001Would you please join me in the pledge of aliance to the flag of the United States of America and to the republic for which it is born nation indivisible with liberty and justice for all please call the rule. No >> here. >> Ross. [snorts] >> Uh, Ben Yosf >> here. >> Sao >> here. >> Orrison >> here. >> Tyer >> here. >> Awall >> here. >> Okay. Do we have any correspondence? >> No. [laughter] [snorts] >> Wow. [laughter] >> Be one of those things. >> I think so. Is there a full moon? >> I wanted to move in, YOU GUYS. >> [snorts] >> ALL RIGHT. I feel like I say this at every meeting. Maybe I'm going to keep continuing it. But crazy that we're already November. I've only done like four of these, but
002it feels like I'm just like constantly doing that. All right. So, November, like I said, happy to be here. Um, for this one, I remembered last time I talked about that transition period we're in. We're still kind of going through that right now. So, in terms of going into the future in terms of like sports, not going to have too much of sports right now. Although, um, our girls swimming and diving did win state over the weekend, which is awesome for them. They got first place. I know. So, I just had to throw that in there for them because such an amazing performance out of them. They always do great. But awesome. So, moving forward, I know the last time I talked a lot about why students join clubs. That's a big like present moment.
003Students living in the present. How do they find what club's right for them right now? This one I'm going to do kind of the opposite. that I'm going to look towards the future. How do Stevens and students look towards the future? So, I know usually I wait till the end and then I give you the big aha moment. This time I'm going to give you in the beginning just have that through your head how students look towards the future. I'm going to be touching on that as we go through. All right, [clears throat] starting for this one, different like culture events and collaboration events we have here. If you look at the top left there, that was NHSDA and the German Honor Society. They collabed and they did an excellent job learning the Rinlander dance.
004So, just two different things collabing there. to the right photo. I think I was going to do one with students, but I'm pretty sure I was hungry when I added these photos. [laughter] That's that's why I did the guacamole one. I mean, it it looks awesome there. Um, but Lasso hosted a guacamole contest and as you can see, the guacamole looks great. I would have loved to been able to go there. Uh, if you look in the bottom left, that's for Dia Deos Muertos. That's face painting. That was from our NSHs, which is a National Spanish Honor Society. Lasso also did that and it was with Stevenson backstage and Odyssey. So, I know I mentioned Odyssey in a lot of these events and how they collab with different things. But that was awesome to see
005that. For Halloween, how they did the face painting there. I mean, you can see it just looks so cool. And in the bottom right, we have French Honor Society. They had their French week, which is a bunch of fun activities like crate making, they did chalk the walk, and they did French trivia. So, kind of what do you look for for the future in this? This is looking for the future for their clubs. This is collaborating their clubs, broadening the scope of their clubs for other people. By doing these collaboration efforts, it brings students together or ways raises awareness for both clubs and helps to grow that and look towards the future of their clubs by growing how involved they are. That's through our culture events. Moving on, competitions. Top left there, you look at
006Stevenson debate team. They hosted the Illinois Congressional Debate Association. They earned first place overall as a school. Seniors to the right there, not much of a competition, but I thought I'd add it anyway. There's a spark program which obviously we host over the summer and do things but this was the final thing where they got to present their findings to whether it be teachers other junior peer students or family anything like that and just so much dedication hard work towards what they're going for and how they could present that awesome for them statesmen in the bottom left they recently attended the kettlear press association full journalism conference that was at the University of Wisconsin whitewater and for that they got only the one of two newspapers in the prestigious all keer rating and took home
007first place for their website. If you can see Mr. Gobble there, he also won administrative of the year for the Kempo Award. So, there's that as well. Yes. Yes. I thought I' thought I'd throw that in. But, um, awesome that I >> They let them write whatever they want. >> Yeah. Yeah. It was awesome that statesman went there and were able to do such amazing things that they do. All right. Bottom right. Finally, the Stevenson model UN team. They were recognized as one of the top schools for the Carl Sandberg High School MUN Conference Monzo Model UN. And that is one of the most competitive events in the Chicagoland area. So amazing that they're recognized there. And what do you see at the competitions? Obviously, a lot of these clubs are very competitive clubs, whether
008it be things like debate, model UN. And whether it be whatever club it is, people join clubs certain times to look into their future, whether it be statesmen, something like journalism, debate team, something like law, political science, any route like that. People pick these clubs for the future. They pick these competitions because they love doing it. and they love doing it for the future. So that's the reason that a lot of students join these competitive clubs is looking towards their future and looking towards what can they do beyond Stevenson, beyond their just high school experience. Moving on, class trips. Life by Design class in the photo left there, they had a day at Sunrise Camp where there was a free summer camp that was dedicated to children diagnosed with cancer and their siblings. So they
009did different hands-on experiences and got to really experience things like that. to the right of that the business apps and tech had an amazing trip to Dave and Busters um that machine there which you know seems impossible to rent it's win it's got to be rigged um but they had they could hear from an executive team member about how it's like to run a business students from the marketing class to the right there they had a marketing class they went to the Chicago Wolves hockey team at All State Arena during their visit they heard from a panel of a team of executives about how it's like to run a hockey thing and the behind the scenes and everything that contributes to going on through that [laughter] bottom bottom uh right Sorry, students in the entrepreneur
010class recently visited Deerfield's bakery and ABT in Glen View and they had how different businesses obviously wants food, wants appliances, how the different businesses are run and things like that. Finally, bottom middle, our culinary students had an incredible hands-on experience when they got to go to the Elawa Farms and that's where they got to learn sustainable growing and practices with that. So, great for our culinary students. So, when you look at these class trips as a whole, once again, it may stick out to you about all of these are generally electives which students take. Your core classes can travel places but a lot of times it's the electives that go places which are students obviously we have a choice to do and for that we're picking electives that help shape towards our future and how
