001Join me to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Would you please call the role? >> No. Frost >> here. >> S >> here. >> Corin >> here. [snorts] >> Ty >> here. >> Awall >> here >> do we have any correspondence? >> No. >> Logan. All right. We'll keep it there. Okay. Hello everyone. um starting with the same opening line. Excited to be back um December and very interesting time in school dynamic-wise of how it's going on. Um going to touch on that. But before we do that, I know the seasons are something you don't know too whole lot. So try to touch on it each time. Right now obviously we're in the season
002of serve. Started off with a season of spirit, now serve. Then it'll be showcase and then celebrate. Right now season of serve, just some things that kind of represent how we're in the season. That left photo there, 65 members of HOSA partnered with Project Kier and that's where they spend the day sorting, preparing supplies, medical supplies for people in need. So, you know, obviously volunteering, helping out there. Um, the girls and boys basketball programs, they partnered up with Toys for Tots where you can see a cool little initiative there where if you brought uh a gift that you had and you put it in that bin, then you could get in for free. So, a cool way to partner kind of with sporting events, also get that volunteering kind of that giving aspect with it
003as well. I don't have a photo of this one, but Catalyst uh had a scoops for scholarship fundraiser. Um that was where students could buy their Culver's chocolate vanilla frozen custards. They could be sold and all proceeds would benefit the Catalyst courage scholarship. So once again, kind of our students giving out serving the community and showing that they care more for about themselves more towards that kind of commitment to others aspect for our portion of a graduate. Nothing bigger during the season of serve than Givethon. Um, whole bunch of photos there as you can see. Um, that top middle photo, I think I enjoy riding that bike a little too much. Um, yeah, it was it was really fun. Um, I don't usually rattle off different numbers, but I thought this one I would for
004this one. Um, we had our our theme that we go is finding Nemo we had. And so our little motto was just keep giving was a little motto. We thought that was kind of creative. Um, in terms of numbers, we had 1,135 kids who received gifts, 328 families supported, 48 bikes delivered, 83 boxes of diapers and wipes, 200 boxes of food, and 2,500 boxes of mac and cheese. I mean, you can just look at those photos that the bottom left photo, that's the PAC photo, and that's just half of it. So, so many things, so many gifts. You see all the food, just huge fun time. Really representing that season of serve there. Moving on. Huge week for fine arts. We had band, choir, guitar concerts, jazz concerts. Um, our orchestra concert's actually on the
00516th tomorrow, but huge representation of fine arts going on right now. This is kind of their big their big week last week. And I spoke to someone on Patriot Guitar, which was our top level guitar. And I asked them how much they prep. And they said every day for six weeks because guitar takes a period out of their day to prep. So that just shows you that our students and students very dedicated to this but also taking so much time out of the day to be able to attribute towards this amazing skill that they love perfecting. I also spoke to the president of band Luca Bato. I asked him how much students each partake and band as well they have a period out of their day to practice and often they take a lot of
006time outside of school to practice. That's what he said. So, not only are students dedicating a period out of their day to be doing this, but also time outside of school to be able to perfect their band skills and they can showcase it for us right here. But huge performance out of them. More continuing for fine arts, the freshman and sophomores. This is something that did not happen. So, that was a photo that happened yet. This will happen. The frostoft play too much light makes the baby go blind. That starts in February 5th to 7th is the performance. Um, but they're already prepping now. December 1st is when they did auditions. They're already doing auditions now. And I spoke to the vice president of the theater company, Nisar. I asked her how much work they
007do, how much prep is put into this. They said they're there every day for about two and a half months until 6:30. So that just shows you every single day if you take a leave role from about 4 or 3:30, excuse me, after school to 6:30, you're auditioning for this. I mean, you talk about how you went to the play, how much time and dedication it's our students put towards this is just amazing. And then you can see the art gallery there where once again students take time out of their schedule to have a class of art and then can showcase it for us there. But so much time and dedication put towards all these fine arts. Moving on to some class and club trips. Starting off we have 40 members from the investment management
008class. They did to the COBE and the Fed that is the Chicago board of options exchange. Uh they got to learn of traders kind of how that realm and world works around that. Um to the photo right top middle we have the senior leaders of statesmen. and they traveled to the National Fall Journalism Conference in Nashville. That was from the 13th through the 16th, which is a Thursday through Sunday. Uh all the way on the right, the one in jeans in the in the top middle photo, her name is Sona Surya. I asked her how much time and how much like anticipation is built towards this trip. And she said as a sophomore, she already heard about it and there's so much hype around it, but they also have to miss Thursday and Friday of
009school, which they have to catch up later. So once again, it might just seem like a little fun trip, but how much time is dedicated towards relearning these things and doing it is just so much. Uh starting with that top right, print media one, they had a field trip to Blink Te's at Multigraph Incorporated. They got behind a look how Print Media works. You can see that thing there. Uh cool story about that. Um the title of it is called uh Blink Te's at Multigraph Incorporated. The owner of that is actually a Stevenson alumni who came up with the name at their print media class. So, you know, I thought that was kind of cool how they made [clears throat] up the name in their print media class and here it is a business. Uh,
010the accounting class that's in the bottom right photo there, they visited KPMG, which is like a huge accounting firm, and they got to experience how it is to account in this huge accounting. And not only that, they spoke to Stevenson alumni. They had a panel of Stevenson alumni who actually work at KPMG. So, once again, that cool connection that finally huge success from Operation Snowball. That's the bottom left photo there. There was 175 slots that could have that people could have gone and they had 175 people go. So they capped out how much people could go. It was huge showing, huge performance. And once again want to show the time towards that because the senior leaders of Operation Snowball, that team staff, they had needed 12 weeks of leadership training to prepare. So that's three
011three months of time just to do this one day. Moving on our competitions. The congressional debate team, they competed in a national tournament at GBN. They had six semi-finalists. Um, and I asked Aaron Woo, he's a member of debate. I asked him how much time it takes to prep for these. He said about 40 hours a month to prep for big tournaments. So, you know, obviously that's over an hour a day prepping for these massive tournaments and doing things like this. Uh, Scholastic Bowl team, they had a main East High School on Saturday, November 22nd. So, a little bit back, but this was a huge event. There was 30 teams from 17 Illinois high schools. It was a full day of competitions. Stevenson, the A team, our top team, took first place. So, huge congrats
012to them. And I spoke to someone from Scholastic Bull. His name is Mun Kamakar, the guy in the top left, top right photo all the way left. I spoke to him and he said he started prepping three weeks ago for a tournament that's going to happen in December 20. So that's about four weeks once again prep for this one thing. Uh science Olympiad team. This is just a competition that they did where they had 20 medals including two first place finishes at a huge thing of 60 teams. So from 31 Midwest schools. So huge amount of teams, huge schools. And they got 20 medals. So huge performance out of them. Finally finish us off with our model UN. They had an amazing fall season. They won outstanding large delegation at the national MUN conference. This
013was at Stanford University. Some crazy place to travel there. Um and I spoke to two people Tanvich and Rucha Deaka. I talked to them how much prep goes into it. They said about 10 hours outside of prep, not including the club itself, but 10 hours of outside prep to do mine. So once again, so much time and dedication. Finally, our sports. So, there's not too much to talk about right now because obviously we're kind of in the middle of the season. You know, things are going out. I'm not going to name too much off the schedules, but once again, for any sport that people do, it's generally every day you have practice until about 5:30 or if you have a game, then it'll go even later, but every single day students are doing these things.
