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uh so you can see us our scores even through the pandemic were pretty steady which was exciting and we still are above the the state and national averages as well but again the exciting part to me and and i think to the admin team today was uh that we stayed steady through the the pandemic so did we did they change the grading so that remaining steady just means steady relative to everyone else they never change the grade yeah that norm doesn't change so that's really quite unexpected yeah um continuing on with sat we our kids continue to show great growth so 90 of our students meet expected growth 20 percent even go to exceeding that growth um we have about six percent of the class of 2022 um exceeded maximum growth in both the reading and writing and math so in both subtests they exceeded which is also a pretty exciting fact but on the flip side we still have about one percent of our students still not meeting minimal growth and i think the follow-up question that we'll continue to explore is how do we help these students as far as the number of s.a.t exams taken the interesting part on this slide to me is that our there was an increase of students who only relied on the school day s.a.t as their sole s.a.t exam so there's an increasing number of kids who just take that school day s.a.t and that's what they take in you know there's obviously we have weekend sats that kids can take at other schools and our site as well but there is kind of this decreasing number of taking those extra you know two three sats and just relying that one or two um chances at that so i can't speculate to as why that is but it is um well one potential is schools aren't required you know and the the kids know that they're not you know depending on where they're trying to go and what you know if you don't have to what would you so it'll be interesting to see how that plays out over the next few years when things return to normal if i think it's here to stay for test optional for an awful lot of schools and my concern is the seven students that took four or more sats um there's twenty five years to do well and she would get into a certain school that's that's a lot of pressure on kids yeah i don't think that's a bad thing the way those numbers are going that that that those numbers are coming down from the year before yeah it's entirely possible that illinois will move away from act and sat as the state test as more and more states do so and more and more colleges make it test optional why would you have it as your state test if it's no longer you know considered a an integral part of the application process so i i don't know what the lifespan is of she is a state test but i i don't think it'll be right ect is going to die off first personally yeah just because they don't have the college board sat has the whole college board suite behind them and they have a lot of power in the industry act doesn't i wouldn't be surprised if in the next few years that has gone all together absolutely all right and kind of rounding out the sat the highest and last score uh average um scores i put this in here mainly because the rep told me one time that the first time a kid takes the standardized test is their height statistically plays out to be their highest score and if you look to uh the column on the right we continue to have a large amount of students who grow and continue to get better each time that they take it so i refuse to believe that the first time was their highest score so i went after this data point this year and uh our our kids uh supported me in that hypothesis so we are uh excited to see that our kids continue to grow that their highest score tends to be their last time they take it so they are working hard and uh achieving that as well and if uh you don't speak sat yet that 1256 is approximately at 26 it's it's around the 26 i'm gonna see for just a comparison for those who've been around these numbers for a while and now for intermission we don't have any illinois state science assessment we had a waiver that we took so the kids that would normally get in the spring when it's normally taken they took it this fall we don't have the data until january and then we will give the current juniors the illinois assessment this spring again so we will have a huge uh uh wave of this data next year but for right now i consider this intermission in the presentation uh college readiness uh one of our school goals is that our kids take at least by the time they graduate one college level experience this includes dual credit campus of nap and for the last four years we're kind of in line with that again 92 percent of our kids graduate with at least one college level experience so that's exciting to see that even through cover the kids persisted and reached out for those college level experiences and they kept the percentage the same now for the media part of the presentation ap student performance we had a slight increase in the number of students three whole kids that took an ap exam what's that three tests oh i'm sorry three whole tests sorry i skipped ahead yeah three whole tests we increased by um so pretty steady with last year we had about 50 uh kids who completed at least one ap so an increase of 50.
⚗ AI-reconstructed · cite from original above
english teacher taught the bluest eye taught montana 1948 taught the blue structure which was written by a young adult author who came to south excuse me i'm getting over sinus infection who came to south and explained the purpose behind his book we had a lot of people come to a board meeting who protested that book that was the last board meeting i stood up at in defense of the book we had a group of parents that wanted to go into our library with big black magic markers and cross out the offensive words i stood up and defended that book i defended the fact that we teachers had gone through years of schooling that our board members supported what we taught that we had been evaluated so many times for what we taught and that they trusted us enough to allow us to teach those books then i thank them for their support and today i thank you for yours please stand up for the students rights let them make the choice what they want to read let their parents help them that decision but don't allow people who don't live in the district who don't have children in these schools and have no skin in the game make the decision for everybody else i'm going to cough thank you next up is joe amato and then our last speaker will be rich brennan [Music] thank you i'd like to direct your attention to policy number 5.90 second page third paragraph each individual board member must if an allegation is a rise to the member during an open or closed board meeting that a student is an abused child as defined in the act director caused the board to direct the superintendent or each equivalent school administrator to comply with the acts requirements concerning the reporting of child abuse so i think you guys have been put on notice of the abuse of the pornography in the school and you need to take action and make a report or we're gonna we're going to uh have talked to the officer over there as it says on this page third page uh first page third paragraph any district employee who discovers child pornography on electric electronic and informational technology equipment which is a book shall immediately report it to local law enforcement so we've reported it to you right now [Music] the national center of missing exploited children's cyber tip line 1-800-843-5678 or on the hotline at www.cybertipline.com the superintendent building principal shall also be properly notified of the discovery and the report has been made so you guys been put on notice that there's pornography in the school and you need to do something about it and uh for everybody that's up about the mass coming off and all that that's not going to happen until they stop giving them the user money so everybody coming up here and saying that people that don't live in the district got nothing to say but once you took that esther money you took federal money that paid by the taxpayer throughout the country not just your time has expired rich running europe rich will be our final speaker thank you thank you rich all right that concludes the reception of visitors we still have some business to complete um if you're going to take the rest of the night off of a board meeting please exit quietly so we can continue our business thank you all we'll move on to communications and announcements do we have a report on the legislative education network of dupage yes one second sorry you know what i'll come back to you go take your time okay feel free to reach out to me go to the next person and then i'll find out uh joanna do you ever report on the school association can we have some quiet please joanna do you have a report on the school association for special education in dupage county [Music] joanna sassy sorry i didn't hear you guys i'm so sorry sorry um actually i don't really have a report tonight other than we just have continued personnel issues and inability to staff classes that's probably the only thing for right now okay thank you jenny do you want to talk about the legislative education network of dupage the lend meeting for october was held on october 29th to account for the veto session which ended at midnight on thursday october 28th the primary topic was house bill 2778 which refers to school employee benefit and wage protection provisions this is a coveted administrative leave bill which did pass the lend members view this as a negative and anticipate that this will contribute to an already existing staff shortage the bill mostly allows for unlimited administrative leave for covid related issues the bill may also impact contractual arrangements that districts have in place with their staff it allows for paid time off for unvaccinated individuals and their children the lend network did push back and the governor intends to veto it the result is likely that the 60 days will pass the governor will veto and then there will be an override vote in january which presently does have the numbers to pass the iasa isb opposed this as there is no sunset date among other things and they need a definitive end date from the idph while the bill appears to only apply in pandemic or emergency authorization times it doesn't specifically read that way there's also an e-learning provision that would require further costs to the districts the bill requires districts to return all sick days used for cova during the 2021-2021-2022 school year to employees they next moved to a discussion on snow days becoming remote learning days one of the negatives surrounding that would be that districts would still be required to pay all subcontractors such as bus drivers cafeteria staff etc for those days then they visited house bill 1975 which is faith law which did pass that bill focuses on grooming in schools faith faith law will define a person's sexual conduct with a student while holding a position of trust authority or supervision as aggravated sexual abuse there will be an accompanying ib isbe resource guide this bill will prevent someone who is terminated in one state for such reasons from seeking employment in another state this is commonly referred to as passing the trash there is an accompanying trailer bill which provides a student may disclose mitigating factors such as the student's status as a parent expectant parent or victim of domestic or sexual violence in suspension or expulsion hearings they then moved on to a discussion about congressional maps um they noted that sean caston and marie newman are no longer in a consolidated district that district is now marie newman and chewie garcia they also discussed the teacher evaluation flexibility continues for the next school year and then they are looking ahead to january again addressing the bus driver shortage which is somewhat frustrating because if they aren't going to address it until january it's probably not going to take effect in a meaningful time we would like to see districts with grades 9 through 12 allow buses or vehicles owned by the district that hold 10 people or less to be driven by staff members with just isbe approval without a cdl license this is something that we could do with isbe approval larger vehicles that hold 11 to 15 people would require a legislative change so um that was most of that meeting and then they announced that their annual breakfast was postponed to november of 2022.
⚗ AI-reconstructed · cite from original above
i'd also like to spend a moment just talking about our recruitment and hiring efforts the board knows that we have a number of positions available in our school district for in a variety of areas we've engaged in a very large media campaign to recruit people to the district and i'd like to thank teresa comedis for all of her work in getting the word out over the past 10 days we have held three open interview sessions in the evenings we've conducted approximately 60 interviews and have hired for many positions with that said we still have ways to go and tomorrow night from five o'clock to seven o'clock at the district office we will be conducting more open interviews as we continue this process uh filling our open positions and we will continue to do so moving forward into the into the new year by doing this it will help alleviate staff stress and obviously help in student learning so i'd also like to just thank all the community all of our staff members for spreading this word of mouth of our job openings and our open interview processes from five to seven at the district office because that it's everyone working together has made a difference and finally uh in our strategic plan in vision 308 each month we're providing the board with a presentation from the different district departments highlighting the work that is being done in october it was special education uh this month is student learning next month is budget and in january we'll be talking about social emotional learning so with that said i'd like to make just a couple comments uh my closing comments on seo the social emotional learning of our students in our district has always been important and probably never more so important than this year entering the 21 22 school year we recognized the need for additional support in the area of social emotional learning and student mental health planning began last spring or regarding the increased support in the area in each area for our schools as the school years unfolded we've continued to plan ongoing expansion of support based on identified student staff and needs we implemented updated seo l curriculum aligned to illinois state learning standards elementary has incorporated a time period for sel instruction on a daily basis into their master schedules junior high incorporates seo instruction twice a week during their student support time and high school is doing the same approximately twice a month during their student support time we've increased teacher professional development opportunities in scl and mental health supports we've increased access to therapeutic mental health support in a community and we are currently working on implementing counseling services that will come into the schools to work with student groups as needed along with evening events for parents and families to attend and we look forward to those evening events starting in january our next item on the agenda this evening is the student ambassador report and i'm happy to share that the student ambassadors along with dr waller are going to share the work that we've done thus far along with the results of the student survey that was given on october 20th as the board will see the first item the students have decided to research which they will also ultimately provide recommendations on uh will also help the area of students mental wellness with that said i'm going to give the floor to colton to start us off on item 6.4 colton okay a lot of data tonight so um the student survey uh included ninth through twelfth grade at the high school level um out of all our students we had just under 2600 respondents to the survey um the largest subgroup was white european but over half of our students identified as multiple backgrounds the groups created from the survey include asian asian white black white african-american and black chicano hispanic latinx indigenous middle eastern multi-racial indian afro-latinx and filipino 82 students did not identify race or ethnicity in addition only 30 students did not identify their gender the survey included students who identified in various ways with 1184 boys and 122 girls 101 other 14 transgender boys 7 transgender girls 49 binary students 10 gender fluid students 5 agender students 2 demi girl students 2 questioning gender queer students when responding to the question are you a part of the lgbtqia plus community 473 students identified yes and 189 students chose i prefer not to answer so some of the top responses we got from the survey and and really the beginning of our deep dive into the results the survey itself was broken down into four categories um it included an academic focus a school structure focused social climate focus and student-to-student interactions focus in the initial deep dive we looked at the most important and second most important responses to each of these categories from academic focus we found that most students were concerned with the amount of homework from school structure we found that most students were concerned with clarity on how administration handles discipline as it relates to race gender identity and sexual harassment from social climate we found that most students were concerned with teachers role in supporting students mental capacity feeling overwhelmed with school and personal responsibilities finally from student to student interaction we found that most students were concerned with sexual harassment these were the top areas however we pulled the top two to four from each category to provide an opportunity to dig deeper the data was then further desegregated by race ethnicity gender identity school and grade depending on the topic thank you colton so from those four categories academic focus school structure school climate and student-to-student interaction there were approximately 14 areas that were the largest and so from there we began to dig and pull from what was the most important and and breaking that down as colton has just shared so our number one concern for students was amount of homework and there were six subgroups who indicated as number one those students were asian asian white filipino no race white european and male students but seven more subgroups indicated it as second or third most important those are black white students chicano indigenous latinx middle eastern multiracial and female students the second top most important had four groups and as i'm breaking this down i'm breaking it down by subgroups so that the way that we went across with this data is looking at each subgroup and seeing which in the amount of subgroups that indicated that it was number one as anya will share as we further broke it down it is how we came to decide what we would end up researching so four subgroups indicated that sexual harassment was the most important issue that was black and white chicano hispanic and females 42 percent of females reported this being the most important issue eight more subgroups indicated it as a second or third most most important issue indigenous latinx middle eastern multiracial no race white lgbtqia plus and male students latinx and middle eastern students identified clarity from admin on how discipline is handled based on race identity and sexual harassment is most important to them other subgroups who indicated priority concern are asian african american black chicano hispanic multiracial white lgbtqia and female students this was a tie for third the second third most important that was indicated most important by multiracial and lgbtqia students identified lgbt qia and black indigenous people of colors representation in the curriculum as third most important other subgroups who indicated priority concern were black and white african american and black chicano filipino indigenous latinx afroland next and middle eastern students the next most important that was identified is most important is the indigenous students identified the representation of lgbtqia and black indigenous people of color in the school culture as most important to them other subgroups with priority concern were black white african american and black chicano filipino appalanex and lgbtqia students the final most important group [Music] that indicated racial and identity discrimination as most important were african american and black students this is from the student student interactions as most important other subgroups with priority concern were asians filipino latinx afro-latinx and multi-racial students at the last two advisory student advisory committee meetings we collaborated on the results of the administered survey and the concerns of our peers reflected within it we analyzed the needs of both the majority and subgroups of our collective student bodies marginalized groups displayed major concerns upon the topics of race identity culture and curriculum the common majority expressed distress about their mental and physical safety within the school environment one of the top issues the collective majority of our students indicated as important to them was teacher roles with students mental health and capacity in total 2593 students took the survey of this 708 students said it was the most important issue and 608 students claimed it was the second most important issue to them which totals to 1 316 students from these results the student advisory committee found it necessary to address this clear concern but we also understood the extensiveness of the topic of mental health there are various facets of mental health and various roots of the issue as they relate to the educational environment that must be addressed and by utilizing further results of the survey our student advisory committee is hoping to target these specific root causes we also recognize the leaders in our district that have prioritized mental health in our schools and have worked to address it our committee members and student ambassadors want part of our future focus to be centered around providing student voice to these existing projects to best address mental health as a concern among our student bodies the second issue that the student advisory committee noticed in the survey results was sexual harassment of those who took the survey 527 said it was the most important and 798 placed it as the second most important which totals to 1 325 students in our district the fact that so many students felt concerned about their physical safety was an issue our committee wanted to address directly this topic as well as mental health are two focal points to our committee's research in the future as we work to illuminate student voice and student concerns as we begin our journey with ypar or youth-led participatory action research we hope to create specific problem statements research questions and collect data on these specific issues thank you anya colton and dr waller reporter they just gave you a lot of information a lot of uh