Adlai E. Stevenson High School Live Stream

001it just went out of there we got it stopped could you please join us in the pledge of allegiance of the United States of America and to the for it stands na indivisible andice for all everyone oh sorry Steve could you I was Terry is not with us tonight so Steve is going to step in and could you please call the sure thank you frost here no here ysph here s here gon here moons abs and Ty here six present right thank you very much and there's no correspondence no correspond okay so Kos you're up thank you all right so uh in the month of October and through the second half of September we've been through a lot I think the biggest thing um is our steon homecoming which was actually the most ever um

002attended Homecoming in steon history we had over 3,000 students presents it was awesome um so these are just some pictures from the actual unless you were chaperoning than 3,000 um and then we had a neon out football game which was also really highly attended and then um one thing that I like to talk about was actually like the PWC steps um obviously this is a very new like addition we've had it last year and this year's homecoming and I think something very unique about this is that like I like took a break for example from the M like I walked out and I see like hundreds of students like sitting on the PWC stairs um and it's like this kind of opportunity for people who maybe don't really I mean obviously we have like the

003patio outside but people who want to be in the building to kind of sit and just relax and unwind on the PWC stairs something that I don't think many other homecomings have access to so it was a really good opportunity um I just like wanted to feature the fact that like there was a lot of people using those PW awesome um in terms of Club um updates over here we have our Congressional debate team um who actually did really really well at icda I think placing second um in large uh School the large school delegation um our Italian club's collaboration with cooking club um for the Bretta creation event and then we actually had our operation snowball um attend a conference at Northern Illinois University on leadership development um and they kind of got the

004opportunity to develop student Le action plans um so that they can actually employ these on their trip eventually later in the school year so a lot of great um co-curricular happenings as well um some more that I want to Spotlight so over here our best buddies Club did an animal welfare fun riser for their Furry Friends um and they raised a lot of money um it was great over here is Catalyst Club a picture of two of our eboard members so I'm the director of policy at Catalyst and this event was a huge success so essentially what they did was they actually went around um it's an event called sticker shock so it happens um the preceding week of every big school event so prom homecoming turnabout um and they actually go to different liquor

005stores and cannabis dispensaries to promote non-use messaging um by placing stickers on different alcohol bottles and so this is is Tanner and Kendall who are our um community outreach coordinators and then over here we have um our students helping soldiers they actually participated in a like 11 Mile March uh to raise money and funds for um and awareness for uh the high suicide rates amongst veterans so really really great stuff happening um and then supporting our community we had our NHS uh blood drive um which was also a huge success these are three my friends who were on NHS board uh and they they said it was a great really really great success and then over here we have our upcoming uh Key Club uh event uh for Halloween so and they're going to feature

006different service clubs and stuff as well trick or trunk yeah um and in terms of academics there are a couple things that are important that I wanted to Spotlight so obviously here at Stevenson we value like the different ways of success like how different every student has success in their own way and I think this like this slide kind of encapsulates that so we have students who maybe their success is defined by like standardized test scores and so we have like a lot of students who actually qualified for the National Merit Scholarship and then we also see students who success means like actually applying that learning and doing it through experiments and this is our AP Physics team um actually they did an experiment where they had to like calculate the the drop height from

007which they could drop a water balloon um and then calculate the speed at which their teacher is walking and eventually if they got the calculations right they got to drop the water buing on your teachers and then over here is our 23rd smunk conference at Stevenson um by our model United Nations team and this was a great success one of the most attended M conferences and so um I think this is just great like different people that are kind of pursuing their academic interest in different um in terms of sports successes we had our um football team partner with the Bears to do um an awareness event at the like last football game pink out for um breast cancer awareness and and at the bottom we have our girls field hockey team um which continues

008to do really really well um and then in terms of the Arts over here we have our bully play that the patri theater company put on um not only did they perform at Stevenson but following homecoming weekend they actually performed at the different um middle schools and feeder middle school so that was really really awesome that you know these middle schools are kind of getting to see the amazing work that our Patriot theater company is doing um on the left we have our spark play which continues that they're continuing to perform in so that's also really really good um and then F Arts concert we actually have choir concert going on as we speak um that is really exciting and I think this whole week is going to be filled with a bunch of concerts

009we had our band concert last week I believe and then our orchestra concert also coming up this week something that I heard um I actually like I was talking to a couple of Orchestra students they told me that the orchestra concert is taking place in the PWC this year which is awesome I think the PWC is going under like undergoing some renovation sorry Pac is undergoing some renovation because they're putting like electric fly lines so um they've transitioned to the PWC and I think that Mr villo the director was staying h he's super excited because it's going to look great I saw a couple of pictures so it's awesome and then as always I created a new video for this month uh the question that I asked is um what is your favorite Stevenson club

010memory for the club that they're representing club we played b ball that was really fun um everyone seem to have a good time um my favorite memory from shsv is the first time I held the sideline camera my favorite memory for table tennis is competing tournaments against other schools I'm representa from girls and Ste and my favorite memory was my favorite memory from best buddi is out with my best friend I'm representative for robotics I my favorite memory the just working on the robot with other people like every day you get to do so much stuff every day it's um you know really crazy what we can get done after a fews hi I'm s I'm part of sassa and my favorite event that I've been a part of was Indian night last year where

011we had a lot of celebratory activities like games and different games to get people engaged hi [Music] I'm so yeah something that was unique I like to kind of do like a wrap up almost like these different students I like I think eight students um all of their different like favorite Club memories were so different like some of them were about like getting their favorite book signed by like an author some of them was about like The Saga dance or some of them were about like like India night so like all these different like experiences they're so different um yet they're kind of binded together by this one ideal of like community and kind of creating opportunities for to kind of explore their own passion so um that was really really great to learn about

012and that pretty much wraps up this month's presentation the the students who were remembering their memories they recalling their memories were those seniors Juniors what everything were all grades because I took the videos at our student leadership advisory council with last week and they like especially the Saga when I remember he said he was a fresh or he's a sophomore um and then there are some people from like that are freshman as well so that are like kind of experiencing the club as I don't know if you noticed a certain someone's face light up when she saw the Italian club's shout outs in the saying that Pia is the new club sponsor so a what event they a great group they are a great group it's really fun so K what Saka stands for um

013I think it's like student straight Alliance I I I forgot I forgot exactly what the like the acronym is for but it's for like um exploring different sexualities and stuff yeah wonderful as always thank you so much do we have any visitor statements thanks all right well actually can I say one thing turn over I just want to give a little shout out to the foundation for an amazing event on Saturday night we were able to attend I know some others were there it was so much fun they did such a good job and Matt thank you for heading up the sound team these were professional musicians writing songs they were talking about Miley Cyrus and Aeros Smith and and you guys did the sound and it was fantastic fantastic and our partners at sedexo

