001I aliance to the flag of the United States of America and to the republic for which it stands one nation under God indivisible with liberty and justice for all. >> No, she's sorry. No. >> No. I got his heart. Frost. Yes. Vio here. S Gorman out. Tyer >> here. >> I >> here. Hello. I know today I'm a little um dressed down more than usual, I guess you can say. And I was like going to wear something like fancy nice and then I remembered Mr. Gobble wore PJs one time and so I was like you know I think it'll be okay if I wear if I if I wear this and so >> is low. >> Yeah I guess so. Um yes so today February uh this meeting exciting one for this. I'm just going
002to jump right into it. We have a lot going on with starting off with some competitions that have happened. Uh starting with that top left photo of the Stevenson public forum and congressional debate teams. They went to a sunbite in tournament in Florida. You can see having them a good time there. Moving on to the right, the science Olympiad team. They went to Boston. That's MIT in the background. They went to Boston. There was 68 teams across the country and they got 18th place. So, you know, huge, huge outing for them and great accomplishment there. Moving on one more, we have the Stevenson Mun team. They took second place uh in the Napville North Conference. In the bottom left there, moving on, the debate team again completed competed in the ICDA5 tournament of champions. Uh
003they own third place overall. And now moving on to that bottom right photo is the FBA's Northern Area Competition. This I thought was like FBA is a huge club and there's 162 members of our Stevenson FBA going to state in Springfield in April. So that's a huge number 162. But obviously these competitions very much in competition season season this month and next month very much so. And so students get to once again kind of highlight their skills, showcase their skills of what's going on and how much they they do this passion that they have for moving on to athletics. Just two things I want to talk about here. The left one is the Patriots. They got uh state they got third in state and then they went to nationals and they recently got seventh place
004in nationals. So great job for our Patriots there. You know, amazing performance from them. Moving on to the right one, the Stevenson Bullseye Archery. Uh something I want to highlight about them actually is there was something where there was two different coaches that complimented the students based on their sport sportsmanship and their kindness that they presented where they always cheered for the you know opposition even even though they're like in you know against each other they still cheer and still having a great time. I just want to share like my own little story when I had this when I played soccer. Something that we valued the most was sportsmanship. It was always just like you know sure you're playing against the other team you can fight hard but at the same time you know you
005you got to have that sportsmanship. something we value here at Stevenson. I thought that was a cool place to showcase that there, how how much competitive people can get, but at the same time, you know, we're all just friends playing a, you know, playing a game we love or, you know, doing whatever. So, I thought that was cool. And also March 3rd, I'll talk about this more in the next board meeting, but March 3rd is the winter sports award because sports are kind of wrapping up. We're kind of getting toward that tail end of sports where they're starting to close and then we're starting to move into the spring season and a lot of that is starting up right now. So very much in that transition time period going through that. Uh moving on. This
006is a very fun week for us. Odyssey week. This is super fun for us. Um first year. Uh yeah, that's a that is an interesting photo. I don't know. >> Yeah, I don't know why it shows that one. That was the one I saw. That's the one that was put up and so I was like, okay, I guess we're going with that one. Um but the the one on the left, this is a frost soft play. Too much light makes the baby go blind. This was a cool performance. I didn't know it was anything like this. They have 30 30 short plays performed in under 60 minutes. But the cool thing about it is the audience like calls out numbers in order of the plays. So each performance is completely unique based on what the
007audience calls out. So that was cool. I didn't even know they could do something like that. I don't know how it works on their end with like having to, you know, just quickly go around the numbers, but I thought that was really cool. And now moving on to that photo over there to the right. Um, this is Joy. This is a by Comedy Dance Chicago. It's this high energy place for performed and artists trained in Second City, IO, and the annoyance. Students attend this with their math class and I'm excited to go and I'm going it tomorrow with my stats class. So, it's cool that all students get to see that cool performance. But Odyssey week is obviously not only that. There's a bunch of stuff going on for Odyssey week and as you know,
008Odyssey changed a lot. You know, it changed from having two days where we're off of school doing, you know, something fine arts to now being part of our extracurriculars. And in terms of the students aspect, what value do we get from it? Well, a lot of times when students start the school year, they're nervous about, you know, who who my friends, who's going to be in this class. And that's the same for this Odyssey because it's almost like two new days of school. You have no clue who's in your classes. It can be a little nerve-wracking and and you know, if you don't go with your friends, it can be nerves for some students. But Odyssey this year shaped in a way where you go with your extracurriculars or you go with your math class
009with people that you already know. That way, you're already comfortable so you can experience the arts in the best way. And so Odyssey, I think it was a really cool shift that they did. tomorrow for class board. We're making senior boxes where you put things in that you remember in your senior year. So, you know, just fun ways for your clubs to be able to showcase this final. It's a very cool change and something that's awesome. Moving on, these are kind of our more big events that we had in terms of uh the seasonal spotlight. These are some really big events that we had. Uh we had World's Fair Sactor and Patriot Palooa, which I'll talk about a little later. This is why I'm wearing this shirt because this came back uh today. Um but
010the World's Fair, this was put on by Diversity Council Divco. They raised $11,000 there. And it was just an awesome experience. And you can see there in that top middle photo all the food that people can have. That's what, you know, people love the most. They love trying out these different foods and experiencing these different cultures. You can see those flags in the top left photo there. And then in the bottom left is actually what a lot of people have fun with is seeing their friends perform, do all these performances. Such talented students being able to perform these different dances that they have. And it's so awesome. Uh S factor. Moving on. Those are the uh photos on the little right kind of corner there. Uh this is put on by our club and this
011was a record year number of them for fundraising dollars. So huge performance for them. The winner was Rachel John. She came first place and I was lucky enough to MC MCS factor and it was it was that was an exciting experience in itself. But just being able to see the singers and how talented they are. It it was it was incredible how much how good they are at doing this. And something I said a lot as I mentioned that transition that we're going through the sports seasons where we're going from winter to the spring season and that's the same thing for right now. As you can see I have seasonal spotlight there. Um because that's kind of what we're in right now. But we're also you know keep transitioning seasons keeps going through these transitions
012of what we have and so it brought me the question kind of like how do Stevenson students, you know, how do they go through these transitions? How do they experience them? So that goes this I will say I do have a little bit of a typo here. I did not change. This is supposed to be meet me Monday. this with this with the PPA was talk about me Tuesday. You know, I always love my fun plans. Um, but just imagine that says meet me Monday. Um, so I interviewed four students for this one. There was two that were transitioning into spring athletics and then two that were transitioning into leadership roles because leadership is a big thing at Stevens and people like pursuing that and that's happening right now. A lot of clubs are trying
013to decide how to pick their next leaders. So a he is tennis. He does varsity tennis, which is a sport in the spring. And I asked him kind of what his favorite aspect about tennis was. And he said he loves the team aspect that comes that comes with tennis, which I thought was a little bit weird because I was like, "Oh, tennis is an individual sport." But not for Stevenson because each game kind of adds up to each other. So, a bunch of your teammates have to win in order for Stevenson overall to win. So, it's not just about you winning. And so, he loved that experience of being able to cheer his teams on after his game's over. He thought that was really cool. But when I talked about that transitioning goes to that
014spring season, he said, "I got used to managing my schoolwork differently. The AP season is during the spring tennis season as well. So, it's a lot to manage. It was hard to keep up with classes for me because of a struggle my junior year. It was hard to keep a high level of tennis plus keeping good grades. And so, you know, I realized this like as I said, if you remember my December meeting, I talked a lot about timing and that sacrifice that students make and actually is making a sacrifice here. He's playing a sport he loves, but at the same time he, you know, he realizes that there's going to be increased stress due to these academics at the same time as having that less free time because of the sports. He realizes that
015this is a struggle going on. So I asked him, I was like, "Do you regret doing any of this junior year? Do you regret it?" He said, "No, I don't regret it. I feel it was worth it. It taught me good life skills I can bring to college. It is good to learn, but it's good to learn and have good academics, but also I love tennis. It helped me balance balance two things I'm passionate about, which is a useful skill for college." I thought that was amazing that he could see this and see these kind of different bounds that he goes through and how he learns he has to take this balance and do it something good because it's going to be really beneficial to him outside of outside of Stevenson and going into college.