011we go and about that how we pick what we want to do once again looking towards the future I want to touch on that October 21st that was talk about your future night also junior course selection happening right now so many junior people come up to me should I take AP lit no but anyway [laughter] don't take that class um but yeah junior course selection is obviously happening a lot right now. Um I had to yeah um junior core selection is obviously happening a lot right now with everything that's going on and so amazing that students are thinking towards the future not just of right now. Um yeah and when I was thinking about this what is the most preparation for the future? What thing prepares students the most for the future? That brought me
012to Tech Campus, something that I don't know too much about, but that it's amazing that we have this and when learning about it, I loved learning about it and I thought it'd be amazing to showcase it here. So, Dr. Kible, I know you went to this event. Um, this was for the match casualty incident drill and this is where students from different fields like law enforcement, firefighting, EMS, biomedical, and cosmetology. They could have their real world experience in different hands-on scenarios. So you can see there's firefighting there. There's people in a lab. And just the real hands-on learning experience that they can get from Tech Campus is something that's amazing. Something that I feel like was amazing to showcase here. Further talking about Tech Campus in terms of what's going on into the future. This
013fall there was a field trip to Tech Campus for new students interested in exploring courses for the upcoming school year. And there was a bunch of participants that went there. And I just kind of want to give you a scope of what Tech Campus looked like. For the 2324 season, they had 55 people that completed Tech Campus. 2425 season, it was 67 people that completed Tech Campus. For the 2526 season, there was 73 people that are currently taking Tech Campus [clears throat] right now. And for the 2627 season, 77 students signed up as of November 11th. There's an estimate that 125 will enroll and 100 will complete. So, we can see that's going on an upward trend, which I think is just amazing because a lot of times what's focused right now is a lot
014of colleges looking towards the future of what's colleges, what's happening with that. But there's an entirely different path that these students take with tech campus. Maybe they don't go to college, maybe they go right into the career field right outside of high school, which is an awesome experience that we can allow our students to go to tech campus and enjoy that. So, my meet Monday is related to that. This is Dami Garcia. She is a second year cosmetology student at Tech Campus. She's in the morning schedule. So, she takes a van in the morning at CLC, comes back to Stevenson around fifth period. Last year, she did the afternoon session at first and then she left at 12:20 and then went there after. The reason she joined this program was actually from a friend. and
015she heard from a friend about Tech Campus, about all the amazing things, and she wanted to try it out. When I asked her actually why she did, she said, "Honestly, it was kind of something that I chose out the blue." I didn't really know what I was getting into, but cosmetology is what I what I'm into. I'm very into skincare and all that stuff. So, I mean, it was a really good decision that I made it. So, obviously, she didn't think that she'd go into cosmetology. She knows she likes that, but she tried this out because of a friend and just because she was trying to see how it was. And this is something when talking to us she really had a passion for and loved doing. When asked her what was really cool about
016the program and the CLC and what it offers, she said cosmetology for job fairs. They have like hair salons where people like Trakoshi, hopefully I said that correct, um come in and they give you a rundown on the steps of how to build a future hair salon or if you're looking for a job, you can sign applications there actually and it gives you an opportunity to expand your career. I thought that was amazing that different people can come to the CLC. You can have literal different jobs that you might be working for in the future come there. can fill out an application right there, learning from real world people about how to run a business, how to do a job. That's just awesome. When asked her, "How does it prepare you for the future?" She
017she said, "Giving you a taste of what it could be like to go into this career that you may be interested and it gives you the knowledge that you need. I believe I see myself in 5 years from now hopefully obtaining my license. I want to grow and make up my own hair salon knowing that I want to pursue more than just here. I want to learn what it takes to make up skincare and make my own business." So obviously Dami Garcia is very looking into cosmetology for the future and I want to keep in mind she said that she didn't know what she wanted to do. She didn't know but clearly tech campus has impacted her so much to now 5 years time she wants to be an entrepreneur building her own business which
018I think is amazing for Stevenson student because it's not honestly not talked about too much. Like I said that college path is often a lot more emphasized but there's this tech campus path that's so much important. Now, like I said, why am I talking about all this junior course selection coming around? Talked about the present in the last meeting. This one I'm talking about the future. Stephvenson students, it's amazing here that even though they're in their high school career, they going through so much right now, we're always looking for the future. And you guys prepare so well in different things we have, whether it be things like clubs or tech campus or any of the sort. So, thank you guys for being able to help us in our future career and not just focus on
019what's going on in high school, but focus on what we're doing outside of high school. how can we improve as a person and how can we grow and meld into society that's beyond Stevenson High School. The fact that we can do that is just awesome and it's amazing that students can look into the future and have such vast opportunities that we do here. So, thank you guys. Thank you. Thank you. >> Thank you for highlighting that. That's something we don't hear of often and I I had the opportunity to tour the campus as well once and it really is pretty amazing. provides a lot of opportunities for students that many don't know about. So, I appreciate that you took the time. >> I saw >> Yeah, it's such a cool experience. Crushed it. >> We
020had some some other so some other activities this past weekend. I think Don, you said you had a chance to see the musical. >> Yes, I had a chance to see the musical yesterday. Um, the matinea. It's [clears throat and snorts] not the first performance that I've seen from the Patriot Theater Company. Um, but as usual, it was absolutely astounding. I mean, my hats off, compliments to the entire crew, uh, the actors, the musicians, the production design people. I was thoroughly amazed by the the level of preparation, the entertainment. At one point in intermission, um, the actor who was playing Mary Poppins, it was Mary Poppins, was was walking in front of the stage during intermission and there were little children getting their picture taken with her like it was Disney World. >> Sweet. There