014did food and it was just kind of an all Stevenson all hands on that kind of event it was really it was really fun so if anybody gets a chance next year I would check it out all right um so we're going to begin tonight with some Ambassador Awards um I think we have some students here to celebrate uh and the ambassador award is always fun uh it's one of the uh highest levels of recognition that we give here at Stevenson uh usually to a team or an individual that has achieved at the first place or highest level in state or national competitions and or students who have achieved uh at the highest level academically and so um every once in a while we seem that lately it seems to be every month that we

015have students who have received perfect scores on either the act or sat and tonight is no exception so I'll turn it over to Mr Goble to celebrate our students yeah hi everybody this is a just a fantastic opportunity to recognize some amazing work by our students and I'm going to start with the uh perfect scores on the act so our we have two folks who received a perfect score on the ACT in our last Administration first Jaden Shen is here and Julian Tong congratulations I don't think there were here now we also have a perfect score on the SAT Audrey said but hold on a sec so any of you happened to be here last month Audrey actually received an award for getting a perfect score on the ACT last month then she took the

016SAT and got a perfect score on that as well I I don't know that I've ever heard of a student at Stevenson in my 12 years doing that so how about a big round of applause come on thank you congratulations congratulations very proud of you thank [Applause] you can I can I ask you a question H yes um why did you take both tests uh was this because of the schools that you want to apply to some require uh they didn't really require it because nowadays schools are trying to I think colleges are trying to go away from requiring SAT and ACT scores but I wanted to take it because um i' had been studying for the SAT for a while because I didn't know how well I'd do on the ACT and I thought

017that you know if I did well I had nothing to lose right so I think that's another way saying when they're that easy why wouldn't you do it's only a couple hours it's only a couple hours why wouldn't you you didn't do much practice actually really am it's okay another question so B study on ACD and sat what else you do in your life I mean do you do something other than study well I like to I do a lot of drawing I'm in a lot of the clubs like I'm in U I do table chop games clubs so I'm in a lot of and I'm also an EB member for the math team so I'm doing like organization Stu great that's great and also you might we might see you back with the math

018team not gonna jinx it questions no no no um well thank you and congratulations um and with all due respect to our up coming team presentations this was the very best part of the meeting if you're if you'd like now would be a great time to maybe find your way home um we will not think twice about it so but you're welcome to stay as well so totally up to you congratulations than you we we also have three other students here tonight who are coming for their government class to observe Civic work in action so um their assignment is to get a selfie with the principal at the board M meeting so we've all we've taken care of all that for them and what a horrible it is they don't have to look at it

019they just have to take it so we are uh get extra credit if they get a picture with the superintendent and the president oh I don't know that's that's that would be upbe after the meeting yeah all right so uh we are excited to the second best part of um to have our Communications art team uh communication Arts team here tonight presenting on um their work we in relationship to Sal so D can I turn over to you to introduce your team absolutely this is our sophomore College Prep team um and so uh we have a nice uh mix of experience we have a first year member of our faculty and we have a nice crew who are now Milling around to find a good spot so uh Joe Flanigan uh Jackie Cen our team

020leader Edgar air Elisa Galan and Aaron Perkins are here tonight and they do a fantastic job s in come on guess we'll look over we're all looking over there um so first and foremost thank you for having us uh I think it's wonderful that we have this opportunity to share with you what we're do on our teams and how we're innovating um in particular with social emotional learning has been a big focal point for all of our teams uh but in particular uh our team has been working on this obviously we already got our introductions so thank you Doug for that appreciate it now what are we going to do for the next 10 minutes um so a little bit about our team mission one of the things that the sophomore College Prep team is

021committed to doing is adapting and innovating and creating uh new supports for students and finding a way to uh reflect them within or reflect their identities within our community uh one of our goals this year was to have them find their voice and to have students connect in new ways to our curriculum uh especially seeing how our curriculum factors into their everyday lives and it really is all about agency uh you're going to see in the things we share with you this evening we're in down to three specific areas identity I didn't see this motion stuff efficacy and proficiency and you can see those aspects you know none of these are are more important than the other they're all vitally important but in in helping kids uh think through some of the social emotional ideas

022we're trying to integrate and to influence our own work it's been helpful to drill down a little bit um people can take action here and we know whether it be EBR or anything else as you guys have been thinking about this we've been thinking about this getting kids involved in the thing makes it better for them it's integral to the learning process engaging this this dialog this dialogue about how we learn how we process and we want to get them involved and so and so influencing the curriculus way has been very useful for us as well um it's really the same thing get kids involved and uh it turns it into a lot a lot better process we'll see that in the things we're going to share with you so our conversation really started when

023we looked at our student voices survey results from last year and as you can see the valuing of subject that's not a great score but when we drill down on this a little bit more we start to see okay how well you want to do kids want to do well in our class um and yet there we go so dramatic um you're on the EDG of um we see that kids may not see a practical daytoday like how can they take what we were doing in class and apply it to their life and so that really made us start to think about okay what can we do how can we change that equation so that kids do see the practicality of what we do in class that they are somehow reflected in what we're doing

024and they can connect in it to it in an authentic way so once we figured out what the data was telling us we could actually develop a starting point for ourselves so the data that we pulled from the student voice survey essentially was telling us that students were having a difficult time identifying with the value of the subject in their daily lives so that was kind of the idea that we were trying to focus on there was clearly a disconnect between the reading and the things that they were experiencing every day so our action plan was meant to kind of Target this starting point which is where we're pulling our data from so we started to really think about ways in which our reading could actually focus on things like efficacy and proficiency so not

025only should students understand what they're reading but they should also have some kind of connection to it so we looked at our text and we started to think about ways in which the text itself could become more accessible to students and then we looked at those diverse perspectives we have a student body that is incredibly diverse so our text should also match that diversity to create these windows and mirrors with spaces for students to not only see themselves but to encounter other Spa other people as well and then we looked for more opportunities for early reading success so we realized that if students felt like they were successful early on and they were more likely to want to push themselves and have success later on in the year as well and finally we also took

026into account that student choice so what we saw is that when students had a say in the things that they were reading they were more likely to want to continue to do that on our own so our ultimate goal was really kind of Empower students through their ownership of their own reading um and this kind of became the Target that we had in connection withal so that being said Jackie is going to pass out the books that we or the book that we chose um for our students it is a book or an anthology book of several short stories with um diverse perspectives in multiple different authors of different color um and different gender identities um we covered kadam's Ramen Shop One Voice Don't Pass Me By um and superhuman which we'll get into a

027little bit more superhuman is a short story about um ex who is a superhero who has gone Rogue and has decided that he is going to destroy Humanity um and the government has chosen one teenager named Serita who was the first person he saved to convince him not to do so and so this story really delves into and deals with kind of the limits um with empathy and sympathy and how as a society can we push past those limits um what can we do for one another how can we um look at one another and really take a moment and ask ourselves like what can we do for each other um other issues that we cover within the stories is related to representation um individual voice kind of like I said earlier racial identity and