016Moving on for our next meet Monday. This is Aradia. She is on student council on my very own and this is she's trying to become an officer next year which is a huge thing. You know there's elections the whole school votes on it. It's a super fun process but there's a lot of stress with it. And I kind of asked her what do you feel like to change? and she's on the executive board right now. I said, "What do you feel about the change from exec to officer? What do you feel about that?" She said she feels like she's really ready for the change, but at the same time, it's a lot more dedication and time commitment to be an officer. Once again, acknowledging the time she has to give up to do this leadership
017role, to go through this transition, but she's still willing to do it because it's something she enjoys. I asked her why she's willing to do this. He said, "I'm excited to make more decisions at a higher level. Sometimes it can be hard to make ideas become an a reality unless you're an officer. She feels like she has good ideas that she could implement to positively change the school. And so she wants to pursue that extra leadership role, which once again will come with that extra time commitment. And in doing this, I didn't, you know, realize I was doing this, but it did connect a lot to that December meeting that I talked to you guys about. I try to I try to interweave my meetings if I can. And the December one, I talked a
018lot about free time. And I changed my graphs here. I'm not saying I changed them better. Um, but you know, at least now instead of just the one letter, you have the abbreviation. So you have except May. Well, obviously May, but yeah. So, um this, you know, as my more detailed graph, if we remember, that left is what a lot of people assume it is. And then on that right is that, you know, I did a different squiggle again as well, but yeah. And so, without realizing it, I was interviewing kids about those dips that you see, about that dramatic drop or that dramatic increase. I was interviewing people about that. I didn't realize it, but I'm interviewing people about that drop in free time. How do we react to that giant drop? Is it
019super stressful? Is it is it crazy? How does it how do you react to that? And from what I learned, all these students, they know that this is going to be happening. They know when they do a sport, they're gonna have less time. They know if they try to pursue a higher leadership role, they're going to have less time, but they're willing to do it because it's things they love. They know it's going to be Well, luckily, that was my last slide, so don't worry. I have my thank you slide next, but you know, I can just say that part. Um, but you know, and as I was going through that job, I was realizing that's what I was interviewing people about and that drastic change in time, which does come with a lot of
020stress, but Stevenson students love to do it because it's things that they're passionate about. They love talking about it. They love to do tennis. They love to their club, so they want to pursue leadership things. These are things that student Stevenson students love to do. And I just think it's amazing that they get to experience that and get to handle what it's like to balance two things at once. And so that is what I learned from my talk about me Tuesday today. I was about to click through the next slide and then I realized that it's not up there. But thank you guys. Thank you. >> Thank you. >> Do we have any visitors of everyone of the rules? Uh we do three minutes per minute. Um if there's multiple people, just maybe try not
021to repeat something that's already been said. We ask you to um keep it to D125 board business and we don't typically respond in the moment but we will make sure to set up any followup that is needed. >> Okay. Thank you. >> And if you could also just state your name and the village that you're from. >> Yeah. Um my name is Addie and I am from Lincolnfire. Um so good evening members of the board, administrators, and community members. My name is Addie and I am a student at Stevenson High School. I am here tonight as a member and president of our Stevenson Club America chapter. My purpose tonight is to gain clarity on board policy and conflicting staff rules in hopes for Club America to be granted allowance to meet before school, just as
022many other extracurriculars at Stevenson do. Prior to being approved as an equal access club, Club America held meetings before school between 7:45 and 8:15 a.m. in school common areas. Before deciding on morning meetings, we asked our members to vote on when they would prefer to meet. The results of this vote left us with a simple conclusion. An overwhelming majority of students wish to meet in the morning due to after school obligations. In early December, our club was approved as an equal access club, meaning we should be afforded the same opportunities as all other non-curricular student organizations. More specifically, board policy 7330 states that student clubs are to receive substantially the same treatment and may meet during non-instructional time, including before school. When our club is restricted from meeting before school, while other clubs are permitted
023to do so, equal access exists in name, but not in practice. Stevenson staff conveyed to me via email that some clubs were grandfathered in and that newer clubs are restricted from morning meetings. Board policy 7330 does not distinguish between newer and older clubs, nor does it allow for clubs to be treated differently based on when a club was approved. Although this rule is said to be put in place to allow students more time to sleep, which we are in full support of, Stevenson does not does allow other extracurriculars such as school sponsored clubs, tutoring, and athletics to begin as early as 5:30 a.m. If before school time is considered appropriate for some student activities, it should be treated the same for all student activities. For many students, before school is the only time they are
024free to voluntarily participate in extracurriculars. By limiting what clubs are allowed to participate is disproportionately affecting students with their afterchool obligations and reducing their opportunity for extracurricular involvement. Student voice, leadership, and civic engagement are values Stephvenson proudly supports and Club America leaders are working hard to obtain. By ensuring consistent access to meeting times, we would be strengthening those values and allow more students the opportunity to participate. Thank you for your time and consideration. >> Thank you. Thank you. >> Anyone else? >> Hello, my name is James Satinsky. I live in Long Grove. Um, so as a student athlete at Stevenson High School, as a member and leader of Stevenson's Club America, I request you to allow us to meet in the mornings so that students athletes like myself may participate in the club. By not
025allowing Club America to meet in the mornings, majority of athletes will not have an equal opportunity to participate in our club. Thank you for your time and I hope you consider my request for Club America to be allowed to me in the mornings. That's it. Thank you guys. Anyone else? >> Hi, my name is Heidi Bloomer. I am Addie's mom. I live in Lincolnshire. Um, I have a son in eighth grade as well. So, just in an effort to not repeat, but as a parent perspective, it would be great as well to have this club be able to meet in the morning and actually maybe even check in with all the clubs and make sure that those clubs that are meeting don't have um restrictions to when the students want to want to meet with
026them. I know we looked online um there's probably 75% of clubs that meet in the afternoons but still 25% that meet in the morning and I know with athletes specifically that's the major issue. So thank you. I'm Randy Gino and I am in Buffalo Grove which I think is Vernon Township maybe that you want to >> um so I am here in support of Addie as well. Um, I can speak twofold, which is I have two older sons that have already graduated from Stevenson, played golf, basketball, baseball, um, and many of those brought them in sometimes at 6:00 in the morning or often brought them back in at 8:00 p.m. at night. Club America would have been a program or a club that they would have loved to be a part of and they would
027not have had the opportunity knowing that they come to school at 8 in the morning and have basketball until sometimes 8:30 at night or playing games sometimes until 10:00. Um so that perspective I can speak to my most recent grad from Stephvenson who was also in afterchool sports and um there were many clubs that he wanted to be a part of the entrepreneurship club and the business club and unfortunately he was not able to be included in those clubs because they only met after school which he always had practice. So, it was something he speaks to even to this day of feeling like he missed out um and not being able to have access to those clubs from an inclusivity perspective because the times just wouldn't allow. Um I also now found myself that I