021there was a number where I'm sure you and you guys know this already, but I had no idea that I was going to see an actor suspended from wires singing upside down to an auditorium full of people. I didn't even know we were capable of doing that here. I was absolutely floored by the production. So, everyone who is involved in that, and I'm talking to the people on YouTube, if you're watching on YouTube, [laughter] you should evangelize like the Patriot Theater Productions and go to the community and get people to come here because what they're doing is just amazing. So, [snorts] >> there's about 180 kids, I think, total involved with the music and the backstage and all the people on stage. >> And I actually even heard that um Mr. Gobble himself was teaching
022a physics class [laughter] while flying through the air. >> We actually have video. We have video of >> Mr. flying uh [cheering] [laughter] >> somebody just as we're on that this year we've changed what Odyssey looks like in a lot of ways. And so our goal is to do Odyssey activities all the time. art in your life? When does it happen? What does it look like? And it was a great opportunity for the arts to interact with our engineering and physics classes and talk about what it means to be suspended up in those spaces and fit right in with the curriculum of physics classes. Uh there were teachers that flew every single period, physics teachers, uh talking a little bit about what was going on. It was um it's just another idea of how Odyssey
023can live throughout how the arts can live throughout our school all the time. So, it was really cool. >> Thank you. >> Thanks, It was a It It was I just couldn't believe the level of singing and acting and [snorts] it was Mary Poppins like it like a movie. >> Great. Well, thank you. Do we have any visitor statements tonight? >> Okay. Uh well, tonight uh we have the present their annual presentation of the student uh achievement report and Tony and Ted are here to do that and um you do have a hard copy of it as well um in front of you. So gentlemen, take it away. >> All right. Uh I'm Tony >> [clears throat] [laughter] >> Good evening everybody. >> We coordinated today. >> Yeah, we coordinated. Yeah, we got blue pants.
024Great top. >> That's nice. >> Um, but welcome everybody. Uh, again, this the the purpose of the student achievement report. Uh, just a reminder, this is a achievement for our students from last school year. So, I know we spent some time talking about this at the administrative team retreat in August. Uh but again, another opportunity for us to celebrate our students and all the work uh that the faculty and staff and uh the team here at Stevenson has uh accomplished. >> Yeah. And you have a hard copy in front of you. In the bottom right will be the pages that the data corresponds to. It's not going to look the same, but when you get the PowerPoint, this in the bottom right will be the pages that it corresponds to. The thing in front of
025you is far more comprehensive than what you're going to see here. we decided to kind of expand our data set uh to give you a better view of what our students are doing and capable of doing. So uh here we go. Uh we're going to start with enrollment just kind of as a baseline. Um we are continue to grow. Uh we ended in the 2425 at 4759. We are hovering around the 4800s right now. Um, so this will this number will pop up kind of as a context for uh our AP numbers here in a second. Um, we're going to start with classroom performance. Um, our grade distribution uh used to follow the bell curve. Okay, so you can picture the bell curve. Uh, we now follow a left skewed data set which is much
026more in line with a competencybased grading system. Uh, which is what we follow in our evidence-based agency stuff that will come back. I'll show you that distribution. So when you look at this, you will see that there's far more A's. Um, but that is not that we're just throwing out A's. That is backed up by our numbers with ACT and SAT, which I'll show you in a second. So we have a more left skewed data set. Uh, we've kind of busted the bell curve. Uh, the bell curve is based on a quota, not on student potential. Uh, so now we are uh much more in line with student potential and our evidence of that. So I'll come back to that in a second. Um, this is our grade distribution. We always show you can look
027at this more in depth uh by division. Um but again that bell curve uh you is starting to go away. Um we now have proficiency distribution. So we do grade on exceeds meets approaching. So we have a multi-year trend that we can finally see. Uh so we hover around you know threequarters of our our students uh get that meets ultimately uh as their final proficiency score one some two combined. So these are kind of the exceeds, meets, approaching, developing in our grade book the the total scores that's the distribution. Um and this is how it looks by division. So you can explore that a little bit later. We're not going to go through in detail. Um all right. So uh before we move to our agency focused teaching and learning, before we move to our
028evidence-based uh uh competency based grading, uh we followed the bell curve. If you look at our grade distribution and our GPA, it was like the top. Uh again the bell curve is based on quota. It ignores student potential. It assumes that most kids are B's and C's and reserves the A's for just those special cases. We didn't want that. We wanted evidence of competence and if a kid showed that we wanted to give them that A and then earned it. Now you might think, hey, lot more A's. We're just giving out A's. That's grade inflation. But all of this is backed up by those third-party exams. So our AP numbers better than ever. our ACT AC ACT numbers better than ever. So if you look at our outside metrics, our kids are competent and that
029competency is growing. So the evidence that we're getting from our classes uh and what the kids are doing in their classes is holding up by those third party metrics. So um uh yeah so if you look at some of these uh just to point out and then we'll move on our the our distribution in our APs we used to have um fours and fives around 55% of our of our uh AP scores were fours and fives in the past now it's around 75% our fours and fives in our AP distribution and this past year in 2425 it was 79%. Um before we moved to the agency based and evidence-based, we had around 15 perfect scores in our ACT. Um when we moved to full in on what we do now, it's average each year about
03025 perfect scores in our ACT. So our teachers executing perfectly in the class, what we're asking to do is leading to this. So, um, I just wanted to hover on the slide a little bit more because I wanted to celebrate the work our teachers are doing and what our kids are, uh, uh, uh, uh, uh, doing in the class and what they're doing outside the class. So, uh, awesome to everybody. Um, uh, Ted, this Thank you. Um, I I love that. Uh, I think, you know, like that's something that we hear often is like, oh, there's great inflation and, you know, like that that community myth that's out there. I think what Tony just described is uh exactly what we were hoping for is that the data that we have in our grade book matches
031what we see in our state exams and our college level experiences. So, I'm just going to kind of briefly talk through uh last year was our first year of giving the ACT after many many years of the SAT. Um and the ACT is something that we're all a little bit more familiar with. So, I think um we probably feel pretty good about that. But we're going to when we're talking about the ACT scores, we're going to be specifically talking about the class of 2026. So this year's graduates um and again so last year was the first year that we gave the ACT. We gave that in the spring. Um that group of students and and moving forward though will still continue to live in the PSAT world. So we just wrapped that up in October.