028racial discrimination and so one of the things that we really wanted to do with those those selection of short stories is again provide them with more perspectives that they could look into that's where we use that metaphoric windows but also more mirrors in which they could see a reflection of their identity because if students could see themselves within these stories then they could relate and connect and be uh driven to read the stories uh more passionately and so we definitely saw that with superhuman oddly enough I don't think any of our students are uh superheroes but I haven't checked um but that seemed to resonate with them the most um and in addition they also got to choose a story uh that was not on that list obviously the Anthology has quite a few short

029stories uh with that choice they were then able to demonstrate their knowledge to their peers which is where that efficacy and kind of proficiency come in students knew that there was something of value that they were presenting to their peers through these short stories that they had read they kind of became the experts and we able to share that out uh with a gallery walk uh with their student Choice uh story and what they sh share out I think has been rather profound I can I think we'd all attest to that we it started with kind of a this character values exploration which is kind of a chart we have many manifestations of it that's just one example but everything from an image of Drake or H Lil Tekk who I'd never heard of before

030and it just a way of huh I'm well versed right I didn't know who it was the very first time after Drake but just give me a call next time class right we're not going to fall down the rabbit hole that uh that that throw it on between Drake and let's up but kid you know that's that's one but it was really just kind of this old chart that points to the eyes what does the character see points to the heart what does the character care about it points to the shoulder what burden does the character carry just little rules of we call them rules of notice those things you can notice when you're reading that might Express a value and getting students at any level to discuss something they value can be can be

031a difficult thing especially given all the madness that's surrounding us from day to day and some and some of these stories are really allegorical or they're an entry way a superhero story but it's an entry way to discuss some of these really serious issues and we've seen tremendous traction from the discussions that have been engendered by this values exploration kids are warming up to this idea I you you value this I value that what do you do with someone you don't agree with what are some values what are some opposing values that we're experiencing right now we've seen some real um thoughtful uh dialogue emerging from that that those conversations so again part of our go goal with this was just to make sure right that our students are seeing themselves within the stories that

032they're relating to these stories and that they are now starting to see that there is an interplay between their personal lives and the work that they're doing in the classroom these were some of the results we invited some student feedback uh take it away yeah so we invited student feedback because of course like we can intend all we want we can intend for them to connect for them but we don't actually know if they are connecting with it unless we ask them and so part of that efficacy is asking them how if they connected or liked even the stories that we gave them so like we said superhuman was one that they mostly all connected with 72% of them liked or felt connected to that text on average of the four texts we chose over

033two-thirds of the sophomore English students that we surveyed liked or felt connected to the four chosen texts um then on average 95% of students found at least one story they liked or felt connected to so then to follow up on that we um asked them will tell us a little bit about how you connected because it's one thing to just click yeah I connected I connected but when we look at some of the responses and these happen to be three different stories than the one that we've been highlighting they really noticed how the lessons in the text spoke to them about overcoming challenges standing up for themselves connecting to the character in some way and being in their shoes and understanding what they um were going through so it really reinforced for us that these

034these stories at the beginning of the year really spoke to them and they were highly engaged I would ask kids on a fairly regular basis different kids as they came in my room I what do you think of this book these are really great stories I like every one of them and so they're gonna you know read additional ones that we might not um talk about as a whole group so it's been highly successful so then with that we obviously have next steps this is just one small step that we're taking to engage our student students with our curriculum and making sure that they see themselves that they're able to find their voice within this curriculum our next step is to obviously evaluate that SVS results uh for valuing the subject and see what happens

035from last fall to this fall see if you know we've been effective in engaging them with this text um from there we want to continue to grow and expand we noticed that our students really took to that uh superhuman story and experience they engag with the question and so now a big question for our team is how do we expand on that how do we engage them further in that conversation whether it's through an exploration of that concept of humanity and empathy and make that connection to other stories or through connections to the real world and then uh we want to continue to explore that success with the short story format a main goal that we had when we adopted this text was to give students early success with reading uh again these are students

036who have struggled traditionally with reading and so providing them with that short story format made it accessible and they were still able to engage with some pretty neat content there in some uh really important uh dialogue and then of course we will continue to invite questions uh and the obstacles that come from uh finding out how our students engage with our curriculum so that's kind of our commitment moving forward we don't have data that says how this has changed it's coming soon uh we just gave the SVS uh survey uh recent so we should know closes tomorrow they'll have it next week any questions for us so is this brand new this year this is brand new I have you typically taught novels you mentioned genre and being able to work with the short story

037format is this a departure for all of you a little bit I think right um usually it has been lengthier novels and especially at the beginning of the year we have students that are transferring in and out of classes still trying to figure out where they want to be um or there's just changes in the schedules uh so one of the big benefits of having that short story is that students were easily able to engage within our classroom community and not feel like they were lost because they haven't read the first five chapters of a particular text or sometimes even 15 chapters in right now they're able to come in and engage with whatever short story we're in at that given moment so how long how many how much of the of the session uh

038of the six weeks did you spend reading the short story uh it was probably I mean I think it varies depending on team member but roughly between uh four to six weeks yeah because a lot of it has to do with the recursive training uh reading the text together was a was a big kind of focal point for us making sure that we're setting up the strong foundations for reading skills early on um and having kind of that recursive practice with those reading skills did you have um any students that were uncomfortable I noticed you had the question that you couldn't relate or you didn't like I'd love to know how many couldn't relate and how many didn't like um were those separate questions that you just aggregated for purposes of this or was it

039one question that you asked on that I think we had a couple of different questions um one of the things that you'll you'll notice in was right here that on average over two-thirds of the sophomore uh class felt connected to one of the four texts or one of the four short stories that we chose which is pretty good number but then in addition they read some independently and said that uh on average 95% of the students in our classes um were able to relate to one of the stories so obviously there are going to be stories that don't resonate with all students um but we wanted again to provide that opportunity for students to be exposed to multiple perspectives and to be able to find at least one story so if this and by the

040way I should preface I'm asking the questions because I think this is fascinating and I applaud what you did and what you're doing I I think is fantastic let's say it comes back you take this and you do your questions everything's positive is that going to change how you teach the rest of the course how do you incorporate this it's not going to be a course uh that you're only reading short story so how how does this relate to the other part of your normal curriculum that's a great question um I think again part of it is to set up those early foundations if the students are feeling fairly successful with the with reading as a skill in general early on we're hoping that we see a transfer of of that moving into our other

041CH texts so right now we're actually tacking tackling uh letter from Birmingham Jail which is a really difficult text um we're hoping right that we see some of that transfer of those skills those an analytical skills annotation skills and just being able to Grapple and engage with reading in general uh as we move into the most the more complex text that was part of why we chose those short stories right we wanted kind of a training ground for students to reengage with the process of life it does get to this other I mean we talk more but where how do I find my place in the world uh those are other questions we've developed and have worked through and have devised other student centered methods by which kids come to grips with that question doing

