2025-02-03 CSD99 Board Meeting - LIVE EVENT

001e e e Julie not ready3 will you call the roll I would be delighted Chris Espinosa here jell Fuller here Jenny hagstrom here n Runner here ran Hashim here and Jason Trio here thank you all right having a Corum let stands for the Pledge of Allegiance I pledge aliance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all he I'll turn it over for student perspectives all right I'll invite Arwin up good evening everyone um it is my pleasure tonight to introduce uh Mr D'Angelo Gerald um who is our sponsor for our black student union we as an entire South High Community are incredibly proud of the student leaders we have in black student union they do

002just an amazing job every every day is showing up as positive leaders and role models for all of our students and really advocating for every student at South to have the very best experience they can possibly have and I'm so proud of them and so I'm going to introduce Mr Gerald and then he will introduce our student leaders hi I'm D'Angelo I also did not expect to speak right away so um once again I'm I'm D'Angelo Gerald I am one of our Deans over at Downers Grove South um I am also the uh sponsor of our black student union um I have with me today our vice president k y um and she will actually hop on to the next slide hi everyone um as Mr Jo said my name is cim young um please

003excuse my attire I literally just got straight out of practice um so some of the other members of our cabinet Unfortunately they were able to be here today but we have our president Cameron Gillespie um our public relations manager Miracle Hudson and our secretary Isaiah Reeves and obviously our sponsor Mr jro all right so uh I'm just gonna just like I know there's a lot on the slides but I'm just going to basically summarize what our purposes um so at BSU it's really a student centered organization um we really focus on having those tough conversations that that really you don't have that space to do elsewhere um so we we talk about cultur awareness we talk about really expanding your mind and considering other perspectives and things of that nature so that we could create

004the best environment for all of our students not just our African-American students um we also promote postsecondary work um it's huge huge for me I I personally have three degrees um so I'm pushing I'm pushing for students to go all through college um and we're we're hoping for a couple more degrees so like I'm all about college and getting them prepared for it um putting them in the best position so that uh they can experience more get more information things of that nature as well um really I already spoke on the providing us a safe space uh we encourage Outreach and Community involvement um we've done things within the community just at South we've done things within the community uh of Downers grow as a whole um and it's just something that really is part

005of just you belong here is making sure that we're not just talking about our school but we're talking about the whole Downers Grove South Community because eventually most of us become Mustangs or Trojans and we still want to spread that message so um and really a a big thing that we're focusing on this year is uh breaking stereotypes and leaving leaving a solid Legacy um what I'll talk about and what we're looking forward to is uh some of our leaders all of our leaders actually are uh seniors um and so leaving a legacy for the next people um to step into their shoes and leave a legacy for those to follow um that's really what we're all about um and then the biggest piece is making sure that everyone knows that regardless of if you're

006black white brown purple whatever you are we accept you in BSU um in fact we encourage you to come to BSU because the more perspective we can have the the straight and narrow that we can get so um if anyone is ever interested in visiting by all means come on it all right right um so here's my keep going keep going um so wait that's I'll hop in yeah I'll hop in all right um so some of the things that we've done uh we we have really expanded um so essentially we started off with a smaller group of students when um I first stepped in and then we grew and grew and grew and we continue to grow which is awesome um some of the things that we've done in the past and you can

007see some of the pictures up there uh we coordinated with myself and um uh Lance Martin a social worker over at Hinsdale South um we coordinated with him to create a uh conference wide uh event for all of our BSU to come to um and it was fantastic we had a awesome keynote speaker in uh Dr valari Humphrey um we I hosted a workshop uh Lance Martin hosted a workshop and it was truly a great experience um we've done uh food drives uh can food drives uh we've done virtual College visits um we have invited teachers in to just share why we appreciate them where each student around the room shared to the specific teacher that they specifically invited uh why they appreciate everything that they do and we feel like that's huge um we've

