001Does anybody have anything to add a >> motion to the agenda? >> Second. >> All in favor? >> Any oppos? play. I love Big Hollow because of the new math program which is really fun. One thing I like about Big Hollow are the friends here. One thing I like about Big Hall is the Starbucks reading and reading. >> I love Big Hollow because of the new math program which is really fun. >> One thing I like about Big Hollow are the friends here. about college chances for you to try new things. >> I love Big Hollow because I get to come. >> Um, I love Big Hollow because >> My favorite part about Big Hol is recess cuz they added >> I love Big Hollow always getting chances for you to try new things. >>
002My favorite part about Big Holmes because I just love to eat a lot. My favorite part about Big Hollow is recess cuz they added her so you can have fun with friends without getting hurt. >> Thank you. My favorite part about Big H is one. I just love their school. >> My favorite part about Big Hall is all the after school clubs. >> The thing I love because they're so much fun is being a part of the student council group. >> Thank you so much for these programs. I really like the most is because they have like student council and there's crew and girls through code and that's thank you for their support. >> The thing I love about school is >> this is from the students for board members day on November 15th. >>
003What I love about school thanking you from elementary school for your work as a school. Appreciate it. >> Thank you for your support. >> Josh, go ahead. I have cards. >> All right. All right. >> We're gonna pass how much they're writing. >> You're not going to read all those, Josh. >> So, we're going to go ahead and get into the academic spotlight. Here you go. You got it. There you go, sir. All right. Good evening. Uh Nicole and I are going to just uh talk about artificial intelligence and kind of what the district's been doing with it over the last uh two years. Um starting with last year, we formed a a committee to talk about what does artificial intelligence mean as far as in an educational space and what does it mean to
004us here at Big Hollow. Um at the beginning of the year we had a presenter come in and also uh speak to it in an education sense to the teachers. Uh during the February Institute we kind of started to finalize what um our vision moving forward with artificial intelligence was going to be and then over the summer we brought in a program called magic AI and then in October we trained the teachers on that program. There's two types of artificial intelligences that kind of really impact the school. One of them being adaptive AI. Adaptive AI are the type of AI we see in programs that the students are using where it leads them on individual learning paths based on how they respond and how they perform in the program. And then we have generative AI
005which is kind of what everybody thinks of now when they think of AI. That's the chat GPTs and the Geminis where you can write a prompt and all of a sudden you've got a picture or you've got a paper or you've got um a product. What magic AI does and it kind of encompasses all of that. Um and what the teachers have at their ability at their fingertips is to kind of wall off that garden of what the students can have access to. So they can keep it age appropriate. um they can pick and choose what types of programs within uh manager school that the students use while in class. Um there's everything from having a chatbot to a a a tutor from that to the generative um AI. It also benefits our staff. There's
006a lot of uh tools for the staff to use to kind of help enhance lesson planning, help give ideas, and then help uh with students giving them some self-paced guidance within the program. Um some of this and a lot of these things are also found in programs that Nicole's going to talk about in a little bit, but um that's one thing that Magic AI has. It just has a bunch of little um a bunch of little programs that can be applied to the classroom. some things to consider when we were looking at uh bringing AI into Big Hollow or ethical considerations, student data privacy, um trying to teach students not to put in personal data into an AI uh program, putting that into a program and puts that into algorithms for others to use. Um
007there's been cases where people have put code for major corporations into AI and then all of a sudden it's out there on the web and it's out there for anyone to see. Um also how do we balance AI as a tool and an enhancement and not something that takes over um education and instruction and then how do we also continue to uh train our teachers on the program and then Nicole's going to talk about the future of AI or pick um with the goals that we set forth with um the future of AI, it was how do we apply real world applications? Um how do we have our students ready for what the what AI is going to do when they get into high school and into middle school and into the workplace and you
008know in the future. Um and how do we keep ahead of all the continuous innovations that occur in technology? Yeah. Thank you. All right. So, how are we currently using this? We've been working with our building leadership teams and our teachers on really enhancing some of our MTSS systems. So, our multi-tered systems of support. We've been working with them on developing different instructional strategies to help support students who need additional support or extending that learning. as well. We've also helped show them where they can create different assessment tools or questions or just deeper kinds of questions that aren't just um multi-choice questions. So, taking that a little bit deeper for the assessment pieces. Some current programs that we've been using and been using for a variety of years have been Laxia. Success Maker is being