014And so, if you kind of heard what I was talking about there and what I kept referencing to was time. So, I know I've talked to you about how students find their clubs. I've talked to you about the future of students and all the things like that. But now I'm gonna kind of dive deep into how they spend their time in the clubs that they chose because a lot of the times what we see is we see moments. You know, when I come here, I show you guys a moment. I show you guys, you know, they did great at the debate team. They did great, you know, great event, but the prep into it isn't really showcased a lot. That week's long of prep sometimes isn't showcased a lot. So, that's what I'm kind of
015gonna showcase how our Stevenson students spend their time and how they can go through that. That's gonna kind of lead into by Meet Me Monday. Um, for this next slide, you can tell that artistry is not my um, strongest suit. So, you know, [laughter] please do with that photo on what you will. Um, but I I asked this was I took a screenshot directly from the D125 website about our little wheel of how we take off our day. This is, as you can see, those are two very different schedules and it seems like it's two different people, but it's actually the same person. This is Sha Aurora's schedule. I asked her to fill out the same in her busiest day and in her least busiest day. So you can see the drastic difference you can
016see in these two photos. And once again, I'm not an artist at heart. So this one is even worse if it's possible. So this [laughter] a lot of time you got you got to stick with me on the grass here. That left time is like that free time. And then the bottom those are months. So we got August, September, October, November, and December. So obviously the drawing isn't very good. But a lot of times what people think is time or free time is kind of just a linear line. You know, it's just that one circuit pie fill out. But that's not always what happens. Free time is a lot more like uh that that curve, whatever you want to call that on the right over there where it kind of fluctuates. It goes up and
017down. Maybe one day all your tests come together and you have a huge preparation so you have no free time. Maybe other days when it's like this huge prep in the theater and that takes a bunch of your free time up, but that doesn't happen the whole year. So our time that students have is very much you know curved and not straight throughout. And so looking at all this looking at how much time students dedicate towards things I kind of asked myself well how do students how do students cope with all this? How do they de-stress with all this? Especially right now as towards the end of the semester academics get piled up a lot. I don't talk about academics too much. It's mainly extracurriculars. But right now is a time when extracurriculars are heightened
018but so are academics. So free times tend to be even less for students as we go into it. So, I was curious about how students kind of de-stress. So, we're going to head into my meet Monday. I interviewed six students, only going to showcase two of you for them. This is an anonymous student, but when I talked to about how she wanted to de-stress, she said, "I try to give myself the weekends to take a break from school by unwinding and hang out with friends and family as much as possible because in the end weeks, it just gets a lot harder. Then during the weekdays, I try to give myself about 10 minutes a day before bed to relax. So, I find this to be a lot of what students do. They take the weekend
019to kind of de-stress and be with their friends and family and to find that comfort, that de-stress in other people and being able to help with her friends, go on all things like this. And I found that awesome about how how she can de-stress. I asked her how she found this. She said she found it on her own by trial and error, especially for the weekday things. She said, "First, I did 10 minutes of journaling before bed. Then it turned to 10 minutes of just listening to music, and then it came to 10 minutes of her just relaxing and just meditating and calming down." So cool how she just found this on her own. This amazing way to de-stress all on her own. Our next one, this is Camila Pac. I asked her, she does
020full year track. She's a sophomore. I asked her how she um kind of deals with this de-stressing thing and she talked about her studying habits and in terms of studying, she breaks up her studying for like an hour or so. So, she studies, then she kind of chills hanging with friends and then she studies. So, she breaks it up. She found that the best. Also, the other thing she said she does is she goes to the PWC on Tuesdays and Thursdays. So we know that the PWC I think we have the the gym the PE presentations goes perfectly. Um but the PWC is a great place where students not only can help their physical but also their mental because we know those tend to very go hand in hand. So I actually pulled this number
021for the October PWC check-in. This is not unique students by the way because I know this number is bigger than how many students we have. This is just how many times people scan their ID. It was 5,578 in the month of October. So, you know, a huge number of students that checked into the PBC and were able to work out while also helping the meth helping their de-stressing because that's just a side product of this. When I talked about how she kind of did this, she just said she goes to the gym because that's what she loves to do for track and working out in general feels great to her. So, she just did this because she loves doing it. And then she found this as a de-stresser. She found this as a way to
022cope with all this high stress activity that's happening right now at Stephvenson. So that's just kind of what I want to showcase for you guys right now about how how that all came about how I was curious how many students are involved in so much here at Stevenson and how crazy it is and then how they can be able to de-stress in this time of heightened academics as along with this extracurriculars and how they can balance those things. So those are just two examples of six students, but all those six students were able to find a way to cope, which I feel like resembles us at Stevenson about how good we are at being able to do things like this and being able to be such involved amazing students that everyone is. [clears throat] So
023thank you guys. Thank you. [applause] >> Do we have any visitor statements? You want to come up? >> Good evening. Before my time starts, I just want to say great job. That was a great presentation. Very nice job. Um, >> can Sorry, [clears throat] before you start, just can I get your name in the >> I'm about to get there. >> Okay. >> Absolutely. >> Just a reminder of the rules, three minutes. Um, and then we won't respond tonight. That's not typically what we do. So we will have an opportunity to follow up with you later. >> Understood. So good evening. My name is Shannon Nazal. I live in the village of Hawthorne Woods and I'm a parent of a junior. Before I begin, I want to briefly thank the superintendent for responding to my
024email and for engaging on the issue I'm about to bring up. I appreciate the district's statement that is confident in its legal compliance. My concern tonight is that beyond that assurance, families have not been provided anything in writing that explains how a compliance is actually built into the system. As communicated to families, the district is applying an attendance-based framework that aggregates all absences and uses that metric to determine access to senior privileges like parking. Illinois school code is clear that chronic absenteeism is reporting is a reporting designation not a disciplinary one and it does not authorize punitive consequences for excused or medically necessary absences. Federal law reinforces this through the ADA and section 504 which prohibit disadvantaging students because of medical conditions. Title 9 also applies when a policy creates unequal impact tied to medical
025conditions that disproportionately affect female students. What is particularly concerning is that this framework was communicated midyear after absences had already been already occurred and without any formal written policy beyond the general notice to families. Even now, the district has confirmed that there is no additional written guidance explaining how excused absences, medical absences, or discretionary views are evaluated. When a system carries legal implications, families should be able to understand it clearly and in advance. I want to be clear that this is not about parking spaces. Students understand that senior parking is limited because demand exceeds capacity. The issue is that attendance is now being used as a gatekeeper and families were not informed at the start of the school year how absences including excused and medical absences would impact eligibility. Retroactive application combined with unwritten standards
026is neither fair nor defensible. I am in the process of providing the medical documentation the district has now requested. It would have been helpful to know that at the time of those absences that that documentation will later be required for eligibility decisions. I also understand the district's desire to create systems that are efficient and manageable manageable for staff. I fully respect that. But efficiency cannot replace legal compliance and it cannot substitute for transparency. Compliance must be built into the system from the outset, not addressed later through discretionary review. Tonight, I'm asking the board to exercise its oversight role and ensure three things. First, that any attendancebased system affecting student privileges be adopted and communicated before the school year begins, not midway through and retroactive with clear written criteria so families are informed in advanced. Second,
027that medically documented absences are explicitly excluded from punitive calculations, not merely reviewed later at someone's discretion. And third, that the district provide written documentation demonstrating how the system complies with Illinois law, title 9, ADA, and section 504. Legal compliance cannot rest on assurances alone. It must be documented, transparent, and communicated before families are impacted. I ask the board to ensure that this standard applied here and in future decisions impacting our children. Thank you for your time. >> Thank you. >> I will ask the administration to just keep us posted as those meeting the meeting with Dr. future conversations. >> Thank you. All right, moving on to our agenda. >> So, we're into um new business and cooking instruction assessment. We're getting into like our favorite time of the day, um Ambassador Awards. >> Hi everybody.
