Adlai E. Stevenson High School, Board of Education meeting, October 21, 2024

001e e e FL of the United States of America and to the Republic for which it stands one nation under God indivisible withy and justice for here tonight no here ysf here here here out today and Don here um we have any correspondents no no correspond okay um and so Raj welcome thank you okay so meeting to um it's been a It's been a busy uh sort of September into the beginning half of October here um a lot of Celebration moments for both our Athletics and for Community Based clubs as well and so we'll be tackling that as we go through here um the first big Community event we hosted was homecoming um student council put on an amazing homecoming as always uh what I wanted to focus on this year was just our involvement

002in the spirit days all five days of the week leading up to homecoming um I think I saw in my four years here the highest turnout that I seen from all the grade levels for all the different spirit days and so kudos to stuco for picking those spirit days and those topics and just all the kids being able to come together grade by grade and and celebrate that and lead up to an amazing homecoming dance with the theme um and there were just too many pictures to choose from but I tried to make a little collage of that so that kind of started off where we ended from our last meeting with our first big CommunityWide event um and then at the end of September we hosted or there was the first uh field trip

003Day so a lot of our academic classes went on field trips that were respective to their curriculum and so on the top left the introduction to business class went to Top Golf um and so that was a memorable moment for me I remember doing that when I was a freshman and so to see that tradition still being on um huge turnout as you can see tons of freshmen take that class and so they were able to go to Top Golf they played golf they got to learn about the business model um so they were kind of integrating what they've learned in the classroom to this Real World Experience on the top right the AP Spanish students traveled to pilson um where they were to they were able to learn about that sort of community and

004the Hispanic heritage that's present within that Community um they had authentic tacos at a local restaurant they were able to look at paintings on walls um walk through the streets and so that was a really big collaborative event for them our math team started off with their first competition of the year so I know they were eager to get started they've had a huge turnout for triy outs and for their teams as well they always field a lot of teams um and this year is no different on the bottom left at the end of September our computer science courses hosted uh Engineers from the computer uh code HS classroom activity and so these were real world engineers and computer programmers who came in and were able to talk to students who are interested in that

005field um again so real real world experience for them and really with these experiences um team bonding classroom bonding being able to spend an entire day with your peers in one specific class um has really allowed for that Community Building especially amongst all of our grade levels uh just to get to spend that entire day out in the real world um connecting what they're learning in the classroom to what they see out in the world and so that has been really fun for them continuing off of that uh I'll start on the top right our debate team has had an impeccable start we got that was from an old image we got third place um at the end of September and then we got first place last uh this weekend actually on Saturday at wheeling

006and so we've had a huge try out for that we had over 200 freshman try out for the debate team this year and so every year we just get more and more kids trying out for that and being able to Mentor those kids because I've been a part of it now for three going on four years has been really sweet to see and it's just been great to see that much engagement coming out of our middle schools on the bottom left our model United Nations team hosted their tournament here and so for the few members who are on top of that executive board and the seniors who lead that um they really got to see the behind the scenes of what it's like to lead and to run a tournament here at Stevenson um and

007I know they're just really grateful to have such a nice space where all of these schools from all across the state of Illinois want to come here and participate and host their tournament here um I just know that every time kids walk in from other schools they see those glass classrooms they see the East Building um and they're just in a and that makes for a really fun tournament for them and I know they enjoyed hosting that and then on the bottom right to close it out the AP environmental science classes um traveled to the Illinois State Beach Park where they were able to uh pull Buckthorn pull real weeds out and engage in their civic duties right there and so that is Community Based work right there they were able to work in restorative

008um Justice if you will and they were able to pull out some invasive species if you will which was very fun for them and it connected to the learning uh to the learning that we were doing in that particular unit lots of community building events so on the top left we had Night Market that was a change this year it was actually in October that was just this past Saturday um there's a Statesman article which we'll get to in a second about that but that was a really cool experience just to see it kind of emulate what a real Night Market is like in some Asian countries and so hosting it out on the pool patio as opposed to inside in the month of February was a nice change for them and I I know

009that assar Asian-American Student Association really enjoyed putting that on and planning that and being able to bring all of those Asian countries together the national Chinese Honor Society has hosted uh a ton of events that have worked on community building so on the bottom left they hosted a babysitting night which I heard um used to be a thing prior to co that student council used to put on and so I know this was really nice for faculty members to be able to bring their younger students here and it was really nice for the members of the Honor Society to Mentor them um they they played games with them they kind of exposed them to what Stevenson was like they went to the cooking lab they made dumplings in the Food Lab um and so that

010was just a really fun mentoring experience for our high school students to get to partake in on the bottom right it was Hispanic Heritage Month from September 15th to October 15th so our lasso our Latin American Student Association and organization um started the month off with chalk and this was really beautiful to see to to show up that day and just see all this beautiful chalk out on our um our Pavements was just they put a lot of effort into that um and I know that they were able to take that entire month to themselves it was really their month to uh to put on what they wanted to put on and they were able to do that and they ended this month with a collaboration with our horiculture club where they were able to

011plant molds and take molds with them and so it was just a fun month for them to Showcase their culture alog together fine art has had a very busy month um so our Stevenson uh symphonic bands our wind Symphony and our Wind Ensemble had their first fall concert if you will and so bringing all together freshman sophomores Juniors and seniors um being able to put on their first concert was a fun experience for them and on the bottom right our Patriot Theater Company at the beginning of October put on the anonymous School play and so this is one that a lot of seniors partake in and it's busy for them we're in the heart of college app season and so to them to be able to balance all of that with memorizing their lines and

012putting on that play every year um is just really commendable so for this month's Statesman Spotlight I think I mentioned last month that statement Statesman now has two separate classes a sixth hour and a 7eventh hour um and so that has really allowed the Statesmen to prioritize the website portion we had a website for a long time um but since we used to just have one class it's been hard to manage the production of the newspaper and the website Al together um so now having that one dedicated class to do the website we had I believe like over 40,000 clicks on that website last month and so that was a very very um fun moment celebratory moment for us all then of course I have my article of choice this one came from a web

013story it is about the anonymous play that I mentioned take pass it around um and then I have copies of the physical Statesman from the October month I'll leave them here for you to grab on your way out and so the QR code I'll have it sent out afterwards but uh the website has a ton of of stories as well um and it's really allowed us to reach even more audiences and get more coverage out there in a quicker Manner and so we're very happy about that this month in athletics um all of our athletic teams have just been doing really well impeccably I mean our football team is killing it with Warren and with Zion and hopefully we can continue that against Lake Zurich this week um and get us that home field advantage

014for the playoffs uh but I really wanted to focus this month on the idea of senior celebrations and Senior nights in general um on the top right we have a our girls volleyball on the bottom right we have our girls field hockey and then on the bottom left we have our girls tennis and if you've seen every one of these images these were from their their senior nights um every team has done this in their own specific way and so you see tennis they've got their their signs sort of commemorating that that's a tangible object our seniors can take with them you know our our field hockey are kind of embracing in one big hug um but then you know our volleyball team is they're standing in a sign of reverence you know they're looking