042some research about where they're going to head after Co after After High School what what they dream of what they hope to see uh happen uh looking at that portrait of a Stevenson graduate uh focusing on ourselves our learning and other people those are overarching I think questions that kind of tie things together as we go but it does emanate from this idea of thinking about uh how I can discuss something of value with another person write about it and express myself and get a better sense of who I am I would just add after a letter from Birmingham Jail the kids read dear Martin which is a young adult text that's based on a character's reaction a contemporary character living in Atlanta as a African-American senior in high school faces a lot of the

043same struggles that we see in society today so it's it's not as heavy a material as letter for Birmingham Jail but it it leads us to someplace where they can eventually make that connection again so it's a bridge if you had to guess just as a percentage what percentage of the the readings would be fiction versus nonfiction in our class in class in this particular class majority is fiction yeah yeah 8020 70 30 60 40 50 90 901 that's fine I curious and then I would also mention that there's mention letters I was just curious but we do various research elements within the curriculum so that I think that's like the other element of it too is that because we have a text that at least at the beginning of the year allows us to

044have the flexibility in terms of what we're trying to get students to read and focus on then that allows us to bring in some other supplemental work so things that are non-fiction or to have discussions or to have conversations surrounding just what is happening with students and how they're experiencing the world so I think a big part of just the success of what we're seeing at least right now with this set of students is that that flexibility allows them to imagine a world in in a space right where they're not necessarily the center of it but they still identify with that person or that group of people and so by the time that we're reading something like letter from Birmingham Jail then then saying something like this is historically accurate this is something that happened

045someone wrote this letter with this intent and this purpose feels I think more accessible because they recognize those same things and kind of um moments of resilience from that original text that they read that was fiction but now here it is materializing itself in a text that may have felt inaccessible but all of a sudden is actually very real to that it is pretty great to see the 72% of the students got connected with the text and I do see another 28% which is not connect to the you know the content whatever the right so do you collect those feedback from student with within the 28% that do you why they're not connected to the book or so when we asked for feedback that 28% if they didn't connect to that particular story superum I

046checked back and looked back they did connect at least with one other um with one other text that we did read for most of them the trend of whether or not they connected to one or not was most of the answers was like there wasn't much action just a bunch of people talked which like it's like okay that is real life um but it was like very revealing to us though too of like yeah what what gets them interested in the text as well and I think superhuman was a really great like story because they also just talk in superhuman so it's Al it's one of those moments I gu question if as far as a student voice survey it seems like you interpreted the valuing of subject to indicate how your students see themselves

047as readers and what their self-images as readers are and I guess my question is are you able to parse out from the data or just from your classroom experience what their self-images are as writers and as thinkers and what are sort of the broader implications outside of your sophomore English class for the way that they are finding themselves in the learning environment more broadly I think that's a uh sorry that's an entire other presentation um when we were really trying seconds yeah we've been making some changes who are writing assessments as well thinking about how we can incorporate student voice and student opinion into that so that they're not just writing some sort of literary analysis paper for the teacher right but rather trying to reach out to a wider audience one of the things

048that we been playing around with is the format whether they're writing an open letter or whether they are writing some sort of blog post or something that has the consideration of audience uh that's something that has been more tangible to the experiences of our students that we haven't really tried before and that uh could have been a presentation but um we wanted to focus in on um the great work that we've been doing with freshing so I thought it was interesting how how you mentioned looking through windows and mirrors and and when you said that it occurred to me that you probably have to deal with one of the major headwinds is probably how most students consume or how most students read now which is so can you address like do do you guys how

049much of an obstacle is that and and how do you address the difference between scrolling and and reading you're like this book is broken I mean it's but but you know there I mean I mean it really is like like I would imagine I didn't think about this until tonight but but you know when you're when they're looking at Tik Tok they're looking in a mirror yeah or a window they're they're looking for Content that is them right you know so I mean I mean is there a relationship to to how you're teaching short stories like that I think there's sorry go I think there's a relationship between how we are tackling some of the topics so one of the things that that we discussed as a group was just kind of addressing issues of

050you know what is the difference between pity sympathy and empathy so this was something that was common I think during most of our classrooms where when we were taking a look at a story we were kind of asking students to go through the process of like no we nobody likes that feeling of like someone pies you and most students are able to recognize that they don't want that emotion right associated with them in some kind of way even if they can't quite Express you know why they know they don't want that and so once we kind of get to there then we talk about well if you don't like that feeling how would you want someone to understand you if they haven't had the same experience that you've had what does that look like so

051we're really trying to set them up for the conversation regarding sympathy right and so the idea there I think is you know most students to kind of go back to one of the other questions is like they have to start by viewing themselves as readers so they can experience somebody else's emotions and sentiments and if they can get there then they can start to have those conversations where they're being critical thinkers and where the um perhaps like the kind of that reaction that they have to scroll through and to not connect maybe starts to become a slower one or a pause at least to think about what does that person feel so part of I think our connection back to the valuing of subject is is that's question specifically is if they value the subject

052outside of our classroom then maybe they will slow down right when they're thinking about some of the images they're seeing or the things that they're coming in contact with um whether that's through social media or something else so I think a big part of our conversation is how do we get these ideas into students uh so that they can access them in a way that's meaningful to their lives right because that's the area that we were largely focusing on as being an area of growth for our students is seeing the benefit of thinking about other people right um as being more than just stories themselves so if we can get to that then that was kind of I think the connection back to the valuing of the subject I think there's twofold right approach there

053which is building that empathetic muscle um and having them sustain that relationship with characters in those short stories but also just building the stamina to stick to the page uh for longer than 10 seconds definitely something that keep in mind and to go back to your question about writing and it kind of ties into your question about the reading one of our new first writing assignments this year is they had to take a perspective on whether or not we should still teach traditional language art skills like should we still teach you how to read should we still teach you how to write essays they had to take a perspective and at least my students overwhelmingly said yes we still need to know how to do that so it's [Music] like wonderful to hear that was

054it was wonderful to hear them because they had to formulate their own position on on the issue and um I think everybody here would agree that that is what their students well that's why we're still in school yeah we still need to know how to and how to manage reading online material and how you need to adjust and look for different things when you're when you're reading in a different medium so that's great well that is probably a great place to to add thank God yeah thank God thank you guys so much really amazing well done [Applause] nice job everybody cookie on the way out thank you I can smell the Irish whiskey in there just saying so to our students do you notice how everybody just seems to leave like 20 minutes from now

055it's just going to be the seven of us and you three so en you're enthralled this is good for you all right we're gonna work on that to shut down so oh ohy just get okay we know we're be last last excited she just stayed logged on did you get it all right well that brings us to um our student achievement report so just so that our board members know um generally speaking every October uh we present to you our student achievement report and October might seem like a kind of a weird month to do that but generally speaking we do it in October because um by August and September we'll usually have all of the data from the previous years's um State and National assessments so October seems like uh generally speaking it's a

056good month to be able to share this with with you so um tonight we have Tony um and Wendy here to present our annual student achievement report uh just a quick hit a note you do have a copy in front of you you can follow along in paper or you can follow along online um or you could give your undivided attention to Tony and Wendy who will take it away right now you are the third best part of this but again Sean knows maybe maybe more like fifth you might be like fifth or sixth it depends see how it goes here we go so are we good now yep oh yeah uh so we're here to kind of bring you some awesome information and data around our three goals that we had for this is

