February 20, 2025 at 6:30 PM - Burnham ESD 154.5 School Board Meeting

Description:  Before an individual takes a seat on the board, he or she must take an official oath, administered as determined by the board, in substantially the form as written in the School Code.

To assure compliance, members that are newly elected or appointed and returning by re-appointment and/or re-election should take the oath.

Taking the oath of office the president : "I will now administer the oath of office to the newly elected members of the board of education."

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

We have a quorum present with: 

Description:  Please stand for the Pledge of Allegiance

Description: 

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

Description:  Mr. Geraci will present the Agenda items.

Description:  Approval of Board Meeting Minutes

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

Description:  By implementing these corrective actions and internal procedures, Burnham Elementary School will ensure compliance with ISBE requirements, enhance teacher effectiveness, and improve educational outcomes for English learners.

The Corrective Action Plan is due March 7, 2025. 

Description: 

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

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IEP File Review

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

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

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

2. Alignment with State Standards:

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

3. Quality Assurance:

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

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Comprehensive Assessment of Special Education

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

1. Policy and Practice Review:

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

2. Program Effectiveness:

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

3. Stakeholder Engagement:

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

4. Data Analysis:

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

Description:  The advertisement must be published in a local paper within the district one (1) time and at least ten (10) days prior to bidding.
 
 

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

Description:  In accordance with the Illinois School Code, when a student is suspended, the parents or guardians are immediately notified with a detailed explanation of the suspension and informed of their right to request a review. Upon such a request, the school board or an appointed hearing officer conducts a Suspension Review Hearing. During this hearing, the parents or guardians have the opportunity to discuss the suspension and present their perspective. If a hearing officer is appointed, they will provide the board with a written summary of the evidence presented. After considering the information from the hearing or the hearing officer's report, the school board will make a decision regarding the suspension, which may include upholding, modifying, or overturning the original disciplinary action. 

• If upheld: The original suspension shall remain in effect as issued.
• If modified: The disciplinary action shall be amended as follows: [Specify modifications, such as reducing or extending the suspension, alternative disciplinary measures, etc.].
• If overturned: The disciplinary action is hereby rescinded, and the student shall be reinstated without further disciplinary action.

Be it further resolved that this decision shall be communicated to the appropriate parties, and any necessary administrative actions shall be taken accordingly.

Description: 

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

Key Features of a Spanish Language Proficiency Stipend

1. Purpose:

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

2. Eligibility Criteria:

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

3. Payment Structure:

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

4. Types of Roles Benefiting from the Stipend:

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

Benefits of a Spanish Language Proficiency Stipend

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

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