009piloted at the middle school right now and that is for grades six and eight and that's kind of like Alexia program. So the students log in, they take a quick diagnostic assessment, it kind of puts them at the level that they need and then the program kind of just runs through the skill sets that they they say that the student needs. That also includes Avon Boost, which is something that we're using with our EEL students as well as our SLA programs, our dual language programs, and flashlight 360, which helps enhance some vocabulary instruction for our students. And then for the math side, we have Dreambox, which again our K5 students use, and then we have Ascend for our middle school students. Also within some of our curriculum, our everyday tier one kind of curriculum, HMH
010and S uh SAVIS both have different pieces to an AI component. For example, students could do a performance task or a written task within the program and the program might project some feedback for them. You know, this sentence doesn't make sense. Yes, I think this content aligns to the question or the standard that we're looking for. So, it would provide that right back there. feedback for the students. We have found that through like some of our piloting, if they use the prompt from the program, it kind of identifies those pieces for the students a little bit more than the student or the teacher recreating that prompt. It kind of takes some time to get some codes right there. Um, but these are things that you might start seeing. We're still playing around with this a
011little bit. You will see some adaptations in our science and social science programs at the middle school with amplify and our um actively learn for social studies. Big ideas in Imagine I am have some of this embedded in assessments. If the students were to take the assessment online, it would grade it for the teacher. It might provide some feedback there. These aren't requirements, so we may or may not see that in the classrooms. One thing that Matt and his team worked with last year was really providing teachers this stoplight model. So, this helps identify when and how to use the AI features. When we have that green light, they're encouraged to use that software. When it's that yellow light, they can use it, but there's some additional provisions with that. And a red light would
012be, nope, we're not using AI to support this particular task. And then future goals that we have is that we're going to continue to network with other districts. I was on a call the last couple of weeks seeing how other districts are using Magic AI and they're kind of using it very similar to the way that we are right now. It's a new tool for us all to become familiar with. We're working with AI and the supported vendors like HMH and SAVIS and the programs that I just listed off. We're working to support our teachers and train them on what these different tools are. are. And so everybody's at different levels and capacities of using Magic AI right now and just trying to help build that capacity for our teachers. And then just really understanding
013what it means to be an AI literate student and what those opportunities we are wanting for our students and how we're going to embed that into our different courses and curriculum. I believe that's it. >> Any questions? Just want to kind of give you an update on where we are at with all the changes related to AI. So >> awesome. Thank you guys. Appreciate it. >> Okay, we have uh quite a few students here tonight that we want to recognize. I think I would first ask to call up coach Walters for the cross country team and uh he's going to help us introduce we had a very successful cross country season both boys and girls and we wanted to highlight some of those successes and I'll ask Mr. Walters to introduce his athletes that qualified
014for the ISA state finals. So, I'll let you anything you want to share. >> As as far as as a program, probably our best year top to bottom. We had the most qualifiers we've ever had for the state finals this year with three girls and the boys team once again. Uh, let's get started calling the girls up. So, we had Ava Scaleri, Alli Rhyr, and Jillian Morales. Ava, Julian, and We got hers. >> So for Elizabeth. >> Yep. You know, our girls team was one point away from qualifying. So I' I've put something with the state where, you know, if the team's that close, maybe we expand some things because we have enough room down state to get teams in. So, we'll see what happens with that. Uh, bring up the boy side. Not everyone's
015here, but we got some here. We have Jack Walls. Luke Leighton. Right here >> we have Milliano Borgado. And also here is Jacob Reyes. This is Romeo and Jacob and we have six not here that couldn't make for various reasons. Some some are swimming, summer and other sports. So that's we encourage you to get get involved. Uh again, boys team as a state placing team was our highest finish at 17th overall. So, we usually were sitting in the mid20s this year. We're down to 17th, which is pretty awesome for us with the team we have this year. Um, looking forward to what these people like a lot of these are eighth graders. We'll be moving on next year to high school and a few coming back. So, excited to see what they do up there.