057based on last school year um but as you can see our goals are still the same as they are this year as they were last school year so we're going to talk um through some data points um and give you opportunity to look through and ask questions around our first goal of our um college readiness our second goal on students oh sorry first goal of our SAT our second goal of our college readiness and our third goal of oural our goals so let's first take a look at sat our SAT goal is all students will meet or exceed expected growth on the Illinois High high school college readiness that's the PSAT 89 the PSAT and the SAT so just as just to see kind of a year in review this last year this year is

058very similar of the timeline for when our students take these exams um we just took um this year in October we just took our PSAT that's our Junior students um in March they'll take the Illinois Science assessment and then April is a big month for our students with um are freshman sophomores and juniors um and honestly any seniors who haven't completed the SAT um because that is a graduation requirement um in April and then in May gets our fund of AP paloa so just to kind of give us some context of this of where our current um Junior students are so our class of 2024 this school year so our graduating seniors this is these are the tests that they took um as freshman sophomore juniors so as you can see as freshman they did

059not take that that was our our out of school hybrid year so our current seniors when they took this inform took these tests as Juniors they were the ones that were the first or freshman that really didn't get the Freshman experience coming in we will obviously know about no more by next school year when we're kind of back on track so um this is where you might want to look at your handout so just kind of want to give you that information um of our SAT data in review so it's our um English reading and writing our mathematics and our total score on the top but what I want to focus you on is towards the bottom so everything is white is Stevenson the stuff is kind of the browny color as we wanted to

060show you the data from the Illinois and the national sat for both the 2022 school year and the 2023 school year for comparison because one of the things that we saw if you look at the bottom and compare the total score the math scores and the English reading and writing um between the 22 and 23 we took a slight drop not much of a difference but a little bit of a drop and that was across the board for Illinois and nationally and so Tony and I were talking this morning we saying like Okay what my be some hypothesis of why this would be and really we're not going to probably know that until we get a little bit further down the road but we suspect that these are our freshman students that didn't get the

061PSAT as freshman um and then they their first test was as a sophomore and so forth so with that said if we look at what the benchmarks were up at the top for English reading and writing and for mathematics and look where our students scored and look where our students scores in comparison to Illinois as a whole and the nation as a whole our students are still doing wonderfully well it's it's incredible so even with the big Co blip our students really hung in there Qui consideration to the amazing teachers that were just in this room yeah the work that those folks have done over the last three years I think is really key to why that's happened for sure is it can I just say quick I know Troy you've dived into all this

062data as well but is the differential of two so we dropped six points uh the rest of the state dropped four is that significant in any way shape or form for anybody who's noticing that I don't think so I don't think so either somebody would ask though yeah okay security I mean think about it you have a non-co here where you drop I just mean in comparison yeah yeah can it doesn't seem significant to me at all so other things to consider is as the as we're looking at as we go into more of the data our class Siz is getting a little bit bigger um we're getting more diverse student populations and so some other really interesting things coming up here in a second so what you're looking at here if you look at

063the top where it says psat1 these are our current seniors their J their sophomore year was that they took the psat1 and then the junior year they took the PSAT um the MNS QT and you could see where percentages of how well students did the red being the students that did not meet and either or both in the green meeting the number the percentage student that exceeded and then you saw that same groupings of students which was 933 um go from the MS MNS QT to the SAT so the really amazing thing that you could see is between Junior and Senior year the percentage of students that did not meet went down a pretty nice percentage and the exceed went up one more question just absorbing it okay um so just some other pieces of

064information that you might find interesting um we have tracked the past five years you probably go back further if you're really interested but the one um interesting piece of this is if you're looking at this data on how students have done on the SAT keep in mind that of our 2024 graduates 597 of them only took it once and it was our test day last spring you have additional students that take an additional time and you get more we had four students that decided they wanted to have the fun eight times um but it's just really interesting that trend of students feeling comfortable and confident of taking their sat here at Stevenson um we take that as a huge compliment to how we do things and just for the base of comparison that number of

065kids only taking it on the ACT previously on our day would have been much much smaller much smaller I do think a little bit of that data as Audrey mentioned earlier is there's more test optional schools right and so I think many of our kids with really challenging curriculum listed in their course selection and good grades are assuming that's they'll take it the one time and they take it again they got a score that was like fine and they're ready to in the old act days kids would be taking it over over and over and over eight eight would or four or more would not be unusual right like there be hundreds of kids doing is that tracking also in terms of uh what you know about students doing like test prep programs either at

066Stevenson or outside of Stevenson we don't really have that much data about what students are doing outside of data or outside of Stephenson but inside we still have number of students that take well advantage of our summer school School courses and our test prep through Stevenson we offer a lot of opportunities for students we definitely try to Target students too say hey this might be something that you would be interested in um to help the students that really could use the extra boost um but I don't so like those students in the red for example like are you encouraging the students who are like in the not meeting to Avail themselves of the sum offerings don't forget we have an in the school year offering for them got it for before they took it most

067likely we would have identified them at time right so this is a lot of um data up here but it's just showing if you look at the top the average um English reading and writing mathematics the average total score then their average Super score and Troy would have to explain or Tony have to explain I've still figuring out what super score means um and then the percentage of students whose last score was their highest it's just some interesting pieces of dated just to see um a how well our students are doing um so super score is your best science score that you ever took or your best math score and your best Reading Writing put it together it could come on different tests and some colleges will accept to Super score so you take it

068three times take the best the best of each CH but what's fascinating is if you look at the 2024 the super score is 1227 the average you know highest score 12 24 difference not much they're flattening out and they're not taking it as many times in the old days we would get kids taking it six or seven times moving up two points and two points you know what year again did you transfer from it being act 2017 so none of this data reflects that this is all since the SAT has been our test yes um just some side note information I thought I would highlight because we're very proud of this in my office um is we just took the first digital sit on last week um we had 90 96% of our junior class

069that actually took the test even though it's technically we don't force them to do it we tell them all that they should they all come um and we took it digitally most almost all the students it was to say more the most came ready with ex with their iPads charged with the app downloaded and ready to go which is that's huge if you have like 16 17 18 year olds in your house um we did have about 200 on standby that um Nancy hunon and her group were able to provide to us we had no testing delays due to technology we were worried about that we may be the only School in the country for the that's one slide up here this is like fantastic National delays oh well there were National delays but schools

070themselves totally screwed this up that's like Doug Taylor and his team were amazing we did about 900 in the Fieldhouse my God because we had we were going to we had school day so we were limited on our spaces so we had 900 um juniors in the Fieldhouse testing together we got a little bit of late start just helping kids no you you got to stop you got to keep going to on here like on the pre- admin things so we had to do a lot of poking to keep them going but we had no um delays due to technology that was fantastic and all students were submitted we had no submission errors which is awesome and what I think is probably the most the best that this could give us is all our accommodated