008sat down with our leadership team both at the district level and our admin at the school level to talk about concerns that are going on in the school um we've created messages for the district and uh coordinated with the district and sending out stuff to the community and really that's where we're pushing that leadership piece so that our students can start to see the world outside of the perspective of just a high school student but be at the table with the adults as well here I am hi um so here's what VSU means to us as students um I know for a lot of students it increases leadership incentive um being able to have conversations with a Dean himself that can actually make a difference in the school um kind of encourages students to share

009their voice and share the concerns so that we can continue to make um dgs a place that is for everyone um I feel as though it also educates us on what's going on in the school um a lot of the times there is a disconnect between what we perceive to be going on and what's actually going on and I believe that coming to BSU and having those hard conversations makes it very easy to be aware of what's going on so we can fix um situations or problems before they happen and learn how to respond to things as they happen besides just being reactive um it also allows student and administrative collaboration as Mr drill was saying we've had numerous meetings in which we collaborate with administrators and I believe that that really helps us a

010lot because we get to really um like speak to the people in charge we get to talk to the big man and in turn that sorry um and in turn that also makes us um feel more connected to the administrators I know before I was in the black student union I was kind of um it kind of offut me to have conversations with administrators if I'm being honest just because I didn't really feel like it was a safe space just because it is kind of a daunting interaction to have but coming into BSU and being taught how to have convers ations with those people in charge really taught me how to be a leader and also help other people around me be leaders as well oh that's me as well um so for the future

011hopefully we would like to see an increased growth of male members um we have a very high female student ratio which is not a bad thing however a lot of the times the black students in our school that need help the most are male students and if they don't don't have a safe space in which they can come and not feel ostracized by the rest of the school then they'll continue to have certain reactive behaviors that causes people to have stereotypes on black students which is why we meet at BSU every um couple of weeks also um just an increase in schoolwide appreciation um I think that the um administrative team does a really good job of highlighting us that's why we're here now but we would just like to see uh you know continuous

012support and continuous um uh showing of us um just so that students do understand that they always can come and again like Mr Dr said it's not just for black students it's also for every other student just so they can understand things that they might not understand because sometimes you can't see things um from your own lens until you're stepping into somebody else's shoes and I think that BSU does a really good job of inviting that um also um administrative support for events in the future um we want to do a lot more stuff unfortunately we haven't done as much as we like to but that's just it's steping Stones step Stones we're start it's baby steps but hopefully not hopefully we'll most definitely be doing more as long as we continue to receive um

013support from um the administration and for our for our club all right cool um are there any questions that I could answer for you guys also for anyone interested that is watching we meet on Thursday mornings at 7:45 in room A110 how many how many kids are in the club right now at PSU registered or that come on a regular basis cuz there's a difference there is a difference um we have both we have a Google Classroom where I I still include all of those who have graduated um in our post about what's going on um so right now we have 44 people in our Google Classroom um that also includes parents of anyone who wanted to uh be included so that they can receive that information as well um about on the regular basis

014I would say that we have anywhere from it depends on what we're talking about if it's itself conversation there's a lot more students who come where it's roughly around like 3540 um if we are just a regular meeting and we're just kind of checking in talking about life uh it's usually around 25 okay but I will say since coming back from winter break uh there has been less numbers just because there's a lot going on it's January yeah I I I have to commend you because we as board have seen you in action uh and the positive impact you do play and the role you do play in messaging for the district I mean I think you guys are an invaluable resource in that regard and I'm really glad to hear your comments about what

015you said earlier about feeling daunted about having conversations with administrators but now based on the leadership that you feel comfortable in doing that and sharing your voice your voice is really valuable and we're really happy to have that and hear it on a constant and consistent basis you're important you you're really important and we we we love hearing from you that's awesome so I I think I heard you say are all the leaders seniors yes unfortunately and fortunately I started to uh look at that Nick set of leaders to lead BSU officially no but unofficially 100% like I already have my eye on a few um where in including one sophomore and I know you know who you are um so I I really looking forward to that because like the idea is to get