016>> Yep. Jack qualify is our fourth boys uh all state runner. Fish uh 21st this year. >> Sure. Awesome. Great job. You guys were a pleasure to watch one. So the sectional, it was great. Pleasure. Eighth grade down. All right. Um, Dr. Bian Colana, can you come on up? Yeah, that'd be great. of the month for >> Okay, so uh starting us off here for pre kindergarten is Isabelle Badzi. >> A And for kindergarten we have Camila de Jesus. [Applause] Okay. And then for first grade, Ray Sean Flores. Okay. Okay. And for second grade at elementary is Haziel Vargas Val Armin. [Applause] Congratulations. And for third grade is Elliot friends. Good job. And for fourth grade is Adeline Russo. [Applause] All right, for the middle school, our fifth grade winner is Talia Hilton. [Applause] Our
017sixth grade winner is Finnegan Norberg. Our seventh grade winner is Lzthrues Asdo. [Applause] And our eighth grade winner is Sariah Freeman. Okay, you parents. I think you know it's quite an honor. There are 175 to 200 kids in the grade and you're get your child's getting selected. It's a pretty big honor. So, thank you for uh what you're doing at the home to support them. >> All right, you guys can go. >> Good job, buddy. >> You are all welcome to stay for the rest of the board meeting, but feel free. You can leave at this time. We have regular business going on. See you. Thank you. >> Jimmy, I don't think All right. Does anybody have any questions on the consent agenda? >> No. Can I please have a motion to approve the consent
018agenda? >> Motion. Oh. Board member Kodak. I'll just read it. I'll represent all school district constituents honestly and equally and refuse to surrender my responsibilities to special interest or partisan political groups. >> Uh consent agenda. Can I have a motion to approve consent agenda? >> Motion. >> Second. >> Joe and Doug. >> Yes. >> Superintendent report. Mr. Gold. >> All right. I'm going to need uh tech help on this one. This is my exhibit eight. Um and I think we're gonna try to get might take a second here. We're gonna try to get some control of this from >> Perfect. That'll work. Great. Thank you. Awesome. Appreciate it. >> This will take a second. Actually, let me 88. Okay. Can't see. Uh, all right. I don't know what's happening. It's going the wrong way now.
019>> Got it. Thank you. Okay. Um, so I'm going to share we have uh actually this starts with u with Nicole. So I'm gonna let Nicole Strop step up and get started with us. We have a few things we're going to share tonight related to the new school report card that just came out, which is uh student data and school district data uh that we want to share with you. So, I'll let you go from there. Perfect. >> All right. So, I um I did a little digging into our map data from our presentation last last month, but I wanted to show you a little bit of the shifts with the norms. So, I've aggregated the data in a couple of different ways, which we'll take a look at here, but just to give you
020kind of an overview of what map distribution looks like now. The 2020 norms, you had a steeper kind of average. And what has happened is in the 2025 norms, the ends have kind of stretched out a little bit more. So you see more more disparity between the lowest end to the highest end than you did in the 2020 norm. This shows you that if with our new new math data and our new assessment that we are using, the students might come in at the fall looking a little lower than they have in the past, but they're making a steeper climb by the end of the spring. So, you can kind of see that in the dotted lines here. That's what the dotted lines are showing that students might again in the fall show that they're
021coming in a little lower than they did with the previous 2020 norms, but this the um growth is going to be greater. >> Yeah. And that's uh that's national average. >> That's national. Again, just a couple of updates that they had with the new assessment is that it's more aligned to our grade level standards and our state standards, which were prioritizing certain content and standards over others. Before it might give you a bucket of, you know, 40 questions and 10 questions got um algebraic thinking, 10 questions got geometry, and so on and so forth. Now, it's going to prioritize operations and numbers, algebraic thinking a little bit more than it will geometry. So they're going to get more questions in our priority standards than they did in previous assessments. The RIT scores also are the
022same. Those didn't change. What changed about the RIT scores that a percentile is different for the RIT score. So for example, a student who was at the 25th percentile with the 2020 norms now might be at the 33rd percentile. It really is kind of just dependent on the assessment, the grade level, on how that looks and is calculated. So there isn't a consistency of like an 8% growth or anything like that between grade levels and um content areas. And then again, this reflects our more current national norms. Things to also consider is that we have had quite a few adoptions and we're working through those. So, we've had our um new resource for math going into our second year for K4 and now we're doing our adoption for ELA for both subject or for both
023middle school and elementary. So, what I'm going to show you here with the map data is math first. It's showing you grades two through eight because it's the cohort data. I don't have cohort data for first grade because we didn't take math in kindergarten in the fall in previous years. So I can't show you a comparison in first grade yet. The first graph on the right is showing you what the trends were in 2020 compared to 2025. The graph on the left, I've been able to pull data if our norms started last year, 2425 school year. That's how our students would have performed last year, the blue columns with the 25 norms compared to the red columns, our current 2025 norms. So that makes sense. So the graph on the right is showing you the