028Great to see you. Um we are excited as always to recognize students who have went above and beyond in their time at Stevenson. We're all going to get in our spots here, so I'm going to buy some time. Um, the highest award we can give at Stevenson High School is the school board ambassador award. And we award this um to students who have achieved at a state champion level. Uh students who have achieved on standardized tests at an incredibly high rate, um including ACT and SAT. and then um also special special situations as deemed necessary by the board. So, [snorts] we are excited today to recognize our uh girls swim team. So, they're out there. Y one at a time who who won the state championship just a few weeks ago. We are so thrilled
029to have the opportunity to celebrate with them and we had a great opportunity as a school. There were um you know there were a couple hundred people in the room when we got to celebrate. It was It was really a lot of fun. So, we've got a few members of the team today that we'd like to celebrate with. And so, we're going to start. I'm going to call you in. You're going to take a picture. Moms and dads will give you a chance to take your picture with with Miss No here, our our board president, as we give it over. And then at the end, we will have a full team with the coaches and everybody opportunity for a picture. So, um the most important thing is that you get the pictures that you want.
030So, we we understand what we're doing here and we're excited to help you make sure that happens. >> All right. Uh, first up is Sophia Ditro. >> All right, Sophia. >> Congratulations. >> Got it. >> All right, so just stand over the edge. Uh, next up, Lana Floren. >> Congratulations. Congratulations, Lana. >> Congratulations. >> Thank you so much. >> Thank you, >> Arya Genbach. Congratulations, >> Vanessa Mcnikovski. [applause] >> Big [snorts] >> Nelly Sandor. >> [applause] >> Only two after that one. >> No. Uh, this was the second thing. Amy Tan is next. Amy Tan. [applause] >> Congratulations. >> Karina Zakabl. >> [applause] >> And last but not least for our student athletes, Aaron Zang [applause] picture. There we go. >> All right, players, just hang out there for a minute. We got to get
031the coaches in here, too. Um, so, uh, let me We got four coaches here today. Uh, Art Kazmats. Come on in, Art. [applause] >> Next up is Jennifer King. [applause] Judith Lunard, [applause] >> and lastly, Megan O'Sullivan. [applause] All right, let's do this. Let's actually take a second. So, let's We're get the girls in front, coaches in the back. Yep. >> Girls in front, coaches in the back. Girls, you're tall, so you might have to duck a little, >> right? We got this. Okay, getting out of the way. >> Girls in front, coaches, get a spot in the middle. You might have to go around to the edge. Your love may be too tiny for the the back. Yeah. >> Parents all get done. Stay still. We got to get Jamie's got to get one
032for the uh Daily Digest. We got to get one last one. >> All right. Everybody got what you need? >> Okay. So, I'm gonna ask you to spin around for a second. Everybody point this way. Coaches, come on back. We're going to let We gave you guys a break. [laughter] Coaches, get out of the way. Uh board, do we have any questions for the crowd? If you guys want to address the board, [laughter] >> I have two questions. How many of you are seniors? >> Okay, so we'll see the rest of you back here next [laughter] what is the competition like? What was the experience? [snorts] Tell us a little bit about >> Yeah, sorry. I feel like it was really we're a very supportive team, all of us. And I think that the energy
033that we always kind of have on the field really like helps you kind of have like motivation and really swim fast like in the water as well. So I feel like I don't know, we all just seem very energetic and just very positive overall and just have a great time. >> How many teams are at the state >> meet a lot in our They have different divisions, right? Or >> just one How many how many were there? Like any idea? >> Uh I think uh in total I think 238 schools are entered in the state series. Um but actually the teams that make it there had to be about 80 teams that made it. >> Well, he's a math guy. [laughter] >> I'm just trying to remember. >> So so often we were ranked up
034at the top. So I didn't really venture too far down into it. >> We were ranked at the top. [laughter] Uh where was it? It was in Westmont. >> Is it just one day or one? >> Two days. >> And then how many competitions? What types? I assume there's individual and team. And >> this was the team, correct? >> What else? Like what were your events? >> Well, or your favorite. >> So it kind of works different. So, we had so many fast girls on the team that a lot of us [clears throat] would have qualified. So, the fastest ones competed in events and there's two seats per event except for relays where there's only one. >> Okay. >> So, I think the relay that actually won a lot of the girls are here. >>
035Oh, yeah. >> Raise your hand. >> Which relay was it? >> Oh, it was the 200 medley relay. >> Yeah. And and that was we were the state champion in 200 medley. >> Yes. >> Also a few individuals. >> Yeah. >> Nelly won the 100 brush stroke. [laughter] >> 50 100. Yeah. >> So in total we won four of the 12 possible events. >> Yeah. Awesome. >> So Logan was telling us about how much time is devoted to different events and activities. How much time did on average do you guys swim a week in preparation for for tournament? >> 20 approximately 20 hours in your average practice. >> How many yards do you swim? [laughter] >> 6,000. >> Yeah, I would say four to 6,000 yards. It depends on >> the focus of the day
036>> in a year. >> In one day. [laughter] in a year. Well, >> that's one way about going >> any seniors swimming next year. >> Oh, yeah. I'm going to the University of Utah. I'm going to Larry. >> Congratulations to all of you. [applause] >> Thanks everybody. >> Thank you. [laughter] >> Good job. Thank you. >> Thank you. >> Congratulations. >> Thank you. Congrats. [laughter] >> Congratulations. >> Of course. [laughter] >> If you accept that. >> So, he's a math teacher. >> He's a math teacher. Yeah. Next up >> is our team presentations. And today we have >> I'm junior PE Leadership. We're going to stand here in the middle. >> Yeah, we can talk to them. >> Hi. Hi. >> Sorry. >> Hello. [laughter] >> Good evening. >> My name is Abby. Um, I
037am introducing Ashley and Brian who is our junior PE leadership team who will be talking to you about the principles and pillars in their class. Um, Lori. Yep. >> Did I break it already? >> I don't know. [snorts] >> That's normally how it works. >> Hold, please. >> Don't mind my children. Sorry. Hold on one second. >> Awesome. Sorry about that. >> Um, all right. First off, thanks for having us tonight. Um, my name is Brian Bersa. This is my 18th year here at Stevenson. Um, with it at school, um, I teach health junior leaders choice PE. Um, I'm a varsity football defensive coordinator. Um, some fun facts. Uh, my wife also works here at Stevenson. She's a special ed teacher. Um, I have three daughters at home. Um, last fun fact. Um, if you
038guys for some reason don't enjoy this presentation tonight, Wendy hired me. [laughter] >> And Eric hired me. So, >> yeah. >> So, you can take all those questions. >> All right. And I'm Ashley Graham. Um, this is my 16th year in education. My 10th year at Stevenson. Um, for a number of years, I was a varsity girls basketball coach. Um, I'm currently the My Your Mind Club sponsor. and she got to do one of those championship things. >> Um, and then I teach the same things Brian does. I teach health, our junior leaders and a few PE classes, our choice PE classes. Um, I have three boys, so we have a little bit of an arranged marriage. And my husband teaches here. Um, so yeah, fun facts. Okay, so just a little bit about this
039course. We have four learning skills. It is a two-year commitment and two-year course. You're fine. Um the first year is with us as juniors. It's a year-long course um where they participate in a variety of different activities in order to be effective teacher aids in our senior leadership PE classes. Um it is open to all juniors. Um but it is that two-year commitment. >> Um our basic demographic makeup is um pretty straightforward. U mostly um white population and uh we do have very few students with IEPs. Um and then at least currently we have more females than males um within the program. So I don't know if there's any correlation with any of that stuff but that's just kind of basically what we have seen the last um few years. >> Um why our students