016more and more younger students involved so that it can continue um and so like I definitely have my eye on a few they might not know it but I do okay thank you will you continue that program of of the conference U Arrangement and continued workshops and speakers so uh both Lance and I have uh discussed like hopefully trying to do that same exact thing again uh we did have a lot of support from uh the Student Activities director Jen Martinez um because they usually highlight a specific Club to do something of that nature uh that just happened to be our time and we blew it up big which was awesome um but he and I have been in conversations about coordinating so that we can do it over again because all of the other

017BSU received positive feedback from their students and we even received feedback from other schools that weren't involved uh to get involved um I myself have spoken with uh the BSU sponsors in the D page area and put together just like a little little bit of a club a little bit uh just so that we could all stay on uh the same the same coordination basically and all that we're doing across our schools um so hopefully within that we continue to like kind of expand that and have opportunities like that is there any like National Association for BSU or is that does not does not even exist it's yes and no I feel like there's several um and there's some larger some smaller and then they populate at different like universities and high schools um to

018say that there's like a complete National one I am not aware of that but I will not say that there's not one just because I don't know okay cool well thanks for coming and sharing tonight yeah absolutely good work okay um yes I'll I'll go first um y me huh you want to go yeah I'll go for all right um hello everyone I hope you're doing well so the past few weeks have been really eventful starting with um Nathan Cisco and our boys bowling team took fifth in State this weekend so congrats to them uh cheerleading qualified for the state competition this weekend at ISU and as for uh Deca sectional competition that was 2 weeks ago we had 22 State students place for state so a congratulations to them as well it's a huge

019accomplishment it was really competitive this year um we also had a a student Advisory board meeting where the group discussed ways to improve the social aspect of our school and adding more communal activities for the students to bond over so we discussed better ways to get information to uh underclassman about cying as well and bullying in general and also what roles upper classman can take in order to create a better example for the rest of the school you know uh this whole idea was to employ better ideals and examples into our upper class so they become like a part of the social life at dgn so rather than you know getting told by the teachers that something is wrong or inappropriate it becomes a standard that is set socially and it's socially unacceptable by the

020upper classman so we understood that it was a problem of getting the message across and the real technique lies and you know the way that we employ and send those messages so there's a lot of really good discussions about this and you know trying to get like more stuff uh about education educating people about bullying in our access lessons um we also had future Trojan night last week where I got to speak to all the incoming freshmen and they all seem really excited and got to rund down all all their future classes and opportunities to see their school um and overall the event was successful for both the students and the families at in tendon otherwise we have some conference like the Ila all state that just passed this winter and the winter orchestra concert

021that that's coming up tomorrow and we also have the Evon Town jazz festival coming up Saturday and the spring play towards the end of the month so that's it all right so as you guys know Phil the ground hog just announced six more weeks of wi super excited to here but yeah uh both of us weren't here last week or a couple weeks ago because of the incoming freshman night which uh was a little nervous to go up there at first but I think it turned out super great and something really awesome I heard was I joined a couple people I knew at the entrance greeting people and I heard a dad say wow I would even like to come here which is amazing to hear especially from a student perspective Ive that people notice

022all the work that not only the staff does but also the students do just to encourage people to come here so that was really awesome we have a school assembly for uh winter on Friday and everyone knows that it's the most hype one because the seniors always win so super excited for that as you know and we just heard Black History Month is going on and black student union is running black voices showcased during resource February 5th and February 6th so it's super awesome that they're getting involved in the community during school hours so that everyone can participate and our Phillies dance team just went out to State and did a super amazing job uh teachers and students like to refer as February as the shortest and longest month of the year because we have

023a lot of days off but it's super chaotic so yeah it's going to be a chaotic month but a lot of fun thank you Julie do we have any visitors no sir okay and I'll turn it over to you Hank all right I'll quier yeah yeah you can drive because I'll get lost on the way there's there all right thanks everybody uh the moment you've been waiting for a conversation around AI um before we get started I just wanted to uh run through what tonight's going to look like uh we're going to give a little bit of background of what we've been doing in District 99 related to AI um I'm going to talk a little bit about the PD that teachers have had the opportunity to participate in uh we have some fantastic teachers