071testers so students with IEPs or five fours usually for SATs have to take it over two days like the ones that have 100% extended time or 50% extended time they're having to go over two days just by the administration of the test all of our accommodated students were able to test in one day and because the accommodations are linked to their account when they log in they automatically get the accom accommodations they've been approved for and so you you get exactly exactly what you're supposed to get and there's no opportunity for human error for human error in like missing the time or something and that was one that I was really worried that they were C for would be able to do it was good it went well some just some things we're going to

072work on rearranging the Fieldhouse generating some more detailed tasks for the RO Proctors creating more visual supports and provide our substitute teachers with a stens device on that day so we're already working on how we can even be more efficient with those days you happen to know if there's any data about about uh paper and pencil uh take exam taking and digital exam taking with the with the SAT like do you know if they've done so they don't know it's first time well what's what did you say it's first time first time so there's no they didn't try it out with a a test group The the yeah like other countries yeah I'm saying somewhere na I'm just wondering if there's any data College Board doesn't says that there isn't any significant but they would

073never they would never tell us otherwise they want to do want to stop they never tell us otherwise so it'll be really interesting to see but it's going to be really hard to pinpoint whether it was the technology or the changes that they made on the test which would be the causation of that did like did anybody say anecdotally of any students give you any feedback anecdotally about how did they like it better or you know than the PSAT that they filled in or they did um College Bo did ask a question at the end because I was looking over a shoulder of a couple kids that says like what was your how was your experience but I think a lot of kids didn't take it as my experience for the test on the iPad

074just my experience for the day so it's going to be really interesting to see when they send us that feedback how so hopefully we're going to get that feedback to kind of give us a little bit of insight yeah you talked a little bit about accommodation is there a paper accommodation for students who don't want is there is a paper accommodation and how are you within the logic of the school day if you're running a regular school day how are you supporting students who have like environment accommodations like who need you know a small test setting like how is how are you running that yeah so that's not very much different than what we've done in the past so depending on whatever the students accommodation is um there may be some one-on-one um settings that

075students have and we did have some for the PSAT um oneon-one like one Proctor one student settings and the same we give up fig sometimes over here we'll bring them over here so my testing team find every small space at Stevenson my office we can put kids councel office is our off yep they make it so those change so there are we didn't have any during the PSAT that took a paper one this past October I have a feeling we will have a few for the sit a little bit higher Stakes um but they it has to be an accommodation now so now a school has to prove purpose for the paper copy so college readiness so I think I'm I got to speed things up so I'm going over my 15 minutes um just

076some things with college readiness um by division every um division in Stevenson offers some college readiness course whether it's an AP course a dual or articulated credit course um of that during this past school year and 90.7% of our students so 1,000 um 64 of them took some college at least one college level experience um in their four years here at Stevenson High School so if we look at the college level experience against our course skills uh that we grade on in our uh eart classes kids who took at least one college level experience before they graduate their skill proficiencies in their courses are higher than the kids that didn't take college level experience while they're here um so we can continue to correlate um you know jumping in the pool and taking rigorous classes

077and taking that college level experience does translate to higher skill proficiencies in Reading Writing analyzing we can you know I just highlighted a few of the common ones here but we can break that down here it's just there's a correlation here not causing yeah you you yes um did you have another question no if I did I wouldn't ask um again we had our highest number of kids taking uh highest number of AP exams written highest number of students uh taking AP exams so we continue to climb um and we had 66% of our Juniors and seniors take uh at least one AP exam that's 5% higher than last year so we to climb in each of these numbers uh 88% of the exams that students wrote meaning the exam itself 88% of them were

078three or higher and 90.8% of uh AP students earned at least one score of of a three so um those are right on par in the years's past um I don't have the historical data in here but that's right right in line with how we and keeping in mind that our goal is written that we want students to have at least one college level experience not necessarily taking the AP exam we want them to have those experiences because we're the data shows that that's going to prepare them for their post-secondary experiences um with that said many of our students are yeah and looking historically here here's some of the historical numbers again we continue to climb in the number of exams the number of kids taking the exams we've had kind of a wild ride

079with virtual here and because of coid and all that but we started with virtual exams only because of Co in 2020 then we are a hybrid of virtual and paper exams and now Wendy and her team done a great job administering the digital uh exams in sat and that's going to uh continue to happen going forward more of those digital formats so uh we're riding that technological wave right now we did offer one um an English digital AP last year it went swimmingly um our students did really well and we did get feedback from students because they were able to go back into their classrooms it says that they actually love WR the digital format really is has the College Board published a timeline at all about not so much every the past couple years

080they release like they're they're going through each one kind of methodically they they released the first group last year a second group this year but I already warned the AP teachers is as the SAT keeps going pretty well for them it's going to be a fast track for all the APs too got it okay uh and then looking at by division AP exams you see that the majority of our AP exams are in science and social studies but when you look at the performance the percentage of uh exams that are receiving three or above or evenly distributed amongst our divisions and one thing it gets back to what our goal is we found this data interesting is that we shows the middle column is the percentage of students who are in an AP course who

081are getting that college level experience and then the number of them who who took the AP exam last year we saw a bit of a dip um I think because of the the new trends about well this AP score why do I want to spend this money and time if this score is not going to do anything for me to get into whatever University I am so students are picking and choosing and I think as we talk in a moment about um students social emotional um learning and health they're making some wise choices for themselves so we're not very disappointed in the number that they took as less than the number in the course and just distribution by uh you know grade level so freshmen again very few take it usually those are just kids

082who you know speak Japanese or Italian they sign off for those tests directly and then as kids um uh age and go through majority of our exams are Juniors and seniors we will see just planting a seed we will probably see a little bit of a jump um just a slight of the Freshman with this year AP uh college board is offering the AP um my I lost my mind um preal they're going to be offering that so we will have some students that will be wanting to take that exam and then just a dis uh distribution of numbers for exams taken um for our students those who took 1 to two 3 to four 5 to six and seven plus I think it lays out I think pretty well you know the the word

083you know the stress of like every kid's taking seven APS well a couple a few are but it's not overwhelming but if they're taking seven they're telling everyone about it they are they are and then around our dual and articulated credit we had 634 students that took a dual um credit course 84 of them took an articulated course the number of courses we have it's growing a little bit every year about 28 um different courses that we have and you see the list of uh colleges that we have articulation or dual credit agreements with College Lake County Harbor lyola and North Central do we quick question do we I know we have our um senior surveys coming up next month um student satisfaction surveys we do in November typically do we have any data on

084how kids are using the articulator in Andor credit do we ask anything about that I don't think we have a question on there I do know that Sarah her Crow because of some of the changes that are going that we talked about last month um we're adding some questions and things in there so I could check with her to see if we're gonna be I would just be curious you know we make a big push toward making those opportunities available to them for dual credit and accelerated or articulated do they do anything with it I'd be curious yeah all right sorry just kid uh moving along because we're a little short on time um grade distributions uh first first semester second semester uh sorry first semester between 2021 22 and then uh last year our