statistics from the student survey that was collected what questions do you have for the group i just want to say this is a bravo of work um but at the end of the day the opportunity for you all to come come um to us with um not just anecdotal information but data that will help inform us as to how we improve the culture and the climate of this of our of our district and so i'm looking forward to your your research and then you know the call to action that you'll bring to us as as a result of this data and putting this information in the hands of the students and then you know being the social scientist that you all will become as you go forward in terms of making sure that we as the community understand what the problem is and then bringing a solution because that is the beauty of all of this like you're not just coming to say what the problem is but you're going to bring a solution and then to call us to action because it's not the responsibility of the students to to bring a solution it's a responsibility of you to bring us the information and it's our responsibility because you're calling us to action so i just want to make sure that we all understand that it's our role as board members to be the ones to bring the action because that's what they're calling us to do so bravo excellent work all of you thank you i just wondered if dr waller welcome nice to finally have you at the table um what was the most um i guess surprising data that you received or was it more verifying what you've heard and what you've seen and so forth so what i would say two things um sexual harassment and the amount of students who shared that is most important and second most important was a bit daunting but it also kind of led us into some very organic awesome conversations about well where is this taking place is it on social media is it in the school and it kind of mirrors itself though to that clarity from admin on how things are handled so we've been able to really engage and dig and i think the second um most surprising was that 18 of the students who took the survey identified that they were indeed in part of the lgbtqia plus community which would technically make that group our second largest subgroup which means that there is a call to action and urgency that's necessary for them and so i'm just honored to be able to share the space with these two brilliant leaders in order to support them in bringing about change and i'd say for me the most alarming would definitely be the sexual harassment in the student-to-student interaction part of the survey that was definitely alarming to me whereas the response that was more verifying to me was the struggle in our students mental health aspect of their student life here at district 308 and i you know just recent events and just the world we live in now that was definitely more verifying to me that this is a problem present in i mean all across the country but specifically our district i completely agree with colton on the sexual harassment front that was such a shocking statistic to see i think that was just kind of that universal feeling within the student advisory committee and we saw the statistic and we realized how large of an issue this was going to be and we realized the steps that we would have to take to address that i think on my part one other statistic statistic that surprised me was definitely the call from the lgbtqia plus community and people of color within our within our student bodies that wanted representation in curriculum and the school culture i think that just creating that sense of unity within our student body and within that school culture that school environment and our climate uh here in oehs and ohs it's just so important i think especially like colton said in the world we live now things are changing and kind of adapting to address those changes is so important i also want to just commend you for doing really this these are the we've heard the phrase we can do hard things this is one of those hard things taking this information giving our students a voice and being the vehicle through which that voice is amplified thank you very much i really i really appreciate the work well i have plenty to say but i just didn't want to jump in because i don't know if i would stop talking so i'm just trying to give everybody else a chance to just speak up i want to say that i'm um very grateful that the two of you are sitting here with us and that we get to hear your voices and very grateful for all of the students that we have in the student advisory committee i can echo a lot of what latonya and jennifer have had to say and not going to lie that the results feel very heavy right i'm sitting with that heaviness right now and just um staying focused on finding solutions and what can we do to help our students and um just very grateful to have uh as they like to say boots on the ground right and for for you to be bringing this information to us and for us to to make some headway on the climate and watch this improve so thank you so i'll jump in just quickly i i can't express just how proud i am um and i really wish i know that all of you are expressing your gratitude now but to have have the privilege to be in the room as they're deliberating and processing the data it makes me just so proud the intellect the conversation the ability to work together even the deductive reasoning to even get to the point of uncovering half of the things that that have been uncovered within the survey to me is just you know it was pure brilliance and it gave me not only a sense of pride but but even hope because we have such young people and such young leaders that will go out and help us in our society another thing i was very proud about is that almost half of the student population took this survey that sample size is incredible and it cannot i don't think it can be ignored but it also it also speaks volumes to to the results that we have and so i'm very excited but also very surprised by the by the results and as latonya was stating and many of you were saying it becomes now our responsibility to do something and given the results not even to do something later like to do something like right now so we have to discuss almost effective immediately like what can we do in order to of course not to steal the thunder from the students um and to allow them to go back and do their research and to find out and to dig in but still i think that you know that is something that we should um to have a conversation to discuss but again uh just very excited about the work that they're doing very excited about all of the other committee members that are that of the other student ambassadors that are representing and then colton and aya for their leadership and i i think it's really important i just want to hop in here i think we've heard it from our parents um we've now heard it from our students the time is now like it this can't be lip service anymore so to the board and to dr sparlin dr dahlquist um it's it we know that the need is there we need to understand as a board what we need what you need and what we need to give you and how we need to do it the results were heavy but we now have to act and we we want you to continue to lead the way we want you to tell us what you need from us and we will continue to follow your lead so thank you i'd just like to commend the group they you know this group hasn't been meeting once a month they've been meeting almost weekly and to you know to be able to get to this point to create the survey to administer the survey to dissect it and be able to disaggregate the information that was provided this evening and i know they're very eager to i know they're meeting this week to to discuss the white power process and to begin start beginning the research so thank you for everyone's efforts i love the fact that this is you know student-led yes it is it's not this adult-centered notion of what we think is absolutely is what should be done but it's their work it's them reading it's them saying this is what we need because adults have a different perspective but your perspective is the one that allows you um and us to make sure that the decisions that adults are making are not just what you're consuming but that it is what you have told us is where you want to go and what you need in order to get there and just to make one last point based on that based on your question was you asked what was surprising that was something that we discussed in the meeting and and that's what led to a lot of the dialogue and conclusions that they came to was based on the data they don't they don't allow themselves to to go off and to think you know to to insert public their opinions they are so focused on the data and i just appreciate that thank you thank you okay so um sorry can i get a motion to approve the consent agenda i make a motion to approve all items under consent including 7.1 minutes from the october 25th 2021 board of education meeting open and closed session the november 1st 2021 board of education public forum item 7.2 to acknowledge the foia request received by the district and 7.3 to approve the following board policy references and legal updates section one student district organization one colon one zero section two school board two clone two zero section three general school administration three colon three zero section five general personnel five colon three zero section six instruction six colon one seven zero six colon two five five and section seven students seven colon two three zero second mrs simonton can i ask a question about one of these items on the policies can i so on page two um one of the says the superintendent shall ensure that the district does not engage in any investigation or inquiry prohibited by law income complies with each of the following so number eight says the district provides equal and which policy are you which number is it number does this yeah general personnel 5.30 yeah that's under hiring process and criteria okay i'm reading right here number eight the district provides equal employment opportunities to all persons see policy five colon ten equal employment opportunity and minority recruitment and i just i'm just wanting to make sure that um i asked the question like what what other committees are reviewing you know this policy for input um you know like i know that when i was in when i was there there was the recruitment and retention committee and obviously we have the equity board advisory committee and i'm just wondering who else is putting giving input what other committees are getting giving input to the to these kinds of matters i think maureen or donna can correct me if i'm wrong typically it's just the policy committee that reviews the policies based on suggested changes for this one which is in section 5 for personnel that's correct it would be the policy committee and then the board and if you scroll all the way to the bottom of miss hamilton you'll see the prior times that the board has considered changes to that policy and if if there are issues or concerns the board asks for the policy committee to consider them right and i think that we could as a board ask another committee to review a policy if we wanted to we felt that it was important yes we we have done that before because i would like to see what our equity board advisory committee the retention and recruitment committee what do they think of this and you know what is what do they think of five point or five colon ten um in terms of minority recruitment because when you go and look at that there's a lot there to unpack in terms of how what you know what do we how do we think about our minority recruitment i know that those were things that we were delving into um you know last year and i'd like to unders i'd like to know what they think of that what what does our equity board advisory committee think of of those things so i think we i'd like to see some some um you know input from from those two committees from the equity committee in which which is the recruitment and retention committee we all have a board recruitment and retention committee that's a internal communi uh committee i know that's all are you asking for that latonya just so i'm clear on on five colon three o or five colon one oh that's colon ten five colon two five colon ten okay with this one but you'd like to dive deeper into five colon 10 with those other committees yes okay just wanted to clarify thank you okay so you're talking about the ones that are coming up for information not the ones here to be approved correct because these are these are okay there's no changes to this right other there's legal references in the legal reference right but i would like yeah but i would okay so we'll cover that when we get to the information section okay yeah mrs simultan aye dr marino aye mr gatewood aye mrs croner aye mr storial aye mrs johnson aye motion passes 6-0 item 8.1 is regarding academic student achievement test data associate superintendent for educational services faith docquest is going to take us through the information for tonight's presentation faith thank you if you'd like to take notes by slide number that might help there'll be a lot of time for questions at the end of this so it's always exciting to get in to talk about student academic data and look at some of our opportunities for improvement as well as some of the things that are causing a little bit of our success i want to remind everybody that this is testing that is done through multiple choice answers so this doesn't measure creativity problem solving sel all those types of things that are also important but are not easily measured on this type of test interesting data presentation one very different than what i would usually give because we're going to be looking at some very old data on which we made some hypotheses and then look at new data so the data that i'll be looking through this evening is from our state test iar as well as sat and the last time we had all of our students in the building to take those tests that was 2019 so that was right as i started and that was data that i came in with and started looking and because of what we saw in that data we started some of our work with the literacy as well as the math frameworks and now you'll be able to see whether our new data that we just got in the fall also showed those same things that we were concerned about in 2019 or not the state data i'll be looking at this evening we're going to desegregate it by female and male as well as by the state codes of black white and hispanic there are many other data groups that we could desegregate this and if anyone is interested you can go to the illinois interactive report card site and see many more different subgroups of data just a reminder about some of our demographics and this is just looking at our percent 27 percent of our students are from low income families 53 percent of our students are white around 10 are black and 24 hispanic and then the numbers underneath that are the actual number of students in each of those categories so the first thing that i want to point out is this state data and if you're not used to looking at this this is something that anybody across the world who has internet access can go look at from the illinois report card and what this shows again is from 2019 and i'm going to first go through all of our reading data then i'm going to switch over to math the green chart there shows the opportunity or achievement gap between female and male and then the blue represents that from the state so if you look at that the very top line of female means that we have 51 percent of our females that were passing the test in 2019 compared to 36 percent of our males then the state was at 44 and males were at 32 and showing uh actually 31 with that gap now this is the aggregate this is the aggregate of grades three all the way through eight our gap increases as the years progress at grade seven there is a 22 percentage point split between females and males if you look at this next piece this is the opportunity gap between black and white students and also hispanic and white students and it compares the gap between the district which again is in green or the state which is at blue and our opportunity gap is smaller and looking at those but you can see that there is still quite a big opportunity for improvement it's also important to know how income affects student achievement and this is looking at again the district comparison and achievement gap with that top line being non-low-income students percentage passing and the bottom line being low income our opportunity gap there is 24 percentage points while the state is at 30.
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and then the taxes for the debt service will be eight million two hundred ninety four thousand nine hundred fifty dollars so that did go up from last year um with the increase in our eav and new construction coming in higher than we budgeted um we're thinking or approximating 12.8 decrease in our tax rate this year so we're anticipating our total tax rate will be six dollars and 62 cents so i'll go a little bit more in detail in the powerpoint presentation all right thanks david question this morning and phil yes nolan yes rave yes yes gorman yes next week motion second to discuss and improve the fiscal year audit [Applause] um you also have a memo in there um just some of the highlights we had no negative findings um we had positive fund balances in all funds no cash overdrafts we were fully insured and collateralized in all funds um actual expenditures were below the budget amounts except for the capital projects and torque funds which she had mentioned and then line item actual expenditures were not every single line item was exactly over under but in general the majority of them were there below budgeted amounts and then she already discussed the gasb 84 that was something that came out a year or two ago but then was never fully implemented and then this year they said this is the year we have to do it so we made that switch to get the activity accounts into their proper bucket and then after tonight i will because essentials is still in a draft form once we do get that finalized report if there's no changes if there is changes i'll report it at the next board meeting and if there is none then i will take them to the roe and everything and then we'll post it to the website yes lexington motion second to approve northern king county's regional vocational system fiscal year 21 audits so moved second here again um kathy just reported out to the results for the northern kane audit same highlights there's no negative findings positive fund balance no cash overdrafts the one thing the checking account was not fully collateralized but that has been rectified since august 30th when we found out that it wasn't um we did fix that revenues exceeded expenditures by the 350 000.
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um i had won the chance to sit down with school committee to discuss the parking pass issue i noticed it's on the agenda i know we haven't scheduled any sort of meeting so i just want to take this time to discuss that a little bit i know you guys will be discussing the parking pass fees tonight so i just want you to consider a few things when you do number one is the biggest reason that these fees are in place is because of one major specific expense and that's the expense of plowing that expense of plowing quite honestly i plow in the winter and the most complicated parts in this parking lot to plow are the teachers parking lot through the planters and all the different weaves and turns as well as the fire lane and those two things are both required to get plowed and maintained so even if the student parking lot was shut down the vast majority of that maintenance would still need to occur and that expense would still happen another reason for this fee is the maintenance of the law again the planters in this in this parking lot they're all in the front the vast majority of the curbs they're all in the front the majority of the maintenance that occurs are in those front entry lanes coming to the school which have nothing to do with the student parking lanes at all another thing to do with the plowing is when we have really bad storms the school has to call on outside companies to come and plow the parking lot so that they can free up the maintenance department to go and plow at other schools so in essence the students are paying for the plowing at other schools because they're freeing up the maintenance here to go to those places now just because this fee is occurring at other schools it doesn't necessarily mean it's okay and it doesn't necessarily mean it's all that affordable one other point that is brought up a lot is that the school provides transportation for students who don't necessarily want to pay this fee now i just want to put this in perspective if all probably 200 drivers or students that come to this parking lot every day decide to no longer drive and take the buses the school department would have to or the financial department have to renegotiate contracts with tremblies and therefore would probably have to pay for more buses because of the mass amount students that would then be taking the transportation so they would no longer be saving money in that aspect there are many different categories and reasons for why this fee shouldn't be in place but i think it's just pretty simple and straightforward this is a town building this is a town parking lot just as any other town parking lot this should be maintained just like all of the others and that small square back there that students park in and have to pay sixty dollars a year i mean it's gone to the point where it's just it's just not it's not fair i drive around town after snow storms and i see parking lots that have been plowed for libraries and old police stations that don't even get used anymore why are those things being plowed for free when we have a building full of students having to pay for the plow plows to come and do this lot here that maintenance should be covered by the tax dollars and the vast majority of that maintenance would have to occur no matter if that law was shut down or not so please think about all these things tonight when you guys deliberate about the parking passes i wish i could stay and listen to it all i do have to run i didn't realize it was a meeting tonight but thank you all for listening and thank you mr nunes for all of your years of service on the school committee thank you we appreciate your continued involvement in this issue i definitely as a political scientist i appreciate it very much uh any other people wishing to speak on any of the items on our agenda for this evening all right hearing none i will move on to the next item of the agenda which is approval of the minutes i will entertain a motion to approve the regular session minutes from november 1st 2021.
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Those are just a quick synopsis of the two programs that we have. I'm really proud to be here at Heights. We're a family here at Heights and we'd like to welcome you in. If you want some more information, catch me at the Discover Madison tour or call the school to schedule a virtual tour, I'd be happy to speak to you and to show you and give you more information about our wonderful and amazing community. Thanks for your time.