0242020 norms compared to the 2025 norms. The graph on the left is showing you 2025 norms in two school years. >> Does that make sense? >> Yeah. >> Okay. >> Use the 2024 data in the 2025 norm. >> Yes. >> So, what we're looking for is that our students are shifting from that low to high, right? We're having less. That's what we're looking for. They have less students in that low average or low low average. >> This the second grade math data would doesn't doesn't show very well. But I would say wouldn't it wouldn't that happen anyway because they they made the norms wider. >> Just going to depend on how our students fall. >> Okay. >> So I'll show you every grade level, but you'll kind of see that in the norms there's not
025quite a huge difference. So that's kind of what these graphs are showing you both of them. So if you look here in both norms, the 2020 norms compared to the 2025 norms, we had more students in the low category no matter what norms we used, right? The red graph is going up, whereas the high average is kind of going down and the high is staying the same. summary for me when I see this the second grade scores are not >> not not what we want to see that's not what we want to see >> right but we're also looking to show that the norms no matter which norms we're looking at kind of not changing much here's third grade so you're getting all all three years 2023 2024 2025 and these are showing you your
026fall data points >> so that's the current third grade how they did in first grade, second grade, third grade. >> Yes. Yeah. So, looking at it compared to the 2020 2025 norms, our data looks pretty good. When you look over at the next grade level or the next chart, the 2025 norms, it's going in the direction we want to. We have an increase of students in the high category, decrease students in the high average category, a little higher in average, but what we're seeing is a lower um percentage of students in the low and low average. That make sense? >> Here's fourth grade. Kind of similar. So, when we're looking at those 25 norms in both years, we're seeing that the average high average and high. Our students are trending up. We saw the same
027thing compared against the 2020 norms. And again, that low low average is dropping. Here's fifth grade. Kind of similar. More students in the high average, a little less students in the high. About the same for average. Our low average went up, but our low went down. Here's sixth grade. Again, our high average and high are going up. We have less students in low, less students in low average, less students in average. So, we're trending in the direction that we want to trend. Seventh grade, tell me if I'm going too fast, too. I can stop. I know it's a lot to process. Again, we're seeing that increase in the high, a little lower in the high average, little lower in the low or the average. Our low average is about the same and our low is
028decreasing. And then eighth grade. So again, we're looking for that decrease in low and low average, trying to shift our students over to the average, high average, and high categories. This next chart isn't showing you cohort data. It's just showing you grade level data, but it's showing you kind of the trends that we've been seeing from 2425 to 2526. So again, we want to see that we have that decrease in the low and low average and then we have that increase in the others. Sometimes when we had that decrease in the high average, it was a very small percentage of students. >> Did you find that they were going to average or to high? >> I'd have to go back and look at the chart. Any questions about math? ELA, same charts, starting with second
029grade again. So, it's still showing you the same type of data where it's comparing the 2020 norms, 2025 norms, and then showing both years and the 2025 norms, third grade. We're liking that our data is doing what we're hoping it would do. Low, low, average are decreasing. Average, high, high, average, and high are increasing. Fourth grade, low average went up a little bit. Low went down, average went down, high average went up, and high went up. Fourth grade or fifth, fifth grade. High average is about the same. I'm sorry. High is about the same. High average goes up a little bit. Average dropped. low average went up and low dropped. So, we're kind of probably seeing Ash to your point, both students kind of from the average going over to low average and some of
030our low kids going over to low average there. Sixth grade, really good trend there. Seventh grade. This one's not our favorite data, but it is what it is, right? We have some um decreases in our high, average, high, increases in our average, low average, and low. And then eighth grade, increase in that high, increase in that average, decrease in low and low average, a little decrease in the high average, but a pretty good increase in the high. And then this is what our trends kind of looked like for ELA. So a little more inconsistent what math looked like. >> That's good. All right. I'm going to jump to a different report now. Thanks, Nicole. >> All right. So what we what we saw when we were looking at the data from last year is some
031when we at the end of the year we saw the map data and we felt like we saw some really strong data and what you're going to see in a minute like it it didn't all line up with our I data. So we're not we have some theories about why that happened but um I'm going to point out on these graphs I'm just going to point out like three numbers. Uh this this first number in the green. So right now I'm looking at um primary which is the only grade level that tests at primary that we have results for is first grade. This is MAP test only. Uh the first number tells you what percentile of so that 71st percentile for growth means that our first graders scored in the 71st percentile across the country
032and how well they grew. So that's a very good score. Um the the other two numbers I'm going to pop in here are uh they started the year this yellow one they started the year at the 58th percentile in achievement like how well they performed on the map and then they ended the year at the 64th. So that that is good data for first grade and this is first grade math 71st percentile for growth 58th to the 64th for achievement from the beginning of the year to the end year. So I I'll go through these a little faster now. Um this is just a quadrant report. We only have one dot on this report because it's only first grade, but we want them we want these dots in the top right quadrant because that shows