028have an eighth grader who's going to be coming to Stevenson, so who will be playing sports as well. And I know that this would be a club that he would be proud to represent. Um he is adopted. He is an immigrant. Um he's very proud to live in America. and what um he has been afforded as especially being an immigrant coming to this country and he's very proud to be a patriot um and I know this would be something he would proud to support and to attend but he'd have to meet in the morning and I think one thing that I've talked to him about is free will which is what's great is these students if they want to get up at 7:30 or 8:00 and meet at Club America they have the choice to
029do so so I think um being able to offer the students the choice um to be able to come in the morning and if they want to get up 30 minutes early, I think it's a great opportunity to have our kids and empower them to start making those choices at this age. So, thank you. >> Any other comments? >> My name is uh Matt. I um at a link as well. Uh, one of the things I I was listening to Logan speak earlier and he was talking about the constrictions that he has for the time and and the the pace that you had throughout the year. Uh, when I completed my doctorate, mine was on reducing the negative stress in a high achieving student. And as here at Stevenson, obviously, we have a plethora of
030high achieving students. One of the largest things of the data that came out of there was finding ways to minimize their conflict. And I think whenever we've been noted uh through what Logan was stating, even though it had nothing to do with this topic, these kids get on a path of of having a lot of things get crammed in at certain points and and they want to broaden their horizons, get more information uh and and put theirel in more leadership positions. It it's a great opportunity for them to be able to have access to other time frames to minimize those conflicts. >> Thank you. Thank you. >> Anyone else? >> Good evening. >> Uh Rachel Sapojnikov of Buffalo Grove. I kind of want to talk briefly about two topics. One is about Club America. Um
031I have a student here currently that is an athlete. Uh she is unable to do anything after school because she is going to be a year-round athlete plus she does year-round club travel and she loves Club America. Unfortunately, she's ill right now, so she couldn't come and speak to the board about how much she does love the group and affords to it. And she wants to be able to have her voice be heard and her friend's voice be heard. And if other clubs are allowed to meet, why not give an equal opportunity? And now to the second topic I really want to speak about is about her sport. She is a wrestler. Uh she's a state qualifier three years in a row, state placer two years in a row. She loves the sport. Thank God
032Stephvenson offers girls wrestling. this past weekend out of 29 schools, Stevenson and Girls placed second out of 29 schools. That's considering they had five girls out on injury or sickness. So, if we probably had all of them, we probably could have taken first, maybe. However, um for the girls wrestling team, I want to advocate for them. They need to have a place to actually practice in the school. They have one room that they're allowed to go set up for. It takes about 20 minutes to set up, 20 minutes to break down, two hour practice, give or take. they lose a good quarter of their practice time to setting up. And if somebody's using that other room, then they have to go find a little corner in the fieldhouse to set up. That takes even longer
033time. So now they're down to like an hour, 15 minutes to practice. We really want our girls to be able to excel. And for that reason, we need them to have a place to train. School's humongous. For three months, we can give them a room, set it up, just let them have it, and then take it down and then let somebody else use it. and that would be really beneficial for them in their ability to grow as athletes. Thank you very much. >> Thank you. >> I'm sorry, Rachel. >> Buffalo Grove. >> Thank you. >> Sorry. >> Any other comments? >> Okay. Thank you very much. Uh just as a followup um coming out of this meeting, what I would encourage our students to do um is you could very easily stop by Mr. Gobble's
034office um one or all of you who would be interested in that topic um and Mr. Gobble can um provide a followup um to your questions and requests to meet after or before school. >> Okay. Um, when would the time that would work best for you be in regards to that? Because I know I briefly talked with Dr. Edy about it, but talking with you would be great. >> I think um just send me an email and then include any kids who you think it might be and then I'll check your schedules and see if there's a time during the day that we can make it work. And if not, we'll figure out another time that most people can come. But we'll we'll handle that and build a schedule. Just send me all the names.
035whoever you want to be there. >> Yep. And then we'll figure it out and get get you all somewhere together, but I don't want you to miss a class. >> Okay. >> Sound good? >> Yes. >> Okay. Thank you for speaking, by the way. Thank you. >> Okay. Thank you very much. >> Okay. >> On to your business. >> All right. We're going to move on to our team presentation. So, our students who came to speak and their parents and uh others, you are welcome to stay. I'm confident the presentation's going to be great, but we will allow for an awkward pause if you want to kind of find your way home and uh do that as well. But you're welcome to stay. I'm not ushering you out at all. But thank you for being
036here and >> thank you to our students for speaking up. We appreciate >> Yeah. Where should we be standing? >> Here. Who wants >> Katie? Are you clicker? >> Would you like me to put this? >> I think you should. >> Okay, great. All right. >> Well, um, >> it is good to have everybody here. Um, thank you for your patience. Um, and as we do each month, we have our curriculum team presentation tonight. Um, and Dr. Wood, I'll let you introduce your team. >> Hi, friends. Thanks for having us. I will introduce our chemistry team. will be sharing. I think it's a good connection to what Logan shared earlier about how students understand how they best self-manage and understand how they thrive in the school environment. So, the team starting down with Molly Greenberg
037who's the team leader. Molly, Alden Zimlick, Chris Higgins, Maggie Armstrong, Dave Kramer, Ashley Rose. I'll hand it off to them to take it away. >> Thanks, Steve. And good evening, everyone. Thank you for having us tonight. We're really grateful for the opportunity to be able to learn together as colleagues and to level up our student learning. So, this is all about leveling up and empowering students to plan, act, and reflect in chemistry and beyond. So, as Steve just said, my name is Molly Greenberg. I'm the current team leader of our chemistry team. It's my seventh year teaching at Stevenson, and I'm a former Stevenson student. Go Pigs. >> Hi, I'm Chris Hickens. Um, this is my 26th year teaching here and um, fun fact, I am retiring this May. >> Wait. Yeah. >> No, I
038can't go. >> I'm so excited for you. >> So, I'm Alden Zik. I am also on the team here and I coach soccer. I've been here for 23 years. So, >> go ahead. just online. >> Um, I'm Maggie Armstrong. It's my second year at Stevenson. I also coach in the girls soccer program here. >> I'm Caitlyn Kramer. Uh, this is my second year at Stevenson and I'm also the sponsor of Charity Treats. >> And I'm Ashley Rose. This is my 17th year teaching chemistry. Uh, my ninth year here and I teach chem and AP Chem. >> So, this is a brief overview of of what we're going to be talking about today and Chris will start us off. >> All right. Um well hello everybody. Um when our students walk into our chemistry craft classroom
039they quickly realize that it is pretty challenging and that's because um students have to think on three different levels. So we have the macroscopic, the submicroscopic and the symbolic. So here is an example from lab. Um, so we have a piece of copper wire that's reacting with silver nitrate. Um, so macroscopically students see that there's a blue solution and if you take a look there's a little silvery solid forming on the copper wire. Um, submicroscopically is when students have to zoom in on the particle level and they create models. So in their models they need to show composition. Are they atoms, molecules, ions, and the states of matter? Are they solids, liquid gases, or are they aquous solutions? So, this is a particle model of uh the products. However, students also draw the reactants and
040show how how the particles rearrange. So, they're showing um what happens during a reaction and they also need to explain why that happens. And then we have symbolic. Um so here students are putting together the um chemical formulas, writing balanced equations, paying attention to the ratios and um which they will eventually use in um calculations. So as you can see at any given moment students are navigating between all of this um which takes time and practice and this is why we are focusing on student mindset. So if we take a look at this mindset pillar, um I thought this is really cool because we saw this as like a continuous process. Um so first we start with awareness. So where am I to purpose where do I want to be and why is it important?