015at that that volleyball court they put so many hours on that court that court has given so much to them and so to pay homage and pay respect to that um was a really fun experience for them and and what I wanted to highlight here was just you know we talk about how we celebrate our seniors and sometimes I think we think we only celebrate our seniors at the end of the year but for many of our athletes we are celebrating them all year long and for many you know the end of the Fall Sports season transitioning into the winter sports season it's a heartfelt and emotional moment for them as they kind of look back and reflect on their four years on the team um but this even extends p Athletics right like many

016of our theater students have you know this is their last fall play you know maybe they still have plays coming on but it was their last fall one and so just being cognizant of that and recognizing that there are many lasts for our seniors all throughout the year celebrating that paying respect to that giving them the spaces to do that has been really nice for them and we thank you for that up and coming um it's going to be a busy November we have our academic Expo which is where all the curricular teams will kind of host in the uh in The Patriot Lobby they'll host uh like a a networking event where they're able to tell the students about the different course off offerings and that will sort of start the course selection process

017for our freshman sophomores and juniors Key Club will be hosting their trunk or treat event at the end of October next Friday um and that's always a fun event to see like little kids from the community come in it's safe for them right they're not having to go out into the neighborhoods um it's safe it's in a contained environment and I know our students love being able to have those trucks out there those trunks out there um and just give out candy to to 200 kids it's fun um it'll also be the start of our giveon season so I know the National Honor Society is working tiredly to put that all together boxes will be going out to the respective classrooms and to those families that will be servicing at the end of this week

018and then giveon will hit the ground running next week and so that'll be a whole month where our students are out there selling products raising money um and at the end of the day we'll be able to give that back to the Greater Community so it's really fun for them um and then lastly the fall musical the prom will be put on over three days from the 15th through the 17th so that's all I have this month thank you all thank you thank you very [Applause] much it's a tough act to follow do we have any visitor [Music] statements okay all right um yes you do have to follow uh so uh tonight uh we have our monthly um uh Team presentation uh and as you know we're focusing on social emotional learning and uh

019the skills uh that students need to have and we're blessed tonight to have members of our driver team representing so I'll introduce Jackie and then if you'd like you can introduce your team I think put that photo up you had your homecoming pictures so since we just talked about homecoming and how well it was uh the spirit days I agree with you the spirit days were super um Apparent at the school including our driers at team who participated in our disguise day so they decided that they would add that photo there to show you that it was well with it um our drivers at team consists of um three full-time and one part-time dri at teacher I'll let them introduce themselves but I'm really excited about the work that they do um as Stevenson and

020this group in particular I feel like connects with our community on a different level even than some of our others so all right I guess I'm following up Ron over here which is going to be difficult and challenging good job and uh he actually contributed to our presentation as well so you guys will get to see that here in a little while uh I'm Ryan Smith I've been teaching here for this is my 16th year same right 16 I think so something like that uh 16 years Drive R the whole time uh Courtney resen my 18th year here Matt hod this is my 16th year and I also coach wrestling Chad dolin this is my 25th year here and I also teach health education so I'm part-time drivered part-time health education so uh just real

021quick touch on our mission our driver mission the mission of our program here at Stevenson is to equip students with the knowledge skills and attitudes necessary for safe and responsible driving uh promoting Road Safety developing driving skills encouraging responsible behavior preparing for licensing while promoting lifelong learning are the pillars to successfully achieving this mission yeah so uh at the beginning of every semester um we like to get to know our students a little bit better by having them fill out a questionnaire getting to know your questioner the last question that we ask is what's your why what's your motivation behind taking driver red um and the easy answer for a lot of us might be well taking Drive red what I'm going to get my license I'm going to be able to drive right but

022think about when you all took Drive red and when you achieved your license what was that motivation behind our students kind of thought about it a little deeper and I'm going to put up three um quotes that I took from their responses and the theme of these first three all have to do with being independent not having people to to depend on them to get them around um and I think in a sense of freedom and that's kind of cool because at the end of the day when we get into the dog days of of the semester um we can always redirect students go look at your motivation go look at your why right and um they can come back to that and and reengage then the next couple are very much more powerful to

023me these instead of the first three had to do with an intrinsic motivation right so those students kind of said okay this is going to be help me achieve things I want to achieve in adulthood the next three that came up all have to show a little bit of empathy right so they're aware of what's going on at home um life's not easy for everybody they realize that that license can not only be something useful for them but also what it can do for their families I can help take my brother to school um help my parents run errands uh what motivates me is my family right these reoccurring themes are super uh super important for us um and we can really use that in our great so then we also took an opportunity to

024um we sent a survey out from our for our parents from last spring in this current semester and we just kind of asked them you know what was your motivation why why did you want to take Drive red here at school and so interestingly what came up number one was affordability so that was a piece that that really was important to our community the second one was convenience now convenience being that they can take driver R here at school finish all their drives here at school in one semester and if anybody's taking Drive red outside of school we know that um sometimes you're waiting months before you can even get your your driving done so that convenience factor was super super critical to our parents and then lastly what we we kind of found we

025that this was uh uh it meant a lot to us that that our our parents actually said we we value um D driver education being top Stevenson teachers and that was really really uh something that struck us so so uh how does Drive red fit into the Stevenson Community a little history on our uh dri red right uh so back in 2010 uh you can see enrollment in the school was 4200 and as the years uh went by it is certainly growing um as we are all well aware um also with that growth we have seen a major change in kind of our our demographic so um when we look at our class this semester uh 154 students um you can see the breakdown of you know all the different breakdowns but we really focus

026on this MML or MLL students um that we have in our class uh 21% currently of the 154 students are somewhere on that ml MLL sorry I can't talk right now ml learning um some at the very beginning we we typically try to take students that are uh progressing right right what's the second one intermediate intermediate intermediate or above um but it does present a lot of challenges because it is a lot different than it was 15 years ago when I started here so if you go to the next slide um you can see that the change in our MLL students from 2014 even to 2020 to now has jumped nearly 20% Which um presents challenges not only in the classroom but also in the car um and and making these students feel included in

027our classrooms and being able to make them feel comfortable in a car has definitely been part of our process and yeah some of those challenges just have included like having to get out Google translator in the middle of the lesson um also pairing students that speak the same language as partners so that they can translate for each other um and communication's huge obviously in the car and it does create some challenges for us um something sorry um but we wanted to make it that we're a commitment to others um and we really wanted to celebrate and honor um respect the diverse people and perspectives so we wanted to get to know our students feel uh better especially because it does kind of bridge a gap in the car sometimes um so we would to make

028the our students feel comfortable in the classroom um and then hopefully that obviously translates to the car so we've always done an introduction activity where um you get a little about me slide a student um show some pictures of what they're interested in um presents to the class um we did that but we decided this semester or this year to take or last year actually to take it a step further um and we had them include not only pictures about themselves um but also either where they were from um where they wanted to go or um where they um like most felt connected to um so this student Matthew um is a junior and he really um him and his family always travel to Florida so took to driver ed um had them find a