033that shows um strong growth and strong achievement in the top right corner. So, I'll I'll go through these fairly fast. This is first grade ELA and nope, I'm sorry, that was math again. This is first grade reading. So they were in the 68th percentile for growth. Again, very solid 43rd percentile for achievement to start the year, which is below the average. End of the year, 58th percentile. Very strong scores for first grade and reading. And then we get to um second grade. Uh again, second grade math. Actually, I think this is all grades. This is all grades at elementary. Um so all grades elementary 68th percentile in uh growth for math and 46th in the fall to 56th in the spring for achievement. Very strong scores for all grades in math. Then I I'll quickly
034go through the you'll see all four dots for the grades are up in the top right. That's strong data for math in elementary. What I'll show you in a little bit is it really didn't translate very well to IR though. And we're not, again, we're not positive why, but we're trying to look into that. So, these are the breakdowns by grade level. Second grade, 70th percentile and growth. Really not a great fall score at 38th percentile, but end of the year 54th percentile. Third grade, 73rd percentile in growth. Fourth grade 57th percentile in growth. So, anything above 50th percentile is above average. So, uh, solid scores in elementary for math. We switched over to uh elementary reading. Uh the all school score is 59th percentile in growth. Again, above the average uh went from 42nd
035in achievement to 53rd by the end of the year, which is solid. And again, you'll see all the dots are in the quadrant we want them in. Top right corner. This and this hasn't been the case uh for us every year. We haven't seen this in the CA as the case. It's not a um so it's definitely an improvement over past years. uh second grade ELA. This is breaking down by class. Seven 70th percentile for growth. Very solid. But you can see started the year not very strong at the achievement level. End of the year above right around the average. Um third grade average growth uh started just below in achievement and ended just above achievement. And the average fourth grade just a 56 percentile growth started just below the average ended the year just
036above the average in achievement. We jump to middle school. Sorry if I'm going too fast. Uh, middle school math, uh, the all school score is 58th percentile on growth. Again, achievement right around the average. And so you can see the dots are right around the center line for achievement. And then above the average for growth. Then you go by grade level. We do see some trends here. Fifth grade strong growth uh achievement right around the average at the end of the year. Sixth grade uh solid growth achievement 49th percentile to start and end the year. Uh seventh grade 51st percentile growth and then uh achievement went down a little bit. In eighth grade solid growth score 69th percentile uh but achievement uh went down. That that confuses me a little bit. Uh 59th percentile down
037to the 48th percentile with the solid growth. So I'm not quite sure how that lines up. And then in reading um we saw similar results 59th percentile and you can see just above the average there. Um reading scores are again all in the top right quadrant which is very solid by grade level. You'll see the growth scores there 59th 61st uh 53rd. Achievement here is in the 60th percentile. eighth grade was was the best grade of achievement and growth. 78th percentile growth and then um achievement in the 70th percentile 75th to the 70th. Really solid scores there for achievement. So what I'm going to get into here, I'm getting into exhibit 11 now um because we wanted to share the map data with you and we're going to get to the I now we're getting
038to the IR the state assessment. And I showed you this graph last year part of it. Um, this goes back to uh this goes back to 2006 the state and you might recall this graph when we did it when we uh talked with ECRA. We had ECRA in here and and we talked to them. But this this goes back to 2006 when we were taking the ISAT test and um this is uh math and reading I think. Uh yeah, math is blue, reading reading is black. The uh you know math we would have 80% of the students was it was very common in the state 80% of the students were meeting seeing standards and you can see in the ISAT these are the numbers that we used to have in reading it was always a
039little bit under and then we switched to the uh they changed the cut scores and it became you know we went down the state average went down to 60 and then we went to park and they went down even more. And so you kind of see how the this these are state averages. These are not big hollow state averages. Um and we talked about this last year where the cut the state sets the cut score and then you'll see this year the numbers go up quite a bit. It's because the state changed the cut score. Um they they found that they had Illinois had one of the most uh difficult cut scores to reach. So they tried to norm it with the uh with the rest of the country. So you'll see this year our
040numbers go up. If you look at percent of kids meeting or exceeding standards, I'm not even really going to emphasize that this year because it's a cut the cut score is so random. But I'm going to share how our students are doing compared to all the other students in Illinois with you. But I want to I want to do I do want to share this. What this graph explains is that um I'll start with the ELA, this orange color here, in third grade, if a student scores in the uh 50th percentile in Illinois or for a student to score the um meats, which is uh I I've lost the term. What do they use this year for meats? Pr the proficient is it uh proficient? Okay. Okay. Couldn't remember if they So, if they if