041Um decision making. So here are some strategies that my teacher provided which will I take and then resilience. So when I follow through on my decisions um I may encounter some challenges. How do I persevere? And when students persevere, they gain a new awareness and then that cycle starts all over again. So we saw this um cool connection with student agency and the mindset pillar. Um and this is kind of how we saw them connecting. So in student agency um students have a voice. So they can express their awareness um and have input in their learning. Choice when the purpose is clear to them, they can make more meaningful choices on how to engage in what strategies to use. Um ownership is what happens when students commit to those decisions and take responsibility for the
042outcome. And then confidence. So each time student overcomes their challenge, their confidence grows and so does their willingness to keep trying and then that confidence feeds back into that cycle again. So together with the mindset pillar um student agency and our focus on student competence. This kind of brings our vision of a portrait of a grad graduate to life. And in practice, this shows up in our classrooms as level up, which is a series of practices to help student take ownership of their growth. And >> okay, so to to help guide us with uh this work and this endeavor, what we did is we looked at some of the student voice data survey. And there's about four questions we'd like to share with you. The first one being, how often does your this teacher give
043you feedback that helps you learn? And what we see here is a nice growth from the spring of 25 to the to this year's fall data. And these are different data sets of people. But what this showed us is that we've done a really nice job in our competence in providing quality feedback to our students. And also that the students were recognizing that the feedback that we're giving them is meaningful to the learning. Okay. Go. Second question is, how comfortable are you asking this teacher questions about what you're learning in this class? Um, and we again we saw a nice little growth there for the teen data that showed us that uh the students are aware that they don't know something. Um, and they want to ask us questions. They're determined to um to ask
044us those questions so that they could fill in any of gaps of their learning. Um, and it also boosts their academic resilience because they recognize that there are things they need help with. um and rather than staying in an area where they're um a little their knowledge is a little ambiguous, they'll go ahead and tackle those challenges and ask us for help. Uh third question, um not as big of a growth here. How well can this teacher tell whether or not you understand a topic? And although we're quite reflective in our practices, we do provide students with um informed guidance and the next steps that they're going to have in their learning. And we do support our students by providing various learning opportunities or options, contingency plans so that they can navigate their own pathways
045uh to achieve proficiency. And the last question that we faced that really drove our discussion on why we level up is how confident are you that you can choose an effective strategy to get your work for this class done well? And so what we wanted to do is focus on this work here on leveling up to help uh the students get better at this particular um skill and building their confidence to build an effective strategy um through us providing them with various strategies that they can use in their learning. >> Um before we were able to present this to students, we had some work to do as a team. We spent an afternoon, filled up an entire whiteboard just on both independent and small groupoup learning strategies that we could think of. Um, everything from
046things that we used as students to things that we've seen students do in the past that have worked. Um, so, as you can imagine, we put together a pretty large list. We modified that list down to be uh the most relevant for the unit we were currently in to try and minimize the offerings that we were giving to students. And then once we were able to bring that list down a little bit, then we created a studentf facing slide that we all presented in our classrooms, which we'll show you next. This was our um first version that we presented to students. So we narrowed it down to five different learning strategies that we asked students to try. Um they they chose one that they felt like they they wanted to give a go in this
047current unit. We gave brief descriptions for each one, trying not to make assumptions that students had experience or that they were ready to just jump in and try any of these. So, narrowed our list down, gave them some brief descriptions, and then asked each student to jump in and just try one. And so, this would be like a later example of a different iteration of Level Up that we did. And you can see like it's still pretty flushed out. there's still specific practice problems that we were giving students, specific like QR codes which had videos, practices as um this was still a pretty early version of it. And one of the things that we did this time was we used an AI tutor chatbot which was designed specifically to help them with ionic compounds. So
048if students were at home and they wanted to talk chemistry with someone and they didn't have, they could ask questions to the chatbot, they could like submit work, have it check work so that they could talk to someone about chemistry even if they were not as cool. And then um here's an even later version and you can say like it's there's less descriptions. It's less fleshed out as this is a second semester one and students have been doing this since October whenever we started. Um so there's still some guidance still like specific practice but a lot less fleshed out as students had been picking strategies at this point for a while now. And so some examples um we had a lot of different student work. Here's an example of a concept map. So you can
049see this one is specific to um identifying molecular shape. Here's another concept map. Totally different, equally beautiful. Um and this one is this one is specifically about um intermolelecular forces, but kids were creating a bunch of really creative stuff. This is like a one-pager review sheet that a student made um where um I believe that they watched a video and then just conglomerated their own notes as well. And here's another example. So a bunch of really cool student work. Um, and as things tend to do, it kind of evolved throughout the implementation process. I found, um, personally in my classroom, my students need a little bit more support on both their planning and reflection in this cycle. Um, so really giving them an explicit layout of the unit, giving them really small chunks of time
050to make their plan, um, to try a different strategy, and really trying to narrow down on a few days to try something and then reflect on it. trying to really hone in on both the the planning and the reflection as we're offering students all these different um strategies, which ones are working, which ones are not. Um, and really trying to help them help give them some guidance on how to reflect on their own learning. >> Wonderful. So, as Maggie just said, this level up, taking action is a piece of that mindset pillar. That's really that decision making and offer for resilience. And so as we've evolved in our learning together and just based off of our students work that we're starting to fill in more of those pieces of the mindset pillar with the goal
051setting and planning aspect to then the reflecting aspect. So this was coming off of first semester into the first week of second semester and we asked our students of habits that they wanted to keep from first semester. And so this was just a general question and students um gave us free response answers. And just to highlight that about a quarter of the students who were meeting with the teacher first semester found that to be valuable and that's a habit that they wanted to keep. Something else to highlight which was interesting was only 9.1% that they wanted to keep completing homework. you see the habit to try because that was the second question habits to keep habits to try that 64% said that is a learning level up strategy that they so you know to say