029warning sign from Illinois and compare it to a warning sign they would see in Florida another student U Maria who is um from Ecuador did the same thing but again you can see the warning sign of a turtle instead of a deer okay um so again kind of peering that but we again wanted to take it a step further so if you walk into our classroom um you actually will walk in and you see a big map of the world which kind of seems unique and weird I mean it's very colorful um but while they're presenting we actually had them then um tag where they were from on the map so every day when they come into our class you can see all the diverse places either that they've been to want to go to

030or are from um and so it kind of like again kind of makes that connection um and hopefully as they walk into the classroom they feel a little bit more welcom and included um thanks yeah so uh going back just want to draw your attention to the green bubble up in the right now we identified this as a unique uh statistical point because about 65% of our uh driver red students are actually upper classman now in the state most people or most students like to get their driver's license as soon as possible and that does usually typically follow sophomore year um but why we think that's unique specifically to us and and our work in the in the school gpis is the fact that what's happens junior year right it's one of the most stressful

031years for our students we hear it commonly with AP testing um with uh College apps things like that that that Stress and Anxiety that comes in we wanted to focus on areas where hey in our one semester with students in their entire high school walk where can we improve and work on developing Stress and Anxiety skills all right so uh last year we looked at our goals and we kind of talked amongst our team on where we could make a kind of significant uh I guess progress for our students and working toward their goals and one of the things that we thought about in driving that we encounter quite often uh and you probably do too when you get behind the wheel and you're driving environment changes and you find yourself on the road late

032at night it's raining out you've got you know crazy traffic around you you can feel that anxiety of building yourself uh we know that we have a lot of students that also get that just from taking standardized tests or taking any type of test really uh and the performance anxiety in driving is the same type of uh performance anxiety that you get when you're behind the wheel uh so what we did is first of all we surveyed our students uh and this was prior to their first drive with us in Drive red and we asked them uh if they are experiencing any type of uh fear or anxiety of going out on their first drive and you can see 90% of students reported feeling some level of anxiety or fear uh before going out with

033us on our on their first drive uh so we started off by teaching them a little bit about how their autonomic nervous system works and the relationship between uh the sympathetic and parasympathetic nervous system and we related that to driving a car of course and we talk about the figh or flight and you're probably all familiar with the figh or flight um and that is the sympathetic nervous system taking over so when a a child is is going uh you know behind the wheel of a vehicle or if that child is sitting down for you know a very high stakes assessment um it's kind of like them pushing on the G on the gas pedal and it's starting to raise their anxiety the parasympathetic nervous system is what happens after fight or flight and that's

034the rest or digest uh and the parasympathetic nervous system is that calming uh part and it's we kind of talk about it as putting on the brakes um what a lot of students don't understand though is we talk a lot about coping skills in teaching students coping skills uh A coping skill is good uh but the problem with using coping only when you're feeling stressed is that uh the the stress kind of comes down temporarily but when you stop using the coping skill it's back and you're back behind the driver's seat you're back uh taking those high stake assessments so what we try to talk about is stress prevention um what ways that we can prevent stress from occurring uh and the only way to do that is to take some of these coping skills

035and we talk about a lot of different coping skills um but get into regular practice of those skills so a lot of what we talk about is you know you walk into school every day and your stress level is already at a 30 um can we change that and we can we create a a ritual or routine so that you you know are practicing these types of cooking coping mechanisms on a regular basis so that when you walk into school during the day you walk in at a 10 or a 15 uh instead of walking in at a 30 um so we specifically teach uh deep breathing exercises which is a form of the parasympathetic nervous system a lot of people don't realize that you can activate your parasympathetic nervous system by doing some things

036the other thing that we explicitly talk about is surrounding themselves with a healthy support system whether that's uh their classmates that they're going to be driving with whether it's uh making sure that they're you know talking to their friends talking to their family members and so forth um but just really looking at that support system that they surround themselves with um then what we do is prior to their final road test we actually survey them again uh and one of the questions that we asked is um looking at the coping strategies that we taught them um 100% of students agreed 79% strongly agreed with the strategies that we taught them during class and then when we asked uh about how many would incorporate those 70% of students reported that they would incorporate one of the

037coping techniques that they learned in class um and that is just to get them to kind of uh learn to manage their stress a little bit more whether it's a driving test or whether it's a high stakes sat or ACT test but getting them to kind of think about different steps that they can take in things that they can make you know routine in their life so in all we definitely focus on the pillars um in driver ed um commitment to self I'm really explicitly teaching um self-awareness and self-management all um relating then to making good decisions especially responsible decisions when on the road um and then we feel that we definitely um like to um allow make sure that our students have that commitment to others um and focus on the community um yeah

038so go ahead and click it again yeah so we have focused the last couple years at least three or four years about our classroom belonging which we've always found to be somewhat of a challenge just let me explain our setup first so we each teach two classes and then drive four periods so we're driving with another teachers's group and many days that teacher may be out in the car driving as well so we're not in class with our students every day and if we're driving with students we may only see I only see courtne each student maybe three or four times throughout the semester driving with them so we've kind of taken it upon ourselves to make them all feel like we're all their teachers um the best we can just so they feel included

039that classroom belonging carries outside of class outside of Courtney's class or haj's class and into the car with us as well so they feel just as comfortable hopefully with the teachers in the car as they do with their teacher in class um and that's been one of our biggest challenges but we really do take pride in seeing the results come in on our and we're typically don't want to brag on ourselves we're a little higher than the rest of our department it's okay to brag just saying yeah just let it go just let it go so yes we are leading the school in our numbers over here on the right side so yeah just you know and that's something that we are really proud of and I tell our students when I give this I'm

040not going to tell Glory over there but you know when I give this I I say take it very ser serious because we do use this feedback and we do try to implement things like we've been doing with Stress Management and things like that and driving is a high stress environment trust me you should have wanted me first period today and you could have seen the stress in the car right so it is it is good to see that our kids feel comfortable and confident and we're still working on yeah I actually drive from Kentucky each day back and forth so experience as Troy say yeah Kentucky back and forth all right so we'll wrap up you let you guys have your time and we're going to wrap up with a little student presentation right

041here ders my sore year the second semester of my sopore year here at Stevenson my most memorable experience in driver's headed was highway driving that was really cool um being able to do that you know in the save and and controlled environment with an adult right made me feel a lot more comfortable um and I liked that I was exposed to that you know for the first time in that environment not now that I'm a licensed driver that was my first time I think I would have been a little bit more nerve um another really cool experience that I really enjoyed was just being able to take the licensing test at Stevenson so being able to take the licensing test with somebody that we knew and felt comfortable driving with as well as in an

042area that we had been driving in for a long time and you were familiar with um made for a really nice and comfortable licensing experience instead of having to go out to the DMV so I really appreciated that opportunity I think the instructors did an impeccable job at reducing anxxiety um and and nervousness that a lot of my peers face I think the classroom for portion of the drivers that experience um taught a lot of good coping and and coping strategies that we can now use out in the real world um and being able to learn from our peers as well and seeing being in the car with one of our peers while they were driving I think helped reduce anxiety that a lot of students had in terms of you know driving with their