041they score proficient in Illinois, they have they're in the 50th percentile in the country, which that's kind of that's about what the average should be. That means they've they've met the target. So, you'll see ELA, the Illinois cut score. This is the percentile as compared to the rest of the country in ELA. You look at math, you go into eighth grade math, if you you have to score in the 79 69th percentile across the country in order to be proficient in Illinois math in eighth grade. So you'll see across the state eighth grade scores are kind of lower than like third grade scores because it's easier to qualify as third grade proficient than it is for eighth grade. So it's a little bit of a flaw in their system that I don't think they realized
042until they got done. So you'll see this is an average across the grades. 51% of third graders are meeting standards in math, but only 30% in the state. This is not big hollow. Only 30% of eighth graders are meeting in math. And that really is because of this right here. They made the eighth grade target harder is what they did. Whether they did it intentionally or not, I I don't think so. I think that but that's just what happened. So, I'm going to shift down to this. This report is something we do get from ECRA that I think is a it's a really solid report. Sometimes it shows us good data. Sometimes it shows us data that we don't like. And this there's some data on here that we don't really like. Um I showed
043you in the map in the math we did really well on the MAP assessment. We scored uh we showed a lot of growth at all most grade levels. Not every grade level, but most grade levels we we did really well in math. On this, this does not show that. Um, here's a here's the column I want to point you to. Uh, ELA proficiency. So, this row first, I'm going to go over all the way over here. District two or 2025 district value shows that we I I feel like the most important numbers on this chart for you are district percentile. So ELA proficiency, how well our kids did on the ELA test in Illinois, we scored in the 52nd percentile. So that means we're just above the average. Uh the math one is the one
044that's disappointing. So math one, we were at the 39th percentile. And this is all grades for Big Hollow put together. This is not broken down by school. Um it's all grades put together. Uh science proficiency 62nd percentile. uh ELA growth 67th percentile that means our students are growing faster than the average which is a good that's a good score and even in math growth it's at 61st percentile which also shows that they are scoring they're growing faster than the average even though I I I feel like the proficiency score up here was lower than we want. I mean we would love to see that at least at 50%. But um the eighth grade students passing algebra 1 is the 44th percentile. That's better than we were at last year. Um we basically we have one
045section of algebra, one section of geometry in 8th grade. So that is correct, Josh. Right. Yeah. So we have two classes that are passing algebra in eighth grade. Um then the rest of this report I don't need to go through all of it but you can if you have any if any of these alarm you tell me but these are just I would just look at this column right here you can look our average teacher salaries what percentile that falls into average administrator salaries local property tax 50% that's the average across the state of Illinois which when you're in Lake County that's that's something so which you'll see when we talk about tax levy a little um EAV per pupil. Uh this is a number that's a little bit um also it relates to our
046tax levy. Uh instructional spending per pupil 29th percentile. That means we're you know we're on the low end of instructional spending. And then operational spending, we're we're at the very the average uh 49th percentile. That would be your transportation, facilities, food service, those kind of costs. Um and then the last some of these um you can't look at the percentiles and think low percentile means bad score. So that it just means like uh for instance this this is for demographics. So 50% of our students uh are are white. That's 24th percentile when compared to other schools in in the state. Um, that's that's what those numbers mean. I'm going to go down to so our student IEP students with IEPs, we we don't, you know, we're in the 28th percentile, which means we have a
047fewer percentage, a lower percentage than the average of students that qualify for IEPs. Uh, low income, we're in the 28th percentile. And then I think this last one, this last chart's a good one. Um, our attendance rate is right at the average 49th percentile. Our mobility rate is that's a good score. We have lower mobility than average 30 percentile. Chronic absenteeism a little bit below average. Truency 38th percentile. Those are good numbers. Uh average class size that's a good uh that's um I think our class size is really good at 19.7, but that's actually above the state average 64th percentile. So the higher number there would not be a good one. Uh but that's not much above the state average. state average is 18.3. Uh teachers with advanced degrees, you can see we have a
048high percentage of that teacher retention at 26 percentile. That's not a great number. And then I think oh okay this this is a good table here. Um this refers to the five essential survey. Um the different ratings that we get when uh our students and staff take the survey. We did not get parent data because we didn't get enough parents to take the survey. Um so you have to have a a certain percentage of parents that take the survey in order to qualify to get the data but uh they it's a hard number to hit. Um effective leaders the score was a 71 71st percentile very solid class collaborative teachers 84th percentile involved families 72 seconds you see these numbers are all uh solid student response rate of 33rd percentile. I'm not sure why that
049number is that low. We have 91% of our students take the survey. So, we'll have to look at that this year to see if we can get that number up a little higher. But, uh, teacher response rate was 82nd percentile. So, I think that's about these are just um these are just showing you the uh how the cut scores impacted the score. So in ELA, the old cut score average um we we used the dotted line is where we fell last year on this uh shaded graph and the blue line is where we fall this year on the dark on the blue graph. So with the new cut scores um and this is for math and this is for science. And these are some scatter plots uh low in. So these are scatter plots that