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and we had a 62 of our juniors and seniors uh took at least one ap exam so the data's pretty steady to last year not too much of a change um we had 84 percent of our students earn at least one score of a three again pretty consistent with years past we had 82 percent of all the exams those 5 000 exams 82 of those received a three or above so again pretty consistent with the numbers in the past as well so not too much of excitement in the data has been pretty steady but um i think that's good as well uh in 2020 so this is the long all the way back to 2003 this graph's getting pretty hefty at this point but um in 2020 we had virtual exams only so all ap exams during covid that year were all online they were 45-minute exams uh and i believe most of them were in essay format but this year 2021 this past spring they were both formats some were only paper back to the old way and some continued to be online but the interesting point is that we had less exams if you look to 2019 18 even 17-ish we had kind of less exams these last two years but we had an increase in kids taking the exams so that was an exciting data point to see this year now do we did we write more exams than anyone else in the world in the world i don't i don't know i'm assuming we do but i don't i don't know yes the world scared me the word world's good no i mean there's a way though it's a data point you could i would be shocked if there was any school there before but we will find out thank you okay uh we did in the just nationally we saw kind of a dip in the average score in the modal score between last year and this year our mode state study our modal score across all exams was a four and our average dipped slightly to 3.6 it's been you know the last five six years it's been at 3.8 3.9 but nationally that average dipped as well so i think just across the board uh kids you know dipped a little bit due to you know coming out of that fatigue cove it i think uh just as a footnote i put on there uh 26 out of our 31 ap courses did have a lower mean uh than compared to 2020 so it wasn't that drastic but it was a lower a lower mean so nothing really to cause alarm it wasn't like 3.8 to 1.2 but just to highlight that there was this overall trend in most of our courses just to dip a little bit some other things decline in overall scores like i just said particularly hard hit was world language and stem ap chem and ap calc a b were particularly hard hit as far as the dip in the average uh there's been an overall decline in the number of ap exams taken in the past two years uh globally um so sorry nationally and uh uh shs our ap physics one had more scores of two than previous years those are just some trends that we saw on the data we continued out most of our ap exams in math science and social studies that's pretty consistent with years past you can see the mean score of 3.8 math 3.3 in science 3.7 social studies and percentage of exams that scored a three or above you can see the percentage there as well but this is pretty consistent with years past that math science and social studies are heavy hitters when it comes to writing exams this is a breakdown by grade level again the majority of our juniors and seniors are are taking the ap the bulk of our ap exams uh sophomores again pretty pretty high we do have 11 freshmen who took exams it's particularly it's the language exams that you don't offer the courses for so japanese is one of them i know you mentioned another one today japanese was one of them i can't remember we get uh a few kids who try to take the ap world history test after they take five that's right history without taking the world district ap class so i think it is it's increased by like two or three kids but it's typically you know in the 10 or less so we're pretty consistent um of the students who registered and took at least one exam um the bulk of those kids 57 percent took one or two um the next highest was three to four um so again just to show that we don't have a ton of kids taking six seven eight exams even though the kiddos wanna kind of throw that myth out there we're just not seeing that and this has been pretty consistent since we started pulling this data about four or five years ago um moving to great distribution kind of round on the corner for and heading home here our grade distribution i know this might be harder to see but if we look at our a's b's and c's d's and f's across each of our divisions and we look kind of like pre-covered to during covid our grade distributions didn't really change so we didn't have more kids getting d's and f's or struggling more than we saw pre-covered this is some one same lots of green those are in blue those are a's and b's so again pre-coven it was pretty consistent with that so back to the sat our third party exams didn't held steady our grade distributions held steady so those kids were able to our kids were able to persevere and kind of keep keep going through that pretty big event so um seal of uh a new addition to the student achievement report is our seal by literacy we had 259 students earn the clo by literacy and since 2015 we've increased the number of these awards particularly in spanish chinese and french there were 12 languages in which students received the seal in seven commendations and 70 students awarded accommodation toward by literacy now the difference being a former language teacher talking to justin fisk our director a seal is intermediate high level of that language right and accommodation is intermediate low so they have to achieve those two levels of speaking intermediate high you get the seal whatever language it is and intermediate low you would get the accommodation and there's a rubric and criteria for that um but that's what the difference between those two to me uh so about 30 of our our graduating class uh received either a seal or accommodation so i think that's pretty exciting do you have any that received it in multiple languages a few yeah a number of our chinese students working spanish get it in spanish and chinese so in and a couple of russian students that's impressive yeah my own boy who's a freshman here he said to me the other night can i get that seal thing and i'm like yeah sure go for it so it's even on his radar as well uh and then closing up the uh our student voice survey a panoram panorama survey for social emotional learning um we've been watching through our student voice survey our classroom belonging and even though we had that covet dip which is expected we're back up to uh that 71 percent of our of the 22 000 students saying that they felt uh strongly connected to their classroom and where that puts us is in the 99th percentile so even though that percentage you know not sure a lot of assumptions that we are in the 99th percentile with uh classroom belonging and i think that goes along with what sarah and sarah and patty were talking about the students do feel connected to us they want to learn from their peers so i'm excited to see this when in the winter survey so we're talking about our junior class here when it came to our sel questionnaire so this is different than the student voice survey this is our class by class sel questionnaire and grit seemed to hold steady as far as their students self reporting that they're able to persevere through challenges um and that puts us in the 70th percentile so you know not as high as classroom belonging um you know even though it held steady kind of through the cove at time we do fall 70 percent with uh students self-reporting that they feel that they can hit uh persevere through challenges but on a positive note with grit our freshmen came in and reported and came out with a 3.8 which put them whoops molly don't have the 80th percentile 80th there it is 80th percentile so a little bit more grit out of our incoming freshmen and or our new freshmen so that was exciting to see as well that coming out of the pandemic some of those kids who are seventh graders maybe in mind and body here are saying hey i can meet the challenges of stevenson high school and i feel pretty good about it so um that was exciting to see all right any questions does it surprise you that the uh grade distribution was different uh not necessarily because our grade distributions represent competence and skills more than participation and compliance points so i think whether you're providing evidence via virtual or in person i think you can still achieve that same level so i'm not totally surprised by it it didn't make me wonder but i i think what we've done with our grading has helped because if we didn't have it that way you'd have to really adjust what we were doing before the traditional stuff so could have skewed it and i i do think that the scores on the s.a.t and the ap exams showed for the most part that we came through it at a pretty similar level so academically we were coming still performing at a level that we had before and i think that outside measure sort of lines up so it's not attributed to a lowering of the bar and teachers just being nice to them basically right if it was great if it was great inflation you would expect to see a significant drop in your ap scores exactly it's a good question it's just you know those are naturally normal assessments so you feel a little bit more comfortable i i i would have expected a different result but i do think that to be clear though i mean our teachers were working their tails off on behalf of kids and i think that you know needs to just be recognized as well and and our kids worked really really hard so you know i think that um there was just a lot of hard work put in during the pandemic which also i think contributed to pretty steady levels of learning so i think all those things combined you know well the thing i'm trying to get my arms around what i was asking sarah and was asking tony is how badly did our kids get hurt and if the answer is not that bad um i wouldn't say that where does it show no i think you have a lot of is it social emotionals absolutely and i think that's what sarah said is you have a lot more referrals and you have a lot more yes yes yes and i think that our kids are seeing we are seeing a significant rise in the number of students who are struggling with mental health issues and so i and again you know although they did okay academically i do think there was a cost and continues to be a cost to the pan to their mental health as a result of the pandemic i would agree do we adjust any capacities because of that um we have even if it's temporary yeah we have in different places within the organization especially through the elc are we flexible yes and the elc provides us with a lot of flexibility for a great number of our kids so yeah they're doing it right we're doing the best they can yes so how does this all tie to [Music] toward the end of last year we did testing to see where during summer we would try and increase the proficiencies of where the kids were being hurt it was i don't remember now what happened didn't we do testing at the end of last spring where we saw where the deficiencies were we're going to remedy that in the summer weren't there things well not testing per se but we you know examined them examining how the kids were performing in their classes and then tried to see if we needed to create any specific courses to kind of close the gaps on kids that's how i guess i would describe it yeah like more of a crosswalk between sat proficiencies and the proficiencies in our classrooms it wasn't necessarily just a test of that it was just more we didn't want to test kids but was it was was that part of what helped uh maintain the performance or uh i i didn't i didn't collect that data so i can't we wouldn't know how to determine probably not yeah because the great distributions you were showing did not include summer school correct eric do the did these results get shown to the teachers so they have an idea of all that hard work is paying off part of our mid-year meeting usually in the mid-year meeting we showed not to the extent that tony just did but we do share information out yeah i guess just to get the message across that we know that you guys are jumping through loops for 18 months and look it actually has paid off the students are are doing well yeah absolutely all things consider all right and then jamie you know includes the information as well we push it out we'll include it now in the board briefs also um so but yes yeah i think this would be good for the community to be aware of for sure well tony thank you so much this is great and maybe tony you could work with jamie and troy if petrol is interested on helping to maybe provide some of those highlights that jamie can include in the board brief and then maybe even in the minute man if tony if you want to maybe put together a little article to the minuteman as well jamie yeah okay jordy tapping on the shoulder she already got you okay no faith yes i i do have a question it might be too early to think about it um anyway in case the sat act are gone and so it's like a big block of this learning teaching track record will be missing so in addition other than ap scores and our grades distribution have you i feel like we seem to be missing a really important part our students are doing so well in all sorts of competitions state level national have we ever thought about collecting data in that regard it's it's academic thinking about it i think we would have to collectively talk about that but could we ted has a lot of that data and trish obviously compiling all of that would be interesting um we could i think that's really a big part of stevenson's students achievement um a lot to do with the teachers classroom um and then if the sat is gone i wouldn't well i don't think the sat will ever be gone don't get me wrong i think act and sat will be here for a long long time i just don't think the state of illinois will require it as the state test right now the s.a.t is our high school state test um i think that's something that they'll consider you know eliminated at some point but i think act and sat will be here for many years to come because it'll be something that kids will be able to use to differentiate themselves when applying to colleges and some kids will want to be able to demonstrate how well they can perform on those tests so it'll be here it's just i don't know that illinois will use it as its high school measurement of how high schools are doing if that makes sense but to your point yes that'd be interesting to try to compile you know all that information into one place yeah i've been working with last year i worked with jamie before that gym because i always use that for my graduation speech but that's kind of hard to compare for years [Music] international physics competition one of five us students but the next year you have someone who won a you know an international science fair how do you compare or contrast whether you're doing better or worse it's great information to have because it tells a story but it's when you're doing the kind of comparison that we're doing here it's different for college application how they would um allow you to present your achievement is is it like school level state level national level or international level that's how they would characterize it let me sort of achieve that i just think it's it's such a nice piece of information we it seems we're not presenting it sure i can start conversations with ted and see where that goes okay all right thanks for the homework thank you so much tony we appreciate you thank you great job thanks thank you okay um so those are two reports uh for tonight and again um you know last year we we had to do tony's report virtually and i don't think we were able to present um information from student services so it was nice to see both of those tonight and in person so thank you for being a part of those okay um so tonight mark we have our uh we're recommending tonight that the board approved our goals projects and initiatives with action steps uh you may have had the opportunity to explore those uh more in depth but this is something we worked on at the retreat and over the past couple months mark has worked with the administrative team to identify very specific action steps that members of the administrative team will do to help us reach each of those goals projects and initiatives so tonight the recommendation is that board approved the action steps for the 2021-2022 gpis as presented can they have a motion so moved second thank you any questions for eric on the gpis uh it's a voice vote all in favor opposed passes okay and then we also have uh tonight um bringing forward a recommendation for the board to adopt policy updates contained in press plus issue 106.
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and just a note about that last transportation bill london recognized the fact that district 99 is actively working on getting legislation adopted and passed senator curran has that legislation written and i've helped him his office and his staff put that together as well as with our administrative team here we're also in conversation with representative stava murray on trying to support that and move it through the house concurrently with the senate once they get back to work in the next legislative session so more to come on that but we're actively working on that and lend is supporting us a great deal on that work thank you both terry the foundation uh yeah really i don't have a whole lot just uh next meeting is going to be wednesday so there'll be more to report after that but um hopefully you all got your fall donation letter and i hope that no you didn't get one it's in the mail maybe hopefully if not the website has information we'll get you one i have no doubt but i would like to see um the board support the foundation by even making a small donation um that that tells the community that you're behind the foundation so i will be sure and get you each a letter and um like i said even a small donation just says that you're backing the foundation and then we're also working on an event for the spring at north and i think a lot of it has to do with the north calendar and they're going to get with north to find out when the best date with for that would be and so you'll get more info on that so those are my two things and i'm just pleading please donate to the foundation thanks terry i just want to say thank you so much for the nothing but cake it's really a fun eat experience so thank you very much it's a lot of work in exchange for a couple of small cakes yeah it would have been more helpful to have four instead of three though because it's just shelley and i at home now so we'll be fighting over one of them you know you can share right i guess i could do that couldn't we yeah uh chris any update on the report on my association of school boards uh well we've got the conference on this weekend um for the resolutions to come up so those are still uh so we'll be still be voting on those um i did want to go around just one more time and get like a quick straw poll from board members to see how we feel about resolution two and fifteen uh that we discussed at the the last meeting um so i don't know if uh if i know nancy you had some comments about those resolutions last time any changes any suggestions um for those the the straw poll i believe at the end at the last board meeting was in support of your recommendation right which was not to support right right but the majority of the board supported 15.
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and the reason that i bring that up is it does really impact the different race categories in different ways 12 percent of our white students are from low income families 43 percent of our black students are from low income and 39 percent of our hispanic it's also important to note when you look back at the hispanic and white piece that a higher percentage of our hispanic students are also english learners which impact their achievement on these tests as well now let's fast forward this is the test that our students took in the second week of september so some of them have come off of being at home and not coming into school and we started to look at and this is a brand new test for 308 so there is no trend data on this piece but what this says is the very first column 56 of our second graders were on target and at low risk grade 3 at 67 grade 4 and grade 5.
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total expenditures were below the budgeted amounts and um the starting fund balance uh 770 770 840 increased to the 1.129 um and that was just due to timing of um receipts from the state in fed yes yes keeping dana busy we need a motion second to improve the tax levy some move exactly okay [Applause] um there you go tonight i'm presenting um the presentation that we're reviewing is the 2021 tax levy tentative tax levy the final levy will be completed next month um [Applause] sorry okay um so every year i like to show the historical trends so here you can see um starting in 2016 central's eav started going up which causes our tax rate to go down this this is true as long as the percentage of the eav increases more than the bond payment increases so over the years this has been holding true except for one one of the years this year estimated existing eav is 3.5 as opposed to 3.03 last year another piece of history not shown on this slide but i like to show or just remind and and for the new board members back in 2015 the board abated a million dollars out of our budget um to give an extra 18 cent decrease in the tax rate and then the following year baited another half a million dollars just to try to be fiscally responsible and try to give some taxpayer the tax rate relief to the taxpayers and that was a board decision that they made back then to try to help with the tax rate and then also when we were planning for the referendum in 2016 when we did the high school additions and the field house we are anticipating that our tax rate was going to be around 6.9 6.96 it actually came in at 6.78 so we kept our promise um and then so i i like to remind the community and just for the new board members that those were things that we decided as a district to try to help our community and our tax rates in 2018 you'll see that our in the levy year 2018 our tax rate went down seven cents and then in 2019 it lift up a little bit for nine cents and then back down another five cents the following year and then you can see here if our estimated eav comes in at 836 million dollars and 60 000 and our new construction comes in at 15 million that we're estimating then our tax rate will be 6.62 cents this slide is just a chart showing you exactly the the information from the previous slide is just in the chart format for those who like charts instead of all the numbers it kind of shows you how our eav's been going up over the years and how it's making our tax rate go down and comparative every september king county tax extension they give us an estimated projection and based on those projections that's how we come up with our estimates for these two new construction in eav and every year i call him or email him and ask if there's been any newer projections before we present here just in case something comes up and there was nothing changing i do keep track of this is the history from if you look at it the new construction and what we get in september's projections from that report and where final new construction came out every year so you can kind of see over the years new construction always comes out a little bit higher than their projection um anywhere from 224 000 in 2016 to 3.3 million the following year so there are big swings in there but if you kind of averaged out the years this year it came in at 14 million oh 54 464.