052threearters of the students are realizing that one piece of a level up strategy that they can find value in but it's really great to see that and personally in my classroom I've seen to say maybe five students turn an assignment up to 20ome students turning in that assignment um within this first month back to school. So that's just one piece of course of the level up. Then we're getting more into that evolution to the planning and reflecting. So here's what's next and here's some more things that we're learning together as a team and things that we want to roll out. We have summitive tracking sheets in the science department to help students monitor their outcomes, but linking those behaviors to their outcomes in this one place is something we're trying. So this is a current
053student um just ranking their preparedness on a liy like scale one to four from least to most prepared. They were at about one and a half two feeling prepared for their summitive and ultimately just trying to hone in on behaviors that led to those outcomes like not doing maybe enough certain work in a bucket and maybe doing the more checks for understanding as their reflection. Then we get to a student that did a little bit better in terms of their like academic outcomes, but to also acknowledge that they did some, but maybe didn't turn in about 50%. This student did come in for help once the morning of the test, but realizing that that could have been a behavior to better serve them would be to come in more. Here's a student who's realizing from
054that first test, they did study notes, but for the SCP 2 and five specifically, they didn't do as much review. So that student's really seeing that direct connection from the first to the second test and how their behavior changed. Also just seeing in their own preparedness, I would agree that this student was at about a three, like mostly prepared, but that realizing they could do more to prepare and they did. Um, so it's wonderful to see that reflection. This student in particular, I wanted to highlight, they earned a C first semester and coming back second semester to start off this strong is really impressive to me. And they really have seen the values in our level up strategies and that particularly that seeing that meeting with the tutors or doing those extra checks for understanding
055have been particular behaviors to that student. So this piece of reflection is one thing that's coming up next. We're also looking at goal setting. So again, as we're trying to think, how is this moving forward? How are we informing students what they need to know for the class, but also how are we giving them opportunities to reflect? How am I progressing through this particular unit? Am I am I mastering the skills that I need uh by the time that I take this summitive? So, one of the ways that we're attempting to answer that is with a mastery tracker. This would be something that students would be given maybe in their packet if if teachers use a packet or certainly at the beginning of a unit so that students can see like this is kind of
056the map. These are all the things that we need to know by the end of this unit. Um and gives them a place to kind of reflect maybe after the lesson. Hey, I understand. How do I how do I do a double displacement reaction and model that? Like I'm feeling really solid about that. Or maybe after the formative, maybe after a lab when we feel like you should have practiced um you know, analyzing data or modeling modeling your results. Um and then it gives them a place to say to themselves, I think I need to review this. And the hope would be that by this point in the year, we've given them so many strategies that now they have this tool belt like this really that concept map really worked for me the last time
057I used it or those note cards or meeting with the teacher that really helped bridge that gap. Um, so just giving them a place to kind of reflect on their own learning and their process uh going through a unit. And then kind of zooming out a little bit too when we think about transferable skills um outside of chemistry. This is kind of an attempt uh to get at that. One of the things you know uh Chris was talking about the challenge of chemistry. It's a very different way of thinking uh than students have ever done before. And for a lot of students, it's the first time they've ever had to study. So, uh, we are trying to teach them those study skills. Um, but also showing them, you know, I had a lot of students
058when we did that first semester check-in, how did the first semester go? They said, "My goal is to get an A." Okay, that's a great goal. Like, how are we going to achieve that goal? So, helping them see that I have this big goal. How do I break that down into smaller, more manageable pieces? Uh, and this is an attempt to do that. This is a habit tracker. Students pick whatever they want. And every day they're coloring in at the beginning of class, yes, I did this thing that I told myself was going to help me get closer to this big goal that I have. Um, am I doing it or not? And it's a nice conversation piece. Um, it also helps them build that confidence in themselves like, hey, one week ago I wasn't
059doing these things and now I've shown to myself I can I can commit. Um, and even if I miss one here and there, um, it's building that resilience as well. Like by the end of this, I think I'm going to figure out how am I going to fit in that 15 minute workout. Sounds really easy. It's only 15 minutes, but are we hitting it every day? No. uh but confident that by the end we'll be able to figure that out. So really modeling that as a teacher um for the students as well. >> So in conclusion, thank you for inviting us as we continue to level up in our practices and just seeing how our students have grown throughout this year and becoming more effective and better learners in chemistry and through all their classes
060and in life. That's really our goal. So again, we're grateful to have had this opportunity to get together as a team. Thanks for having us. Thank you. >> You understand what's going on, right? >> Steve always >> Thank you. This was uh really really well done. I'd really like a lot of the kind of innovative things you guys are doing to help kids think about your practices. I did have one detail question though on the AI chatbot. Was that something you guys found or you developed? >> Um it's um it's something that's come through our what's brand. >> Yeah, like the tech coaches introduced it to us um through some different department PDs, but it's cool. You're able to like you can just kind of open-ended explain what you want like the topic and the
061parameters for the topic. Um, we're also able to just upload a PDF of like one of our standard practice sheets and it'll use that as a model and then it will chat back and forth with us as we set it up and like ask a lot of follow-up questions of like, do you want the students to start at this level and work their way up? What kind of feedback do you want? And so it's it's come down to like a 5 to 10 minute process for us to get it set up. Um, >> it's magic. >> It is brisk. Sorry, it's brisk. Yeah. Um, so we go back and forth with it for like five or 10 minutes and then it's good to go for students. >> And also to just say that we can
062monitor student activity as well so that we're able to see which students have interacted with it. We're able to see how long and also to say like at what parts they had to spend more time in those learning objectives. So as teachers, we're getting that feedback, too. >> Do you do a lot of students seem to use it? Is that >> I have a few students who really love it. Like I It's the number has gotten smaller, but the ones who use it like ask for it every time if it's not there. >> I think that's the cool part about the level up though is it is so individual like what works for you doesn't work for me necessarily. So some some students really like that instant feedback. Okay, that's why I didn't get that
063right. Some students just need time to like, okay, how does all this fit together? You know, so it kind of just depends on the student. And so it's nice to have a day of review where instead of we're all doing the same thing, hope it works for you. If it doesn't, good luck tonight, you know. Um instead, we're meeting them where they are and giving them a resource, you know, for whatever kind of learner they are. >> That's great. >> Can they go now? >> Yeah. >> Um I'm sorry I had to uh a couple of things. Uh first of all, I have to compliment you. uh like parag I think it's amazing what you're doing in the strategies you know it's funny I was sitting and thinking about my chemistry class in high school