085grade distributions are pretty uh uh steady our kids do quite well in our courses A's and B's predominantly um if we look at sem 2 again 2021 22 to 2223 same distribution so I know there's a lot going on in this graph but our kids are awesome they rock it in our classes and it stays steady year to year um one quick nod to sealed by literacy our kids continue to seek out this seal and this commodation uh coming from World Language myself as a teacher I know how it's important it is to a lot of our kids to speak one two three languages so I'm really excited uh to see that kids continue to seek out this uh this U foundation in SE so and we're starting to see a little bit sharper um

086incline of students um working towards this which is pretty which is pretty exciting yep and at the bottom there 31 about you know 31% of their graduating class received you'll rece either a seal or compation so and you know it's interesting as you asked a question about duel and articulated how are they using that this would be another one to find interesting of you know how are you using this and and towards what um our last goal um and thank you Lori for hanging out a little bit um is oural goal and we are offer we are offering um voice surveys through three venues one are student voice survey which we're finishing up in all of our classrooms so all divisions all courses all teachers are expected to um ask students for their their experiences

087in class here in the fall um we also do a school climate question year that comes out of student services division and then we have Trish does an amazing job with our Athletic program and asking them our student athletes for their thoughts feelings opinions um in their world up Athletics so this school year we really focused on two um we focus on classroom belonging and Bing of subject as you may be discovering with conversations um of every board meeting when teams come here they usually pick one or two or both of these to talk about and that work has shown an increase so as we look at that what I think is the one of the more exciting things is where the Circ uh Lor you circled is the 18,061 different entries in when we

088think about when we started this charge a few years back it was hard to get students to provide this they didn't want to take the time out to do it and so students are finding it valuable to give feedback and as you could see go back one more go back as you can see how we spent some time and if you look in the fall like look during the coid years we took a big old dip which we would expect and now we're moving our way back up in the in the world classroom belonging and I think just to throw in the team that you saw here and how passionate they are about connecting with kids outside of what they presented just just each one of them just oozes like we care about you we

089see you and I think you know that's just who we have here and that's why not free that number going up just to uh point out something that may be obvious but although there was that Co dip of what I can't see 11 points 15 points I don't know just to be clear during coid While most kids were at home in the fall of 2020 still 60% of them felt connected and had a sense of belonging virtually to their teachers in their classes that's pretty impressive you know that that our teachers were making an effort virtually and our kids were making an effort virtually to stay connected so whenever I see this I feel like I have to point it out so yes and to our teachers all of our teachers like 76% that's not

090good enough like why why are we only at 76% and and Lori gets that all the time I'm sure right and so then we had to bring things into perspective a little bit so one nice thing that Panorama has is they compare you can compare Stevenson to other Stevenson is places so we're trying to measure Apples to Apples and when we do that we're at the 99th percentile when it comes to um sense of belonging in our classrooms did you have the question no the I was just wondering the slide says grade six 12 oh that's just because so the survey data that they take nationally the questions are graded if that makes sense which questions are appropriate that we're asking and so the bank of questions that we ask from is six through 12

091student voicey survey questioning that's all we tell your teacher you are playing close attention good get extra credit for that you can take two cookies I make I get it [Laughter] I he's 11 moving right moving right so the second one valum of subjects which you saw um this team the english team talked amazingly about the work towards that we're moving we just contined to move up and what's really interesting about that one is that we didn't see as big a dip in that like during the co years and so with that we're still moving we're still moving up and again you know our teachers like 74% that's not great well it is great um because we're sitting in the 99th percentile we're doing some amazing work in our classrooms and so I don't know

092Lori if you had anything to add amaz questions thoughts additional it's great it's great you guys and you know there is far more data that we have um do this is really just the tip of the iceberg a lot of it you have in your end of year report that you got in August um this is the most upto-date current data that we have um but Tony and Wendy pull together all all kinds of other data so this this report we do at the board meeting every October because it's aligned to the three goals in our gpis um so we felt like this is important to do each year in October tied to our gpis goes into a formal board report um but you guys did a great job so thank you crushed crushed crushed

093crushed it Mark crushed it thank you you guys all right uh next item is our current enrollment report so uh you can see that uh if you clicked on that document um this is a pretty standard report that we get daily from uh Wendy's office actually um and we take a snapshot in time I think Sean this is the sixth day enrollment is that right correct Yep this was a snapshot taken on the six day on any given day this enr enrollment report may be off by one two five students if for some reason kids moved in or moved out Etc but generally speaking you can see that uh on the sixth day our enrollment was 4,623 students um those are all kids that were educating either in the building or out um the best

094way to think about that number is that whether they're in the building or out of the building we are responsible for $4,000 623 kids that's the best way that I like to think of whether they're in out no matter where they're at they could be at a day School in Colorado they could be wherever we're responsible that number is 4,623 uh we are waiting on Final site or uh yeah decision Insight decision Insight um that data should be coming in the next month or six weeks but it's in line with previous years but we think it's going to be in line predictions estimates whatever you want to call it and the upper end of that enrollment could be around 4,800 within three to four years yeah correct given the economy and what may or may

095not happen you know with uh inflation or housing prices or the market you know those are all variables that play into an x mean what does what mean there's an X in building out of building and then there's just an X just one student yeah the bot Tuesday that's it's just an error in Infinite Campus okay that was probably a kid that just got added that particular day in the middle of I see okay okay um we also have a first reading for the uh board policy update on accounting and audit uh procedures or policy that we mentioned at our finance committee meeting so if you have any questions about that between now and next month uh please let Sean or I know and that um I'm going to yeah away please um so I

096I noticed in the letter in the draft of the letter that you shared in the finance committee so what's being recommended here is essentially right in the middle of what they're so they're recommending based on um size of school and what we're come what's correct they they look at any number of things and and some of it's left up to the district to determine really how much do they really want to truly capitalize we we had a really low capitalization threshold of $500 for a long time and that means that literally we got to tag everything that's got 500 bucks or more so now we're we're doing stuff that is less consumable um and has a useful life that will extend a period of time thank you y okay um so we'll bring that to

097you next month uh you can see a uh the Personnel report uh with a usual selection of items in there for you to review some of which will be part of consent and that brings us Sean to um approval of the uh Seaman contract which was the first reading last month and being brought to the board for approval today correct and uh just to review um Seamans we have a contract with Seamans uh to provide um really their expertise as it relates to our building automation system and uh which they call the SEO uh and the software um and the equipment that is attached to it um and so uh while the uh cost of the contract has gone up some uh it has um also included multiple new um sensors new controls uh things

098that we didn't before such as our indoor air quality sensors which is new um it does include the annual subscription cost which we would have to pay for anymore anyway just like a site license um and then of course the number of uh days that a technician is in fact on hand um this is something that you know we we negotiate and work um hard with uh our vendors to try to um really get them to sharpen their pencil every year but um with the cost of um uh the cost of employees and really the lack thereof good employees um in the engineering field um we did have to a little bit of a higher um renewal than we want um but uh it is a small compared to what we were paying last time