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so second all right so motion by mr newton's is second by mr oliver is there any discussion on the issues hearing done all in favor aye any opposed and i will abstain so that's three votes for one vote against since i was not here that evening next i'll entertain a motion to approve the executive session minutes from november 1st so move madam chair with the stipulation that they be held until a matter for what they were intended as complete second all right so i have a motion by mr nunes a second by miss wait any discussion on the issue hearing none all in favor aye aye opposed and i will abstain again so that's three in favor one abstention all right moving on to the next item on our agenda that's the consent agenda that's for fundraising activities for the quinn pto i will entertain a motion to approve the quinn pto fundraising activities it's a move second all right so i have a motion by mr nunes a second by miss waite is there any uh discussion on that item hearing none all in favor good luck all right oppose that motion carries unanimously all right next we're going to move on to old business um dr gifford was unavailable this evening um so we are going to skip the first item under old business the superintendent evaluation review and wait for the next meeting when she will be available so we'll move on to the proposed meeting dates from january through june i assume that we didn't approve these because i was not here my apologies these dates are all fine with me i assume they're fine with everyone else mr nunes you have a comment yeah i'm out of jail make the same comment i made sorry sorry making everyone repeat themselves and that's fine no no no i'm fine believe me uh i'll make the same comment that i made it at the last meeting and um you know again understanding the fact that february is the short month you throw the school vacation in there type of deal it was scheduled to meet february 14th which is valentine's day okay and all i'll say is that a number a lot of years ago when i was sitting in your chair and i happened to make a comment about valentine's day i almost got my head handed to me that was a proposed meeting date type of deal so again if i'm good with that date i don't know how the young ladies are i am good with that date as well that's fine i am not an old romantic let's just say that and that's fine and i just wanted to make sure i would be fine if anyone wants to move that though we can do that if needed okay okay that's fine okay so we don't need a motion to approve correct we we don't need emotion we're good on this right i didn't think so all right so the next item on our agenda um is a discussion of staffing uh mr kylie you want to kick us off here sure thank you dr jenkins so we just really wanted to follow up on our discussion from the last school committee meeting we uh felt that it was important we talked last time about increasing substitute teacher pay we did so we did it effective essentially immediately following the last school committee meeting um and you know our hope is that that drives some uh you know some desire for folks to step in and help us uh we increased it from 120 dollars to 130 dollars for a certified substitute teacher rate which as we talked about last time really puts us into a fairly competitive position towards the high end of of local rates which we need because we're we're certainly short as every other community is unfortunately right now so we addressed that we also had dr gifford had mentioned at the last meeting regarding the use of school choice funds so where we are with that right now is that we would recommend that you authorize us to hire a teaching assistant using school choice funds at the moment we're going through the esser approval process for sr3 sr2s approve deci 1 there's a lot of juggling right now so if grant funding were available to fund this we would use those funds first but if not then this teaching assistant position will assist us in addressing some of our staffing needs the cost would be about 20 to 27 000 depending on where they land on the on the salary schedule teacher assistance salary schedule so we would we would seek your support in helping us try and address some of our uh most pressing needs by you know authorizing that questions mr inch you want to start yeah sure thank you uh mr kiley the balance right now that there's no money in there for this current fiscal school year is that money coming that normally comes in in december in may or april if my memory was anything in school choice school choice so school choice comes in gradually uh quarterly payments quarterly payments okay so we have um 1 million 119 000 in school choice funding we did because of actually one of the few good things about covet was that you know we we haven't really spent a lot of school choice money in the last couple of years we haven't had the activities unfortunately that we wanted that we normally like to support out of their stipends for after-school programs and things like that so we've accumulated some money which is a good thing um again we'd want to continue to maintain a healthy balance there because i think we are going to have some challenges ahead of us as we face the decline in in the esser funding the coveted relief funding over the next few years i think that's going to be a challenge and we're going to have to plan very carefully and i would hope that school choice will be a way to you know help us buffer some of that impact does does one teaching assistant right now take care of it or are you just seeing what one does and go from there it doesn't take care of all of our problems it does address one glaring need for us at the quinn school and so it is a it is a step in the right direction uh we are hopeful that you know we are able to find some more substitute teachers and that would also assist us with our problem but at this point we we weren't prepared to hire additional staff in every building full-time so this is a step that hopefully will will help and as we as we see as we get uh through the next few weeks maybe you know we'll we hope to have some more subs on uh on the list for us okay i'm good right now man cheer thank you thanks um you know i'm of two different minds i understand the need for this but i'm always leery to put recurring expenses on non-recurring revenue sources and there's some question like you know how many years right that we've had this now that at what point do you stop treating it like a non-recurring revenue source but it only takes you know one or two changes in an election for that revenue source to go away right um so i'm i'm somewhat concerned about that at this point given where we are i think you know i'm i'm willing to to maybe to try that i recognize though that you know we've done some hiring on esser too and we this community is going to have a problem right yes we have a million dollars in the school choice but once you start burning that down on recurring expenses then you're in a really bad position and that's what got us into a lot of our fiscal woes way back when i'll be the town policy historian which ties into in fact the next item of our agenda that's where that originates from so i guess i would say you know i am inclined to support this because i know we're in a bad position right now but it makes me really nervous that we're we're putting ourselves in a bad position and it it makes me somewhat frustrated i know the town does its best to support the schools but at the same point in time um our tax base is not sufficient to support the needs that we have in this community around education so i will i'm willing to support this albeit very reluctantly because i know you wouldn't come to us unless the need was real mr oliver thank you madam chair i certainly agree with you about using um you know school choice for reoccurring reoccurring expenses or reoccurring positions uh from year to year i will say to your point as far as um you know it'll only take uh one election to maybe do away with school choice or whatnot um but at least you know there is some buffer there that the students we can't just let go of the students that we currently have here so at least there'll be some time you know while there is matriculate through the system i'm i do agree with you though i'm certainly concerned but i'm also concerned from the um operational side that we have some serious um issues and concern concern i certainly have some concerns with the way our our daily operations and not in many many positions going unfilled so anything that i think that we can do to help help with this i think would certainly go a long ways i think it's a smart approach that mr kiley is recommending right now with just the uh the one position uh with school choice because it is you know when you when you look at the the range there it certainly i think it's it's manageable and reasonable um but yeah i'd like to see you know where we are at another three months from now to see you know when we're in the midst of winter time and how we're doing with you know go unfilled positions uh because people are calling out or you know coveted quarantines or whatnot so yeah no i'm in favor of this but i do agree that uh we just need to watch what we're doing when it comes to using school choice thank you other comments miss wade yeah i'll just um you know echo i you know certainly i think this is a need right you know so i'm certainly inclined to support it and you know to from an operational standpoint as chris as mr oliver was referencing you know i happen to be on you know multiple school websites today just looking more at their like parking pass but also at their employment you know whether it's mansfield plymouth you know everyone is looking for subs right now everyone is advertising you know mansfield wants you know their high school full-time so i mean every single district is advertising and desperate for subs so i think we're going to be you know it's going to be a challenging year to find those you know hopefully like i said that that extra salary boost will invite some but it's it's it's going to be a tough so i think we're going to have to come up with some sort of stop gap just you know to serve those kids at quinn so that's my thought mr news you want to add something yeah unfortunately i think we're we're in a no-win situation here and you know uh and i agree with with your comments about you know the school choice money being you know one you know quote unquote non-reoccurring and you know a committee change you know throws everything out the window and in four years it's gone type of deal and and such but i you know the big thing here is is first and foremost is we're attempting to take care of the students okay and and that's what we have to do is take care of these students and and number two i mean doing this at this time of the year i mean with three months into the school year you know you're going to have it'll be december when somebody so this is not going to be the full the full boat this year and we have to and and just go forward from there and and see what happened for what it's worth and again this is just me i mean if somewhere down the line you've got to come back mr kyle and say listen we need another ta in another school you know for half a year a quarter and we need to use school choice again i'm all for it i mean we have the money and yeah you know maybe it's a short-term gap but we have to take care of these these students and i think this is the way to do it all right do we we don't need to do we need a motion here yeah because we've got a we've kind of got a policy quote unquote unwritten policy about anything over ten thousand dollars the administration has to come to us if my memory is any school choice yeah for school choice so just to make it you know transparent sure so would you would you like to make a motion sure i'll make a motion madam chair that we authorized the administration to use up to 26 000 of school choice money for the hiring of one teaching assistant for school year 2122.
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and if you recall um we are excluding uh policy for colon 9-0 which sean is working on with his team and virtually all of the changes here are minor and wordsmithing for just taking the recommendations from press and uh presenting them to you for your approval can you have a motion second thank you any questions on those updates voiceover again all in favor all right opposed let's panties okay and then tonight we are also bringing forward um a revised version of the 2022-2023 school calendar you may recall in the spring or summer again pandemic is throwing me off and exactly when it happened but the state legislature approved november 8th every other year is a state holiday so we have to take that day off we cannot waiver that day as a holiday and in fact it has to be a day off for all school employees as well um as shawna and i learned a couple weeks ago so we needed to make adjustments to the school calendar um and as we did that we realized that it would be very difficult just to take one day and include that so our recommendation tonight is to approve a school calendar that moves the um first day of school to august 11th instead of august 15th winter break will begin on december 12th instead of december i'm sorry december 23rd instead of december 26th so we'll put a day before winter break and have that day in november and move the school year up for kids by two days can i have a motion thank you thank you um any questions for the only thing i'll say is that by doing this it kind of mirrors how we started this school year if that makes any sense it's it's a day earlier in general but around the same time frame for both the adults and the kids so for our january calendar we have a red slash of teacher day but that's usually our board meeting name that doesn't change right correct because this is a legal holiday we usually don't have it on martin luther king's birthday martin luther king that's correct so do we want to we will we'll wiggle around with that yeah we'll worry about that later well not tonight you're away okay would you pull the board please oh certainly of course [Music] here is six to nothing okay and then tonight i just wanted to share our first reading from um the other press update 107 again during covid we we found ourselves a couple issues behind most of these again are really more word smithy and administrative with the exception of um the acceptable use guidelines which doug doug kaler and his team have reviewed um and changing some of the names as well so again only a first reading tonight we're gonna do a little bit more work to make sure that we're crossing all of our t's and dotting all of our eyes but we wanted to share that with you if you had any questions so bring that back next month carol yes okay then you'll see uh the personnel report um there tonight performance yep a lot of information in there and it'll all be part of the consent uh we do not need an executive session following the meeting and that takes us to the business section sean beginning with the authorization of a certificate for the 2021 tax levy thank you so in uh october i brought before the board um a recommendation for our 2021 tax levy we also discussed that at our finance committee um last week um the short version is that we are um recommending that the board approve a tax levy of a hundred and ten million dollars excuse me 110 million six hundred thousand dollars um after the um county does in fact uh implement the legislation we believe that the overall increase will be somewhere under two percent um uh over this particular year um so tonight we are recommending that the board of education approve the 2021 tax levy in the amount of 110 million six hundred thousand dollars even can i give a motion absolutely second third thank you uh any questions for sean would you pull the board please certainly wounds i know i shang nice our next uh uh agenda item is the authorization to replace the multi-function devices um this is something that we haven't brought to the board and uh many years um and the uh that's a good and bad thing um the good news is that we haven't had to replace it the bad news is that we had to have to replace a little bit more um machines than we normally would replace at any given particular year this year that totals 19 machines um however as we negotiated the machines we've changed some of the capacity on the machines i'm still making them efficient and effective but we're also going to be adding a paper cut which is a software that will allow swipe and print functionality and when all said and done we are going to see about a 25 000 decrease in our annual cost for multi-function devices so tonight we are recommending that the board of education authorize a replacement of 19 multi-function devices on a five-year lease at an annual cost not to exceed 113 649.48 are multifunction devices really printers they're actually a fax machine printer copier and and they don't have the email wrapped into what the answer is yes but yes the answer is yes can i have emotions second thank you um any other questions for sean sean when you when you did you withdraw this are there are you adding any machines or remember these are diseases all over the correct yeah we've we've continued to keep our machine count at that low number um if you recall several years ago we started eliminating printers and multi-function devices forcing individual printers to share multi-function devices yeah so we have it at amazing part of it good good um i'm you know i we're in a situation where our trend of how our annual copies are going up and down has kind of been thrown off whack so we're really looking to get back to a base year this year to see how many copies we're making on an annual basis but i think this paper cut software will allow us to eliminate those oh i hit the print button and then i forget to go get it at a printer and i can go get it somewhere else swipe and print basically means i hit the printer button i hit print and then i can go to any device in the building and just swipe my id and it automatically prints out my um documents so that's gonna reduce a lot of them we're hoping to reduce waste and copies significantly cool and thanks what we do in the corporate place so you're doing corporate yeah sometimes we're a little slower any other questions uh would you pull the board please no i shang okay as we discussed uh at our previous finance committee meeting there is a a need to issue working cash bonds uh the next uh the first kind of series of resolutions that are coming um tonight is the intent to sell so we are recommending that the board of discussion excuse me the board of education approved the resolution declaring the intention to issue 17 million dollars in working cash fund bonds for the purpose of increasing the working cash fund of the district and directing that notice of such intention be published in the manner provided by law can you have a motion second thank you um we talked about this at the finance committee last week significantly any other questions for sean would you pull the board please certainly shane frost westwood all right person wounds i know hi here is six to nothing uh you'll see that i have a first reading there um we're starting to get a little concerned about some of the case work in our science labs uh in terms of delivery time um so we are uh holding the bid um earlier than anticipated and hopes that we can have the board um take action on that in december um so i'll be have bringing back back and you'll be more in the mid-meeting memo and then lastly you can see the series of foia requests that we have and i'd like to point out that um just in this fiscal year only we are over 7 500 in costs for player requests of that um about 3 800 of that is in legal fees this year so just an update other than that um that's all i have for the board tonight thank you very much what is casework uh casework is like a fancy word for cabinets like this kind of stuff okay can you have a motion for the consent agenda please second uh any questions for eric or sean on the consent agenda would you pull the board please russ hi westbrook hi orson moons i know i shang hi here is six to luffy superintendent all right uh well um we have just a couple items for tonight uh the first is we wanted to give uh mark anischek our director of curriculum instruction assessment a few minutes to share some conversations that we have been having across the consortium related to our math sequencing or pathways we've had a sac pack and casa meeting so superintendents principals and curriculum directors last week to talk about the again the sequencing of the mathematics pathways and so we are going to be seeing some changes um in those pathways across the consortium and thought we would give mark and i think troy might throw in a couple thoughts as well an opportunity to share maybe a summary of that meeting sure so thank you so much um and this really helps just to map out what our current sequencing is and i just thought i would share that with you first so that you can see what the changes are but all this work sort of radiates out of the work that's being done in the mathematics division with uh darshan james our mathematics consortium specialist our new assistant director for mathematics and the the real work that we're doing really reaches back into our center schools back in the middle school and we've done a number of different pathways through mathematics throughout our high school so we always reach back into our discussions with our center schools back to seventh grade and even sixth grade as we see and there are a number of different pathways for students as they're proceeding through the sequence of mathematics starting in this pathway where seventh grader would take seventh grade mathematics then eighth grade mathematics and then enter ninth grade at algebra one then take geometry algebra two and then precalculus another pathway would be a seventh grader taking a compressed version of seventh and eighth grade mathematics and then in eighth grade they would take algebra one then geometry algebra two precalculus and then landing calculus come their senior year here at students third pathway are for students that enter into seventh grade taking algebra one then run into algebra two in 8th grade geometry 9th grade then wind up in pre-calculus calculus and perhaps statistics right and then one final pathway is when a 7th grader we have about 50 of these students yeah start off in algebra two and seventh grade take geometry and they'll come here to stevenson in eighth grade and then precalculus calculus statistics and then linear algebra their senior year so that's a pathway sequence that's what our current students are taking so there's like a real range the whole purpose of this though is to take a look at what's been happening in these two pathways which we've been finding to be particularly successful and you'll notice how these pathways are different from the other two pathways and it's simply this is is that the algebra sequence goes from algebra 1 to geometry then algebra two right gem then it goes algebra one geometry algebra two where in these sequences over here right in the right hand side are algebra one algebra 2 then geometry right or the student here what we'll see is this sort of like loop that's different from this one and then here where sixth grader would take algebra one algebra two geometry and then follow that same sequence what we want to do is make these sequences follow this sequence right where the sequence would then be algebra 1 geometry algebra 2 right algebra 1 geometry algebra 2.