064um and whether we got it or not I mean the teacher just sat and explained it and we would ask questions but we had no no assistance whatsoever in strategies for how to succeed what skills or ways of approaching this and it When I was thinking of that, what you're doing is absolutely fantastic. >> Um >> I I'm curious when you went through the the student surveys, I was a little surprised and and first of all, the 80 to 89% that you had that's like in the top 1%, you know, that's extraordinary. But your the last question after all the improvement, the last question was would you mind going back? It was like How how comfortable are that you >> got? Um >> yeah this one >> how conf confident are that you can choose
065an effective strategy in the prior questions you increase dramatically that they could come speak with you for this to drop it was really it was it struck me as kind of interesting any thoughts on drop it went up >> this was the one that dropped down this was the one that went down >> a spring cohort to a fall >> yeah spring to a fall I was ready. >> Any thoughts? Um, I just thought that was interesting. >> Yeah. So to say like to pull the cart before the horse, we were already thinking about what our students need. So to actually get this data, we were already predicting that this is what our students needed. So it's just like interesting to see like we were already thinking about we need to differentiate for our students,
066giving them more opportunities for that choice in how they want to learn. So then for us to see that, you know, to say a slight drop, like how statistically significant is that? But still a drop nonetheless just made us feel more valid in the work that we were now spending our energy doing. So I'd be very curious to see, you know, how our spring data from this fall data increases. Um, but yeah, I wonder, you know, just coming into our class, their prior learning experiences, too, and being able to choose strategies would probably have affected the state. And and I have to add they're they're being humble. This is actually what drove their work last spring. I do think and I think Alden said this when he said it, right? You you have to remember
067the spring of last year. So you're talking about the end of a school year versus the beginning of a school year. Correct. >> So for them to have gone up from spring of last year because then it's kids they've had all year long to kids who are starting in the class. >> And so now, right? So, the fact that they're actually only dropping that much and this is the start of the school year, I think now that they're engaging in this work and will continue to engage in this work, it'll be even more interesting to see where that fall data is next year. Sorry, I had to thanks that drove the >> Can you show the question right before this one? Okay. >> Thank you. >> How directed are all of you? I think with
068the idea that students are going to explore different strategies and figure out what works for them, one of the things that really struck me was the homework piece because it's like, oh, that might be helpful. And I recognize that it's not compulsory. And full disclosure, two of you have the good fortune of working with my children this year. Um, we had that conversation in my house and it was like homework is crazy effective, right? Like it does work. So, we got there. Um, but I wonder if you all are explicit like in your instructional time, are you saying like, "Sure, it's optional." Or are you saying, you know, this is a good idea until you're like, where are you? Because a lot of this I love the student choice piece, but I also am a
069little bit concerned about students, you know, approaching the halfway point of their time at Stevenson and figuring out how to navigate those choices. I mean, I I'm explicit with it. I mean, I teach my kids what learning looks like. Um, the fact that you need constant contact with with subject matter to make a long-term memory. And I talk a lot about, you know, memories, you know, learning strategies. And so, yes, I'm explicit with it. I take time out of the curriculum to directly instruct that. Do you mean explicit about how to do a specific strategy or do you mean in that review day that we are making sure you're doing the thing that >> not the latter? No, I mean just the kind of utility and value of these different strategies because I feel like,
070you know, >> it's as I'm sitting here thinking about, >> you know, how students might respond, I'd be curious to know like how many more are engaging with the chatbot and not doing their home, you know, like what kind of decisions are they making? What's the kind of, you know, most attractive or least bad option? If they are concerned about that academic piece, where are they going to level up? I have started I've categorized the level ups now into um need to learn and need to practice which I think like just especially around the formative time being like if you were in the one to two like you're probably still in the need to learn zone and then like it's it's not going to help you to sit down and do a practice that you
071don't know how to do. Um so again like being just explicit about where those things might split in terms of where you are at in your own need to learn versus need to practice. I see my students using that mastery tracker more with that frontloading of this is the I can statements and you know this is your academic goal. So that also helps them then choose the learning strategy like going along with what Maggie was just saying which I love that to like frame that the need to learn or need to practice because depending upon that reflection the mastery tracker they may choose a more like direct like I'm going to do this quizzes that my teacher made me because I know there's a right answer there and it's going to give me that immediate
072feedback. So that would be a strategy then to choose if you still need to learn versus like I'm ready to assimilate or even apply and that may be more that concept map choice. So I think like having that piece of reflection as well and using that preparation log that we do in a variety of ways also helps students realize all the opportunities that they could have taken to be prepared. >> I do a similar thing like I will I will narrow it down and be like okay here are all of your choices. However, if you are at a one or at a two level and you are not sure where to start like these are the best things to do in order to get to where you want to be. Whereas if you are someone
073who like is bored out of your mind and you've done all the practice like okay here's an extension here's something that's harder or like something totally different to keep you occupied and to to like further your learning >> to your credit my twins are learning how to study >> um I'm somewhere in the middle I think you know if you are we are about to take this summitive in two days and you still don't get it that is direct we are working together. I don't think you get to pick a strategy at that point because you're not ready to study. Like you still have to learn the process. And so I think another thing that's nice about it though is that the students are a little bit more self-directed in those times um and are
074able to get feedback from the chatbot for instance where it's immediate but it's not from me which is also nice because that frees me up then to work with the students who really need me the most in those times. Another maybe this is even more for Lori. How much integration coordination is there between this team and other teams in coming up with these kinds of I mean the stuff you're doing is is great. H how is that translating into across teams across departments? Any kind of general thoughts? Lori, don't look at the ceilings. I'm gonna give them an opportunity to answer first. >> I mean, I would say that there's a natural cross-pollination because we're all on at least two teams, right? And when you see things that are effective, you want to carry that
075on in other classes. So, I would say that's where it begins just with the crosspollination of people on this team bring it to other teams. >> Yeah, I presented on it for like five minutes to our bio team the other day. So, I think just echoing what said I think that's the beauty when it when it's successful and they are feeling the success then like anyone who wants to share good success they go back to their other teams and most people are on fortunately for two to three teams. Sorry mom. >> Oh I was just going to say I see an opportunity. I haven't yet but just getting to know some of my math friends and what they're working on. We share offices. You know there's the west math and science east math and science.