040we see like when we have surveyed them why they're enrolling in this course is just to develop those leadership and communication skills. Um these are things that they've communicated with us. It's a unique platform um to impact others especially in our PE courses. You see a wide range and wide age range of students um when they become senior leaders in our classes just to challenge themselves. Maybe they have interest in becoming a future teacher um gain public speaking skills. A lot of students um are aware of maybe kind of like where they lack in those skills and they want to develop them in for as seniors as well as into um college and then obviously it's a life and readiness skill. um the impact that it has on their resume and college applications, having a
041leadership role um within the school and then just working with a wide variety of peer groups. They've heard that it's a really fun elective. Um and these are just things that they've communicated with us through surveys. Um so our goals for um the program it's really for us is a mentorship program to have these students have the ability in high school um to work with their peers in kind of a different setting um that incorporates PE within the class but at the same time it's really a student led class. Um, when we speak to students about this, I know when I get them early on in the semester, um, I just ask them like, "How many opportunities do you get in high school where you actually have to lead the class? You got to organize
042the activities, um, and lead out the students." Um, so we're we're developing those self-confidence skills. We're teaching them to have a growth mindset. Uh most of the students who come through our program um as you can imagine 16 17 year olds you know working with their peers you know they're lacking on some of those things that they just haven't had experience doing such as us standing up here in front of you guys is something we've done before that's that's new to students. Um so we we kind of talk about that finished product as you move throughout this um the course of the year that what you look like in the fall is hopefully not what you're going to see when you walk out of here. So continue to have a growth mindset in that area.
043Um, obviously communication skills are huge for kids these days. So, I think kids find out very quickly. You really need to articulate exactly what you want people to do and you can't just always make assumptions. I think that's one of the um big things that they learn is yeah, you really got to be specific with people if you really want to get something accomplished and something across. Um, and then having respect and empathy towards all individuals. Just knowing, you know, every kid's a little bit different. they all come in with um varying backgrounds of how much work they've done as a leader. Um so having empathy for those kids who are maybe struggling and how they can help out um and seeing that just um can help them out later in life and then create
044better future leaders. Um and then ultimately they move from our junior program onto our choice PE classes with our colleagues working as a senior leader within the class. Um, so that's kind of the end goal is to move on senior year and help out within those PE classes. Um, throughout the year >> we've taken some work with the portrait of a graduate and kind of turned it into our own in terms of portrait of a patriot leader and kind of what that looks like and we go through this for about the first three weeks of the first semester um what that looks like for them. So, just to outline that, um, things that we talk about as it pertains to the their selves, just developing, like Brian has mentioned and alluded to, that confidence, that
045resilience, and that self-awareness, just fostering responsible uh, decision-making skills, um, because they have a big role as senior leaders and kind of being that teachers aid. Um, demonstrate self-empowerment and life readiness skills, communication, and collaboration. Um, they have to work with their peers a lot in this course, especially as juniors. um when they lead out lessons specifically um to their peers, they have to work together. And then just accountability for their actions and those actions in which they are leading students in. Um having a respect for others, what that looks like and how to lead from the back and not always from the front and not always to be the loudest voice in the room and teach students how um to kind of learn those advocacy skills and those leadership skills um without always being
046kind of the the loudest in the room. recognizing and supporting others personal strengths, valuing the diversity that we have here at Stevenson High School um and within our PE program, our choice PE program, developing patience and empathy, working to engage so others can reach their maximum potential because we're in a physical physical um space and then work together towards the greater good and what that looks like. Um and then how does that pertain to then learning just striving for continuous improvement. I know Brian touched on how what they look like in the fall as a leader is not what they look like um in the spring and it is amazing to see and just trusting in that process and how we work towards um just getting better every single day. Um building new relationships, what
047that looks like, sustaining that growth mindset like I just touched on, self-reflection, and then overcoming any challenging situations that they um will face, which it is um a lot and we'll get into that um and kind of the structure of our classes. Um so today uh we are going to be talking about our teaching and learning principle is going to be on the focus on instruction. Um and then we're going to talk a little bit about how um the pillars of wellness specifically connection and mindset um are being tied into our class. Um so in the area of teaching and learning with the focus on instruction, our class is a really big design for independent learning. Um if you were to walk through our class um on any given day, majority of the time you
048would see the kids organizing and doing um and us kind of guiding from the outside um not so much us controlling what's going on with the class. Um so in that we think it's a really authentic way for kids to learn. Um there's you know there's a lot of trial and error where they're out there um you know they try things with their classmates, they see what works, they see what they need to tie in there. Um so it's really a mentorship program in that sense. Um and then you know these are just examples of things we do in the class. So um students will lead um teaching lessons surrounded around our choice PE curriculum. So for instance um they'll do a team sport period where they got to lead a variation of a team
049sport because they might be a senior leader in one of our team sports classes you know the next year when they're a senior um and they got to come up with you know the design and what they want to do. Um I give them a lot of permission to fail within lessons. Um, you know, I don't expect kids just to come in and create magic. Um, you know, that's going to take time, but even more than a year. You know, it's not like, you know, they're magically going to be teachers at the end of this. Um, so just giving that opportunity to do that. Um, getting comfortable with being uncomfortable is one of the biggest things that I try to stress um with students. Um, a lot of students and especially um, just in this
050day and age, you know, I don't they don't feel comfortable standing up in front of groups, making eye contact, using their voice or using proximity to people um, to make sure that people can hear them. So, these are all things that, you know, we got to step out of that comfort zone and really put you in that spot um, and let you kind of flounder a little bit and, you know, figure it out in that real time setting with um, good feedback on the outside knowing that you're not in trouble if you don't do well. it's not going to affect your grade too much. It's more of like let's see where we can go from here. Um and a lot of collaboration um opportunities. Um and then just managing peers. So even today I was
051doing a lesson and the kids are getting better with kids are leading the lesson. Some of the other kids are talking and now they're they're starting to correct, you know, each other like, "Hey, can you guys quiet down for me? Hey, can you guys listen a little bit more?" Um and it's amazing what how kids respond to when other kid says it. Like it's my job to do it. So sometimes, you know, you get mixed results. Um, but when another kid does it, um, it's like, all right, you know, you're asking me, you're my peer. Like, I'd want I want you to do the same for me, so maybe I should, you know, check myself and, you know, pay attention a little bit more. So, that's cool to see. Um, and then in the areas