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right correct yeah we can go back to the minutes and confirm that before uh saturday for you chris and we'll send you the results of the straw poll from last last week last month just so you're you're clear as you go into that meeting well i just got an email today um about the conference and i've already downloaded the app it's it's pretty helpful so you might want to do that okay yeah mike i'm sorry i didn't hear a word i'm sorry there's a there's a conference app that i've used it every year that they've had it and it's pretty helpful and and there's a link to it where there's information about it i think on the email we got today but it's all you have to do is go to your google play store and enter in um uh iljoc21 i think um and if you search that it'll come it'll take you right to the link and you download it and you should have got it's got the whole schedule on your phone that way makes it easy you should have received an email today with information that's what mike's referencing even if you didn't let us know and i julie or i can forward you that information get you set up okay is that it for reports i believe so my recommendation to the board is that we skip the december 6th workshop meeting december is a month where we have back to back meetings scheduled we don't have agenda items that we feel where we need to put two board meetings in december so we recommend uh narrowing it down to just one board our regular board meeting and skip our board workshop i don't know hank i don't know if i could live with just one i know on december how do you all feel um so we'll we'll update that schedule but then we'll meet on december 13th location to be determined uh that might be a challenging meeting to host in a large space as we're in that time of the school year where there is a lot of student events right so we'll we'll have to see where we can host that and how many people we can accommodate at that meeting before we go into closed session i have one more comment to make and that is a thank you to the downers grove police and to our security staff and to our administrative team for ensuring that we had a safe and orderly environment this evening you know i know that things can be contentious but the most important thing is safety and that our our students felt safe and our visitors felt safe here this evening so i greatly appreciate the amount of effort and collaboration that the downers grove police offer on all kinds of matters but they really they're really dedicated to making sure that everybody felt comfortable this evening and we appreciate their assistance and dedication to district 99 thank you with that we need to go into closed session okay so we need a motion to go in a closed session for the appointment employment compensation discipline performance or dismissal of specific employees specific individuals who serve as independent contractors in a park recreational or educational setting or specific volunteers of the district or legal counsel for the district including hearing testimony on a complaint lodged against an employee a specific individual who serves as an independent contractor in a park recreational or educational setting or a volunteer of the district or against legal counsel for the district to determine its validity and litigation when an action against [Music] affecting or on behalf of the district has been filed and is pending before a court of administrative tribunal or when the district finds that an action is probable or imminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting so moved second mike and chris christopher second chris mike and cruz thank you mike davenport aye christopher espinoza aye shirelle fuller aye jenny hagstrom aye terry pavich aye joanna vazquez drexler aye nancy kupka aye we are going into closed session we will not be taking any action when we come out of closed session so to everyone else we'll say good night we'll just come out to adjourn you
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in other districts when i've used this particular test that second grade number is pretty low i'm optimistic that by january after those students have been in school for a while we can raise that up but that is going to be something that we really need to continue to look at then the next two columns are again just the girl boy comparison and what i've done on the slides is if there was less than a six percentage point difference i'm not as concerned about that so i did not color code that at all if there's a six to ten percentage point difference it's color coded in yellow and then if there's a 10 percentage point difference that's highlighted in orange and you can see definitely with the different races we have quite an opportunity for improvement that was elementary now let's go to junior high you're looking at those percentages of 67 63 and 53 it is important to note that usually across tests and across the nation there is as students get a little bit older and into eighth grade a decline but this is more than your average piece we're also wondering how those students who may not have been at school for most of their junior high years have now hit eighth grade and are close to that high school proficiency level and have some catching up to do just like the slides before this there's the difference between a girl and boy performance and then difference between white black and hispanic this is looking back at the high school level now this is the sat and the reading state comparison again our opportunity gap is eight percentage points between females and male in reading and the state is has a six percentage point split this is the difference between our white and our black students and our white and hispanic student scores and the opportunity gap within there this is more current this is our sat from spring 2021 we this happened during remote and during hybrid instruction but we did have a high percentage of our students coming in so it is a relative to look at this it is important to note that the cutoff that i'm using for these scores is the state cutoff which is higher than the college board cutoff for proficiency so i want to be really careful that i'm not saying that all girls learn this way or all boys learn this thing or even that there's just a binary system there but when you look at the learning preferences generalized for girls you'll see in general auditory over visual is that way and then boys more tactile visual preference competition correct or incorrect answers and if you think about how you were instructed in reading you may see one side of the column be more apparent than others there is absolutely brain research out there that girls are not better readers by brain than boys it is the type of instruction that is given it is human nature to teach the way you learn most of our elementary teachers are female so without getting in and diving into knowing these differences there are some preferences and some learning style things that are overlooked in curriculum and in materials if you do not see yourself in the materials that you are learning or reading from it is not as impactful students also need to see themselves in school staff to make that connection we also need to make sure that we are holding very high expectations we also need to make sure that we are responding to student voice responding to what our students have told us whether it's race whether it's low income it's just knowing and reacting to what your students need also by income research would say explicit vocabulary instruction is the way that you are going to really help our students that come from low-income families same types of things students not feeling included in a classroom setting are not being held to high expectations we also need to worry about not having enough resources or technology or books at home or to access and then one of the leading things that we can do to decrease this opportunity or achievement gap between low income and non-low income is more sel and instruction and support for our low-income students but i would say that it's really what is good instruction for all so we started out back in 2019 when we saw those gaps to work on a literacy framework and at that time we thought it was important we worked on it with a committee and brought it forth that one of the key things is we needed to have choice in during independent reading time so that students can choose from many genres and characters from backgrounds and experiences and also at just right texts so that all students are challenged but all students also have success we've added an interventionist to each elementary school to help assist with this and we also added coaches in professional development to support teachers in this literacy framework and if you remember part of the literacy framework it is also a statement about diversity equity inclusion to make sure because if that climate for learning piece which is the second half of this slide is not in place all the best reading instruction in the world does not make it happen we have to have positive learning environments we have to have social emotional skills taught we need to share learning targets have responsive teaching and we have to have more ways for students to have choice and voice in their learning math so i'll now i'm going to go through almost the exact same set of data but i'm going to talk about math and there's not as much of a discrepancy it's like between black and white and hispanic and white student performance and an opportunity to really raise those scores in all areas this is what it looks like for our fast bridge data again this is just what happened in august in september and the differences between girl and boy performances white black and hispanic it is really important to note that some of our schools do not have this gap between girl and boy performance at all some of our schools have as high as a 36 percentage point split this is junior high big disparities between races as well as gender but some of our schools do not have these gaps one of our junior highs has a 21 percentage point split between our girl and boy performance this is what the sat looks like back in 2019 this is the opportunity gap between the races again back from 2019 this is the difference between low-income and non-low-income it plays a factor across many of our different groups this is the sat that was most current from the spring in 2021 again the state cutoff is higher than the college board cut off i'm going to put up the same chart and say there is absolutely no brain research that says the boys are better achievers in math it is the type of instruction that we are given there are ways to fix this we'll talk about those in a little bit there are also ways to address the differences in race achievement some of those are students feeling included in the classroom how do we have more diverse staff how do we make sure that we're holding students to high expectations how do we make sure that the math problems and the textbooks are relative and meaningful to all of our students so some of the plans that we started back in the first my first year here and then pandemic hit is we created a new math framework and it includes time for collaborative structures where students need to discuss math it includes explicitly teaching precise math vocabulary to diminish that achievement gap between our low-income and our non-low-income students it includes making our math problems relevant and engaging to real world problems while we've just started that work at the junior high level we will begin that work in elementary after this because elementary is a lot of where those initial foundations happen and then the gaps grow from there i'll highlight again how important the climate for learning framework is because the best math vocabulary in the world is my belief put on a learning environment that does not support all students or doesn't help them out with their social emotional learning will not have as much impact some additional district-wide plans is we need to really model the process of using data so we've started a district improvement team this year with building administrators that come together with district administrators to review district-wide data we've also shared the desegregated data that we've just gotten from our testing in fastbridge as well at the high school level with school teams for them to review and help them create plans to address discrepancies but again some of our schools do not have this big of a gap we've also created a system of classroom walkthroughs we want building and district administrators to visit all the classrooms to monitor and support math literacy in the culture for learning frameworks and then we need to use the knowledge that we see from when we are there as well as getting information back through surveys about professional development to design trainings and communication moving forward we also want to hire educators from diverse backgrounds we also need to be partnering with parents to make sure that they know about resources and information and that we've heard their concerns about what needs to be addressed so i thought long and hard on this next slide and i've given this to two board committees as well and some feedback is faith we're really tired there's a lot going on some feedback is faith you better double down and stop sleeping because we've got work to do both opinions could be correct with where we're at so what we're suggesting is let's not stop the work that we started before the pandemic we had created a literacy framework and a math framework and in april we created and finalized the climate for learning framework and that was before all of last year we really need to continue that work and we'll have to temper it with our staff is tired and and hear that and maybe take some smaller steps but i do not feel that we can give up and say we can't move on and we we have to do that we need to continue our efforts to recruit and retain diverse staff as soon as that fast bridge data comes in in december and january i will be desegregating it and looking at what are our new opportunities and what are some of the things that maybe we can say we had success with here in the first few months and then we already have all of our walkthroughs scheduled for january and february to walk through the schools again and then it's going to be really important that as we support our student sel we also support staff sel and listen to them and try to find the right balance of when we push forward and when we also celebrate some of the things along the way because i know very very well our staff and our admins are working exceedingly hard i would say that we don't need to work harder we just need to work smarter questions there's so many question i have faith is you've um you said several times throughout that there are districts i mean schools that have no or minimal discrepancy and then others that have these really large ones can you can you explain that to us sure and i could use an anecdote even when you go through and you walk classrooms and you walk classrooms and math instruction is very here are your 16 problems you can get them right yes or no move on those are the schools that our girls aren't performing as well in we tie that data in that structure of the collaboration and and the structure of those pieces sometimes it's not as easy to really get in and figure out the why and we have to ask those questions and those are some of the things that we're doing during our school improvement plan times or district improvement plan and it's it's especially diff i'm usually better at it but right now with data being two and a half years old and the data that we just had from august with some of the students not really coming in the door it's harder to draw those conclusions it's better to ask questions and get in and talk about the type of instruction and then i can solidify those things more in january but are you noticing that it's the schools with more low-income students or more minority students that are having if you look at the aggregate yes if you have if you look at certainly our student our scores that are from schools that do not have a higher percentage of low-income students usually do higher but when you're looking at gender they're coming from the same families they're coming from the same pieces that doesn't that doesn't make the gender gap easily excused by anything other than instructional practices and that's where i like to start having the conversations because it isn't as complex you yet you know it then we can move to the complexities around low income around race but we first have to realize and know our impact as a system and as teachers on our instructional practices and our decisions thank you that was very helpful so oh you you spoke often about students not being able to see themselves in reading books at school or students not building including the classroom students not seeing themselves in school staff those kinds of things i know that you address recruitment and retention of staff so regarding the items regarding the reading books at school and things like that what what are we doing regarding curriculum renewal or how does all of that fit into sure support one of the things that we used uh some of our sr monies for uh and to support the literacy framework because a lot of our schools libraries needed new books or they needed just right books and we made sure that we ordered these leveled libraries that we had diversity both in author and characters and different cultures in mind so we've started that in flux especially at the elementary level then we also pushed in some more copies of books and materials that are from more diverse backgrounds at the junior high and a little bit at the high school you'll see some more of that later on but i'm getting to do curriculum review work which i hadn't been able um to do for a while and we've written a curriculum review process that has diversity equity inclusion as far as materials as far as assessments high on that priority piece and we're using it as an equity lens as we are now redoing the elementary social studies curriculum revising the junior high and doing all of the high school social studies curriculum simultaneously so yes it is much more of a forefront based on this data and based on those pieces of what needed to be done is it fast enough no is it in entirety enough yet no but we've started some really great crucial conversations and we're past just talking about it we're actually taking action and so just let me focus and so regarding um books in the classroom are they going to be given options to read different books as opposed to just reading one type of book we've definitely put that in place at elementary and junior high we're making some inroads toward having more choice and voice in selection of text at high school it's not uniform across the board yet okay thanks i just want to say thank you for those questions latonya because those are questions that i've asked faith at the last two times she gave this presentation to me and so she knows that while i appreciate the efforts to encourage diversity in independent reading topics i think it's much more important that we allow for a little bit more choice at least in those areas where the students are actually being assessed and assigned grades because we're talking about real data here in test scores and numbers things that they're expected to answer questions and and and get things right and when our only choice options are with independent reading and again i'll share an example that faith has heard from one of my children whose choice independent reading was calvin and hobbes because that's what he liked and that was great that he got to read that but i he's not getting graded on that and asking deep questions and i feel like when we're requiring all the students to read the same novel we're not doing them a service i understand like we can cover a topic of study and have different you know choices in title within that subject and i feel like i hope that that's what we're moving towards because i think that that will go a long way if it's something that they're being assessed on it's going to help us be able to know are they comprehending what they're reading where can we meet those gaps in also helping them actually read something that they care about and want to sit down and read instead of they're forced to read chapters one through four tonight and it's like so is having more choice in that and that is a piece of envision 308 that is more of a focus for next school year i know you can't do everything at once and i and i fully appreciate and i want to say this to all of our teachers and support staff and at building admin i know that you know what we're hearing is not one more thing for the love of all that is holy please we get that and we and we don't want to continue like pouring pouring on and then we see numbers like this and it's we can't just stop like you said we can't just do nothing out of an effort to not add one more thing but we also really need to be taking a look at is there something we can you know step back on in order to improve in this area i think that's important that we find that balance because we do recognize the social emotional needs of our teachers are critical for them to be able to address the social emotional needs of our students so i would love to piggyback off of that because it's like the perfect segway can you go back one slide where like what we're yeah like the next steps no you were right yeah right there here's where i struggle with this slide um and it's very hard not to put my hr hat on two percent of black male of teachers in the country are black males and about 20 to 25 percent are males so for me it's really hard because bullet number two is going to be a lot less attainable than some of the other bullets on here so for me this is this slide is slightly misleading and i apologize i didn't think about this sooner but it kind of popped into my head tonight and then when i also think about what we can do for our staff which is we can take things off of their plate and focus my if i were to look at this i would say the number one thing we can do on here is support our staff social emotional health and their well-being with doing that can we take something like the the walk-throughs off and i understand the purpose of walk-throughs i think they're incredibly important is this the right time to be doing them is this the the place where it belongs like i i if if covet haven't hadn't happened i would totally agree and i understand but i guess when i'm looking at this chart these things are not equal and so very two two is going to be very tough number one is our our kind of our overall overarching um i can't even think of the word right now but our overarching idea is that we have our frameworks and sticking within our frameworks obviously we're going to monitor fastbridge to be able to review what we did earlier but the last two are where i where i'm struggling like we could let's support our staff by taking things off their plate are there other things that we can take off their plate so that they can focus on math and reading right if i may i just want to clarify on the walk through piece um from my vantage point walkthroughs are the most stressful on time for my staff and a few building principles but it is not the intent to evaluate teachers we don't even give feedback to a specificity i know it's nerve-racking like they're coming into my room for five minutes but without us being there and i got lots of positive responses that we were there i did not receive one negative email or don't come back [Laughter] i have at a different district so it's okay to you know look incredulous but i was kind of expecting at least a couple of emails of like you picked today but we share ahead of time we say this is the date we're coming the dates have been published since august we do never go in and talk to the principal about this is what we saw in this particular teacher's class we don't give a checklist it is for me the assessment of how i'm doing okay so when i go through and i look through are is the literacy instruction that we're asking for am i starting to see glimmers of it are the learning targets there it's it's my formative assessment okay on how i monitor whether we're being effective in changing instruction so that when i give this data presentation again in a year we see a difference so if it's coming across as really stressful to teachers i hope that they'll call me or email me because that's not the intent the intent is for me to get an assessment of how our professional development and our communication is