024here tonight to talk about examples of how they are using AI uh in their classes um we've also uh we're in the process of doing some listening tours to hear from teachers of what challenges and opportunities they're seeing in classrooms related to AI so we'll talk about what we've heard what we're planning on doing and then we'll open it up for Q&A so if you have questions throughout the presentation I ask that you can uh hold those until the end and then any one of us can pop back up and and answer any of your questions uh the first thing is um I want to acknowledge a few things one is AI in our schools there's really there's really two different things one is uh recognizing that AI is here and that uh utilizing AI

025is a skill that uh students are going to need to know how to do once they leave us in high school um so we know that that's something that we have worked to do to figure out a schoolwide curriculum on teaching those skills to students um so that's that's on our list tonight's presentation is about in the classroom uh itself um I also want to acknowledge that we have some teachers uh teachers are all over the place on their comfort level with utilizing AI um and they're also all over the place on their instructional goals and our work with AI is opening up possibilities for teachers to use AI when they think it's appropriate for their instructional goals so when they're ready when they think it's appropriate uh we're ready to engage them and to

026help them out bringing it back to a little bit of a research base here last time that I talked we were talking about uh personalized professional learning PPL uh and I was talking about John Hattie's work and how all of that is designed around uh Collective teacher efficacy which is um characterized in his work as doing Collective teacher efficacy right has the potential to consider uh considerably accelerate learning artificial intelligence is not listed in the academic research because it's just a tool however the thing that it has disrupted the most and that it gives the most possibility is around feedback and feedback is also in his research around when we do it well uh it has the potential to considerably accelerate learning so we're going to frame our conversation tonight around these two things uh

027feedback and learning and differentiated instruction the reason why feedback and learning is important for our conversation is because that's what's been disrupted the most is um it's getting increasingly difficult to give students feedback on their work when we're not quite sure which part of it is their work um so some of the teachers tonight are going to talk about the disruption around feedback but also some opportunities ways that they've used it uh to make feedback even more powerful in their classrooms the other part two is differentiated instruction uh di is uh the process where we uh customize instructional materials and instruction itself for the learning of each student uh it's a great vision um however it's an incredible amount of work on teachers to be able to pull that Vision together for over a 100

028students each year um so we're going to talk about that tonight too because some of our teachers have found efficiencies and using AI to reach that vision of differentiated instruction so first up we're going to have Lisa lichman come up uh Lisa is our instructional coordinator at North High her counterpart is Isabel um Lisa is involved in all of our PD around the district she helps out our instructional coaches uh she works with Keith our associate principal for instruction um and then yeah Isabelle is her counterpart but Lisa is going to talk to us about uh opportunities that she's created at North High for supporting teachers with di AI sorry good good uh good intro so um we obviously at the end of 2022 the uh chat GP open AI all of this started happening

029and conversations were happening everywhere I was lucky SL unlucky enough to be at a conference when this really kind of hit you know the world and so there was a lot of conversations there so what we did when we got back in January is start to talk about what does this mean for us so we've done a lot and I feel really good about the things that we've done but I agree with what Rob said there's much more work to be down around AI um we started softly so we started a soft roll out with something we call conversations with colleagues where we would just invite people in to talk about AI what it meant what they were hearing and though we did that all of um the second semester that year and it was

030nice people would come and share things ideas some people would come in and you know just need a event or or need some support from us because they you know it's worrisome to some people so those those were went really well then we went to um directed building level PD for the staff we all met together um in a room we would you know we did three different sessions each we did about four of those directed PDS where we actually looked at a variety of tools what could these do for you based on everything Rob described di efficiency all teacher based so we did all this um building level and then we landed on subscribing to magic school and defit and I'm not going to go too deep into magic school or defit cuz um