052of pillars, just the connection and mindset. Um, first three weeks of the course is really all about team building and growth within leadership. So, we just do a lot of activities to get to know each other. Um, similar to probably what you would see, um, in an office type setting. Um, not that I know anything about this because I'm a teacher, but my brother works in an office, so I know like [laughter] stuff uh he does. Um, so a lot of that stuff probably comes out just to create um a team like atmosphere. Um, awareness is an active participant. Kind of what I just alluded to, like you're going to be up there at some point teaching. So when you're not the teacher, when you're not organizing it, be an active participant because that's what's
053going to make the lesson go. That's what's going to make it look good. Um, our big thing is kind of going to the junior highs in the spring. Uh we go to Woodlon and Twin Groves and our kids go into their PE classes and set up a field day type experience for those students. Um which has been both uh for the middle school and junior high students really great um and great for our students and it's also a great way for us to promote our program um as kids come into Stevenson. Um and then just belief in yourself, overcoming adversity are just some of the other ones that fall into that mindset category. >> These are just some pictures um just kind of tangible evidence here. The top most of the top ones are from
054those experiences that our senior leaders were in those middle schools. Um bottom left uh is just exciting for Brian and I to see. It is a senior leader in one of our choice PE classes where she's leading on the microphone. Um that takes a lot of confidence and and truly just guts to get up there and teach her peers in um a classroom setting. There's a team building cooperation activity. I know we've used that word a lot um that the leaders were engaging in in our fieldhouse. and then just more on the right um of their truly field experience pictures when we went out to those middle schools. So cool to see um we took this from Tony um who was a really great facilitator and driving force bes behind talking about the principles and
055I just felt like when I saw some of these quotes and then some of these principles to the right hand side they really spoke to what our program is and what it's about. Um the greatest sign of success for a teacher is to be able to say the children are now working as if I did not exist. And if you saw our class at the end of this semester, certainly at the end of next semester, um it's really special to see because it is as if we don't exist and who they who they become and um the mentorship that hopefully they feel we provided and the vehicle through PE that we used um to lead to these skills that they have um come into their own with. So teaching is about creating the conditions in
056which a student can learn rather than simply delivering knowledge and then knowledge is a consequence of experience and they are provided so many different experiences. We're going to go through a lesson plan that they um complete. They have so many different lessons that they go through again tied to our choice PE classes. Um but they are given opportunities. They are given experiences because that is how they learn. Um that is how they grow in these skills that we have to give them those opportunities. Um and again he mentioned permission to fail and that couldn't be more true um throughout these experiences. Um lots of peer feedback, self um self feedback and self-reflection and then obviously feedback from Brian and I is um given through different rubrics and evaluations. >> Um yeah, so this is an
057example of a lesson plan we would give a students prior to them um setting up to do, you know, whatever they're going to lead. This one is specifically on team sports. Um, so you can see they have the uh sport lesson objective detailed description of the activity. So what are you, you know, what game are you playing? You know, what's the variation of the sport? So it's always a variation. It's not like you can play five on five basketball because a we wouldn't be able to accomplish that anyway. Um, and B, just like playing a variation of how the sport's going to go. Um, so I don't know what would be a good one that you've had like a variation sport. Well, like they played like Nukem or >> Yeah, like so yeah, Nukem with
058volleyball or playing a variation of soccer where you play with three different goals. So, everyone's involved. So, not your standard sport like we'd see. Um, and then this is kind of where the kids work together and then I start kind of guiding them as they ask me questions. So, equipment needed, you know, and it's a lot of them like, you know, hey, Coach Persia, do you know, do we have scooters? I'm like, yeah, we got scooters. And like, okay, I want to use like scooters for my lesson. So, you know, I just lug everything in when they have the lesson and then I'm like, "Here you guys go." Like, "Let's, [clears throat] you know, see what you can do." And they come up with it. And that's, you know, what they go with there. Um,
059all of our choice P's do a warm-up. We call it the daily eight. So, they make up the own uh their own warm-up. They go through that. Um, and then when they get to the far right, this is kind of where uh the main part of the lessons uh come in. So, what will students need to know or have uh to be successful? So they just need to tell us how are you going to interact with the students so that they know what's going on in the lesson and that you know they can actually accomplish what you're asking them to do. Um and then the hard part is that organization of the activity. Um and some of the things that you know they learn is how you group students like how you put kids together
060working with different types of kids what works what doesn't work and they start to figure it out as the lesson goes on. um as the year goes on, you know, the first one they're like, "Okay, everyone count a number, you know, and you end up with mismatched teams and it's, you know, like, oh, that didn't go so well." Like, what could I do next time? Oh, maybe I'll make the teams before I come in so I have a little bit more balance or um whatever it might be. So, you start to see them solving these problems um as they go along um lesson to lesson and you're like, "Okay, now you're now you're starting to get it. You're starting to see that it needs more detail." Um and then just some closure stuff there as
061well. So, that's kind of how the kids work together within our class when they do bring iPads to class to do those types of things. Um, with the work, >> um, I think the biggest thing to kind of understand from this course for Brian and I is it truly is about just mentorship. Um, we I think it's really important also how we frame things for students. So, we ask them questions. We don't question them. And I think that's really important. I think tone matters in how you speak to high school students. Um, especially when they're putting themselves out there. um we guide their reflection and we guide their thinking. We challenge their thinking. We provide kind of agency in that we can we create comfortable spaces. We spend the first like I said three weeks
062of the semester building the connection, laying the foundation um building classroom community so that we feel comfortable enough to support them to collaborate with them and they feel that same um with us. >> Yeah, >> I think this is just powerful. Um Brian and I are always trying to grow and just as like two people that are coaches, we see obviously like pretty high percentages, but it is um it is true that we we sit down, we self-reflect after three years taking over this program um and and trying to aim for a perfect score. You know, a perfect football game, a perfect basketball game that might never happen, but every day when we we go into teaching this class, when we reflect on the scores, we are looking for perfect. And I think that's how
063you have to approach it to just get better. And so um though it's exciting and the the students have responded favorably in terms of if they found this class interesting and engaging um that's great for us. I think though there are things that we want to continue to fine-tune and tweak and um and study to make this course um even better. And then as it pertains to strategies um about learning something new in this class or if they found that the strategies in you know building this agency within them to be senior leaders are they finding that important and impactful and the answer is obviously yes. Um but again I think we when we sit down every semester and reflect on this um we want it to be better and I think that's um that's