076So I'm seeing an opportunity there. to reach out to my math friends. >> Thank you. >> Well, thank you very much. >> Thank you. >> You all are welcome to stay. >> I told them they could leave. >> Things are going downhill. Very >> good. Thank you too. Have a good night. >> Thank you. >> Make Rona stay. >> Just Rona though, right? Right under the thing. >> All right, that was cool. >> Yeah. >> Um, next item is textbook recommendations for uh next school year. Uh, this is a first reading. Correct. Um, so nothing for the board to uh act on tonight. Uh, although um there is a spreadsheet there. Uh, looks like Mark, we only have one >> very small >> recommendation for next year. Um >> is that because we're now everything's
077online >> pretty much >> for the most part? >> Yep. And some a lot of teams are kind of developing their own resources and not purchasing textbooks. So >> So we'll bring that forward to you um next month um for your approval. In the meantime, as required by law, this is one of the weird quirks of Illinois school code. We do have a copy of this textbook here. here. And is it in your office, Mark, or with RE? >> It'll be in mine. >> Okay. So, if anybody wanted to per peruse that and take a look at it, it'd be in Mark's office for your review. >> Ronnie's all over it. >> Well, just as a side note, um you'll notice one of the authors, Jason Stacy, um used to be a teacher here. So,
078>> uh he left us probably 15 years ago, >> 25. >> Yeah, >> maybe 20 years ago. Um >> it was a while ago. and uh he now is a uh he finished his doctorate at Lyola University and now is a professor of history at SIE Southern Illinois University of Edwardsville. >> Um so I don't know the other author but um if Jason wrote it, it's probably really good. So that's kind of cool. >> Um okay, personnel items are all um in the human resources report. Um we do not need an executive session uh following the meeting. That takes us to the business section and Sean has one uh first reading for tonight. So >> that's correct. Um we are going to be asking the board next month for approval to join the Lake County
079Smart Program uh for emergency preparedness. Um it is a program that uh the regional office of education put together in an effort to help all um schools should a crisis um occur. um it's really just um extending the resources of all to all. So they collect the resources from many people and then share that out. There is no cost to join this program. Um and uh Mandy Johnson, Eric Ramos, Patty Pierce and Habib Oman will all be part of that program training and um pointing. So, we'll be bringing that, as Eric said, we'll be bringing that back in um but March for final approval. Um and then, of course, there's an information item uh just because it's that time of year again to start um putting together uh the list of equipment that um we
080will purchase through um the federal program. um this is a program where we spend um x amount of money and then we get reimbursed u at 40%. Um so this is all stuff that will be purchased using the school year budget or the FY27 budget if you will. Um which and this will all be included in that budget will be presented to the board in April again in June. So I just want to give you a heads up. Um, >> so at this point obviously this is still a thing. I remember wasn't potentially going away in trouble with >> they they've been renewed um and um funding is um actually a little stronger um than it was in previous years. >> So nice. >> Yes. And just so for everybody's uh information, not only do
081we use it to purchase um equipment, but it um they also conduct bids on our behalf for um internet services. In other words, getting the internet to Stephvenson at a very affordable cost. That has come we get reimbursed for that. That has come down significantly in pricing. It's a great thing for us. >> Great. and the for the smart LC smart. >> Yep. >> I thought we already did that. >> We haven't had a group. >> We we do have a group that we work with local um it's mostly the local schools, the theater schools, police, fire, public works. Um but this expands our connection to the entire county. Um, there's expectations for when we have an incident, but it's also expectations on how we can help when others have an incident as well. >>
082How does this tie in with what's the name? There is that Lake County. It's not LC Smart. There was another >> 911. >> Oh, the the 911 eervices. >> So, this is there's a security issue. I thought there's a program where there's coordination between all the police and >> there is there's the um oh god what do they call it? U >> mutual aid. So there's a mutual aid response team for on the county level as it relates to first responders. This is actually a version of that for schools. So the school it's helping specifically the schools not everybody in Lake County. That's why the ROE is taking the lead on this. >> Sean, can you do a quick 30 seconds on what firewall replacement means? I I can very very uh uh briefly, but
083um we have a series of protocols uh or equipment, excuse me, um that blocks um outside traffic coming into our network and using our network. Um and those are um at end of age and we would have to, you know, replace those anyway. It's good timing that we can use the -ray program um to help offset these costs. Um as Doug would um say, these are are probably some of the most important tools we have when it comes or equipment we should I should say we have when it comes to um protecting our network. >> So this is this is hardware. >> This is hardware. Yep, that's correct. >> Okay. Thank you. Anything else from the business side? >> Uh, that's it for tonight. >> Okay. Could I get a motion to approve the consent
084agenda? >> Second. >> All right. Um, could you please not here? Course here. Tire. Hi. Wall. >> No. Hi. Okay. Um you'll see a host of items there for you to peruse through. Uh, but one item I wanted to point out and one that Wendy was going to point out. Um, if you jump down to item D, um, we've included a, uh, presentation from for you, um, that Liz did with, um, or for the Lake County Superintendent Organization on, uh, the county school facility occupation tax, um, which, um, generally speaking is a 1% increase in the county sales tax. um that would be uh given back to schools uh for certain um expenses primarily intended for uh facility improvement or additions but can also be used for security, safety, um some deferred maintenance, things like
085that. Um I think over half of you can look at it in the the PowerPoint. I think over half of the counties in Illinois have approved um the increase to the sales tax. Um >> slide four. >> Yeah, slide four. Uh Lake County is uh and gener and Lake County is looking to include this on the November >> 26 ballot in order for it to get there. um over um the boards that represent 51% of the students in Lake County need to approve a resolution to put the ballot or the measure on the ballot in November. So, this spring, March, April at the latest, um many Lake County schools are going to be putting this um re uh resolution on their board's agendas for approval so that it can go out to the county in
086November. So, I do think that is a recommendation, Sean, that we are going to be bringing forward to you in March, preferably. We're still waiting. We're not doing it as a first reading tonight. I'm kind of sharing it as a first reading, if you will. We're still waiting on the exact resolution, making sure that all those tees are crossed, eyes are dotted. Um, and uh hopefully bringing that to you in March. But I want to be very clear by bringing that to you. We are not asking you if Lake if Lake County should have a 1% sales tax. You are not voting on a sales tax >> should go on the ballot. >> Just be really clear. All you're saying is should the Lake County residents have the option to vote on a sales tax?