099uh and the CPI at that point in time so um tonight we are recommending that the Board of Education approve uh the new three-year Seaman contract has presented can I get a motion so moved second any other questions for Sean I know we talked about this already but yeah okay okay no I Ben I um AB yes Gordon I uh moons is not here tyer hi and frost I passes excellent thank you uh our next one is also uh a an approval item that we talked about um previously which is an upgrade to um the cellular network uh inside the building um as great as uh 5G is um 5G does not penetrate um it operates at a different wavelength and has difficulty penetrating the buildings um while this might not be as big a

100deal uh the reality is that many of our public spaces where we have non Stevenson people uh on a daily basis um can't um access uh not only their phone but um can't access dialing 911 in an emergency and we actually had two instances um where it took longer to actually make a call um than what would have if they were able to get a cell service um so we did call out a couple of different vendors um and a couple of different options um and one of the options was tying directly into um the cellular line that goes to the nearest Cellular Tower um that was quite expensive that was well over a million dollars um to do um they offered we asked them to give us a quote on a different um option

101as well um they were higher than the option that is being presented tonight um connecta USA is um the solution after um some thought with uh myself and Doug Kaylor and his team um agree it's going to be uh best suited for the district um it also phased so right now we are just doing the large public spaces if you think of the pool the Performing Art Center the Patriot Wellness Center the sports center those types of things um so uh we are recommending tonight that uh following any discussion the Board of Education approved the upgrade to the cellular network with connecta USA at a cost not to exceed $245,300 as presented can I get a motion to approve so moves second thank you any other questions for Sean Sean this this wasn't initially in

102the budget however well we had uh we had a bit little bit of a lower uh amount um it was originally budgeted for $150,000 um but our one of of our other purchases is uh close to $350,000 under budget um so we have plenty of room in our budget to meet up the uh extra added cost thank you of course any other question could you please P okay s hi woron Hi l is not here tyer hi Frost I no I Ben ysf I pan okay Sean say have one first read in two info items correct yeah so the first uh reading today is uh looking at uh the school fees for the 2024 25 school year it's kind of hard to believe that we are already at that uh process in terms of planning

103but we are um and as you can see that we are recommending um that uh right now it uh remains consistent or flat if you will um so we'll have a little bit more uh opportunity to discuss that uh between now and our next meeting um also wanted to allow or make the board aware that it is also tax levy time um this is what uh we believe it's really kind of based on the um equalized assessed value for all the properties that are in our community as well as the uh CPI or the cost of living increase um and then what our actual tax extension was this year so um you can see uh we'll have a today we're just kind of talking about some long-term projections um in November we'll have an actual

104first reading and set the truth and Taxation hearing if we need one and then we'll be acting on it in um December with a finance meeting in December as well so I just want to give the board a heads up that is kind of the timeline and the second one is also um a timeline we talked a little bit about it today um but this is uh we are uh kind of in the uh preparing for a big viid phase if you will um white has white and company has completed the construction drawings has turned them over to gilbane gilbane is creating a gilban is our construction management light and companies our Architects um they're com uh completing the bid packages to go out they'll hold the bid we'll review the bid and then present

105it in December as well but I just wanted to give the board ah heads up thank you and you can see the plethora of foyer requests okay could I get a motion to approve the consent agenda items please so move second um it's a please P okay gorson hi moons not here tyer hi Frost ey no hi Ben ysf hi s hi p okay uh and then finally uh just a couple quick items uh you can see uh under our report there's some interesting articles uh that I thought you might be interested in especially a recent Court ruling around um teachersfree speech rights on personal social media uh I thought that was interesting some articles around uh developing assessment capable Learners um again just some interesting articles that uh Troy and I were reading this

106month you can also see the class of 2023 um graduate report and a lot of interesting uh information there as well so thanks to uh Dan and Sarah and our student services division for pulling all that together I think it's just interesting uh if you look at our 10 most popular four-year universities um the Midwest is I think well represented would be an understatement right um with the U ofi with u ofi being our uh I guess we're their number one feeder I think is the best way to describe it um not even close not even close so more than 10% of our kids uh go to the University of Illinois uh so you can see that uh really great information so you can take a look at that uh at your leisure um also

107uh each year right around this time we also present to you uh a professional development report um and we always find this to be interesting each year um we ask uh our human resources uh Department to put together a report that um identifies all of the professional development that teachers have engaged in over the course of the previous year so the these are not career um kind of PD opportunities but they're uh it's the PD that teachers have engaged in over the course of the last year and it's important for us to share this information with you because um um to be honest the PD budget or the PD line item in the budget is um not small uh we really value kind of the work that our teachers do in the area of professional

108development um and we feel like we should share that out with you and you can see some of the amazing uh work that people are doing so you have a hard copy of that uh please take that with you and um take a look at that when you get a chance um you'll see an interesting um uh article uh and round up from Robin Schwarz uh related to uh the legislative Roundup rather related to uh what's happening down state there is an ELC um update as well and then um each month uh we facilitate uh parent engagement meetings and uh this morning um Troy had to go solo I was at PT but Troy had to go solo and did a great job and we actually had a parent uh send this in this morning

109and thanks to Pia for uh getting it in there but a really great kudos to Troy and um and Jamie was there as well I think um for the work that you guys did this morning and uh there's small group meetings usually of about four to five parents um but it's usually an hour well spent um they walk away pretty happy so and then you'll see some student profiles of some of our amazing kids oh yep please um so I'm just that the comment um that me put in uh complimenting Troy um I'm just curious is your sense generally that people are aware of all the different sources of communication that you're using to communicate with them or was this this was a this was an email from a parent who was at the who

110was at the meeting this morning but I'm just curious if your sense you know when you start talking about these kinds of things at the meetings that you are having are you getting a sense the families are are aware in using it or are you getting a sense that this is like news to them when they hear about it at these breakfasts no they use it they use it all okay great there's almost an insal appetite for information from our parents and if if the PB is it available are and I think I assume all these things are available to the public anyone in the community who wants to log on to this can go on to the website abely and log on to all of these things MH parent engagement even has their own

111social media and they they yeah there's a lot of information out there they Mara has twice monthly um sessions for parents to get involved and Mark works with Mara on that like they're yeah it's a lot as the kids say it's a whole thing is that my right about that is that I don't think the kids say that anymore not anymore it was I think that was they still say it all right I'm hip not can we V well that's a problem too that's why I was in PT this morning and had to miss the meeting so all right we need to end this meeting all right so um you can see a wellness club uh video there that's really great and that's all we got oh any other questions comments no I just want

112to say that Wendy took um time out of her day to take myself and Grace and show us around at Tech campus and it was really awesome and informative and for our board colleagues if you haven't been there yet it was really wonderful and you and the principal at yeah if you haven't done it I would I would recommend it okay could I get a motion to adjourn so all in favor very