064the way to go about it. >> Um and then just our goals within our program. So, um, as Ashley kind of mentioned, um, me and her have only been running this program for about 3 years now. Um, to be 100% honest, um, I think that, um, we needed a reboot within this program because I remember COVID and then coming back as a teacher and you had senior leaders and they didn't really have the experience. So, when they were in our they were in our class, they're like, "Well, what am I supposed to do?" And I'm like, >> I'm like, "I don't know. I I mean like you just didn't they didn't have that learning experience because they were just you know in a class learning on a computer when the learning is taking place when
065they're working with their students. Um so Eric actually was the one who was like I want you guys to kind of revamp our junior leader program. So we're like okay like um you know we'll take that on and see where it goes. Um so you know what we're trying to do is just build the culture within our PE program. Um, one thing about junior leadership that's interesting and I think it makes it a valuable course and a fun course to teach is there's no prerec to it. Um, there's no like application process. Um, students are free to sign up for this course. So, we get a ver variety of students. We get kids who are also doing FMP so they might have a little experience. We have kids who um, you know, their counselor just
066suggested like you know you might need some leadership opportunities. Maybe you should go take this course. Um, and that's what you know kids I'm like why'd you take this course? Oh, my counselor told me to. Um, all right, let's let's work on that. Right? So, we're trying to create this culture that, you know, anyone can take this course and you can learn and get better from it. So, we want to increase class sizes as much as possible. Um, and ultimately, uh, make it a part of our PE culture so that when kids are going to work with our colleagues as seniors, you know, those teachers are looking forward to those kids coming into those classes knowing that they have the experience and that they're going to be better for their class, you know, and not
067worse. and you know not something extra they have to deal with. Um and then ultimately you know when they leave Stevenson someday they look back and they say that's a course that you know I really valued um you know even though it wasn't a super academic course it was one that gave me some life experiences that I don't always get to do um on a day-to-day basis. >> Yeah. Um well thank you but also thanks to Tony Lori and Abby who supported us through this work. It was very nice to work with them and um so we do appreciate that support but if anybody has any questions um we're happy to answer them. Thank you for having us. >> We get to go. >> Sure. [laughter] >> Surprise. I have a question. >> Um so
068some of the things I was curious about you ended up addressing because I was curious how you set your skills in and the the standards and how you would measure them. And then you had the slide there and then you also address the surveys and and how you're doing on those standards. Um, which obviously you're doing really well. Do you have a sense of what what has that been over time as you've been developing this? Have those [snorts] numbers improved? They were high to begin with. I I'm just >> the numbers from the student voice survey. >> Yeah. Oh, what were those numbers that we >> Well, dep on the Yeah, this one you had the 91 and 88. I think the other one >> this is from um 2020. Um to be quite honest,
069I have not gone back prior to 2020 like since co >> so these are up they're up since 2020. This is recently%. So yes, an answer to the question would be yes, we were not at 91% before they overhauled the course and in the other one it actually went up over 20% >> since 2020 >> if they would have shown you the growth line. So they both increased dramatically since they overhauled the program post. >> I think what has changed too and just to like make note of and Brian touched on like growing the program and how important that is. um probably in the early 2000s, mid 2000s, there was applications for this course. It was very similar to FMP. Um and that went away and I'm not exactly sure the year that that had
070gone away. Um and so it it seems that as since the application has kind of there isn't that process, it seems like it hasn't become such like a big deal like FMP was. It it seemed like those parallel each other very nicely. And it seems like now it's like truly just an elective that kids are hearing about and we want to make it more of I mean it'd be awesome if we had enough kids to get to the point where we are taking applications again. And so we're just trying to build you know the culture around it for kids to hear it experience the senior leaders in a really positive way um and and kind of go from there and promote it in that way. >> And so how many are in the program? >>
071It's like 45 >> 50 I think 50. And has that been consistent then since >> definitely since co it's up from last year but yeah definitely since co it's been but again in the it was like early 2000s I felt like mid 2000s >> where so it's when Chris that was like two teams ago right >> they were taking applications for this program >> you mentioned that you visit two of the middle schools >> do you know numbers wise how many of the students who are actually participating in the program participated in those middle schools >> almost 100%. So like has there been an effort to work with the other centers? >> And so it's been like close where there's been a few that were like that can remember because our class sizes are like
07225 and 25 that they can remember that when their senior leaders came in to teach them and it's only been like a few that missed out it seems like. But we would love to get Daniel Wright. We've talked about Daniel Wright. >> It's a field trip day for us. So half of our kids will go to Woodlon and half will go to >> Twink. >> But we've spoken to Daniel, right? Because when we meet with the center schools like at >> I think >> yeah at meetings >> it's just figuring out logistics logistics to your schools and >> but we would love that and the kids would love it. It's like the culminating event that field experience forum. Um, >> and I think in the winter for like I think right now like if we
073did it in the winter time like I don't think our kids would be ready to like do like a winter >> because they've asked us like the they've asked like Woodland especially last year they did such a good job. They're like can you come in the fall and we were both were just hesitant. >> We would have to carry more of that you know. I don't know what we'd have to talk about. >> So right now too something we didn't acknowledge is you see that we showed a partner lesson plan. So we start we start where they're in groups of three. So that's easy. you can lean on people. Your voice doesn't have to be as loud. Then when they go down to a partner peer lesson, obviously that's just with one person. When they
074get to second semester, they are leading lessons by themselves individually standing up there, you know, on their own two feet. And that's hard. That's different, right? Like doing this together opposed to by ourselves. So, but that is definitely something that we would love to >> and we talked a lot about it at the school last year. It's just yeah figuring out logistics. >> But that is something like back to like trying to be perfect and growing in it. >> That no truly that would be something to look into. That would be a good opportunity to grow. >> I have a question. This sort of ties to what Logan said earlier in his presentation. Are you finding that with the change in these wellness pillars that we're putting out there and this is more maybe general
075PE question, but >> do you feel like students are starting to get what a big piece that is in terms of stress relief and things like have you seen a change? >> I think so. Just in just in PE in general like you start seeing kids, you know, as you go through the pillars and our PE curriculum, you know, we go through them pretty, you know, often within the time they're with us and you kind of start seeing now at the end of semester like kids are starting to like nod their head when you're talking to them kind of like almost like yep like you know we >> they feel the need for it. >> Yeah. I know like yeah like the reiteration of hey let's you know >> you know restoration is not just