043fellow peers and so that was really good to be exposed to hello my name is Evan and I really enjoy taking drivers at Stevenson as my time as a junior um I really enjoyed it because I feel like the environment driver de was really positive and all the instructions were really helpful and gave me really good constructive criticism while I was there and also in the classroom I was it was a really positive environment as I was able to make new friends and connect with other people because we were all uh driving together and having a great time I would suggest taking driver thaton as you get to have a class where you can meet new people and make connections with others through driving you also have really kind caring instructors that will answer any

044questions thoughtfully and give you great feedback while you're driving um I have a sister and I have told my parents that she will be taking driv and and he didn't even know that he was going to be presenting today before I asked him so he did that over the weekend too so that's we had to edit it down quite a bit but I mean it was it was really good no no no no okay um it just goes the next one is um if you have any questions so um thank you for taking the time to listen to us if you have any questions thank you I designed it in Kelly's class during um Odyssey last year yeah I made a t-shirt out of it too I do sport it around every once in a

045while yeah thank you first of all hats off to you right I think that has to be said I don't know how you do it truly don't you're better people than I am lot coping strategies say you master sympathetic parasympathetic nervous so I have I have some question I do want to compliment you everything I've ever heard about the driving program here is always thank you it's fantastic that's not chats here we got and Troy talks to me about it every day um could you go back to the Chart though where you had the uh student responses right so oh we talking about the the the survey the survey the surve surve surve at the end these ones the one where we led the school right oh sorry so I I have two questions one

046um what is it over I'm just curious over time is it consistent has it been changing do you oh yeah it's it's gotten better like we're the best in the school schol now started I heard that once we started middle now it has went up over the last it's challenging because we're a semester class so it's only given once in the semester um so I know last year we met with Lori um and we tried to give it twice um so I think this is the culmination of that one just because it's you know you're taking it in a semester class the first month or two and then we don't ever get any more feedback from them so this is based on I believe just yeah just the first couple weeks first month of school

047um and the numbers have been consistent plus I mean I know I think we've been up to 92% in some things then gone down you know to 87 but we've constantly been very consistent with this yeah I mean I would say that we intentially knowing that frontload our course our semester with really working on strategies for classroom belong I think Lai can provide some of that data too some the overall data from years previous too kind of show you the growth yeah and and the second question I had is the comment that you made about how you share the driving experience and the classroom experience does it put you guys I know that our teachers always work together as teams and are really looking each other in terms of what works in each other's classrooms

048and stuff does that help oh you seem like you're in a really unique situation to be able to work we are Yeah in our office it's just like the four of us in there so like we're constantly talking about students and you know saying what worked what didn't work new things that were doing in the classroom um something that maybe happened in the car so that it doesn't happen later on or something that worked really well in the car that we you know can all learn from um so yeah we are definitely unique and we do this and that's what is challenging when we look at this at this information too we're a team because it is it's not just based on my class it's also based on everybody else that's in there too so

049what you know they're just as impactful that I am in my class too um and we do need to make sure that everybody feels comfortable in the car so in the like the driving cards like on there we ask the students the very like when they we have a driving card that we communicate with each other on um but we ask the students when they're filling it out just their basic information like what's what are some of their hobbies and then as we're in the car with them we start jotting down notes so that we can go back to them because throughout the semester I I drive with 120 students but I might only drive with each of them three or four times so it's hard to remember everything but at the same time I

050want them to feel connected and feel them a part of the conversation or in the car so um you know kind of keeping tabs on what we've been discussing so that way we can piggyback on that or you know find out oh you're a cub stand or oh you went away this weekend what did you do so again yeah that is really important working together some of the things we have to talk about like traffic you know if one of us is out and we see something uh we have to come back we'll share with others you know about you know avoid this area or trains have been going crazy this past week you know you're in Lake County and we do Hill parking so you have to kind of sometimes like hey I went

051a new way and I actually found a hill in Lake County that's always something like if you it's like a score yeah so just sharing those types of uh you know stories and and that better you know helps us communicating on where we're going to go uh you don't want us all to show up to the same Hill at the same time so just that kind of communication is extremely important thank you so if you have kids of a certain age all anybody ever talks about is how nobody wants to learn how to drive anymore and I mean can you guys talk about that a little bit like I assume you know if students are enrolling they're you know they're motivated but probably not as motivated as I was when I enrolled I was really

052yeah I I think that specifically here like I I taught at previous SCH 15 years ago maybe the times and maybe the school maybe but it is a lower it seems like a lower priority for students these days like getting a driver's license until they're actually in the program then they get extremely motivated like it's it's a very strange well we sometimes have even seniors come in there 18 years old they kind of are waiting a what are you waiting on you know like don't you want a license he's like that just wasn't very you know I had other things I had to do you know so a lot of times it could be at least what I'm noticing more recent is like a lot of our students families um we have more students now

053like that I need to get a license because my parents need me to drive and get a job or um help with my siblings or those types of things uh whereas like when I was in school you know that's all we cared about is getting our license like sooner we get in the better is there is is there feeling or coming to it later or or I mean is that because there's more anxiety about about driving so I'm the only one that has kids that are driving my both my kids are in college and I can tell you I yes I agree um my youngest did was not in a hurry to get his license he was fine with his sister driving him everywhere um but part of that is the kids have a fear

054of failing today um so they don't think they're going to be good at something they would rather sometimes just not try it um so that they nobody finds out that they might not be good at something so um one of the things that we talk about in stress heavily is you know you're don't expect to come in and get in a car and be an amazing driver um this is something that's just like math just like science just like English it takes a lot of practice it takes a lot of work um but we also make sure that they don't have like unrealistic expectations and that's that's one of the things that you know scoring our our students in in letting them see and we our feedback is one of the things that I probably

055noticed um going from the health classroom to driver ed is it's so awesome that you get to see the growth I mean if if I could we could show you the students that we start out with and where they're at um to when they are done just with six to you know eight drives with us the growth is amazing and a lot of that's just due to the feedback that we give them well and and their confidence too like they're just different people like when they get it and they feel confident they're you know that it's going to transcend just our class it's going to help them in the future too because I mean it is the most stressful classroom that they'll ever be in in terms of like when they get in the car

056like we don't have you know they think they're just getting in the car like we go out and sometimes the kids like I'm driving yeah like this what this what this is right so you know they they just don't they don't know like I like I felt like when I was out age I knew uh they come into I think it's the not knowing of what the class actually is for a lot of these students and again many of them are coming from out of the country and just recently getting here so it's a completely new experience we have some kid we had one kid from India a couple years ago that had a license from India and he got in the car and it was like he's never driven before so you could get