impacting change that's the question on this slide i'm sorry i've just questioned on this slide it's really this slide or several slides the the solution and the cause that has been stated uh bullet point number two higher educators from diverse backgrounds it's been stated on all the slides is that you know representation of course uh for the for the sub populations that we're discussing it would help so a stated solution and cause so my question is is really what proactive strategies and jim was just saying that that's really hard so what proactive strategies are we actually deploying um to actually to do step number two versus waiting on those qualified candidates to actually apply like what are we doing to go out and find them and do we have a strategy for here are the ways that we're doing that because i think that at this point if we're still waiting waiting for it to happen it's going to be difficult it's not going to happen yeah and and that goes back to five colon 10 exactly so i'm saying okay what are we doing yes that's exactly what that's where where we should be going so i have a couple questions responses thank you sorry um so most of the work has been done on trying to retain and keep the administrators from diverse background and the staff that we have from and we we brought together groups last year to talk about what were their concerns uh or also what were the things that kept them at 308 and make sure that we didn't get rid of that that group also felt strongly enough that they worked on how do we go out to different colleges what are the pieces that we need to do i will also freely admit that we're working really hard through hr just to get staff right now so that hasn't been the time that we've done that yet some of that main hiring things for next year and those pieces would be happening but i also want to comment and compliment hr as i've been sitting in on the interview nights we've had a lot of staff from diverse backgrounds and different races applying the people that i have been interviewing were much more diverse candidates than what i'm used to so we have been seeing that the efforts through social media through the publications that dr sparlin was highlighting today that that has been working um and we're not sure why that caused those pieces to come in but we'll definitely have to keep that as a word of mouth piece seems to be helping quite a bit yeah and and from a diverse standpoint just men as well uh yes i think that you know that's something that we need in the district right and then what gets measured gets done and so how are we measuring or how are we setting goals around that because if we just continue to say we're going to recruit and retain them but yet we don't have any goals or measurable indicators to how we're going to and in envision 308 there are some measurable pieces that mr miller had put together of percentages of new hires compared to those that are graduating from colleges and universities so we weren't setting ourselves up as totally unreasonable because they're to your point there aren't as many students from diverse backgrounds in color graduating but we want to be at that percentage or higher and forgive me that i don't remember the percentages off the top of my head but we do have those goals and indicators in envision 308 on this particular piece well who do we hold accountable for them getting done though that's i guess like are they in somebody's goals are they in somebody's like evaluations or because how how does that work then so dr sparlin is nodding yes um and i would say that i mean i feel like in vision is all of our even if it's not written in um i want to do everything we can to get envision 308 accomplished whether it's directly tied to goals or not yeah and just to speak to diverse staff obviously diverse could mean a lot of different things it's not just race it could be your lived experience or your different perspectives and so but yes we we do want you know more males and we do want people who look like our student body reflected um but we also know that they could you know they can still be of a certain ethnicity but still reflect and represent something diverse yes you know laurie's been waiting so i'm gonna give her a chance when i'm looking at your climate for learning framework i'm looking in here at a lot of discussion about creating an environment that will allow children to absorb what you're hoping to better teach them we're talking about a different kind of books different opportunities different styles of teaching different styles of learning [Music] but then i also heard from our student ambassadors that whoa there was a big surprise on the radar in the data that they recovered for what was really hampering student comfort levels in the classroom at our high school level how are you going to be using this kind of data from our students to adjust what your plans initially had been for this climate for learning framework to now address what they've offered yeah so part of the climate for learning piece is having behavioral expectations and having a way to monitor and support them we need to dive in obviously to the sexual harassment issue about are there rules in place or are is it being proactively taught how is it being addressed and all of that supportive discipline piece is built into climate for learning we need to pivot and address a specific issue but that climate of having everyone feel accepted having social emotional learning to be able to have confidence address the data have a system of discipline and the consequences that go with it all are part of climate for learning so i don't while i don't think we need a new framework we just need to zero in on this particular issue and address it through the climate for learning with tier one instruction what does it look like for staff what does it look like for students and then i'll move all of that so i don't think it requires a redo of all of that now that we have new data we need to jump in and address that when we look at office referrals and we get to a place that we have a common place in office referrals and it pinpoints whatever it does we'll have to jump in and address that too so okay a couple of things one how how do you ensure and how do you look at is it just just through office referrals and discipline issues that you'll determine whether or not this climate for learning framework that you you're implementing is taking hold and being successful or is is there another measure by which you will know that students are feeling comfortable in the classrooms sure so this survey that we're talking about that was referenced earlier of how to create that that's something that we're creating and would give over time also doing walk-throughs it's a very palpable sense when you're in a classroom whether people are feeling comfortable and addressed or not when we have student ambassadors and they continue to say is it better or not i doubt if this is the last survey that this group is going to do and then we can give similar questions and see whether it has gotten better or not i think as something as complex as a school system or about how students feel yes you're going to need to have some data yes it could be surveys it could be office referrals i always talk about triangulating data and then adding a narrative on top of it to try to address those pieces because it is so complex no one set of data or one set of narrative is going to give you the direction that you need or be able to celebrate that you've gotten where you need to be thank you for answering that i'm literally looking forward to those updates i guess my my only other question and i've heard a lot of very specific questions on what we could do and what we should do as a board it's it's our job to to make sure that the direction that we have set that we want to go in this envision 308 is able to be accomplished what do you need from us to be able to better support staff social emotional well-being if it's not removing walk-throughs what what can the board provide within our role to be able to make this more likely to occur sorry that's yeah that's a lot it's a big question it's a big question but that's the that if we want to succeed i fully believe that as a board we need to not get in the way of that progress through decisions we made what do we need to do if we are bought in and that this envision 308 and we are looking at data showing we need change there's nothing clearer in this presentation than that we're not doing good enough and that's not through lack of hours put in by teachers and it's not through lack of custodial supplies or support in recess and it's in it's not through lack of bus drivers we're trying really really hard at things that are not helping and i know that that's what you're trying to change but as a board i feel like i'd like to know i i can't be in a classroom and change that i can talk to a lot of people but it won't be enough but what i can do is my job as a board member to give you what you need so is it are you looking at things like class sizes reducing the amount of case loads are you looking at providing more social emotional professionals are you looking at more disciplinary professionals are you looking at staff numbers are we looking at a higher level of education providing more education for the employees that we do have what are we looking at for us that we can help with so i'll launch some of my opinions but i think i also would want to talk with uh obviously more than like a faith question this is like a whole different thing but short term and i know we're working really hard on it and it's it's nobody's but we need the staff that we've been allocated to get that would cause a lot less staff and we've a lot less staff stress and we're making some inroads on it we're not the only district but definitely if people weren't trying to cover one and a half jobs day after day after day after day that would alleviate some stress i think trying to find and and i struggle with it myself so i'm here i'm gonna ask something of you all where i'm like i don't even do it very well myself but i'm better at that i was 15 years ago finding the right balance between patting people on the back and saying you are great because that's true and then holding a common vision and saying but you got a little something right here and we need to help you fix that there is no teacher i think i'd almost say no teacher that is saying today i'm going to teach so that only 62 percent of my students right today i've decided that even though i have a son and a husband and whatever i'm going to teach so only the girls will understand but they need professional development once i put this data up and they're like well great faith now i have a guilt complex you know right it's that mom thing you know like you're always like oh i haven't done everything i should have done but you have to equip the system and equip staff with bits and pieces of things that will do and then i've seen this happen in districts before once you build on success and you have people who get it that they own that classroom they are not victims to what comes in the door it isn't because their parents didn't teach them or this or the it's the awful feeling that it's really us that can make that impact but it's that great feeling that it's really us that can make that impact and trying to find the right peace between building us up but not saying we're good enough and that happens conversation by conversation and it only happens when you have a lot of trust and i need that sense of trust and assumed positive intent but continued question more than i need lower class size more than i need those other pieces if parents and admin and teachers and community could all have a common vision and say this is what we're all assuming positive intent but really get in and dive in and have crucial conversations when we can that's when the magic happens thank you for for that i appreciate it but i didn't give you the answers you wanted no but but those are the answers that there are i mean and the answers that there are are always more important than the answers anybody wants to hear um but the reality is trust climate culture dr sparlin i'm going to pivot the rest of this question to you for for this which is given that what i'm hearing is that trust climate culture these are the most important things how has our negative budget situation over the last five years where we've reduced administration we've increased class sizes we've reduced staff we've gutted our infrastructure as much as possible to keep bodies and classrooms how has that negatively or positively impacted where we are at now a year and a half into a pandemic it definitely hasn't helped it positively that's for sure it's uh you you just i mean you just you like you just said worry i mean when you talk about the administrative piece we've you know we've cut 33 percent of administration over time and faith said it people are doing jobs of one and a half people sometimes more than that and uh you know you if when you have when you make those type of cuts it's going to make it's gonna it's gonna it's going to affect the rest of the organization now we had to do what we had to do to get our ship straight financially which i think in the next couple presentations we're going to see a little bit a brighter picture on the in regards to the dollars but you know i agree with what faith just said we need to there's there's a lot of variables in this equation of how how what we need to do i think it's uh knowing it's it's the data that you just presented is very important because you have to have you have to have a starting point we we're putting in we're putting in the foundation when we talk about the climate for learning the uh literacy framework the math the math framework we're doing we're doing those right things but when you also talk about staffing when you talk about class size these are also things that we have to consider to make the whole make it all come together and gel so what i'm really what i'm really looking forward to is the winter fast bridge data because this data that we just looked at was kids and after a pandemic for two years for a year and a half and they were back in school for two weeks and i'm really looking forward to where i think the winner data will show us a little bit better clear snapshot of where we are what that what the true opportunity gap or achievement gap looks like and then allow us to formulate further plans to be successful thank you for that i i just want to make sure that i'm being clear in how i'm asking this because it wasn't that was really really good information it wasn't quite what i was looking for i guess if i rephrase it how do you feel in your position i've asked what the board can do to support this how do you feel that your role as a superintendent will support the success of this and start to build this trust climate and culture that we're hoping to have you know i uh dr marino and i've had a lot of conversation in regards to this over the last uh few months you know as superintendent i don't have i when i became superintendent i cut the position that i vacated because that was beginning at the time beginning at the top leadership by example and that's what that's what we did i don't have that person to do what i used to do for the former superintendent when it came to running the daily operations of district faith does an excellent job but i need her i need her fully concentrated in the area of educational service department and the information that we just provided here so if you're asking for if you're asking me what type of help i need then that's that's that's that's that's an area but you know what when we talk about offer what do i offer what are you offering to your employees as we start to talk about rebuilding this trust so that we can have the buy-in to create the better climate so what do you offer the employees meaning like our administrators right now is that is that the piece we're talking about because what are uh maybe i don't even know if this is the right maybe i'm just getting off topic i'm just asking as a superintendent what can you do to help this i know that your job isn't to go into the classroom and tell people how to teach and and i think i have a lot to do with the climate and culture of the school district and i think that having given i need to be i need to have the opportunity to be in schools a whole lot more than i've had i mean the last 18 months has been hard but the i need to be back in the schools building those relationships working with teachers i really want to sit down with teachers almost do do a like a climate you know a learning a tour of the school district just like you would if you would start over again and to have those conversations with the teachers and and i think a climate survey of our entire school district asking all stakeholders what you know what what's going well what can we do better and then to build some plans off of that i believe will help thank you i i'm gonna i'm gonna add to this because i think we're also it's kind of like looking at the forest through the trees and so forth one of the things and actually my nine-year-old really was the inspiration for this comment um but he said to me something this weekend that really stopped me in my tracks and he didn't realize that he was ever going to not be able to walk into a classroom without a mask again and that was very sad to me i think the other thing that we need to do is to understand what the metrics need to look like and give our students hope again and i don't know what that means i don't know what that looks like but when your nine-year-old thinks that he's going to go to school with a mask on his face for the rest of his um his um his under whatever i don't know school k through 12 career that's pretty that's pretty depressing and i think we need to give our kids hope again there's there's never going to be a normal like we had before but there is going to be a new normal and we are going to take our masks off at some point it would be helpful if we could talk about what that looks like and give them that hope again um and if if we could start to look forward to you know some right ahead i think that will help as well and i think that that is weighing heavy on all of us so i'd like to look at that information in the future it's like as a future topic of board discussion and open session say that again you mean in regard to this information here just like as a future topic at a board meeting like a future as a future topic we haven't really addressed that but we're looking at all these things that are going to help both with our assessments and with our student learning and data one of the things that we haven't addressed is kind of the elephant in the room and so i'd like to see that i i think that we will see a little having that hope we'll see just a lot of um positive i agree that i think that would have a big impact on the social emotional yes for our students and our teachers yes students how do you how do you feel about that when you hear that sort of thing and when you talk about what kind of hope what what do you feel that you hear from from your fellow students is that something that is a major concern that's really just kind of weighing things down the uncertainty or is it more feelings of other things i know it's big sorry um i would say i mean it's a combination of both points that you brought up um i know that from just interactions with and myself personally interactions with other students that that does help to have that kind of like you guys described hope or kind of um what to look forward to because there's a lot of dwelling on the past 18 months and and i would say not an overall looking forward kind of attitude um it's more so getting by kind of attitude um so yeah no i i could definitely and i've heard that from students that it kind of changed the aspect of what school feels like as we come back to the new normal i like what you said about that that getting by kind of feel that's certainly not the climate i think that will be conducive to helping with some of these things especially when everyone's experience has been different thank you for sharing that did you have anything you want to add yeah um i totally agree with everything you said colton i feel like sometimes like maybe it's because we're older like as high school students but i think we're more adapted to change so i feel like it wasn't some sort of like oh my god the world's ending sort of thing but you forget about it one moment and then someone brings it up right you'll be going to lunch and you forget your mask when you're going in there and they're like take your mask and you're like oh yeah this is what school's like now it's just kind of a constant reminder and i totally agree i think having a little bit of hope that things might go to like some aspect of normal would feel pretty good i think it might give people a lot of hope because i know the kobets situation depending on how people are feeling right now um it really affects them differently affects them in a really wide range of ways and i think just kind of telling everyone that it's going to get better eventually at some point it would feel really good thank you for sharing that can i piggyback i know we have to move on but i think you do but this is very i think this is i think it's important but i just want to make i'm digressing slightly but when we talk about climate for learning and this drop dropped on me as we were talking and we moved past the survey but i think for for for an example out of everything that we're saying something very heavy dropped on us that that many that 1326 students 1325 students are dealing with sexual harassment i think one of the things that we can do for client and climate for learning is to respond immediately to let them know that we see them and so you know it's it's my recommendation of course we can talk about it as a board but minimally we should make a statement um stating what is sexual harassment how we feel about it in our district and that we will not accept it and and of course maureen you could can chime in on that statement but i think that given that this is something that our students has brought have brought to us we're talking about uh climate for you know learning we have 1300 students that are saying this is how i feel every day when i come to school so minimally as a district and as a board we have to respond faster especially to issues like this because then as in the conversations that we're having one of the other main concerns is administrative cons administration's response to when i feel a certain way they're saying they don't know how i'm going to respond which also contributes to the climate so my recommendation is that we minimally have to make a statement while we're in the process of figuring out the excuse me deeper dive into the data and even you know what we need to do moving forward i just think we have to do something i totally agree that psychological safe you can't ask students to learn successfully if they do not feel psychologically safe we do have to move on but i do appreciate everyone's comments and i know this is really important topic and i'm sure we'll come come back to this many times so thank you thank you thank you um all right that takes us to uh 9.1 yes financial statements does the board have any questions on what the board has been provided regarding the financial statements hearing none we'll move on to item 9.2 item 9.2 is the annual tax levy presentation our cfo dr petsky is going to present to the board this evening so dr petsky the four is yours perfect thank you and good evening uh dr sparlin members of the board of education i really appreciate this opportunity to share some information about the 2021 tax levy so for those of you who are new to the levy process i just wanted to share a couple key ideas um uh key terms and definitions here so one of the things that we'll talk about a little bit is p-tel the property tax extension limitation law some of you may hear of that referred to as the tax cap and that just means that our district and the the counties that we're in are limited in the tax extension to either cpi or five percent whatever is lesser and uh historically cpi has been less so we haven't really come close to that five percent mark it's been about three two two and a half this year's 1.4 so what exactly is cpi you'll hear us talk about that quite a bit too cpi just refers to the consumer price index it's just kind of a measure of the health of the economy based on consumer goods and how those prices are trending we use the cpi that's published in december so the cpi we're using now came out december of 20.
