 1 (10:58):
Yeah, and there was a lot of interest from the board
in being more involved,especially when it came to
safety-related projects.
Speaker 2 (11:03):
Which is understandable.
Those decisions can have adirect impact on student
well-being.
Speaker 1 (11:08):
Right, Like with those window treatments.
They wanted to be part of thosediscussions.
Speaker 2 (11:11):
Makes sense, ok, so then what happened?
Speaker 1 (11:13):
So Dr Shaw presented an analysis of Fund 21, the
Operations and Maintenance Fund.
She explained that a chunk ofthe money comes from this 3
percent referendum levy thatvoters approved.
Speaker 2 (11:23):
OK, so that's dedicated funding for these
kinds of projects.
Speaker 1 (11:26):
Right, and she went through how they're using those
funds for security upgrades,hvac systems, parking lot
maintenance, interiorimprovements, you know all that
stuff.
So a lot of different areascovered, yeah.
And then she broke down thespending by school building and
by category, like how much theywere spending on safety and
security, asphalt work, generalmaintenance, construction, new
equipment, architect andengineering fees.
You know the whole nine-one.
(11:47):
Very detailed breakdownarchitect and engineering fees.
You know the whole nine-oneVery detailed breakdown.
And this is where Ms McMillan,one of the board members, she
noticed that the amountallocated to that specific
category of safety and securityit seemed kind of low.
Speaker 2 (11:57):
Okay, so raising a red flag there.
Speaker 1 (11:59):
Yeah, and Dr Shaw, she explained that it's not
always so straightforward,because sometimes a project that
improves safety might becategorized under a different
area, like the security windowfilm that probably fell under
construction costs.
Speaker 2 (12:11):
So it's not always as simple as looking at one line
item.
Speaker 1 (12:13):
Right, exactly, you have to dig a little deeper to
get the full picture.
Speaker 2 (12:16):
Makes sense.
Speaker 1 (12:16):
Okay, so then Dr Shah presented these five-year
financial projections for allthe different funds they have,
both the ones for day-to-dayoperations and the ones for
specific purposes like capitalprojects.
Speaker 2 (12:25):
Okay, so looking ahead to the future.
Speaker 1 (12:27):
Yeah, and she explained that these projections
are based on the currentinformation and certain
assumptions about things likeproperty values, inflation rates
, tax collection rates, you know, things like that, which can
all change, of course, rightExactly, but it's still
important to try to plan ahead.
And one thing she pointed outis that they're projecting a
deficit for the current fiscalyear.
Speaker 2 (12:45):
Oh, that's not good.
Speaker 1 (12:46):
But she explained that it's mainly because they're
intentionally spending down thebalance they had in Fund 21
from the previous year.
Okay so a strategic decision touse those funds, but some of
the board members were a littleconcerned about having these
projected deficit budgets andthey talked about wanting to be
more involved in the financialplanning process.
Speaker 2 (13:02):
Makes sense to have those collaborative
conversations.
Speaker 1 (13:04):
Yeah, they specifically mentioned wanting
to see projections for how manyfull-time employees they'll need
.
You know, looking ahead.
Speaker 2 (13:09):
So thinking about staffing needs down the line.
Speaker 1 (13:11):
Exactly.
Speaker 2 (13:12):
Okay, what came next?
Speaker 1 (13:13):
So then, they moved into policy updates and reports
from the superintendent.
Speaker 2 (13:17):
All right, keeping everyone informed.
Speaker 1 (13:18):
The policy committee had an action item related to
their Vision 2030 strategic planand they also gave updates on
some state-level legislation.
Speaker 2 (13:26):
Okay, like what kind of bills?
Speaker 1 (13:28):
There was one about cell phone use in schools.
Speaker 2 (13:31):
A hot topic these days.
Speaker 1 (13:32):
Yeah, and another one about creating an artificial
intelligence task forceInteresting, and one about
procedures for threat assessmentin schools.