050are provided on this that you could you can go through that too. But the echo data is pretty solid data and uh I just thought that was we didn't I didn't get online and show you the school report card. You can go online and look it up and you can go through all of that. But the percentile report to me tells you how we're comparing to the rest of districts in the state. So I threw a lot at you there. Didn't want to rush through it too much, but is there anything that was alarming? Anything you want to talk about? Any questions or All right, let's move on. Uh, the last two things I have are justformational immunization updates. Um, we are in we have zero students non-compliant right now. We had a few at
051the beginning that we had to uh hold out for a day or two until they got everything in, but we're good there. And thank you to our nursing staff for getting that done. And then you'll see the staffing plan timeline I have for you as exhibit 12. And that will be all I got. Kevin, >> anybody have any questions on the employment recommendations? Can I please have a motion to approve the October 2025 employment recommendations? >> Yes. tax lobby. >> Okay, we'll uh we'll make this quick, too. Promise. >> All right, so I'm gonna >> Oh, can I go back to the real quick? Thank you. I'm going to get this started and then I'll let Matt take it over. Um so that we're doing the tax levy uh here in November. We'll do the
052uh we'll do a tenative tax levy and then in December we'll approve the final. Uh we are a tax capped county so there's only uh doing the levy there's just there's a lot of limitations on on how high we can take the levy. Um there's a there's a cap to it. Matt's going to show you where we've decided to put some of the funds for next year. So we are levying money right now that will determine what the tax bills look like in May and then that'll determine what revenue is coming to us in June May June and September October of next year. So, um, that's that's what we're doing right now. We we all we have is a we have a guess for what our EAV is. That determines that's a big piece of
053the levy. So, we have a guess for that. Um, the CPI, the uh consumer price index is what impacts the cap. And this last year that was at 2.9%. Um, and so that that affects the formulas that we use to do the tax levy. Um, as you know, Matt's new to this position and I'm trying we work through this tax levy together. Just kind of show him the process and uh I'm going to let him share uh where we're where we're at with all of this. So, Matt, I'll let you take it here before we go to the slideshow. This um this shows just a little more. Yeah, this shows our our ending fund balances um that we had in June. Um, you could see education is taking a big hit there. It's starting to
054go, you know, down about a million and a half or uh two million from last year. Sorry, a million from last year. Um, and then we did have a little bit of an increase in in the working cash. And then you can see the 3.8 million in the healthife safety that was uh part of that was levied for the Very project. Um, there's still some money in there for potentially next phases. Um that's why that money is there, but that so it looks like we've had um we have a bigger increase this year as far as our fund balance, but that 3.8 is all geared towards um those capital projects with beer. So we can't use those for any of the other funds. We can't use that for the education fund um for maintenance or
055transportation. Um the other big place that took a big hit was the transportation. Um, we lost just over our balance is a million.1 less than it was last year. So with >> 500 less. >> I'm sorry. I thought this is seven. >> That's right. Sorry. >> Um, so with that, this is kind of where we moved with the um, and I think Jimmy have that in the slide show. If you want to go to the slideshow, please. >> Oh, I got do it from here. No, he was waiting for me to quit scrolling. >> Okay. You can use the clicker. Here you go. >> Thank you. >> This was the same slide. So, what we did this year, um, we levy just a little bit more into the education fund to make up for that
056balance. We leveled a little bit more into the transportation fund this year to make up for that balance where we took out some money was in the tort which is pays for our liability insurance. We pulled some money out of that levy because we have a pretty high balance there. Um and we pulled a little bit back from O andM operations and management. We have a pretty high balance moving forward. Um, with that, I think Bob also mentioned the um, fact that we are 29th% in the state as far as pupil per pupil spending in the education area. So, we did want to highlight some things. We've seen these numbers before, but we've put these numbers in front of you, but this time we we have it a little more visual and we also broke
057it apart by the major the major funds. This is overall um our our percent adequacy funding uh compared to the rest of the county at the elementary level. This doesn't include high school or unit districts. Um you can see this is where we get our evidence-based funding from uh is based on where we're at percentage uh to our adequacy funding rate. We're at 74%. We just below the line to move into the next tier. um and that next tier where we would actually lose state funding from when we when we get there. Um but you can see that compared to the rest of the state. Um the blue is us everything above and the green is just it you can see like those higher districts are two and a half times their funding and we're
058at 75%. And I think I've highlighted this for you before, but for us to get from 74% to 100% is about six and a half million. Uh to get to 100% funded. Looking at then the tax rate, uh the percentages here on the outside area percentage is different from Big Hollow. Um right now, like we said, we're one of the lowest in the county as far as percentage uh or for our tax rate. Our tax rate right now is at a 2.5. Um the funds the this is the education fund. You can see there's only two schools uh below us here in the education fund. And this is what the other schools percentage of what they levy their taxes for. Um in the education fund, same thing with& and M were a little bit higher