076about sleep let's make sure we're taking time for ourselves to relieve stress and like things of that nature. So, >> we're also seeing things like on their assessments like when they reflect on the like pillars and the behaviors of wellness like they are um they're reflecting in a much deeper way and and how that is like pertaining to their daily life and um when they're monitoring like the ways that they're restoring themselves and things of that nature, hydration, whatever it might be. Um it's cool to see that connection and that they're building for themselves. >> So, you can see it coming from other places. It's not just you guys who are promoting it anymore. and just how it's um you know when the curriculum is is put out there and and put up and and
077like I know he's saying nodding and just that kind of non-verbal feedback but it see they they're all making the connection to all five they know all five they're not just hearing all five kind of in our setting I feel like it it has spread >> in the most positive way just in different areas of the school >> and I think just using the pillars to help guide your class like >> with uh electronics and stuff like that it's just been so much easier to turn to the pillars and talk about you know your mindset around your phone as you come in and like knowing that you know this is your time to not have it. I think they're connecting those dots a little bit more where you know they're using that as kind of
078like yeah you're right you know like there is things that or reasons and stuff so I've seen a better improvement there as well. Yeah, absolutely. >> Great. >> Any other questions? >> Thank you for having us. >> Thank you so much. >> Yeah, I appreciate it. >> So, letter C for the curriculum instruction assessment is, as you'll see on the uh board book, approval of board policy updates. You see the press issue 120. There's a whole list of things if you wish to check it out. Most of which is just word smithing. It would look like someone spent quite a bit of quality time somewhere um updating some words and things in there. So um everything on there is rather minor. Um personnel um you can look and see that we have graduate program approvals
079that we have every month. Um we do not have um an exec session tonight and everything in the human resource kind of category will be on the consent agenda and go to Sean. >> Yep. So I have three items um tonight uh three action items uh tonight for the board. Um the first is the renewal of our master contract for construction management um with Gilbane. Um, as you know, Gilbane has been one of our um, vendors for many years, helping us through uh, the renovations and the constructions that come. Um, sometimes planned, sometimes unplanned. Um, but, uh, just because they have been uh, with us for 30 years doesn't mean it's an automatic um, renewal. So, I spent a bunch of time um negotiating not only with Gil Bane um but with uh doing some
080conversations with um our peer groups as well as some other firms um as well um to ensure that not only are we um within the market but that um we are getting um the best deal that we can and Gilbane has lived up to that um yet again. Um there was a very nominal increase um uh 0.2% uh on the overall cost that has to do with some of the um expenses when um the construction um superintendent and the project lead are on fact on our campus. Um but tonight we are asking the board um for uh the app approval on the renewal of our master contract with Gil Bane for construction management. I did put on there pending legal review. Um I did get um some feedback from um our attorneys Howard Mets. Um
081there's nothing of significant in terms of the cost that is associated with it. He's just making sure that it's up to date with the newest AIA forms. Um, and just as a side note, um, today does not, um, the board is not approving any spending of money. It's just a contract for when we do, um, have construction next. >> What is the contract up in 26th? I was just >> the contract. Uh, >> it's in 25. >> Yeah, it's up. >> Oh, so it's already >> it's expired. Obviously, we would work with them. uh they would work with us on any kind of issues that we would have to have without the contract. But now the contract is back signed um and or hopefully the contract will be approved and then we will be under
082contract again. >> Could I get a motion to approve? >> So move second. >> Any other questions? >> Michelle, quick question. So when you say the peer average was 2.5% and the Gil charge Stevenson at that rate. Yep. >> When the project's value is under 3 million, which means they don't charge anything. >> So, when it's 3 million or less, then we're we're competitive with the industry. When it's more, which is where we usually land, we actually get charged a lesser rate, which doesn't necessarily happen with our peers. We get a good friends and family. [laughter] they group the projects together for if we're doing summer projects individually they may not cost as much but generally altogether they will and we'll get the rate >> 100%. So it's it's a rate for the overall projects
083of a summer which might bleed into two summers like the EBA the the east building edition was a project in it of itself which put us over that that 10 million threshold for the much cheaper rate. That's correct. Yeah. Is Gilang supporting other districts? >> They do. >> And then are they charging different rate [clears throat] for different district? They charge us lower than other Oh, >> okay. Don't tell. [laughter] >> Um are you happy with the service that they've been providing? >> I am. And that's a great question, uh, Amy, because, um, as you know, Gil Bane has undergone, um, some leadership changes, um, from their executive vice president, Doug Lim, to, uh, Jeff Masters, who was not only here for 30 plus years, but his children also went through here. Um, and now
084we have, what was, what's nice is that the project executive, which is, uh, essentially the title that, um, uh, Jeff was under, is now, um, Jeremy Rowling. I knew I was going to blank on his name. Uh Jeremy actually started here as a project lead has worked his way up through the company and has been assigned our account to keep that continuity and that historical knowledge that is really when you look at all of the various additions that we've had on our campus is really important when we open up the wall and we know what to expect when we open up the wall. So, >> so sound like sounds like it's been a 20 plus or 30 plus years. >> Oh, way over 30 years. >> Way over 30 years. >> Jeff was here for
08530 years plus. >> And the term of this one? >> Um, this is a 5-year deal. Um, and we can renew um after that. Um, I like I think 5 years is a good scope of work, especially since we just got our master plan and we'll be looking to do, you know, set up some projects for the next 3 to 5 years. Finish those projects and then kind of take a look at the contract again, make sure their service is still up to date um with what we've gotten in the past and what we expect in the future. Any other questions for sure? >> Okay. Could you please pull the board? >> Frost. >> Hi. >> Minossef. >> Hi. >> SA. >> Hi. >> Coren. >> Hi. >> Tyer. >> Hi. >> Aguall. >> Hi.
086>> No. >> Hi. >> Thank you. Um, our next item is uh the annual tax levy. Um, so this is uh our estimation of the amount of uh tax revenue that we think we will need for the 2627 school year um to fund all of the operations that go into the district. Um I do say estimate um because there are some unknowns um such as what is the actual EAV of our property? Um what is our collection rate? we know the inflation rate and then most importantly how much new construction comes in um to the tax books. Um thankfully the county does a good job of giving us estimates on the EAV so we can really kind of dial in as best we can. Um this year um the CPI was 2.9% that's what is
087affecting this tax rate which is actually the inflation rate from a year ago December. Um and we have approximately 20 million in new construction. Um so given all of that um we are um asking the board of education to approve the tax year 25 um levy of $131,800,000 even which represents a $4.98% increase over this year. >> I need a motion to approve. Second. >> All right. So, we did talk about this last month's financing. We did. Does anybody have any questions since then? >> I'm just looking at the way it's presented in the board book and the number in the recommended motion. >> Yeah. I I was just going to thank you, Gary, for pointing that out. The um >> the number in the motion itself [clears throat] is I did not update that.