032Um that that test is taken their junior year. That's also the national merit test. So it qualifies those students for national merit. U but it also gives us some important data to help intervene for those students uh between their junior year and uh in the fall versus the spring. We'll talk a little bit about that. So, that's just our our kind of pattern. Um, when we look at the students who take the ACT, so again, it's a state requirement, so all juniors sit for that. Um, but when we were a very heavy ACT state, we know that our students didn't just take the test on the day of the test. They took it during the weekends leading up to it their junior year. Uh, many of those students use that as practice opportunities and they
033take it going into their senior year. So you can kind of see prior to when we again were a very ACT focused state. So 201617 uh 1516 um not many of our students only took the test on the school day last year. So uh class of 2026 students 971 of those students only took it one time uh school day only. And then you could kind of see uh moving on how many of the students uh took the school day and another four ACT tests. Um there there's four four of those kids out there. Um >> that used to be more common though. >> It used to be much more common. You can see uh if you go back to like 2015 16 38 kids took it school day plus four. >> Yeah. >> that group
034right there the red group took the SAT multiple times. Correct. that's what they >> that's what they're familiar with >> over again. So I think as we change it'll start back to that eventually. >> Yeah, we might see that or we might also see kids just >> being happy with the score that they get and and >> when they come here we celebrate them when they get a perfect score and it's it's shocking how many of them have only taken it once. That's usually somebody asks them how many times they've >> I think we had 16 on the school day. >> Take it one time, get a perfect score, >> right? >> Some of us like me took it multiple times. [laughter] Never got a perfect, not even close. Um, so if we look at
035our class of 2026 uh ACT results, so again, this is the day of state required uh testing day uh that took place in the spring. You can see that our composite score here at Stevenson was a 25.2. 2. Uh, and if you look at where we were at, uh, that might be a little bit concerning to you. We were at a 26.9 when we were uh, kind of all in at the ACT, uh, place uh, before switching over to the SAT. Um, but I I think what like just Tony shared about this proficiency model and really um you know encouraging agency in our students, I think what you see here is that regardless of that state test, whether it's an SAT or an ACT, our students still continue to do well. Um, so even though
036we weren't an ACT state, we I think what we did is the right work all along the way. Um you can see that if we look at Illinois's uh scores versus Stevenson's uh we dropped 1.7 from where we were kind of all in. Um Illinois on the other hand dropped 2.6 points on that uh ACT composite score. So we know that there's still some work to do. Um and we can talk about that in a second. Eric, >> well I think it's also to Troy's point. I mean you could look on page 37. the more often the kids take it, the higher the score, the higher the composite will go. >> Absolutely. So >> yeah, absolutely. And we can see that even with that group of kids, right? So if we look here, um again,
037if we look at their their composite scores, the kids who continue to take it more often, there's there's some diminishing returns. >> Um but those kids that continue to take it more often, they're going to have overall higher scores. >> So we know that that's going to come with practice. Um we have a lot of teachers uh integrating ACT types of learning in their in their classrooms. Um we give a practice ACT here at Stevenson in the in February, end of January, early February. Last year we had about 400 students take advantage of that and we kind of capped it at that not knowing what we were going to get. This year we've expanded that to 800 to give more students an opportunity um especially when we're looking at this data. Um again more students
038an opportunity to have a practice experience first before that that official um [snorts] state required day. So again when we look here um if we look at all sittings that a student have has taken uh their composite was a 25.9 versus a school day only is a 25.2. So we know more experience that those kids have um that that's that's going to just help set them up for success in the future. And just a comment about this, we wanted to expand our view beyond just the school day number. There's lots of different groups of kids, beyond just the kid that number and the school day. So we want to look at all cities and kids who just, you know, just weekend scores or kids who took the school day plus one another. So this is
039the first time we've expanded just beyond just the school day number uh just to give us a more comprehensive view of how our kids are doing on that state test. So that's what you're seeing here. uh college level experience. Um we had 688 students in dual credit courses, 187 in articulated. Uh those are uh high high numbers. Uh some of our highest. We had 2736 at least one AP uh course this year and we had our highest uh ever AP exam takers at 2422. Uh we did extremely well on our uh one of our goals. We had 94% of our kids graduate with a college level experience. Uh which was amazing. Um >> that's the highest of all time >> of highest of all time. So that's something to celebrate. It's always hovered. You can
040see around that low 90s and then we had this pop. So we should uh celebrate that. Um what we did this year is we looked at our current state. So these are kids semester one right now. >> Bless you. So these are current seniors right now in our school. uh we're hovering around 90% with a college level experience already. Uh and if you go back to juniors, we have 85% of our current juniors have a college level experience. So to be a little bit proactive, what can we do to coach these kids? Are they signing up for classes right now uh that are college level experience? So in >> like AP lit [laughter] or >> or tech campus as well >> included in this film [laughter] >> it's working already. It's working already. Um so