057surprised many times by like some of these students backgrounds we had one student coming in that has a license from Mexico so it's it's Unique every student has like a unique background and it's always interesting to see how they kind of develop see this class 2 is it's sometimes it's a wakeup call for the student because they are not used to seeing ones and twos you know they're not seeing themselves the about on the scale but I just kind of try to reiterate that every time they drive something should improve and as long as it's about that last Drive I don't care where you start from it's about where you end and where you finish and if you're that confident driver um so that's I think a good thing to make them like work harder

058too is they don't like seeing that you know they want to do better um so again it does help with a little bit that intrinsic motivation it just so happens that we have a first reading of an approval for the waer tonight so we saw that we wanted to stay but weable Tim picked that just for us you can watch the um but I'm curious about how the use I mean I I have no idea what that looks like like the simulator so how you're talking about you know how you're interacting with the students behind you know to get them behind the wheel in the classro like how are you thinking through that piece of the pedagogy using the simulator with kids I can touch a little bit on the simulators like the the what's

059going on the waiver thing tonight right simulators MH we we kind of pushed for that a couple years ago with the pandemic and we we it's kind of a safety cushion for us because we're the only foreign I think we have one other one that can do the driving and if something were to happen and one of us were to go down or whatever these kids still expect to be done at the end of the semester so somehow getting the simulator waiver really helped with that just as a backup like it you know because anybody could put on the simulator with a kid and that four hours get up to four hours four hours counts as one hour of driving they can do that up to three I think right Sean three yes up to

060three hours of simulation if we needed it all our students do six hours of driving we I mean that's our goal but if something were to happen we have a backup plan and other than that Eric toell would come in and drive for us if we use it as like to introduce the car too beforehand definitely to get them Hands on the Wheel um we've a large number of autistic students this semester too and in general um and just trying to get them a little bit more confident behind the wheel um again to make that those quick decisions um you find that as soon as as soon as a student can maintain Lane position and speed and make a turn then everything else clicks it's that the physical part that takes a while to get

061going but then you then you can start looking at the traffic light and the intersection and The Pedestrian and the squirrel running in front of you um but until then they're so nervous about that turn so we try to teach them like the hand overand on the simulator and we have been using it more and more because we are finding out a lot of students like this might they maybe a parent doesn't have uh they don't have an extra car to practice or they they're the going to be the firsttime drivers in the family too um that they really need to get their license um and so just kind of getting that connection so that they are a little bit more confident and comfortable in the car is Courtney knows this is my bias too

062but we've talked about this because where my child goes they have the simulator I think some of the hesitation for some of the children the anxiety that we're talking about we didn't even recognize that it was just the fear of getting in the car and the simulator allows that experience for them to then build the confidence of oh now I can understand and actually get in the automobile and so there was a whole population of students we didn't even necessarily understand where the was coming students have never sat in the driver's seat before like never sat in their parents driver's seat never messed with the the seat you know adjust it never played I remember like sneaking in the garage and just trying to turn the wheel and stuff you know um but that's new

063and so I even tell the students I'm like go in your car just sit in there not with it turned on and you know make sure the Crouch door is open you know um but just like you know signal learn to Signal put your hands in the wheel um where are the headlights where how do you turn on your windshield wipers just because every car is a little different you know and when they drive with us they drive different cars as well so again just making that connection so the more they know the more confident they are well if my windshield wipers aren't here then they're here you know if you know the brak's not going to move okay the gas is always going to be the same those kinds of things um and just

064kind of making that connection that correlation I think another big piece of it is like cell phones are such a big part of being in a car for kids these days so like they're not paying as much attention as we were like I just feel like I was picking up like left and right signals are battle for us like I'll have a kid looking at the signal like turning it up and down and we're going off the road so you know you got to like you actually got to teach them left signal versus right signal and and it's a struggle for them if they're nervous and you're like no that's not the correct signal then they're going to focus on that so we've had to learn ways and the simulators are set up perfectly to

065match up with our cars as well so the signaling ad lessons for stick shift too cuz you can do that and embarrassingly enough I didn't know why there was three pedals why are there three pedals on the simulator didn't make sense how many kids use two feet when they get in the car the first time is uh if you guys ever walk out in the morning when they first get in you hear the car is revving up that is you know to stay away and don't park in the visit B this morning yeah good question so I'm curious about what's the passing rate for the road test is a good number bad number because I have all that it's not a great number is that great number yeah that's the rumor goes down you know

066in the community they take it six months I mean so our students that got their permit in the summer for the fall take the road test in December so they're not even eligible for a license until March because there's that nine-month permitting phase so a lot of them aren't practicing at home as much as they should during the semester uhuh so honestly I think last semer stards was a 45% pass rate which is one of the worst in the past years like the driving test here at school rough 50 so it's usually 50 I'd say though if as a parent you don't feel confident giving your son or daughter their keys and driving away then they're not going to pass the road test they shouldn't pass it you know what I mean and so I

067think that's that correlation I'm so I tell my my students I'm like unless mom or dad every time you guys get in the car they're handing you the keys and you're driving them you're not ready yet because again eventually you're going to be the only I go they are so scared that the first time to drive and they're so scared for the road test I go no the scariest moment is when you're in the car by yourself and you can't ask somebody do I have to stop here or can I go you know it's when you're it's all you so I think that's like the disconnect and I think too A lot of it again the failure thing they're not used to not passing something and it's no I this is your life this is

068other people's lives if you don't pass you're just not ready right now so keep practicing that's all it doesn't hurt them at all too that's just a it's something we try to teach them every year like this test doesn't mean anything it's like taking the AC in eth grade right like it gives you an opportunity if you do great great but if not it's okay and and it's still like we still get students that and the the amount of Joy they have when they get to come back into our office and show us their license I mean it's it's great I just see that in them awesome well thank you so much appreciate everything you do app thank you guys we're waiting for one more Goble to come through the program so two two two

069you get one in a month I was just about to say two got one so far starting got video this week right Wednesday be there Wednesday thank you thank you for your time much thank you thank you thank you all right so now going keeps going down we we have our yearly um student achievement report presentation and so great trium of and Ted and R so so you guys have a hard copy in front of you of um these slides we're just the highlights right just getting the highlights just getting the highlights um and so this is based off of the 2324 school year and um what we're talking about is the three goals the three our three goals the 2324 school year the first one being our um college readiness the second being college

070level experience and a third being on seal so with our first one the SAT just some highlights from the SAT and we're more than happy to talk if you guys want to go dive in deeper on this at any future time just let us know um so just something about the SAT um this is just the we just wanted to show you the timeline um for all of our testing this isn't including any of our world language Benchmark testing or anything like that it's just our big assessments for the year um and just some future notes like in Mar or the juniors in March um of last year took the Illinois Science assessment they do not have to take it this year so those Ted's really excited about that one and obviously our AP exams

071um at the end of the school year so believe it or not of the eight years that we had the SAT this past year was the first year that we had a class take the sa take the SAT Suite all the way through from freshman to junior year and it will be the last year that our students will be taking the PSAT Suite from freshman to junior year um so the data that you're going to see is from are this year's seniors what they took last year as Juniors um so some things to note this is from our school day sat so trying to match Apples to Apples um with the state and the national um you could see through the top all the way back to um 2019 all the way up to the