088That should actually be 131, not 126. >> [laughter] >> doing it right now. >> And I'm looking at the worksheet. >> Yep. The worksheet does include the bonds which are not part of the tax. >> Sure. And my only question and I I feel like we looked at this when we had a finance committee meeting, but the seedall piece is blank. Is that because of the LC? We don't have to correct >> contribute to that. >> Correct. So seedall um Seedall has uh the let me phrase that. The county allowed Seedall to collect um property taxes from uh from each of its member districts, but it had to go on the member district's tax levy, not on Seedall's levy. So when we withdrew with from Seedall, we no longer um have to account for those
089uh taxes that are going to Seedall. Great question. >> Thank you. [snorts] >> Any other questions? Okay, please Benosf. >> Hi Sao. >> Hi >> Gorson. Hi >> Tyer. >> Hi >> Awald. >> Hi >> no. >> Hi >> Frost. >> And just as a note we will find out sometime in probably March or April um what the actual tax extension and how much taxes we'll actually receive. My guess is it'll probably be a little above 3% well when all is said and done. We just don't know with the um EAV. Um the second one um follows uh in line. We're asking um for authorization for a supplemental tax levy to pay the principal of and the interest on the outstanding limited bonds of the district. So when we um issued um bonds in the
090past um there was a tax rate uh or there were some assumptions that were put into the documents um regarding the CPI. If the CPI ends up being higher, we are allowed to pay off our bonds earlier and lower uh um and get that off of the books. And so this supplemental levy as recommended both by uh Chapman and Cutler who are our bond underwriters as well as Liz Hennessy who is our um finance uh liaison and advisor as well when it comes to debt. Um both um help with this particular uh resolution. Um so uh the uh we are asking that the board approve the resolution authorizing a supplemental tax levy to pay the principle of and the interest on extend outstanding limited bonds of the district. >> Can I get a motion to
091approve? >> So move second. Again, we talked about this at the finance meeting, [clears throat] but does anybody have any further questions for Sean about that one? >> I just it it was very clear and that was a good conversation, but I just want to ask that if you could just briefly explain for anyone who's playing along at home. >> Sure. >> Why we're doing this the way that we're doing it and what the tax impact is. >> Right. So, this allows us to pay off our debt sooner than later. um which is always a good thing. Um but if you would assume that um our payment uh our payments were set up and the CPI was 2.5% that was the estimate and the CPI is actually 2.9. Um the debt uh the percentage that
092difference is what we're asking for to pay off our debt and make sure that we don't have to use any of our operating funds to pay for the debt because we want to keep our debt in our operating funds separately. >> And so it just allows us to pay it off earlier >> because it was an estimate. >> They made an estimate >> correct >> for the remainder of that. Correct. Yeah. >> Y >> do you happen to remember we talked about >> it was I think overall it was [sighs and gasps] I want to say it was like 200 grand total over 25,000 different text um pin numbers um that feed into Stevenson. be very beneficial to the >> Okay, any other questions? >> Would you please pull a board? >> The tax lady.
093>> No, the motion. >> Oh, yeah. They just >> Yeah, >> they just did the motion. >> I think >> Sorry. Oh, I put in the next one. Never mind. Okay. >> So excited. [laughter] >> She's just listening. She's so enthralled. >> That's awesome. Okay. Wow. S. >> Hi. >> Gorset. >> Hi. >> Tyer. >> Hi. >> Wall. >> Hi. >> No. >> Hi. >> Frost. Hi. >> Ven Yossef. >> Hi. >> And then you see we did have a couple of foyer requests um the last month. Um there have been a actual flurry of foyer requests as of late. Um we had um six from one specific um vendor and those will show up in our mid memo as well as um the next board. So [snorts] if having none, I'll turn back over
094to Amy and Wendy. >> Could I get a motion to approve the consent agenda? >> So move. >> Second. >> Could you please pull the board? >> Boris. >> Hi. Tyer. >> Hi, >> Hagwall. >> Hi. >> No. >> Hi, >> Frost. >> Hi. >> And Yosesef. >> Hi, >> S. >> Hi. >> All right. Superintendent report. >> Okay. We bring it around here that um just a big thank you always to Jamie and her team for pulling together some additional um just little great things to see. Second photo down, you can see a picture of Troy as Mary Poppins, which is always fun to see. Um, I think he's found his new retirement career. >> I [laughter] Yep. Swinging. [clears throat] >> And the other item, the rest of the items are things that
095you guys are used to seeing. But I do want to add just one thing down at the very last item. Doug Keeler um added some really interesting data. It's really actually good positive data um from information services regarding um our net work infrastructure and safety. Um and you could see kind of cool little um spiderraphs that kind of talk about and um where we were 10 years ago to where we are now as far as the safety of our faculty, staff, students, administration around um potential threats um via the worldwide >> network, right? Yep. >> I'm confused. And I would say the best way to read this is if the red line is inside the blue line, that means that you have mitigations and strategies in place because the red is the risk and the
096blue is what we are doing to narrow that risk. I'll tell you this is something that keeps Doug and I up all the time. [snorts] Um and we have done uh an amazing job. As Doug and I were um discussing, uh if you look at the 2025 uh risk >> all the way at the bottom, >> at the very bottom, the disaster recovery in BCP, um we are a little outside that. We would argue that um we have moved um all of our critical um softwares um offsite so they're no longer housed on premise and that it does include our student information system um which recently this year has moved to um offline and and really puts um or off- premise, excuse me. um and puts a lot of the onus and pressure on the
097firms that we deal with in terms of disaster recovery. Um I don't know if you happen to catch, but um Zion School District 6 um just to the north of us um was out of school for 3 days um because they had a ransomware attack. Um we're still kind of digging into the details. As a member of the click executive board, I do have the ability to kind of get some information. Not all of the information is available yet. Um, but should that have happened to us, we are Doug and I and and I think others are confident that that similar type of a situation would not have occurred um with our network and our safety. But it is something that um Doug and I um take seriously all the time. We do have our
098network audited. Um, and we're actually working with um, representatives from a a different firm to come and um, audit us again. Um, so and they're going to provide a different lens, if you will, to see if we are up to date on on all of our protections. But this is something school districts generally speaking don't have as a robust um network um from a security standpoint as companies do um and it makes us more vulnerable and we're trying to stay on top of the industry standards. >> Yes. So kudos to Doug and Sean and their team. >> Okay. Mostly Doug on their teams. You could see the growth just in the past 10 years from you know 2015 to 2025. the work that he's done um to keep us safe. >> I just want to
099give a shout out to Gary Conser. >> Yes. >> The tech committee um where Doug goes through >> Yes. >> a lot of this stuff and Gary's [snorts] >> uh I don't know what we'd do without you, buddy. [laughter] >> Give him a shout out because [clears throat] I've been to those meetings and he's constantly contributing to to better the system. >> Definitely. Yes. Awesome. >> That's all we got. All right. Could I get a motion to adjurnn? >> Second value. [laughter] >> Um, all in >> favor I post. We are