041yeah we wanted to be a little proactive to put do this. So we have these this this view of our students as well. >> Uh [snorts] >> what type of opportunities for freshmen are there? >> Not many. Uh >> so project lead the way which >> yeah because keep in mind this is the isn't always uh AP this is anything that has dual or articulated credit so like project the project lead the way courses the engineering courses freshmen can take um >> this would have been last year the AP pre-calc >> that would be the >> that number that 15% >> is probably the only class that freshman >> that's really and that only is happening because That's just the next >> those kids started way back in fifth grade. >> They started an accelerated
042way. >> But my guess is almost all that 50% is pretty. >> Yeah. >> Um we also started to look at where in what division kids started uh started their first college level experience. So we started to explore this data set. Um so another way to look at it like what division are they seeking out their first college level experience. So we'll continue to build this out over the years. You'll see that uh in the data set as well. Um so where are they trying to find their college level experience and what years? So this is an exciting new data set to help us help kids and um uh [snorts] you know push themselves into those college level experiences. Well um getting into AP again we had our highest number of test takers. We had
043our highest number of exams over 7,000. Um that was all TED. Um, we had 67% of juniors and seniors that took at least one exam. Troy and I talked about this at the board retreat. It's kind of stuck in that mid60s. It did tick up a little bit this year. Um, so uh that's a number that needle that we're trying to move up every year. >> Uh maybe um but uh this is another look at it. So school enrollment again was 4759. That's that bottom number. Um, we had 24 20 uh 24,424 students take uh 7,000 exams. Again, our highest ever. Um, so again, I don't know if that's good or bad, but we continue to climb. Uh, this is another interesting view. Uh, this is our breakdown of how many exams kids take per
044year. Uh, we did see a shift. So, we had uh more kids take exams. So, if you look at the bottom row, we were hovering in the 50s. uh at kids take in the current year zero% but that went down a little bit. So we had 49% of our kids take none but also we saw the shift in the one more kids taking three to four exams instead of one to two. So we did see slight uptick in kids taking three to four exams instead of that one to two range. So we need to explore that. What do we think about that? So again, just some trends there. >> I think we're going to probably continue to see that with AP pre-calc being an option and and what [clears throat] we might explore with some
045of the new uh >> applied arts courses that are possibly offered. >> Um, another look that we added is took the course, no exam. Prior to 2021 or 2021 and prior, it was about half a kid per course didn't take the exam on average and now it's about one and a half kids per course uh that don't take the exam. So, we're up uh in the amount of kids who take the course and then don't take the exam. Another interesting data set or data point that we can talk about >> and which one we don't necessarily mind because our goal is having the college level experience [clears throat] not to take the exam. >> Right. Right. Are you capturing any data like in student voice in terms of new buy that's animating those decisions? I
046don't want to speak for our teachers, but I know that's that some teachers do that I think individually. But from my office, no, we don't do that officially. But something >> I will say many seniors will not take tests because they will realize they've already got all the AP credits that their college will allow them to have >> or the college they're going to won't give them credit, so they cancel their test. Like some of the kids who would crush it decide not to just because there's no benefit. >> Sure. >> Do you know how many kids take it and then cancel it? >> Uh not but I can get back to you. >> Well, versus just not taking it at all. >> That is the number that that number is the number of kids
047who took the course but didn't take the test. So not canceled score. Yeah. Um just results overall we had our highest ever mean score at 4.1. So that's something to celebrate. Our over time our modal score has gone from four to five. Again something to celebrate. And we had our highest percentage of the exams three plus at 95 and we had our highest percentage of students who had at least one score of three plus. Again, this shows that when we focus on competency and evidence and agency in our classes and our teachers execute that and we let our kids own their learning, it it shows when they have to sit for these third party exams and do that. Um so again, we're seeing these uh these this growth which is just amazing and uh we
048should celebrate that. Um again, results by division. I just want to highlight most of our tests and test takers come from math and science and social studies. We see that every year. You can see the mean score and modal score and exams by division there. Um this is by grade level. We did have extremely high number of exams taken by freshmen because prior to 2020 it was like around five. Um so now it's 58. And when I looked at it, it was across lots of exams. It wasn't just pre-calc. It was just like a lot like smattering. So another I don't know why this is but is just happened. So it's just an interesting number. Um I thought it was just going to be one course but it wasn't. [clears throat] >> But do we
049are there other AP courses that freshmen are allowed to take or is it just >> Well, it's a test. It's not the course. >> So you're saying that they're taking the test without the course? >> Yeah. Self-study and take the test. some of that like [clears throat] um kids who are looking to get their seal in a language that we don't offer. Do you know as freshman or does that happen? >> No, it's more like world history. They've taken the >> class and they're like, "Well, I try the AP Japanese." >> We have a few of those, but [snorts] most of those kids are a little older than it >> I think it would be more. >> I thought it was an error. We verified it three or four times and it's just shockingly high.