Speaker 2 (13:39):
An important issue.
Speaker 1 (13:39):
unfortunately, Then Superintendent Stein.
He provided some more detailsabout that clear software thing.
He said again that theagreement was for three years
and that he was onlyrecommending they get one user
license.
Speaker 2 (13:50):
Okay, sticking with that scaled back approach.
Speaker 1 (13:52):
And he also mentioned some action items for creating
new job descriptions.
Speaker 2 (13:55):
Like what positions?
Speaker 1 (13:57):
An assistant principal at the junior high, a
human resources director andsome additional maintenance
staff.
Speaker 2 (14:02):
So addressing some personnel needs.
Speaker 1 (14:04):
And he talked about this action item for buying a
bi-directional amplifier.
Speaker 2 (14:08):
What is that exactly?
Speaker 1 (14:09):
It's a system that makes their radio communication
better inside the schoolbuildings, which is important
for safety.
Speaker 2 (14:15):
OK, so making sure everyone can communicate clearly
in an emergency.
Speaker 1 (14:18):
Exactly, and he gave an update on the Custodial and
Maintenance Services Committeesaying they had open bids for
services and they wereconsidering bringing more
maintenance staff in-houseinstead of contracting it all
out.
Speaker 2 (14:29):
That's a tough decision.
Often comes down to cost versuscontrol.
Speaker 1 (14:31):
Right.
Speaker 2 (14:32):
Okay, what else did they cover?
Speaker 1 (14:33):
So then Dr Johnson, she gave a report on all these
professional developmentopportunities for teachers who
work with advanced learners.
Speaker 2 (14:40):
Interesting, so supporting those teachers who
are working with gifted students.
Speaker 1 (14:44):
Yeah, she talked about partnerships with
Northwestern University and StFrancis University so teachers
could get certified in giftededucation.
Speaker 2 (14:50):
That's great, providing those specialized
training opportunities.
Speaker 1 (14:54):
And she talked about how they're using data to figure
out how to group students forinstruction, you know, for the
small group learning situations.
Speaker 2 (15:00):
Makes sense to use data to inform those decisions.
Speaker 1 (15:03):
And there were some upcoming parent information
sessions and some pilot programsin social emotional learning
and social studies.
Speaker 2 (15:09):
So a lot of different initiatives in the works.
Speaker 1 (15:12):
And she mentioned how they're working to align their
curriculum better with LincolnWay High School.
Speaker 2 (15:17):
So making that transition smoother for students
.
Speaker 1 (15:19):
And she highlighted how some of their staff had
presented at educationalconferences.
Speaker 2 (15:23):
Sharing their expertise with others.
Speaker 1 (15:25):
Then Dr Shah.
She came back up and gave somefinancial highlights that they
have posted on the districtwebsite and some updates on
agreements related totransportation and access to
school property for neighbors.
Speaker 2 (15:35):
Okay, keeping everything running smoothly.
Speaker 1 (15:37):
And they had some action items like approving the
purchase of that bi-directionalamplifier, upgrading the fire
alarm system at the bus barn,hiring some summer, help
creating those new maintenancestaff positions.
Setting salaries fortransportation and food service
employees.
Speaker 2 (15:51):
A lot on their plate.
Speaker 1 (15:52):
And there was that roof restoration project at the
intermediate school where theywere looking to approve the
lowest bid.
Speaker 2 (15:58):
Okay, so taking care of those essential repairs.
Speaker 1 (16:00):
Yeah, and then they had some HR updates about a
wellness clinic for employeesand insurance committees and
meetings for staff about theirpensions.
Speaker 2 (16:07):
Taking care of their staff.
Speaker 1 (16:09):
And there were quick updates from the Food Service
and Transportation Department.
Speaker 2 (16:12):
Covering all the bases.
Speaker 1 (16:13):
Then it was time for the big personnel report, where
they vote on new hires andcontracts for administrators.
Speaker 2 (16:18):
Okay, and how did that go?