087Um, and regardless of h regardless of how um we vote, it's the vote in November that determines whether or not that sales tax would go into effect. Um, if you look at the data on page eight, you could see that if this did go into effect, um, Stephvenson would benefit from approximately $5 million in revenue. that would offset a lot of the expenditures we have with uh different maintenance, safety, security, ongoing improvements, things like that. So for us, this is a very very big deal. Um so I'd like to think that it's something that we would let the county decide. Is this something that all of the districts in the county like have a time frame to make decision before >> everybody is shoot everybody's shooting to >> if their boards are going to approve
088it. >> We're kind of doing a straw poll. I'm not going to ask you that tonight. Wendy and I'll give you a call or reach out to you individually. Um, if most boards are going to try to do this in March, which will give the county plenty of time to get it ready to be put on the November ballot. And if it is approved, my understanding is those checks start coming monthly next year to districts. By the way, $5 million might sound like a lot to us, but I think Wkegan's 14 million. >> Wakanda Round Lake is in pretty high. These are these are real dollars that are going to help schools improve their >> school. >> Oh, all over Lake County, not just >> some of those that really need it. >> Yeah. >>
089And by the way, more than 51% of this of the sales and sales tax in Lake County comes from outofcount uh shoppers. There's a slide 13 that has the language and it actually says the percentage is blank, but is that determined as part of this ballot? Do do you know how this works? >> Yes. So, they they'll fill in a a percent >> uh the the regional office of education will ultimately come up with the language that will go on the ballot and it will probably read a 1% increase. law. It's the law that allows it, it looks like, um, goes from a quarter% up to 1% men. So, they think they're going for the 1%. >> Yeah. >> So, this is a decision that's made respectively by all of the boards, but it go
090but the referendum is through the ROE. >> Yes. The decision is only do we back it to be on the ballot. >> Right. Correct. And then the ballot is >> then it would go on the ballot. The ROE is just the vehicle to put it on there, right? To to write it up. They're just representing the schools. That's kind of what one of the functions of the ROE. >> They're just trying to help us >> represent schools. Yes. >> They're just trying to help all the districts get organized. >> And they're to be fair like Dr. Carer who's pretty good the superintendent of the he's trying to recommend it because when you look at the dollars of it all, it'll help >> schools that really need it. >> Yeah. And it my peers, you know,
091um all of the school districts have been reporting data back to the ROE so that they have an understanding of how much money for infrastructure work is out there and needs to get done. And right now it's um over $150 million currently um based on everybody's current life safety plan. Um, and remember, life safety plans have to be extended or renewed every 10 years. So, we're in the process of doing that right now um, as part of our master construction plan. Um, and so what you will see that number is actually significantly higher. If you look at um, the debt outstanding, which this Lake County sales tax can be used for to offset debt, uh, you're looking at $1.4 billion. It's new. It's new debt, right? >> What's that? >> It's new debt. You can't
092use it to pay existing debt. >> Uh I don't have I actually You from Liz's presentation, you can abate some of your debt by using the $5 million to offset debt that you already have. >> That's my understanding from Liz at this point. >> Obviously, this is still very new to the county. Um, and you should know that all of our projections are just do not include any sales tax dollars. If that were to pass in if it were to go on the ballot and pass in November, then we would go back to the drawing board with how to fund the capital improvements that we have coming top. >> Right. >> Well, fluid, fluid, fluid, fluid. And and Eric's right. the money comes to the districts four months after approval of the um sales tax
093increase. So, we would start getting money in February or March. >> So, it's just an FYI. So, >> just FYI, but we will um reach out over the course of the next couple weeks to see to kind of gauge your level of interest in bringing this forward in March. Again, not saying that you're in favor or not in favor of the tax. You keep saying that, but in a way, >> no. No, because the resolution is very clear. The resolution you would be approving, all it says is you'll let the voters decide. The way the law is written is very specific. In order for it to go on the ballot, the school boards have to say that the res the residents should have a voice in whether or not this should be approved. >> Yeah.
094>> And clearly, the residents ultimately make that decision. 100%. >> So you do not endorse it or and remember as members of the board >> you can't endorse it. >> It becomes a referendum. So we there would be all kinds of rules of election and things like that for us as school board members endors as a public citizen if you want to put a sign in your yard you can do what you want but sitting here at this table as board members we can't tell people in that they should or shouldn't that they should or should not back this. >> Are we unique? You know, you've said a couple times that that in Lake County's case, uh, more than half of the taxes that would be collected are collected from people not resident of the
095county. People come from Cook County >> to shop >> because our taxes and would still be lower in Cook County. >> Okay. So, this is unique to Coller counties as compared to downstate. Correct. So, they pass it down state without that benefit. >> Yeah. What's interesting is how many downstate are using it. >> Yeah. >> It's also, you know, that thing of like suburban communities having very different daytime populations and residents. So, there are so many like, you know, larger employers where people are doing their shopping like on either side of their workday and then going home to wherever they are. So if you benefit from people working at Abbott that live in Wisconsin, come down and shop for Great America and you know the Great Wolf Lodge and all those things then a percentage
096of those taxes that people pay would benefit our students. >> What is the um reason why we're law has been around since 2007? What's the lore behind it coming up right now? Honestly, um it's been out there, but this is the first time that the ROE >> has been in a position to be able to help support. We have a new superintendent at the ROE >> and I think um he his vision is that, you know, this is something that the county should decide. Just leave it at that. >> Okay. Yeah. And and >> and by statute >> and it would have been really >> by statute all the all the school boards have to >> Nope. Only 51%. >> Right. That's what I meant. I mean, but that's in the statute. 51% of the
097school boards have to >> pass that resolution. >> The Well, not 50%. Sorry, I didn't I was not clear. I'm sorry. Not 51% of the boards. The boards that represent 51% of the students in Lake County. >> I got you. >> Yeah. I'm sorry. I was not clear. So if we didn't key into it, there's a handful that we >> there's like 10. >> If we did it, then it would go on. >> Yeah, that's an important little >> important distinction. >> Yeah. >> So I do think that >> it puts us in a position to kind of >> Yeah. >> be leaders one way or the other. >> And in the past there was no there was no central organization like the ROE that was trying to lead the effort. >> So that's why
098it never really got off the ground. There was there were a couple of school districts that talked about it, but nobody wanted to take the lead on it. And now Dr. Carter is willing and ready to take the lead on it. >> Do we know if other counties have have done it? Have >> more than half. There's a map in the think more than like twothirds of the counties in the state have done it. >> Yeah, it's it's it's a good thing >> to consider. Okay. And then finally, uh, Wendy, >> last but not least, um, in letter E, at the very last thing, you'll have a link, a digital link to our midyear report. So, this is the time of year that we check in with all of the admin division directors on their
099progress that they're making towards the GPIs that we set at the beginning of the school year. Um, and so this is kind of their midway point of where they are and what they're working on. um a it's a check for them to say, "Hey, are we getting everything?" Because we still have a second semester to get things done. And you know, this holds us accountable um for you all to see. Um so, um thanks to Ree, she put it together in a way that you kind of jump around. That first page is your little index page. You can look at the things that you're really super interested in. If you have any questions about any of them, please let me know. I'd be happy to talk you through anything. >> We will still have an
100end of year report >> 100%. And the only difference in the process is is that the retreat is moving from so >> August until >> so we are going to move the retreat um from August >> to January February. >> I'll get I'll be setting out the date um but we are going to move it to winter. So I have in the midyear report now this kind of gets us start to set up to start thinking about things a little ahead of time but we're looking in one we just think it's better for this group as well as the admin team just a better time than right before the school year and that can set us up although we won't have all the GPIs completely set in in in stone at this time we at
101least can really get start thinking because right now we're already starting to think about next year anyway. Okay. And so really starting to plan so we can help our teachers plan a little bit better for next school year as well as our our directors and divisions. >> So January you usually go to Cabo. So we thought we would all just kind of like >> you want to come to >> with you in Cabo. Is that >> a favor? >> We are. >> I'm sure the admin team would love to go too. >> Well, that's the whole group. So, yeah, I will send out I will I will get those saved the dates out to you. Um, we will still have probably a board dialogue in August um to kind of solidify the GPIs, but that
102will just be a meeting we'll have with the whole admin team before um a board meeting. So, this way I think it's going to not feel so rushed at the beginning of the square. >> February 5th. >> Is that one of the long weekends in February? No, we tried to avoid that. We tried to avoid long weekends. We tried to avoid all the incoming freshmen and we tried to avoid Super Bowl weekend Super Bowls on Valentine. >> Valentine's Day next week. Next year. I care about >> All right. Any other questions for Erica? Right. Could I get a motion to adjourn? >> All in favor? Hi. >> Where are your >> You going to leap over the table.