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so i projected a 945 000 increase to that to get you back to that 15 million it's kind of an average in 2020 it was 1.1 million in 2019 was 560 000 so 9 million seems fair the other columns are the september eav to the final eav same concept those are all the numbers that were estimated at september's report and every year eav always comes in lower so based on that i think in 2018 they came in 1.3 million lower 2019 was 5.4 million lower and last year was only 573 000 lower so big swings there i'm kind of averaging those three years that's where the 2.4 million that's where our estimate came in for that amount any questions okay so this slide just a quick quick overview again you keep seeing these numbers over and over but these are the four main variables that are used to help calculate the tax levy um you get your your actual variables your 2020 extension base is the 45 million six hundred thousand six hundred twenty and the consumer price index which is the cpi um those are both known cpi is 1.4 percent and then here you see these projected variables these are the 15 million again for new construction and 836 million for the totally eav and you'll see these um in the next couple of slides too so this slide i always like to show kind of puts us in perspective of why we're so heavily reliant on taxpayers and residential residential as opposed to some of our neighboring districts if you can see on here central is all the way at the very bottom over here on how much commercial eav they have or we have so this is the big key we don't have any commercial in our district so we can't get any money from those commercial or industry so when you're comparing us to other school districts why why is this so much lower why is our tax rate so much higher than all the rest um this you can clearly see that um depending on like some of the schools have kane and dekalb taxes so the it's kind of color-coded at the bottom we average our tax rates kind of put us at the third highest is kind of where we've been sitting we're always kind of behind canelon and yorkville oswego which if you look at who's at the bottom with us you've got yorkville and kane when right there so it makes sense that we're kind of neck and neck with them for tax rates we're just behind 48 cents behind you 46 is tax rate and you can see how much commercial they have so if you put that into perspective we're doing a pretty good job with our tax rate um not having that commercial and that stuff central you can't really see it but central has 36 million dollars for um commercial kane wins the next closest they have 58 million so they have almost double the commercial than we have and then like the district 300 which is all the way at the left they have 508 million and st charles has 435 million so that that kind of is a that's a very telling chart for us um so this is our recommendation for the 2020 levy um we're requesting 47 million 765 thousand dollars which is a 4.74 increase because we're under the five percent increase with there's no truth and taxation hearing required we expect to only receive 47 million 084 which is an increase of 1.483 million and that equates to about 3.25 percent increase our bond and interest levy 8 million 294 um dollars is our levy payment and that it was an increase of 4.16 percent so total all funds we were anticipating 3.39 percent increase which would give us about 1.8 million dollars and these all will hold true as long as new construction comes in at 15 million and the eav comes in close to the 836 million if any of those fluctuate then these will fluctuate as well so to end it our total tax rate um is going to be a decrease of about 12.8 cents um from 2020's level so you have to 6.75 um so and that is great news and um and that's due because the eav went up and our bond payment went up our percentage and bond payments went up but the eav went up bigger than our bond payment so this was able to be this is where we're landing so after going through a bunch of different scenarios i think in your booklet you had a crazy excel spreadsheet that shows you where we kind of landed on the final estimates all of those feed into formulas i kind of color-coded numbers so you can track it that way i can definitely walk you through it if you really are interested in learning how all that plays out but going through a bunch of different scenarios if eav goes up if new construction goes down if this went up this amount that amount that excel spreadsheet is where we kind of landed it should give us all the money that's available to us it'll allow us to increase our opportunities for our students and still remain fiscally responsible to our community we will get our final notice um usually in the spring of where we where it lands and then typically historically central's always gotten 50 of their tax money in the spring and then the fall of the following year last year was an anomaly because they allowed people to make late payments so money kept trickling even past the september october we were still getting in november december and i think even into january so that kind of skewed the 50 50 went to 44 and whatever yeah um but this year i think we're kind of back on track because they did not extend that this year so i budgeted for 50 50 again that is it [Applause] any questions on that for [Music] to approve a couple of veterinarian affiliation agreements back to you as always we continue to bring these back uh month by month bartlett is a new uh facility for us that's partnering with us as a veterinary clinic so we're excited to bring out a brand new uh partner but we're looking for approval for bartlett animal hospital to work with us in conjunction with our students who are doing their 100 hours of externship experience any questions right right yes a thief yes anvil yes nolan yes yes gorman yes the last plan is to approve the boys country overnight trip that occurred beginning in november um i notified the board in advance because it was between board meetings that we had two athletes qualify for the state meet and then i would be including it as an action item on the agenda all right a thief yes yes nolan yes first up is the enrollment update so um we brought back the enrollment update last month and then the board asked for some additional information because i i gave you numbers i provided numbers from the 19 uh 2019 uh 2020 school year and then you're wondering like last year we didn't report because it was kind of anomaly we lost some students which was unusual but it was due to the covet year um and different families made various choices and then we have our numbers for this year so this month's enrollment report we're showing the breakdown um by where we were at in every grade level through those three year periods and then down at the bottom you can see it's color coded by cohort so you can see how that cohort has matriculated through so in some cases you you saw that even the coveted year that enrollment gained in them from one year to the next in certain instances we lost enrollment in the 2021 school year and then gained enrollment uh when we came back to a more normal type of experience but it shows you how our district continues to grow we're a member of luda the large unit district association we're one of only a handful of districts that is experiencing growth and we're still one of the fastest growing school districts in the state of illinois so what i'd like to highlight is that we went from from a student enrollment of 4493 in 2019-2020 to an enrollment of 4 600.
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second that okay so i have a motion uh by mr nunes in a second if i miss wait any further discussion does that work mr kylie that will be fine thank you no problem all right all in favor aye aye opposed that motion carries unanimously um so next we'll start our discussion of the dhs student parking fee um you know i i don't disagree with right anything that's been said um a public comment about our um our parking fee you know but um right we we have we have some we were relying on that would you say average about eleven thousand eight hundred dollars um addition and your memo that you gave to us mr kylie you talked about transcript fees which averaged about twenty five hundred dollars so that's just a little less than that half of a teaching assistant for a half year there um that we're talking about so maybe you can fill us in a little bit on that and we can have a discussion about that sure um and you know christian had good points i mean it is true that we have to maintain the parking lot regardless of whether students come to school or not um we have about 200 students a year who pay a parking fee of for for the year we had decreased that from a hundred back in 2014 when i took a look at it and i thought that it was possible to still do what we needed to do with that snow plowing is a big big generally the largest part of the expense but we also do some paving work um some repairs of curbs some line painting tree trimming lighting repairs uh from from those funds we've been lowering the balance basically since it was a hundred dollars we've been using a little more than we bring in every year the last seven years so we bring in about twelve thousand dollars a year we spend about fifteen thousand dollars out of there we have twenty six thousand dollars left in the in the account uh it is possible that we could eliminate the fee or reduce the fee if we were to do that we just need to think about in the budget a way to buffer uh buffer that so we'd have the 26 000 but obviously that would only last us so long so we would need to plan some at least gradual increase in the operating budget to make sure that we can accomplish what we need to particularly the hiring of the these are these are large parking lots our equipment is not designed for heavy-duty snow plowing um we can manage most of the lots with our with our existing equipment but this lot when we get a lot of snow we can't do it ourselves so um so we need to be prepared for that obviously or else we risk not being able to have school um so it's it's certainly something we could plan for comments or questions from the committee mr oliver thank you madam chair i guess from from my point of view and listening to the gentleman speak as well and you know i think we this actually came up briefly for a conversation in one of our springtime meetings i think it was i personally just have a i have a philosophical issue with charging charging students to park their cars in the parking lot um it's to me it's it's while it's a you know it's it's a decent amount of money um it to me it just it something like that it just doesn't make sense to me um that we're that we're charging our students to park there um you know i'm not going to belabor the issue um for me it's just philosophical i don't think it's necessary that we that we have an established parking fee for students to park their cars in a high school a lot for what it's worth that's what i have mr news yeah thank you madam chair well i guess you and i disagree chris that's okay driving your car to school is a privilege okay we pay probably close to four million dollars for bus transportation okay and you know buses that roll to most of our schools all probably you know four out of five or maybe all of them uh depending uh probably half full on a good day type of deal because either parents dropping or picking ups dropping off and or picking up their students or in the case of the high school here students driving a school so that transportation budget is is there and if we're you know one you know it's the privilege of of driving the school and you know being able to park your car and when school gets out at 2 10 uh you know hop in your car and and head for home or head for work or wherever you have to go and not be dependent on transportation in the in from by this by a school bus and getting home you know on time or getting being able to get to work at 2 30 or anything of that nature so i personally uh excuse me have no uh no objections uh to this fee i mean yeah and again you know back in 2014 i remember that remember the discussion when the student rep i think it was john chavs you know brought it up and talked about it type of deal and as the gentleman did now presented a good case for it and we reduced it from 100 to 60.