07224 then the 25 school year so this is our current sitting seniors um you can see the uh our juniors in Illinois versus National and the trend continues that we are outperforming students in the state and in the nation but as many of us had discussions at The Retreat is that we're not as happy with kind of the stagnant um nature of the numbers of our scores from from year to year um in fact it has gone down just a little bit for each one um with looking at some data last week Although our scores for the SATs for our Juniors on test day went down about 10 10 points both the state and the national average went down about 30 to 33 points and so all those R RS went down as at a

073slower rate than what the students in Illinois and in the nation have gone um some things to see when we're measuring growth because knowing that our goal is more than anything growth we can see so what you're looking at is are the growth between freshman and sophomore year and then the growth between junior year fall with the PSAT to the junior year um um school day assessment and things to really um celebrate and and look at is the decrease in the percentages of students that didn't meet in um our um English reading and writing and our math and if you look at the percentage of students that did not meet growth for both it's only down to 1.5% so although our numbers at a whole are kind of stagnant our student growth is is pretty

074good um just some other data just this is something that we're always curious about what's been really interesting if you look up at the top this is the number of uh times a student students have taken the SAT and from 2000 to 2005 see the increase in the number of our students that taking sat once um then it follows up by the students have taken um it more than one time and so we're pretty proud that our students a because our Juniors many of our sitting in a with like 700 of their closest friends or 800 of their closest friends in the um Fieldhouse and they're finding the testing experience either they're good to go with whatever the score was to get them to whatever college or university that they want to go to um

075or it was a score that either met exceeded their expectations um just one more thing about the SAT to look at this is uh we're always curious because in with the SAT they have the super score which is the highest so if they've taken the SAT more than once it's the takes the highest um of English writing and reading and writing with the highest math to get the highest super score but what I find fascinating is honestly it's not terribly crazy higher than what students were getting by taking it once or twice of not the Super scores that makes sense so that was the fast version of the sit College college read us uh so goal two has to do with uh do our kids take a college level experience by the time they graduate

076what our AP scores our grade distributions uh just starting off here you can see the distribution of our college level experiences we have a lot of dual credit courses in applied Arts uh most of our AP courses are you know down social studies um but uh this is just kind of breakdown of where our colle level experience has come from uh this is our number that we look at every year uh it's still hovering around 90% of our graduating class takes a college level experience sometime in their four years uh but that number's been kind of hover around 90% for about a decade now uh so we're looking at ways to to decrease that number uh this year we're looking at that directly um just some highlights of AP uh we reached a new high

077for number of exams 6203 uh we reached another new high for test takers so 29 uh 2194 and 66% of our Juniors and seniors take the AP exam uh took it last year um really exciting news almost 94% of uh students learn earned at least one three on one of their exams that was really impressive uh our highest ever uh 92% of the exams that were written uh scored uh a three or above I believe that's one of our highest if not up there um and then you can see the trend over time so uh you know this is just kind of reiterating but you can look back in 2003 we're at 2295 exams with 1,200 kids now we're at 6,200 exams with almost 2200 kids so we keep on growing the program there's a

078little dip during covid obviously but uh we're at our highest uh for both students and exams again um what's really interesting here uh is the average so uh if you look at the bottom we're it's saying 4.1 3.9 uh last year we had one of our highest uh average scores if you just look at all of them across our average score is 4.0 we're back up uh to one of our highest I think the highest was back in 1998 but we're 4.0 we're pretty proud of that average uh mean score by division uh number of exams by division you can see in math science and social studies is that's where the uh predominantly the exams come from uh but we do pretty well across the board in all of Divisions on all of our exams

079Tony just a side note I would assume that if they averages a four the mode is probably a five I would I would guess I would guess it almost I I don't lock that in we have to look at that but I know in the past our mode has been five I know I present probably have to be it almost have to be you got one and twos in there have to be yeah sorry I just that was running through my head yeah um do math in your head I know but I try not to do it in public so I'm almost embarrassed that I even said something yeah uh so this is just again a number of students who take exams you can see most of them are in math science and social studies

080again that's not surprising since most of our tests come from those divisions um how many sep test in my offer do you know that uh I don't know the number yeah we have some we have a couple little extra guys hanging out there of things like Japanese they take the or some they just take the course uh this is the average score broken down by and the amount of exams uh students taking exams by fresh my grading class class so freshman sophomore junior senior again our average is around that 4.0 most of our court our exams come from our Junior and senior class so something just to keep in mind as we're looking at this next year at this time our Freshman Class number of 27 will grow um and that's because of um AP

081pre-calculus right uh we another number we look at pretty closely is the amount of exams that student students take per year uh we're hovering around 50 50% of our students our test takers take between one two exams each year uh we're slightly higher in the three to four exams this year and then 5 to six 15% 7 plus 2% but again this chart I think is important because when you ask people they think everybody's taking 5 AP exams and it's really only I mean I wish it was a little lower than 15 honestly I think that's probably too high but you know it's only 15% of the kids is this throughout their four years no no this is just in a in a given year in a given year yeah so some of them are

082taking as many exams as they're taking classes give some semester classes right and so it makes you get to like Eon you get to go that's in there and again you have some kidss who are taking the test without taking the course uh a few more slides dual articulated credit 642 students took a dual credit course this year uh and or last year and then 130 students uh took an articulated course and those are run out of College of Lake County Harper College Lola and North Central College so we have a d good amount of kids taking both of those options as well Tony what are some of the examples of the articulated courses I just don't know the articulated courses are all The Tech campus technology campus okay gotcha so it's with the with

083the um they have an agreement with CLC if students go from Tech campus to College of Lake County uh to close up uh the uh Readiness college readiness section is grade distribution um essentially our kids get a lot of A's and B's and they continue to get a lot of A's and Bs so uh there's a lot on this graph but our kids do pretty well and we're seeing as I you know we presented the summer that our class grades are now more aligned with our state tests than ever so uh these A and B's actually do represent kids skills more than they have in the past so we have more information to come next month about that all right let's take a look at goal number three our uh information here I know where

084glor should have been here in the team so you know send her some kudos to us right right uh because I think you'll see the hard work of all those collaborative teams that you see monthly present about their work and how it kind of transfers into some of this uh great data we should be celebrating so again uh when we talk about the Panorama information and the data that we're looking at that comes from our student voice survey uh that school climate questionnaire that student services gives our Athletics um student athlete survey as well uh if we look last year uh the focus interestingly like was one of the most recent times that the entire staff engaged in profession Prof development about seal um so that work last year was through rise was really around

085the idea of classroom belonging as well as that valuing of subject um and I think when you when you look at that you could see the 75% the 76% continuing to increase and and I don't think that those uh the focus of those two specific areas is ever going to go away I think that's what you're hearing monthly uh from our from our collaborative teams and the work that they're engaging in um I think also if you kind of pop up it's really hard to read uh you saw here 19,000 responces uh of students that participated in that survey uh I think you've heard before our goal is to really make sure that every voice is heard that every voice has an opportunity you heard Ryan kind of share the emphasis of taking this survey