Speaker 1 (16:20):
Well, it got a little tense actually.
Speaker 2 (16:22):
Really what happened?
Speaker 1 (16:23):
Some of the board members were not happy about the
administrator contracts.
They felt like there wereinconsistencies and they hadn't
had enough time to review themproperly.
Speaker 2 (16:30):
So procedural issue.
Speaker 1 (16:32):
Yeah, they wanted more transparency and more time
to digest the information.
Understandable so some of thosecontracts got tabled for
further discussion.
Speaker 2 (16:38):
OK, so they pumped the brakes on that.
Speaker 1 (16:39):
Yeah, but they did vote on the consent agenda,
which is a bunch of routineitems, and they accepted
donations, approved thatIllinois Vision 2030 resolution,
various contracts for services,the agreement for the Gifted
Learner Certification Program.
You know all that good stuff.
Speaker 2 (16:53):
Sounds like a lot to get through.
Speaker 1 (16:55):
And then they wrapped up with their Good of Volcano
treatment.
Speaker 2 (16:59):
What is that?
Speaker 1 (16:59):
exactly.
It's where they makeannouncements about community
events and things like that.
Speaker 2 (17:02):
Okay, a nice way to connect with the community.
Speaker 1 (17:04):
So they talked about scholarships from the music
boosters, a community cleanupevent, a volley for the Cure
fundraiser, a PTA color run,some efforts to provide Easter
food baskets another fundraiser,the Lincoln Way High School
Hockey Team's championship win,a community workshop for the
Village of Mocana'scomprehensive plan.
You know, just a lot ofpositive stuff happening in the
community.
A good way to end on a highnote.
(17:25):
So, as you can see from thisdeep dive into this Mocano 159
school board meeting, it's a lotmore complex and multifaceted
than you might think.
Speaker 2 (17:31):
Absolutely.
It really gives you a newappreciation for all the work
that goes into keeping a schooldistrict running.
Speaker 1 (17:36):
From those tiny details of software contracts to
these big picture decisionsabout building projects and
recognizing achievements, it'sreally impressive.
Speaker 2 (17:44):
And it's not just about the nuts and bolts.
It's about the kids, theteachers, the staff, the
community as a whole.
Speaker 1 (17:50):
Yeah, so some things that really stood out to me were
, you know, that issue with theresidency verification software.
Speaker 2 (17:55):
Right when they were considering spending a lot of
money to address a problem thatthey didn't really have proof of
existing.
Speaker 1 (18:02):
Exactly, and then that proactive approach from the
special education team wasreally encouraging.
Speaker 2 (18:07):
Yeah, bringing in those experts to help them
continuously improve.
Speaker 1 (18:10):
And the financial planning was really interesting
seeing how they analyzed thoseprojections and the board
members really engaged withthose details.
Speaker 2 (18:17):
Asking those tough questions.
Speaker 1 (18:18):
Yeah, so for you, the listener.
Hopefully, this deep dive hasgiven you a better understanding
of what's happening behind thescenes in your local school
district.
Speaker 2 (18:25):
It's important to be informed and engaged.
Speaker 1 (18:27):
And it makes you think about all that work that
goes into making sure ourschools can function and support
our students.
Speaker 2 (18:32):
It's a team effort, for sure.
Speaker 1 (18:34):
So here's a question for you to ponder what surprised
you the most about how yourlocal school district operates?
Speaker 2 (18:39):
Or what did you find most relevant to your own
community?
Speaker 1 (18:42):
There's always something new to discover.
Speaker 2 (18:44):
And if you're interested in learning more,
some things you could exploreare how other districts handle
that residency verificationprocess.
Speaker 1 (18:51):
Or what impact those specific building projects will
have on the students.
Speaker 2 (18:55):
Or the details of that advanced learner program
they're developing.
Speaker 1 (18:59):
There's always more to learn.
Speaker 2 (19:00):
Absolutely.
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