031these amazing people are going to talk a little bit about those tools but those are the tool we tools we landed on could we have picked 10 others absolutely could you pick nine more by tomorrow morning that are going to be that great absolutely but these are the two we're using and I'm excited for you to hear about how they're doing that um as the instructional coordinator my instructional goals um and you know Isabelle and together with Keith and Jake and Rob I want to support teachers in creating engaging inclusive and effective learning environments this has been so helpful to me AI is help helping me do that as I work with teachers and support them and if we think about here at District 99 the growth of student ownership and agency helping students develop

032a broader understanding you know of their role as Global Citizens like Rob said this is here and it's going to stay so the more we can work on how we do this together to help our students will be amazing and you know I think about all you know the our strategic plan as well we evolve we challenge ourselves every day there's something new that I have to learn about or think about to to try and help people and is every day that posit you is it always positive no because there's some drawbacks that we know about but we're focusing on these goals um to help teachers refine their practice stay current with best practice and create learning and B environments that are supportive engaging and impactful for all students so that's a little bit about

033my role in the journey in the PD and I'm also quickly I'm representing Ela CMOS before um we call these guys up she she was couldn't be here tonight El is an English teacher extraordinaire and an instructional coach and the part that Rob was saying the feedback Elaine has done some really powerful work with students getting feedback peer feedback teacher feedback and now she's Incorporated AI feedback then after she did that she she gave the students a survey and I have that data if anybody's interested in it on how they felt about the different ways they received feedback in the room it was really interesting to read um but she said you know she uses AI for furthering innovation and um definitely so far she's found it to be an important component of the learning

034process which emphasizes metacognition reflection and goal setting and again she she talked about differentiation but I'm going to let um these guys tell you a little bit more about that so thank you for um letting me share the PD Journey so far great okay up next is Ryan Reyes Ryan's an English teacher at South High and he's going to talk about the writing process right yeah yeah so I've actually approached AI because a lot of my friends who work more in business talk about how just essential AI is to their work process their jobs and just how much it's changed their writing process in general and communication process so um working with my friends but also like I've been partnering with cood at the postsecondary level to think about like well how are these writing

035teachers seeing AI play in the comp 101 and just general composition courses at the Collegiate level and there a lot of the professors were like we do not care if you use AI right um the purpose is what are you trying to accomplish who is your audience and did you accomplish your goal um how effective was your communication um so that really um put that thought in my head of like okay how are we approaching audience how we how is what is what am I assessing here um let's make sure the assessment is is authentic and meaningful to what students are trying to do in a composition course so for right now I've been incorporating AI with brainstorming topics so just helping students um think of what can I even write about for this particular

036assignment we're going to be writing a story very soon that's one of the very first assessments of learning that I assign in my composition course and students when they think about what story they're going to tell um I'm going to ask them and pretty pointedly like well who is this for who's supposed to read this story and if they're going to say you I'm going to say who else so besides me right like who else is your story for um and that is AI might give you a topic it might give you a really great you know starting point but if you can't answer why are you doing this then we need to rethink um why you're what your goal is for this project so with that um I'm going to allow them to brainstorm

037with this particular um assignment I'm going toow them to revise um using the standards that I have set out so AI please read for this standard where do I think uh I can where do you think I can make some improvements and that is just an instant feedback response when especially when I'm conferencing with 20 other students about their ideas and like where I think they can take something where I think they can push or where I want to see some growth the rest of the class can immediately get feedback um and you know decide how valuable they think that feedback is you know all of that um so the feedback is awesome especially with the meeting standards um modeling a solution to better understand a problem I also teach an academic like intervention with

038literacy class and sometimes they come with math problems in Geometry or trigonometry and I'm like uh it's been a while since I've done that I'm an English teacher so let's throw it into Ai and see how it went about solving it and then if we don't understand a step and especially if I don't understand a I'm like do you understand that and they're like no I'm like okay we should ask why it did that right so modeling The Prompt engineering um that it takes to get a better answer and a more thorough understanding for ourselves um so so far um that's how I've been using it I like that it offers a starting point um especially if we're thinking about writing we thinking about audience it's a really great place where that for that student