050So I don't we'd have to explore it. Um and then lastly, this was that that really I think amazing number. Our distribution on five fours, threes, twos, ones, it fours and fives used to hover around 50% of our AP distribution every year going back 2008, 2009 all the way up until 2021. And the last three or four years it's crept up to this year like in the 70s. So the distribution of our fours and fives is in the 70s now of of AP numbers which is just incredible. So um turn over >> I I think all of that is phenomenal, right? But there are um multiple components to the portrait of a graduate >> u and we'd be remiss not to talk about all the other things that happen in school. So every month you
051have an opportunity to hear from different collaborative teams that are talking about the work that they're doing with students as a result of the student voice survey. Um, so what's amazing is you get to hear those stories from all these collaborative teams. Uh, but we also have academic achievement to to coincide with that. So, not only do we have students that are that are just scoring off the charts and teachers just putting in a tremendous amount of effort to make that happen, um, but what we also see is things like this, right? Our classroom belonging that we've paid so close attention to um, for really like almost a decade now, it continues to go up. Uh when we talk about those classroom teacher relationships that they have with those students, that's a number again that
052continues to grow. So important. Um all all across the board, our students not only are doing well academically, but we see them um showing up for each other, showing up for their teachers uh as well and uh really having a positive classroom experience. So we think that's a really valuable thing um to to celebrate in addition to what we see there. Uh when we look at uh involvement across the board, we have 95% of our students participate in at least one co-curricular activity during their four years here. And that's a number that's kind of ticked up a little bit. It used to hover right around 90%. Um so we're at 95% right now. Um and 91% in a club during our four years. So you can kind of see the number of students that are
053participating. Again, just great things that are happening. Uh if we take a look here at our PWC data that so the check-ins of of students uh going to the PWC um a great facility for our students to take advantage of. You can kind of see here um in 2022 23 when we launched we had 2870 2870 unique students. Uh last year we were at 2751 unique students attending that. Um, and you can see our average check-in per student is in that 16 to 18 range, which is absolutely amazing to see. That facility is just awesome and slammed all the time. Um, and if they're not at the PWC, then they're at the library. Um, but I think, uh, Tony, you pulled this data and I think it's really interesting to take a look here. Um,
054in an era where we think maybe the library isn't as utilized as we would love it to be, uh, I think the data says otherwise. So if we look at total checkouts um between electronic and print versions uh if you go back to 2122 we were at uh almost 13,000 and last year we're at about 21,000 checkouts uh between print and electronic uh versions and then uh seal of biiteracy um the highest percentage in Illinois um we have 264 seals that were awarded last year 110 commenations and new language offered as And then just an example of another place where students show up. If we look at uh an area where many schools experience declining uh attendance and declining um effort and and you know from our from our students, we look at dances. You
055could see uh Dave knocked it out of the park. Uh last year with uh 63% [clears throat] of our students attending homecoming. [snorts] Again, if we could look way back into 2014, we were just about 49% of our students. And then love to report on our summer school. We know that's almost as big as many schools that exist year round. Um we had uh 2,988 students uh participate in summer school last year. And if we look at our grades that that that um map looks very similar to what Tony had showed earlier. And I think when you look at that information you'd be like, "Oh my goodness, are they just just go to summer school and you're going to get an A?" And I think what it does is those summer school teachers that teach
056uh use the same philosophy, the same type of grading, the same type of feedback, the same instruction. They work uh in social studies work on collaborative teams just like we do during the school year here. So this is exactly what we would expect to see in in our summer school data. So you have way more information in that book in front of you. Um but we would be happy to field any questions or thoughts. Um yes. Um for context uh evidence-based system are you seeing more districts adopt that both like locally and then as you spread out nationally >> uh since CO yes after after the we got back from COVID there's uh site visitors come and ask and come back and adopt that model. [clears throat] Now with that said it's not a new
057model. It's competency based education's been around forever. Focusing on agencies been been around forever. It's just been slow to adopt because of the uh educational change moves glacially, right? So, uh uh it just takes time. But those those principles that we use have been around forever. So, schools come and visit, they adopt a little bit. So since co though it's it's focus on agency is and and using evidence and competence has taken off. So >> I would I would add this is a little bit of an oversimplification but I would add that um you know if if you just use standardsbased as a synonym for synonym for evidence-based we just we think there's a difference but just think standardsbased grading. Most elementary schools in most states >> use standardsbased grading. Right? What you're seeing is
058a significant shift in more and more middle schools going to standardsbased grading across country, all 50 states. And you're starting to see more high schools slowly but surely move to standardsbased grading. So, it's been the common practice in elementary schools. It is a widely accepted practice in middle schools and it's a growing, you know, kind of movement in high schools. And so yeah, it's pretty it's great, you know, in the sense that we're getting away from the old, you know, what's a 72%. you know, it's just some average, you know, for for our kids here in our consortium, a student will from any district at this point will never have had a percentage based points, which, you know, we think is a good thing because then instead of chasing points now that to add, you
059know, add up a whole bunch of points to get a grade, now they have have to demonstrate learning, which is significant difference, you know. So I think yeah, you're seeing it spread throughout the country. Um I think for the better. Yeah, >> it'd be fascinating to see there's the ones that are adopting if that's triangulating to the other standardbased scores that you guys are saying whether they're >> it is there's some studies we can send you that demonstrate that that's happening. >> Okay. >> Yeah. If you want I mean happy to send you stuff tomorrow. >> Yeah. Is there at the site visits that's a good opportunity to hear about what's going on elsewhere for people making the connection between the high participation rates that we have and our activities and our events and sort