086seriously when they're uh sitting down and and going through this so this was a big increase from the year before and uh Lori just shared today that there's been a about a 3% increase uh from from this year that our window just closed so we gave it all last week uh that fall uh survey so a 3% increase uh more students sharing their voice about their experiences here at Stevenson uh something that we're really proud of is that classroom belonging uh again continues to grow if you go all the way back there to 2017 where we're at 59% of students reporting like that they belong like they feel like they belong in our classrooms uh now we're back up to that 76% so that's something for sure for us to celebrate and honestly something that's

087really about that is this is 19,000 back in the fall of 2017 if we had half te half of the teachers having their students do it we would have been lucky so not only is it increasing we have all teachers are now giving this out to their students where that wasn't something that was emphasized back in 2017 yeah absolutely um and again when you see 76% your natural inclination is like to go back to childhood and you're like 76% that's a c um right if you're go old school point system sorry didn't hear that but uh when we compare ourselves to very similar schools across the country similar demographic similar type of student uh we're in that 99 percentile here uh for that Benchmark of classroom belonging which again really something to celebrate uh and

088we see very similar responses here with uh valuing of subject so when the kids are sitting in that class is that sub matter to them is it relatable do they see it show up in their life and it's important um go ahead Wendy see the other thing funny thing is if you look that it always comes down in the fall and up in the spring so think about those year-long courses where they don't might not value it in the fall but by the time they get towards the end of the school year they're showing more value to it so that's why you see like a little stair Steppy yeah and to that point I think our teachers are doing an amazing job in the class where they start a little bit lower and then it

089ends High by the time they leave that class to make it belong so absolutely so again something for us to celebrate also in the 99th per there um a newer survey here uh we have not been giving the survey for a very long time when we talk here about how diverse integrated Fair school is for students from different races we have an 88% favorable response um again something for us to celebrate uh and we look here when we also look at this 91% favorable response for how how the students feel that adults are treating them right so continuing to grow up uh or continuing to rise in that uh Benchmark as well this is yeah goad thing about that we we used to ask a similar but different question years ago on student satisfaction surveys

090and if you recall that number it was worded differently but in general I would say it's the same theme of a question uh and that number was more like 50% yeah um so there's been a big you know leap in in you know how students feel about how the adults are treating students and so you know I again maybe apples and oranges but the kids are feeling better about their experience now absolutely yeah and again Trisha's work uh with our athletic programs and the professional development she's offering coaches and the work with the student athletes shows up in things like this like if you look at that increase in that coach athlete student relationship uh again you're hearing week or monthly from the collaborative teams but there's a lot more happening in the school right

091than than those between Athletics and activities and um again something for sure to recognize through that work so looking at what we're doing forward um other than some language about from the SAT to the ACT um we're you know we're going to be steady and steadfast in working through those District goals of uh expected growth on those college readiness uh experiences for our students uh Tony alluded to the fact of chipping away at that 10% how do we get that number down so more our students have that college level experience whether it's through AP dual credit or an articulated class and really trying to figure out like why what's happening with those kids what what can we do early on to prevent that from happening and then our continued effort uh and focus on the

092seal growth of our students thank you guys awesome do you have questions I think I do uh I have a really quick one um your slid number I think I marked something I need a a little bit of clarification of the student body for taking the survey so so for grade nine grade 11 are they the same student body which I mean on slce number eight see the you have grade n number grade 10 are they the same group of students from freshman year all the way through the that's why the number is smaller because we've had students that entered and left Stevenson so that was the consistent 887 so we can have a a a better spot on growth number okay yes that's what I thought okay think just real is there any like

093uh that coach athlete relationship number went up 31 is there any like I don't know explanation what's that do you know the Insight on that how it got to that high like that's statistically crazy right yeah yeah yeah again I know Trish has really done a lot of work um leveraging things like Zoom PD with coaches after school before school uh a lot of mentorship with head coaches and younger coaches she said she started her Trish's meeting I think monthly with head coaches with um on campus head coaches um so she's done a lot of PD in ways that she wasn't able to before um so I she would have a much better much better explanation for it but it's been intentional I I don't think it's an aberration yeah she's gone through a lot

094of like feedback processes with coaches and observations of practices and yeah or did she change the questionnaire about those survey questions that questionnaire she helped build with Panorama when we first started working Pan the same we actually have the best data set from the athletes of all the data that's cuz we've been doing it for the longest and everybody has been doing it so the student voice survey took a few years to get everybody involve so the most consistent and longest term data set that we have is the is her survey that we actually helped them create and now they used for people all over the country because they didn't have one before that's good was the 31 growth over time like since the beginning or that was a year that was a one year

095growth one year I quit coaching last year that could be that's what I heard thank you guys we appreciate you how do I okay um that was a lot so three great presentations um couple first readings here um thanks to Pia for organizing all of our feeder districts and getting um all of the Cats hted so to speak speak and all the districts now have uh first readings that hopefully will be going out this month um and then for approval next month of the intergovernmental agreement I think we mentioned this briefly last month that it would be coming um we have intergovernmental agreements with all the feeder districts that will allow us to um share data um back and forth for those of you who've been around a while you know we have had these

096in the past but um I think as we're reviewing them we found that there was some inconsistencies between the agreements and we wanted to clean them up um and P worked with the attorneys to nail that down so P thank you thank you thank you first reading tonight don't you need to vote on it but please take a look at it and then we'll ask you for your approval in November um also a first reading of the next series of three-year calendars um and I know that um for for some of our new board members this may seem like wait a minute that's kind of far out there um 2627 but keep in mind we actually do this P far out in advance primarily so that our feeder districts can then PL their calendars they

097don't always align to our calendar but at least it gives them a reference point to look at so it's not a problem for us to do it um but it also benefits um them when they're doing their planning so um that's a first reading for tonight question on that yeah of course um there's a couple of spring breaks that have an extra day yeah yeah so that has happened many times in the past it happens once or twice every seven years or so it kind of depends on how the calendar Falls and it just is that depending upon when we're starting school the date of that the date of when we go for winter break in the date of the election Friday before uh Memorial Day graduation and it's election year like those three or

098four factors determine whether we have an extra day or not and if we do have an extra day in second semester in the past people have kind of liked it on spring break it's great so yeah it's great so don't change thing so um so not arguing yeah so it really is it's really just we have an extra day we feel like it' be better on spring break than in Wednesday in March you know so that's that's the rest up and I noticed we pick up a new holiday which is Veteran Day we we don't have this day right now do we Veterans Day 11 November 11 oh on the opposite years on the opposite years that there's not an election so in the years that there's because we only have so many days that

099we can work with just because again graduation we have we kind of pinned down graduation Before Memorial Day start the 2ish week of school there's only so many days in there and when we're forced because we were forced it's state law you have to take off election day I see like this year we're taking off election day so we're not taking Veterans Day I see but next year we will take Veterans Day because there's not an election day got it so yeah okay it's um a Rubik's Q yes okay so we'll ask you for your approval of that next month feel free to let me know if you have any questions in the meantime um and then uh again thank you to Pia for putting together all the information on board policy updates there's first