059but still towards the bottom uh in the county. Transportation. Bless you. Transportation. You'll see we're a little bit higher um and more so in the middle. And part of that is because we bus or at least we offer busing to every student in the district. We don't have uh a district right now anyway that has walkability. So those were the main funds and kind of where we're heading with the the levy. >> Yeah. I can go back to the >> you go back to the Okay. Um, a couple things before we talk about uh the levy. Yeah. So, here's the here's a chart that shows what we've levied over the over the years. And just a couple things I want to highlight. In 2019, our e EAV, which is the value of our properties across
060the c across our district, 390 million. We are now up to 645 million. So e our EV has grown immensely over the last several years. Um and that's not the norm across the state. When I talked to other superintendents uh like I think this year I estimated it was over 10% increase based on what the information I get from the county. So we're still growing. Our EAB is growing significantly which is why our rate is so low uh compared to the county. Um and you'll just see what Matt was talking about here. Last year we extended we received this this column whoops this column 2024 shows what we received in taxes in these funds education to all these so what we received last year this is what we're asking for this year and just like
061Matt said I don't need to go through all the numbers we we uh increased in education fund we took a little bit away from operation maintenance fund uh right here we added a little bit in transportation um and overall we are taking a Uh, I'll come back to that slide. Overall, we are we are asking we're levying for a 4.98% increase, which keeps us under the if you go over 5%, you have to do a tax anticipation hearing. Um, we are not going to even get the 4.98 because the cap is going to keep us in the probably below three. We tend to ask for 4.98 or close to five just in case the AV comes in higher than what I anticipated, we'll be able to capture that in the levy. But um so those
062numbers that we're have on the table, we're not going to get all of that. We've levied probably $250,000 more than they anticipate we're going to get. So then I put this chart in here just so you this is the bond payment schedule for the bond that we are that for the Var project we just completed or nearly completed. So you'll just see that's the payment schedule. We are levying for money that in these two columns right here that will if you add these two columns up it's about 1.1 million and so that'll be in the bond payment next year. So that's in the that's in the tax levy as well. So I think I'm going to jump down. What we'd be asking for the board to uh approve tonight is this tenative certificate of tax
063levy. This just lists all the numbers that we just showed you are listed right here and uh that's uh also um includes a small IMRF levy for seedall uh which we have to do but yeah all the numbers are here and that's the numbers that keep us under the 5%. So that's kind of the whole the whole summary and we did meet with the finance committee to to review this. So the plan is next week, next month, we would bring together bring to you a final tax levy for approval. >> That's all I got. Go Kevin. >> All right. Anybody have any questions? >> Can I please have a motion to approve approve the proposed 2025 certificate of tax school district 38? >> Motion. >> Second. >> Joe Doug. >> Yes. Yes. >> Yes. >>
064And the last thing we have is the maintenance grant. >> Annually, we get the $50,000 maintenance grant from the state of Illinois. I don't know how long this will continue. We don't have to do it, but it's an opportunity to do some needed work for 50 cents on the dollar. So, we have in here we have written in here um an upgrade to our camera system that Matt feels like we can do uh on the server end that will fix some of our issues. And then we have a a concrete repair project. And we also have new flooring at the middle school with some uh rooms that have some pretty torn up carpet. So, um we just threw them in here. Uh and then we'll we'd ask for your approval and then we'll submit the
065grant. Uh, and we can work on those projects anytime once the grants's committed, submitted or approved. >> Question. >> Isn't the camera system new? >> Uh, no, it's not actually. The camera system I mean was is the >> camera system new in the last two years? >> Not in the last two years. No, the camera system I think we installed uh in part 2019 and then the second part in 2020. And I think what you can explain what we're looking is the more the DVR end of upgrading. >> Yeah, we're looking at ways like right now the camera system is running um the NVRs where all the video is held is running at capacity. So we're trying to look at ways that we can uh lighten that load um and possibly improve the use from
066the teachers and the principles. All right. Any other questions? >> Can I please have a motion to approve the school maintenance project grant for 2026? >> Second and Joe. >> Yes. Yes. >> Yes. >> Uh we accept a resation from Mada Monitor. We accepted a resation last professional. Warren Pia approved leave. Amy Howard is on approved leave and Matt Newborn will be on approved. Do we have any public comments? No foyers. Anybody any questions on the monthly reports for the board? Uh, the next regularly scheduled board meeting will take place on Monday, December 8th. Close session beginning at 6 p.m. and open session beginning immediately following close session. Can I have a motion to move the close session for the evidence or testimony presented in open hearing or in a closed hearing specifically authorized by
067law to quasi adjudicated body as defined by the open meetings act provided the body prepares and makes available Public inspection a written decision setting forth determinative reasoning fivec20-2 C-4 motion >> second >> Joe and Tiffany All right >> here >> call Yes. >> Yes. >> Check.