060of that that engagement in school versus the grades and that you know is there anything that sort of >> um I think it's interesting because uh thanks to Wendy uh we re revisited how we set the tone for the Okay. Um, so Troy and I have an opportunity to to start the day with the site visitors and we do talk a little bit about that you can have academics academic achievement and student wellness happen concurrently. [snorts] It doesn't have to be like you have this or that. Yeah, absolutely. >> It seems like one would >> promote the other. Yeah. You know, if you're engaged and you're feel part of things, your grade should reflect that. >> Correct. >> Yeah, absolutely. >> And we've got one more. >> Yeah, we do. site visit. >> If any
061board members ever want to come to a site visit, more than welcome. >> We do have all of our new teachers do it. I think they >> is that this time? >> Uh no, they've already they've already gone there, too. [clears throat] >> So, um so I know, um we're running short on time, but uh there's a lot of really good news in here. Um, just to be fully transparent, the couple data points that I know a few of us get frustrated by are um, some of our attendance data is not where we'd like it to be. Um, so those are things that, um, Eric and Troy and Wendy are working on and um, we're thinking through some different ways to kind of reverse a postcoid trend of kids feeling like, h [snorts] maybe I
062won't go to school. So, um, then you can see that I'm page 59, you know, especially >> and something that they're doing is that parents, families should be seeing now in their email inbox is >> some reminders and also just tracking attendance for their their student so they're more in the know. So, we're starting with some soft softer reminders, but I do think I hope that within the next few months we're going to roll out some pretty some more significant incentives for kids to come to school. >> Remind yourself how important attendance is. >> Yeah. >> So, >> I know that you don't have a ton of facetime with parents, but is this something that you're getting in front of? Because like the piece about um students being absent on exam days really always strikes
063me that like it's a technical decision and it's one made [clears throat] >> not independently by the kid right there is involvement with that >> that data is too. >> Yes. So is there like when you are interfacing with families are you taking those opportunities to address this gently kindly? >> Yes. >> Yeah. And that >> and that's where our counselors knock it out of the park because they as they're making connections with families, they feel much more comfortable having those conversations with families saying, "Hey, we're seeing a trend. Let's talk about it." >> Yeah. >> So, we're we're working on it and I think, you know, we're trying to roll out some changes to our practices. >> Anyway, >> some new parent communication tools, too, we not that are we're working on those, too.
064>> Yeah. All right. Well, thank you gentlemen. Awesome. >> Thank you very much. >> Thank [applause] you. >> And uh by the way, this is probably the best looking student achievement report we've seen in a while. So, >> thank you for that. So, >> okay. Um moving on. Uh this is just a first reading for uh board policy uh updates. Uh we won't go through them uh in depth. uh tonight Ree and Wendy and I had a chance to go through them uh last week and Ree, if I'm not mistaken, most of these are not substantive. A lot of word smithing and little things here and there. So, feel free to review those um and then reach out to Wendy or I if you have any questions uh before next month. Um normal a lotment
065of personnel items that's in the report that will be part of consent. We will not need an executive session following the meeting. Um, and in Sean's section, we talked about the audit at our premeating. That'll be included in the consent agenda. And then Sean, the first item for you is approval of 2627 student fees. >> That's correct. Thank you. Um, we are uh recommending only one change to our fee structure um for the next school year and that is the summer school fee. Um and that would take effect in the summer of 2027. Um and that is an increase just to um keep up with as we so eloquently pointed out the amount of uh students that are taking our summer school program um and to make sure that um that is a break even
066um analysis. It doesn't cost um our taxpayers anything. It's basically just you pay for it and then all of the fees that are collected um are used to offset all of the expenses. Um so tonight we are recommending that the board of education approve the 202627 school year student fees as has been presented. >> Could I get a motion to approve please? >> So move second. Any other questions for Sh? Can you [snorts] please pull the board? >> Frost here. Venosa. >> Hi. >> Zo. >> Hi. >> Foren. >> Higher. >> Hi. >> Wall. >> Hi. >> No. >> Hi. >> Excellent. Our next agenda item is uh something that we discussed in October. This is an intergovernmental agreement with um the Deerfield 911 services. Um, this is a uh opportunity for our first responders
067um to really zoom in on and I use the word zoom not as in zoom phones but to really uh geollocate where the problem um exists and they need to respond to. Um this does not cost the district any dollars um for the first year. um if we choose to um engage in this software and this um technology after the first year of the grant um we don't have specific um costs because um Deerfield 911 said that this is something that they would like to engage in cost sharing um not only with us but with any other um organizations that are utilizing this because the grant is quite large that they paid for um for this particular ular year. Um and if we choose not to, we do have an opt out without any um
068costs or financial um uh issues for the district. So uh we are going to recommend that the board of education do does approve um this uh intergovernmental agreement um with the Deerfield 91 uh 911 services uh pending attorney review. Um we just want um our attorneys to review the contract one last time before we sign. >> I [snorts] get a motion to approve, please. >> So moved. >> Second. >> Um so this could go on without any cost to the district. >> It could have gone on >> potentially. >> Yeah. Because there's a potential for additional dollars in a different year. I just felt it was better to do it as a action item as opposed to a consent agenda item. >> And do we know yet what what is it cost? >> It could