039who's like I don't know a story I I don't know any stories so it's like here is some where you can start right like this is a great starting point um a nice perspective very very quickly um where can I improve my writing and especially because my teacher is going to be reading for this particular standard very fast feedback and you can decide if you want to use that feedback or not but it at least gave you something to work with um with that the wishes that I have for it right now are just that when it makes changes I've been playing around with the prompt engineering more and more with this but I'm like can you please bold the changes or italicize or show me why you made that change um right now it

040doesn't do a great job of explaining why it made it change it might say like oh for um you know different audiences we'll find this metaphor meaningful it's like yeah but like uh why an ocean right so um whatever it might kick out it's it sometimes does have trouble explaining why it made the change um so again when it comes back to working with a student and talking about their writing process what they were trying to accomplish with the piece um that's where we come back to um why did you accept that change and go along with that or why did you change that um with all of this I'm asking students to submit screenshots of everything that AI gives them so that I can compare what they were given with what they actually decided

041to submit and have a better understanding of their process cool thanks uh one thing that uh Ryan dropped here for us is this term around uh prompt engineering um so prompt engineering is uh to get the best results out of AI you need to tell it what you want it to be so then it refines the sources on where it comes through uh Ryan had a really great uh chat with US during one of our listening sessions and helped me to understand that uh teaching students how to do proper prompt engineering for a writing assignment actually meets some of his instructional goals around understanding the audience so the idea of teaching students how to use AI in this case uh they complement each other so learning how to prompt engineer uh also goes along with

042what he's trying to get his students to understand around uh writing for an intended audience all right next next up we've got malanka malanka does some great work with our El students and she's here to talk to us about how she uses AI with them hi I'm milanka vle and I teach social studies in elel at dgn so this year I am teaching two sections of el US history and one of my sections currently has 18 students that are considered to be newcomers to the country which means they have um limited to almost no English proficiency and they have arrived within the last year or so so some of my students have arrived within the last month so approaching this class and approaching AI I have been kind of thinking of the mindset of it's

043not going away and I'd rather they use it as a tool than something that will hinder their learning and I also had to rethink how I think about us history and how I can make them understand these big Concepts that they're going to see in the world around them so much of what I've been using revolves around magic school um magic school has this cool feature where you can interview a historical figure so if we're talking about the Constitution or the Declaration of Independence students have to pass the Constitution test to graduate which they all did they all passed but getting them to be able to talk to the people who wrote these documents right and then what their ideas were and what they thought was really important for the kids because the responses were

044at a level where they could totally understand what they were saying and they liked it because it felt like they were having like a back back and forth conversation with people that have been you know passed for a very very long time I also have been using it to provide them with cultural background for big topics that we do study so the idea of the first Thanksgiving what is a Thanksgiving what is it centered around how has it changed over the years Magus school has been great for giving me articles but so has defit so defit is a tool that we have at school where you can put in an article it can create one for you but you can also tell it what level you want it at if you want it in a

045specific language so I have students who speak Arabic Spanish Russian Ukrainian Allin one room so sometimes it does help them to have both versions side by side as they're learning um English and so diff it gives you not only the option to have the article but it'll create questions for you and so the questions are checking their comprehension level how are they doing with following the main idea um I've used it to help teach annotation skills so how do you track vocabulary words how do you track the main argument and then it does give them short answer prompts as well which will have them practice their writing skills and then give them that reassurance that they are understanding what the article is talking about I also have really liked it for big idea processing so