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and that's the idea here with this sort of sequencing change so over the course of the past couple of years we've been working with the center schools to think through this change because it doesn't mean a change that just happens here at the high school it means the change that we want to sort of work with our center districts district 96 102 103 all of our 70s districts to coordinate this change so that we're supporting the student learning over the course of you know all the way back from sixth grade through high school so there's just been a lot of collaboration that's gone into thinking this through and the value of of getting there so the real changes are really only in these two different pathways as you as you notice that affects the percentage of the students and we wanted to be made aware of it um simply because of all the thought that's gone into it and the benefits that we see within this change so you'll start to see the work here and the discussion that's been going on for quite a bit of time uh reaching back to 2015 first within our own math division but also with a number of different conversations that we've been having within teen coaching meetings with teachers from the center schools we've also been working with the 8th grade 9th grade placement recommendation process and thinking through how that process has been going within all of the pathways and then really entering into much more um you know deeper work with the articulation work that we do with that center schools so that articulation work is time that we spend with our center districts on a regular basis throughout the year to think through what are the instructional practices we're using how do we align our curriculum pathways how do we align our assessment practices how we're calibrating those assessment practices how we're entering into classrooms to make sure that instructional practices are similar in the center districts so that when students come here that are having a similar experience with instructional collaborative models for learning mathematics and we're really pretty excited about how that articulation has been going on but over the course the last couple of years and last year was a little difficult to pull this off we've been really working through this sequencing change and we're really happy to to have it here and a real strong agreement with all of our center districts including the districts of the 70s to really um move in this direction some of the benefits or the rationale for this is uh one and i think uh troy is probably better at this than i have it's been you know a long time since i've taken capitalist not since high school and college um but the real benefit has a lot to do with the progression of abstraction that happens between algebra 1 geometry and algebra ii where the students would actually have more experiences applying algebra one two the practices of geometry working with greater levels of fluency and complexity as they then enter into algebra two so there's a really strong like a stronger tensile strength to the learning that goes on uh between algebra 1 and algebra 2 allowing that year of deep thinking in geometry with the algebra one skills and then maturing them into algebra ii and then it also allows our students to enter algebra ii uh with a stronger background for of course precalculus so it really does support those down the stream course curriculum you know within that pathway it supports also other things like students that transfer into our district most schools follow this sequence of algebra 1 geometry algebra 2 so when a student comes into the district as we have many transfer students that that transfer goes more smoothly for our students there's a lot of really good reasons to do it around student self-perception and following a similar pathway for all students and then of course it just really allows us to have stronger articulation events with our center districts and the high school especially with the work that we've been doing with sue ellen our mathematics specialist so we're seeing a lot of benefits with that and then of course the end goal is is that getting algebra 2 closer to the experience of taking the sat um you know they'll be taking pre-calculus there perhaps junior year right um and then uh taking the sat and we think that that will have a lot of benefits for that as well so um we thought if you have any questions just a real quick just to maybe put an exclamation point on what mark just said you may be wondering right about now well if this is the more traditional pathway why did we ever do something different well 30 years ago when the act well 30 years ago when the act was our state test um we wanted to have this the current pathway kind of line up so that kids were having that experience closer to the a.c.t well now as mark said that the sat is our state test it makes more sense to kind of butt up also two to that experience so ct is geometry heavy and the model we have now puts geometry closer to junior year and also we were teaching it here at stevenson yeah so this just kind of makes more sense given the sat as the required test and you know i think we're at a place where the consortium really understands it mark you've been working really really hard with dershan and oh gosh vel and sue ellen and the whole consortium i think is behind this they're ready um to go and we're excited about it but david thank you just a sidebar question what's linear algebra is that vector analysis yes you're gonna need this guy okay that's tough stuff yeah yeah and our kids our kids do a semester of that before they leave if they're in that far right just to be clear 51 kids there's two sections with the kids this is not i don't know i understand yeah just to be clear that's what knocked me out of engineering this is actually um something that we're looking to because again that it'll begin so to speak in our middle schools um it'll have a trickle of trickle up effect i guess and we're looking to start next year okay any other questions about this thank you mark we appreciate your hard work okay i also wanted to share with you that um jamie and her team are working really hard on our annual report that we're going to put out in january so thank you jamie for all of that she'll share a draft with myself and any of you who would like to see that sometime in december possibly so thank you for all your hard work on it jamie and then uh in addition we have another exciting project that we're working on which is a parent advisory committee i'm not sure exactly what the ultimately the name will be but amy this is something i know you've been working on as well but we're always looking to have opportunity to connect with parents so this is a group that we thought would be composed of the presidents or representatives from the different parent groups that we have here on campus and they would have a chance to meet you know we'll start off maybe quarterly maybe six times during the year with myself and troy and make those topical meetings um where we can get input from our parents so mara is actually um leading that effort um and telling troy and i where to go absolutely yeah she should so i think it's a great opportunity then for the board to engage with parents on a regular basis and you know so that there's two-way communication in that forum absolutely i will be at all of the meetings and represent and then i will pull on anybody who wants to join me we can only have two of us in a given meeting because we don't want to violate the open meetings act but um so i think steve is going to join us for the november one to kick things off and then i'll be reaching out to anybody if you're interested in doing it just let me know and i'll i'll keep you informed as to the meetings and we can rotate it around so that we get different voices and everybody kind of gets a chance to get to know it yeah and those meetings will be topical so we'll have you know different issues that we'll kind of address during each um session and for example you know we might have a session around communications and how we can approve communications we might have a session around wellness or things like that social emotional learning so we'll we'll kind of play it by ear and see what that group is looking to do we have been trying to limit uh the number of in-person kind of meetings and certainly trying to uh reduce the number of times where we're asking you to be here as well but we felt like this is one that we wanted to see if we can get the ball started sooner rather than later so um thank you amy for helping me leave that out and uh just a couple other items we have copies of our professional development activities for the 2021 school year we generally do not make copies for all 600 employees um it is posted on the web on the hr website for people to see it but i thought if you wanted to be able to see it and have a copy of it um you could do that good good time reading it's good bedtime reading and then finally um in the spirit of um board appreciation month um in addition to the gifts that have already gone out we have a note from the fmp executive board so that is a card that has gone around and it says we are writing this letter to express our gratitude for all that you do for the students community freshman orientation day is such an important annual event for incoming students with that being said we are very grateful to have had the opportunity to host it in person this year we know the past year was full of surprises and the board made many difficult decisions to keep students safe thank you for your service during such unprecedented times this year the genuine excitement and energy we saw in freshman orientation day reflected the enthusiasm of a return back to in-person learning and school events we are aware that the d125 board possesses many responsibilities and we are thankful that you have prioritized the stevenson experience we look forward to working with you in the future and then um they included a cute sticky note that says belated but sincere thanks for a great start to a year that keeps getting better love the freshman mp board and then they gave you fmp branded super energy bars yeah well i'll pass this one around for folks to read who's that one from this is from uh zara dittman so really i will let you read that one it's really nice i will let you read that one privately and that unless troy i'm missing anything yeah mark am i missing anything shawn am i missing all right that's it i just said can i have a motion dude thank you very
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and in in just a couple weeks here we'll get the cpi that we'll use for next year and also one of the key terms that we talk about is eav so the equalized assessed value or that's the property wealth of our district and that's one-third of the assessed value of all of the property in our district and the interesting thing about that is with the levy we're asked to file that as a school district the last tuesday in december but the eav that we need to use to determine our our property wealth isn't finalized until january february or march of the next year so that's why when they refer to the levy the levy is really an estimate what we think based on the information that we know at the time what we're going to be asking for so the last two terms i will talk about here are exactly what is the levy and what is the extension the levy is simply just how much the taxing body or the school district requests we often ask for a higher amount than allowed under ptel in order to make sure that we capture all new property and we'll take a look at that through this example so there's the levy what we ask for and then there's the extension which is what we actually receive on the tax extension what we actually get from actual taxes collected one of the reasons why we're talking about the levy as it directly relates to the budget as you recall in my previous presentations sources of revenue for the district come in the form of federal state and local funding and levying is that is directly related to property taxes and that local local revenue source of which our district is about 61 percent of our our revenue is from local sources so here just real quick a few uh a few factors that are used when we calculate the levy so the formula is at the top there you can kind of see we look for a limiting rate so we use our prior year's extension what what did we get last year from taxes that were collected and then we multiply that by either five percent or cpi and then we divide that by the total eav minus new property so you can see why that's kind of a it's an estimate at this point because unknown we don't know everything um below that formula we don't know what the new equalized assessed value is we can make some estimates and we can check we don't know what the new property or new construction is in our district we can estimate but we won't know and because we don't know those two things we don't really know what the limiting tax rate is the two things that we do know we do know last year's extension when we levied we did get 106 million dollars and we do know the previous year's cpi which is 1.4 so to estimate what we do is we take a look at historic eav and current county estimates so here's just a chart to show you we tracked that you can see what the eav was last year and you can see that the total eav in 2020 was 2.2 billion dollars you can take a look at what that eav was in each of our counties so kendall will and kane so we keep a list of how that is increased or decreased over the years and i also listed on there the cpi so you can kind of see remember we get uh from our previous year's extension we can either get five percent or cpi whatever is lesser well that kind of shows you what our increases have been over the last few years there so 1.4 2.3 1.9 and on and so on um the reason the kendall will and kane for 2021 are orange those are currently estimates so the we do have that information um from uh we do have the estimated eavs from kendall will and kane counties but again they won't have those total numbers until uh or the final numbers until january february march after we have to file this so if our 2021 levy assumptions are exactly right what are we looking at and here you can see we've got a little calculator that we use for figuring this out we've got our consumer price index which we know 1.4 we have our total eav from last year which was 2.2 billion dollars but what we don't know are the next few items what is the estimated new property and we don't know that yet what is the total estimated eav for 2021 we don't know that yet so we're going to make some guesses and if we're exactly right if it is 2.4 billion dollars and if new property is truly 35 million dollars then we can take that and plug it into the formula and if you look at the bottom there our limiting tax rate is 4.5 so um that's the first part of our calculation determining what is our what is our limiting tax rate another important thing on this sheet and that's one of the reasons why bob lewis from pma is here is if you look on there it says that the number of tax levied bond interests or bond issues that are outstanding there's nine of those so i'm going to talk in just a second we levy for both our operating dollars and we levy for our uh debt obligation or the bonds that we have outstanding so i'll talk about that relationship here in just a second so let's say using that limit in tax rate we take what our previous year's extension was 106 million dollars and we plug that information into a formula and we come up with what we feel our extension will be for next year that comes out to about 109 million dollars the one thing that i'm showing here that i haven't seen in other levy presentations is i want the board of education to see remember when we talked about budgeting and the school district has nine different funds we've got like the education fund the operations and maintenance fund transportation fund i wanted you to see how we take that 106 million dollars and actually put that in those funds so where do we get the revenue to pay teachers for our capital projects for busing and transportation so you can kind of see where those dollars are plugged into this levy calculator but there's one other thing notice at the top of this slide what if our 2021 assumptions are exactly right if they're exactly right we should see about 109 million dollars in revenue next year through the levy process but what if our assumptions aren't quite right so that's where we we follow the truth and taxation law where that is we're going to levy or we're going to ask for taxes but we're going to ask for more since the numbers that we have aren't set in stone yet they're just estimates so if you'll notice there in the blue column i'm asking for 109 million dollars but i'm gonna increase those a little bit just in case our calculations are wrong how much well less than five percent so in this total i'm going to ask for 111 million dollars which is 4.99 over and beyond what we had um but the truth of the matter is we're really not going to get 111 million dollars we're going to get what we are what we are legally owed based on the estimates or the final numbers that the assessors and the clerks come up with so that's this slide here we are going to put in a 2021 levy request for 111 million dollars broken up this way and we expect to get the final numbers once those uh once those are firmed up more closer towards 109 so there's some some websites there you can look at for some more information so that's actually the levy process but there's one other item i wanted to share with you and it always comes up well wait what does that mean to the homeowner and this is where i wanted to just take a couple slides to explain there's two key points here number one is for the homeowner it's that relationship of eav and tax rate what do those mean do we high tax rates low tax rates and then the second thing that we'll talk talk about as well is the tax rate for our operating fund versus what we have in bond and interest outstanding debt that we have so the relationship here is as your property or as our eav increases or gets higher the rate the tax rate actually goes down what stays constant or the same is our extension so the the uh the money that we will be getting through taxes so if if we hold that as a constant if the eav goes down in order to get that current extension the tax rates actually go up so there's always this kind of little seesaw of of what the extension is what the property values are and what that tax rate is and i'll show you an example of that in just a minute but before i do i want to show you this this is an actual kendall county home portion of the tax bill i found a house whose value was three hundred thousand dollars the last few years when we've talked about the levy process with the board of education we've we've used homes that are worth about two hundred and fifty to three hundred thousand dollars to kind of show what does this mean to the taxpayer so i found a house that was worth three hundred thousand its eav then is one third of that assessed value so about a hundred thousand dollars and when i talked talk tax rates remember i said our limiting tax rate for the levy was 4.5 percent well but you're wait a minute my taxes aren't 4.5 percent they're really 9.4 percent if you look at this bill you can see yes the total tax rate is 9.4 percent when i say 4.5 that's just the school's operating levy so if you look you know we've got the oswego township the village of oswego the interesting thing about the tax bill is the school district is the largest uh taxing body so it gets a lot of attention so if you look up there compared to all of the other taxing bodies the school district the tax rate wait john you said the tax rate was four and a half percent and i'm saying on my tax bill it's 6.4 where are you getting that number well the 6.4 tax rate is actually in this tax bill the operating tax rate was 4.8 and the bond and interest the extra money that we levy to pay our outstanding debt is 1.6 percent and this actually works out pretty well since the eav is a hundred thousand dollars you can pretty much you know look at that the school tax rate is six thousand four hundred eighty dollars of which four thousand eight hundred and thirty seven was for the operating levy and and forty 1642 dollars was for our outstanding debt so i think that's an important point for the taxpayers to understand and that's why bob lewis is here today from pma he's going to talk about our debt our outstanding debt basically he's going to talk about that bond and interest tax rate the 1.6 and what we're levying for and when when that's going to be paid off and we will no longer have to levy that 1.6 percent and when you say debt can we just clarify that the debt you're talking about was for what purpose the referendums uh from 2004 to 2011 when we were building schools and we also had a couple other issues in there from 2017.
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currently thanks for adding that information all right uh director polway will give us a little update on uh how he'll play sticky so hello again um so i just wanted to give an update um we're required to do uh 10-year health life safety surveys on all of our district buildings it's kind of in relation to the capital projects the plan that we put together for capital improvements in the district but the 10-year health life safety differs and that we have the architect come in survey all of our buildings on a 10-year rotation any updated laws or regulations and any updates life safety codes stuff like that and then gives us an update and a plan on what that looks like so larson and darby architect firm did that provided us with the draft last week which which we reviewed with our team so next month and that has to end the final plan has to be approved by the board so next month you'll have the the plan available to you with the budgeted items um just based on our analysis of it it's a very it's not going to be a very costly initiative for minimal improvements we've been doing a good job keeping up with all of our improvements over the last years keeping up with all the life safety codes and everything so it's it's going to be pretty good but again we're required to do that so i'll have that for you as an action item next month um any questions about that i'd like to commend both dana and you and the team for staying focused on things a lot of times are unseen like maintaining district reefs and things like that so it makes a difference in the long run thank you um i just wanted to give a quick update it's not on the agenda but i figure while i got a minute i'll add some more information to your plate um just an update on the mobiles that you approved we've been working with our vendor getting all the documentation and planning and everything and designs approved we're looking at starting with lilly lake and country trails is the first locations um those are tentatively gonna be the plan is to have those delivered in mid-uh december um to have them delivered on site which then will mean that then we'll start the process of putting them together getting them installed and making them operational we're shooting for that christmas break window to try to have things operational prairie view and howard b thomas will be right behind that so those locations will be delivered probably the end of december so just a quick update on that i think next month i'll start giving some more updates on what our summer construction plans look like and kind of what direction we're going with with work for this summer as we move along so next next month we'll get an update on the installation and then capital projects yep any questions about any of that awesome thank you thank you all right uh update on our governor's executive order so the the previous executive order um requiring numerous things where he scooped in all other previous executive orders for continuation and that executive order was set to expire um on the 13th it was set to expire on the 13th so um we're checking the websites looking at that earlier we're kind of unclear what where we're at but um you can see that an updated executive order well you can't see i have the copy that just was put up so updated executive order was filed on november 12th its executive order 2021-3 and it extends all of the current provisions through through uh december 11th so that's the state that we're in as of right now all right we have a couple points first from smartphone here we do a smart procure they're kind of a recurring uh requester for purchasing information and we receive this typically quarterly and we're enabling developed a spreadsheet which we just upload and then share and then the second foia came from joe hart from the illinois education association who requested the names date of higher buildings hours hours per day work of all non-certified staff not currently part of ia and we were able to provide mr hart with that information all right all right we just need a motion second to adjourn going to executive session [Music] yes yes right yes yes yes it'll take a six minute break [Music] six minutes what happened
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so uh we've been able we were able to do that so i think 60 dollars again it's a privilege you want to drive it's an expense it's no different than have you know per se car insurance or putting gas in your car or that type of deal again my opinion it's weight yeah i've been struggling with this since it came up last year because again you know from a fiscal point we always need money you know i mean not uh you know at the same token you know should we be asked again this is you know kind of from a philosophical point as mr oliver was referencing should we be asking students to absorb the cost not just of maintaining their own lot which it seems that it's clear that they're paying for maintenance of the mainland as well and that's i'm torn you know i really don't have a a a clear path on this um i will say in my you know research you know you have everything from you know mansfield is charging a hundred dollars you know for parking you have i mean again um new bedford is fifty dollars you know that then i think focus free so again we are kind of in the middle every place yes focus five oh is it five five my grandson pays five see there you go okay i was looking through but um so but still very minimal so but again like you know so we are in the middle um i think it's important to note that students who you know in our policy we do have allowances for students who are free and reduce lunch that they are absolved from that you know and i think that's important i do recognize that in cases um we have our students who are paying that fee themselves rather than their parents you know so again just to acknowledge that but i so again i i i don't have a a good i'm waiting to be convinced from one side but because i i feel torn i certainly admire the passion and dedication um to dragon's point that you know he certainly has been following up and is dedicated to this and i you know i admire that and i i certainly understand his arguments and i i just we have fees for other so many other things you know whether it's transcript fees we have athletic fees um you know i don't know do all of our athletic minutes i guess a question for mr kylie when you pay an athletic fee is that just solely going for your costs or does it go into the broader program i mean so these are all kind of things i don't know so so an athletic fee goes all of the athletic fees support the staff salaries for the stipends for coaches in the athletic program it may not it doesn't go directly necessarily to the coach that you in the sport you are but it is in the pool and supports coaches stipends in addition to what we fund in the operating budget and it seems like to me and again i would rather it'd be great if they didn't have any fees across the board but we do have fees in these other areas we do have options for the students who you know so again i i i'm not coming out with a coherent answer but i i am torn so i'll say you know having two kids who i have to try to wake up on a regular basis right i we literally have a sonic alarm clock for one way that vibrates the bed sounds like i am sympathetic to many of the kids needs in this community to get additional sleep a teenager's biorhythm is not designed to get up it's seven o'clock in the morning let alone 6 15 6 20 when some of the bus bus routes are starting in the north part of town you know i get i'm particularly coming from the northern part of this community um some of those bus routes those kids are on the bus for an hour a day right and then so you're an hour in the morning you're an hour in the afternoon when it's really maybe a 15-20 minute ride um yeah we have buses but for a lot of kids right that extra half hour or 45 minutes of sleep every day really means a lot um so i'm very sympathetic to right the and and believe me when one year i called mr kylie in a panic and i said oh my god you've changed the bus routes now i got to get my kids up at 6 45.
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