069it could be about 12 to$15,000 a year. So it it's minimal minimal dollars in terms of our budget, but >> right >> not anything could add a big safety fee. >> Correct. >> Any other questions for sure? >> All right. All in favor? >> I. Any opposed or abstain? >> Okay. Thank you. >> Okay. Uh next item is a first reading. We have a couple of them. Um three of uh two of them to be exact. Um one is in relation to the 2025 tax levy which was discussed at our finance committee uh meeting earlier. This is uh for funding for the 2026 27 school year. Um and you can see that um the uh figures that we talked about in at the board meeting with the CPI of 2.9% um we will probably end
070up right around 3% um in total new money available to the district but that is in fact a first reading and there'll be more information uh forthcoming. The second item uh very similar um this is um what they call a supplemental levy um for our bond and interest fund. Um that is to ensure that the amount of money um from the community is enough to pay the actual uh debt service. Again, more information will be forthcoming in the mid meeting memo as well as at our next meeting. And then I have twoformational items. Um actually I'll do the first one. Eric, do you want me to wait till the superintendent's report for the other one? >> Y both. >> Um, so one is anformational. Um, every year the state of Illinois has a school maintenance
071grant. It's a $50,000 matching grant, meaning we have to spend money in order to get the grant. Um, this uh project that we are looking at, we've taken part in this, by the way, for last several years that I can remember. Um this year we have some um lighting upgrades that we can um switch from what I'll call a a quasi LED, which is basically just a bulb that goes in the existing lamp to actually an entire lamp system. Um and the benefit to having that is it actually will tie into our building automation system and therefore allow us to turn it on, turn it off if it pops on during the day. So, we'll be able to um reduce our energy costs. Not a ton, but every little bit helps. Um so, that's a
072grant. It's just for um the board'sformational purposes. >> And let's hold off on that. >> Okay. That's what I was >> That's okay. No, it's all good. >> Yep. >> All good. >> And then no foyers. >> No foyers. I don't know what happened. >> Could I get a motion to approve the consent agenda, please? >> So moved. >> Second. >> [snorts] >> you please call the board. >> All right. Um SA >> hi >> or hi >> tiger. >> Hi >> I [clears throat] frost not here. Ben Ysef. >> Hi. >> Okay. Um and then uh you'll see in the usual aotment of information in the superintendent's information report. Thank you Jamie and Rain for pulling that together. Some things that maybe Logan did cover. Some important board board dates, ELC news and update.
073So there's that. And then we have three additional items uh for you that are all really more celebratory. Um the first is that um we have a little gift for you. That's for Grace. This is for Ronnie um Prague. So, um, [clears throat] our very That's Don. That one's Don. Our very own Lori Feinmer was the lead author with our you with our usual crew on a new book about uh wellness. So, I was hoping that Lori would be here tonight for us to celebrate her. But um next time you see her, if you could um congratulate Lori. We all contributed, but nowhere near as much as uh Lori uh really was the lead author in this book and she did an amazing job really kind of highlighting um the good work that's happening not
074only here at Stevenson and but different places around student wellness and resiliency. So, it's pretty cool. Um, one thing that we just want to note, uh, and I know I say this each time we share a book with you that we've written here at Stephvenson, just as a reminder, as authors, we don't take any royalties from our books. The royalties go straight from Solution Tree, which is the pub publisher to our foundation. Um, so they don't even pass go. They don't even come to us and then we write them a check. They go straight to the foundation. I wish I could say it was in the tens of thousands of dollars or [laughter] hundreds of thousands of dollars. Uh but um suffice it to say that uh we've got a few of these books now
075and my wife who's an educator uh hasn't read one of them. [laughter] So, the foundation is not making huge dollars off of our books, but I think there are some educators who find them to be valuable and at the very least it's a good exercise for us. So, uh, super super happy for Lori. She did an amazing job and the fact that she took the four of us bozos along for a ride was pretty fun. So, it [snorts] was great. So, that's the first thing. So Lori's not here, but if you could celebrate her when you see her uh next time. And then Sean has some good news uh as well. Yep. So um every now and again um we do win some awards and I'm happy to say that we actually won two. Um
076so the association of architects um so White & Company our architects um decided um with our blessing that they um nominated the Patriot Wellness Center um addition um for the educational um division which is K12 higher education um and it is based on not just what it looks looks like, but it's always based on the performance of the addition or the building. Um, from an energy standpoint, from a, you know, indoor air quality standpoint, from how it's benefiting students, how we're making use of all of the spaces, not just the main spaces. Um, and we are happy to announce that we did in fact win the educational division um, for that award. So you can take a look at it. But not only did we win that, but then um the organization takes a look
077at all of the awards that were um presented in the various categories and um based on the value that's provided to students um we won the project of the year for the um Patriot Wellness Center as well. So, um, all of the hard work that went into, um, planning for probably about 18 to 24 months and then the building, um, and finally the opening of it, um, paid off in a little reward. So, congratulations to everybody for all your input. Thank you for that input and hard work. So, >> and just to to eliminate any anxiety or frustrations or infighting among the board, each board member can take those home for a month and display them. >> There's it's not like the Stanley Cup drink out of it. >> There's no drinking out of it.
078>> We'll just rotate it among the board members. So, don't be angry. It's going to be okay. >> Yes. Gary, would you like to go first or [laughter] >> Okay. >> Um and then final celebration. um our very own Mark Anishchek uh last Friday successfully defended his dissertation. So congratulations to [applause] >> super happy for you. >> He really likes me. >> Do you want to present it? [laughter] >> No. [laughter] >> But congratulations. Congratulations, Marcus. So, >> so that's it. >> And on there on in front of you, >> sorry you all of you. Thank you. >> Just celebrating on Saturday, whether you knew it or not, it was National Board of Education Day. >> Y for all you do. Thanks, Sam, for putting the cute thing together. >> It's a great holiday vote.
079[snorts] >> All right. Could I get a motion to adjurnn please? >> So move. >> Second. >> All in favor say I.