046when you are looking at things like freedom and Justice and what does it mean to have a democracy and a constitution it allows them to create resources but also to compare and contrast different constitutions across the world so they have been able to look at the Constitution of the United States but also the constitution of their home country or any other country that they want they can make a comparison chart of this is what we have and this is what other places have as well I also really like it for language development um a lot of my kids are in the process of learning how to pronounce certain words so it can allow you to do that it will give you that feature of practicing really sentence structure practicing how you pronounce words how you

047can them how you can write them um I've also been using news Ella or news Ela which we have a subscription for that has a built-in AI feature which does similar things to defit but it will give them like a little blurb at the beginning of the article that allows them to have a preview or a summary of what they're going to read before they can start reading the article it's been really great for the kids because sometimes it can be daunting to get an article that's titled Angel Island versus Ellis Island and they're very Maybe unaware with the vocabulary but the preview will let them know that they're talking about immigration um that they're looking at a topic that is going to be new but it's going to be done in a way where

048they can take breaks answer questions ask questions and all of that I have found it to be very helpful for me because it's made my job a bit more fun as well because I'm able to kind of figure out like what is going to work for my students so if we're going to be talking about different time periods having it kind of give me ideas of what would be a fun project to discuss different decades so creating a magazine or creating a different PowerPoint and really kind of focusing on the creativity piece of this class because I want history to be fun to them and for many of them it's their first encounter with us history and so they have this desire to learn they have this desire to want to know more about the

049country that they're in right now and so magic school defit allows me the chance to come up with projects that will have them engaged with each other and with other teachers in the school as well so they're practicing their English but they're also learning the content area as well great thanks so you can hear uh in mala's presentation uh elements of that differentiation so she's able to more quickly adjust instructional materials for the wide variety of students that she has in there uh next up is Diana Diana is going to talk to us about uh World languages yes okay I'm not as well versed as the my last two colleagues but my name is Diana Bal and I teach Spanish at um Downer South so I teach level one and level five so quite a

050difference in between the two um and for level one we started to want to incorporate a reader we incorporated one at the end of last semester and the kids did really well but we wanted to incorporate one first semester as well so in looking at the reader there were three different chapters and trying to think how are we going to do this so we used defit um and typed in all we had a book so I had to type it all in but it was really nice and just giving me a place to start on how to introduce it to the students um it separated vocabulary so it took main vocabulary words and um separated them for me so then I can create that so that they could use it as their reading but the

051way I really um liked it was for the differentiation so depending on where they are some of them have memorized the vocabulary way quicker than others so some of them need less support so I was able to come up with three different versions and um I would give them to all of them but then I would tell them there's you know step a step B and step C and you can go ahead and if you feel like you don't need to use a or b you can skip to C or use whichever ones that you like um to get to the comprehension of the reader as a whole and so for the first time going through a reader where they are taking their vocabulary words and it's a children's book but still it was a

052big accomplishment for them um and we had a little project and they did some slides at the end of um their own story in turn and so they did a really good job in level five though I use it very differently um obviously and I would like to dig in a little bit more into it in the future but as for right now so a lot of videos and a lot of text so sometimes to just transcribe the videos there's just so much going on I don't want to show show them the whole thing so instead of having to sit for an hour and watch the whole thing I can take a look and see what sections I want to use and then find that um it'll separate it for me and it comes up

053with questions that um can get me started uh with them so sometimes like I'm doing donkey hot right now I've read those stories so many times that I have the same questions going on over and over again so it it really helps me think of um different types of questions for the students um okay so I do find it very helpful um and I don't know why I didn't finish my sentence there but helpful in getting me started with what it is that I want to do with the students um and it's been a timesaver so um just having it the way that it outlines everything for me where I can take it and then just tweak it instead of spending an hour or two trying to create the format so it's really um time

054saving and I know that there is is some type of AI out there that can do this but if I could do an authentic interaction with my students where at their level they could get immediate feedback I would love that and I know it's there I just haven't found it yet but so that's my goal with AI thanks in our listening session uh I asked Diana what do you wish that it could do and she lit up with this imagination around this authentic uh conversation partner of just the idea of um right now in language learning uh students get a conversation partner in class but um she's imagining AI being uh at an advanced enough level that the students can have that with them all the time so they can be more immersed uh in