100readings there we've kind of gone through those um feel free to have a look at those we'll answer any questions that you have in November you'll see a series of uh items in the person report under Human Resources um we do not need an executive session following this meeting we had one beforehand and Sean you have one item for tonight um and that includes um approval of resolution um regarding uh certain Capital expenditures to be reimbursed from proceeds of an obligation to be issued by the district correct so tell us about that yep so this comes at the recommendation um of both our councel from Chapman Cutler as well as ly our um Financial Consultant um as it relates to bonds the uh District back in 22 passed a resolution uh that allows the district

101to reimburse themselves um from Bond proceeds for any Capital um expenditures that may have occurred um as you know when we issue bonds we only can use them on capital projects so this is uh something that we do um every three years as it means if we sell Bonds in the future this will allow us to reimburse ourselves for any Capital expenditures that we may have occur before we actually sell those bonds so tonight we are asking that the Board of Education approve the resolution expressing official intent regarding certain Capital expenditures okay could I please have a motion so move second so we talked about this at the finance meeting before does anybody have any questions additional questions for sure okay uh no I Ben yoseph I Sean hi gon hi Terry's out here Ty

102hi and frost I passes okay okay Sean and then you have three first readings y uh the first uh one is for is the annual one that we do every year regarding student fees we are currently in the process of determining what those fees need to be if there are any changes that need to occur so we will have more information for the board um uh both at the M memo and our next board meeting um it did not plan it this way either um but we do have we do have uh two first readings as it relates to driver's education and both are both our uh um waivers uh if you will are right now the um state of Illinois uh puts a maximum cap on what we can charge for drivers at um

103we can ask for a waiver we did ask for a waer waiver in 2020 that waiver has now expired or will expire at the end of this year so we are looking to um uh reapply for that waiver that will allow us um to ensure that the drivers that program can continue um at the pace that they presented uh today so that would be great um and then the second one is um the simulator waiver believe it or not you actually have to have a waiver um from the state of Illinois to use those simulator hours towards um their requirement for getting their driver's license um so the district um did make an investment uh about six years ago in those simulators um we think that as you heard today they're they're a great tool

104um to help with the drivve instruction and so we would be asking the state of Illinois for a waiver um on our simulators to allow to use that to allow us to use that for behind the wheel hours as well those will both come back in November so so this is it's not an increase it's just maintaining the current amounts that we're for that correct yes and we currently don't charge $600 it's $350 right now which is over the state limit U but we set that amount based on um looking at our costs and trying to determine what is Equitable and fair but we've kept it at $350 for the last five years and that'll be in the fees that you give us that'll be also in the fees that that we provide 100% correct

105can um board members go in and use these simulator I I actually I don't know I don't know if they still do this but one of my favorite days is when Illinois State Police come out um and they have a set of impaired goggles and they use um a golf cart in the gym to simulate how difficult it is do they not do that oh gosh well you could always ride be a backseat driver with them they don't mind that at all thank you one of my first observations of a nonsocial studies teacher so I observed social teachers one of my first observations of a non-social teacher was a driver's ed teacher behind the wheel oh my God and it was one of the kids it was like they only do six hours with the

106kids and it was like his third hour and he do you know the intersection of 176 and 294 right by lamb the the onramp going south that's a fast on ramp is a fast on ramp and I they still do that yeah they still do that oh my oh my I I before that had a full head of hair some of you may remember I you just don't do drive two or drive five all the other ones are wow a little PS you have to get car with the you do y yeah I mean I was literally out of my mind got emotion sick let's let's go on so Foy requests Sean you have those there yep and accepting the audit as part of the consent and that brings us to the consent okay could

107I have a motion to approve the consent agenda so mov was that was Grace second okay Ben YSU yes T hi gon hi moons not here tyer yes Frost yes no I P six all right and then um rounding the turn there's a couple items in the superintendent's information report some student profiles so thank you to Jamie and Pia for putting those together it's also to see the great things that our kids do and um this is just a little teaser for what's in the um daily digest sometimes so please please please make sure you continue to read that um we also included um our those who accept nominees for 2425 school year and so um I think uh we had a nice breakfast and I think W you had the opportunity to recognize um

108those folks so thank you for doing that um Troy and I hosted our monthly parent breakfast um uh this morning and we had a lot of really great conversations um but one of the conversations that we had Dan was actually there for and Dan thanks for being here I work in on your administrative degree and was actually there at the breakfast as well and um one of the really great conversations was about the first generation um uh us admissions night that Dan um and Sarah do and there was a lot of really good questions and um it just turned out that you were there but it was getting all kinds of compliments so thank you for all your work on that Dan and if you click on that link um in the title you can

109get more information about it but um we're getting quite a few parents and I don't even know what the percentage is but we have a very high percentage of parents who did not go to college in the US so nights like this are super helpful to them so thank you for doing that Dan um our joint annual conference uh coming up so I know that P has been sending out information about that so please continue to communicate um we also um handed out a copy of the PD report um and you know we don't print a lot of things um try to save paper but the PD report the student achievement report these are two um really I think important um things for you to take a look at because this shows you kind of

110the investment that we're making in the professional development of our teachers um and then the impact that ultimately that has on our students so you'll see here a literally Department by Department teacher by teer um professional development report and it's just so impressive to see um all of the work that our teachers are doing each year to improve their craft so that's for you um we have also included um our sender school report that includes all the data from our sender schools um so if you have any questions about that feel free to let me know and then uh we have a lot of information this month but we had pictures uh and a PowerPoint from our coador training that Wendy and Ted facilitated last month so that is inro and Troy um he he

111said Hi and then he then that was about it so um and uh so that was really good uh so there's information about that and then uh other than that there's information about the E from the ELC some information regarding um the uh current state of the um what Sean the annual health and life safety the annual inspection from the regional office thought the results were in there though to ensure that the building is safe enough to code did I delete the results I I don't know but we we got yeah we passed we have usual errors that we need to fix but you know sometimes people bring in an extension cord or put something within 18 inches of the ceiling so simple to remove okay Rectify all right and then um can I ask

112you one question on the school is that this is not you guys have com for a while just haven't seen it I we have not it's new to you I thought you might be interested I found it very interesting all yeah okay and then um finally um I included a copy of the course book for next year so Kudos and thank you to Jamie and her team for putting that all together and the reason I wanted to include that was just to remind you of the sequencing of events right so in April and May we looked at letters of intent in septe in August and September we did curriculum proposals and then now um you have the coursebook and next week our students are beginning their um let's talk about your future to tomorrow like

113I said they're talking about let's talk about your future uh it is almost the end of October wow um and so that's kind of the lineup right so things happen pretty quickly around here but kudos to Jamie and her team for putting that together that's it that's all I got Jamie you're good y all right do I have a motion to adjourn so move nobody wants to go all in favor we are