055the language and also some sort of repository around uh the vocabulary that the student currently has so then the AI in a conversation partnership uses that vocabulary not something that's way outside so it's a cool idea it's out there somewhere we just need to find it yeah exactly uh up next is Paula Paula is here to talk to us uh what she hears from teachers in her role as an instructional coach uh and Paula is also one of our district trainers on differentiated instruction thank you so much for having me um I am do you mind clicking oh sure I keep messing that up um I have a few points here that have come directly from my work as an instructional coach um with teachers that come to me with a problem that they need

056to solve like I have the answers or something so we naturally go right to the internet and um we work together and the idea of a conversation partner is one that is constant throughout my engagement with any AI whether it's chat gbt magic school defit and many more um but really refining that conversation and um giving it as much information as I possibly can to get the best outcome for all involved uh the first bullet point here talks about a rubric for a marketing project a teacher came to me uh they've been doing the same marketing project for years and years and years and their end result the rubric just didn't seem like it was truly grasping the quality of the students work it was more like a checklist of tasks do they have an

057a name check do they have these required components check and then check equals a but the both teachers in the marketing um class wanted more they really wanted to reflect like I said earlier the quality of students work within the rubric and within their grade um so we used magic school to do so we put in many of the criteria that were required we put in uh the idea of using five different levels to describe that criteria and out popped the wonderful and magical rubric of which the two teachers took back and like dissected it and made it personalized for what they were um what they needed in each of their classrooms uh so that was a really cool journey to watch kind of the building of it and then the execution of it it

058was pretty cool um I had another teacher come to me with the problem of I have only eight students in my rock band class um this is a music teacher in our finance department uh and they have only only eight students and it's a really small setting but they have to work together to play together um many students at different levels are taking this class so how can we get them all on the same page on the same team working together collaborating even even before they play the very first note so magic school also has a feature uh for team building and collaboration activities um and it within seconds it popped out at least 10 good ideas and some others that we decided to kick out of there but um she incorporates these activities on

059a weekly basis during the block day as kind of like a brain break slash get to know you let's build our bond so um that's been really powerful in her classroom the next two bullet points about reading comprehension is really to Echo what um all of my colleagues have said already before about um increasing language strategies and literacy and um creating materials where we haven't had a textbook in a really long time now in World languages so we either have to search out authentic resources or create them ourselves and um many of the AI tools are able to do that um my last point there is uh some I also wear the hat as of the trip coordinator for our department so um last summer we took a trip to Peru and uh coordinating with

060families and students to make sure that all required documentation gets turned in on time at certain times throughout the year so it's an 18-month process and there's constant conversations between me and um family's home to make sure that things are where they need to be that all the documentation is in on time and we're not penalized in any way for that so um I went straight to chat GPT to ask uh how many ways can I ask families to submit their passport information into the EF Tours site and it's 12 12 is the answer ask families very kindly to make sure that those deadlines are hit sometimes you know people need reminders I get it I'm I'm at top of that list so um so far I find all of the AI tools that we

061are very fortunate to have access to here at d99 incredibly helpful both in my own classroom and in the classrooms of the colleagues that I work with every day um and in creating teacher efficiency we we all have a laundry list of 10,000 things to do um and it just makes it a laundry list of 9,000 because it does really take out um some time and very very time heavy um activities that are involved so I always is the visual of it's Crea it's building a the perfect house with your conversation um with whatever you're putting into AI you create the foundation and the framing you see it you take a look at it you decide if it's really right for you or if it's not and then you can destroy the whole thing and

062start over again um but it's a constant conversation going back and forth at every layer you add a brand new aspect you add a brand new room a brand new color on the wall and by the the end of the conversation you have be much more efficient something that would have taken me years and years and years to implement in my classroom by getting feedback from students and then having to tweak it for the next year I can do those types of things in minutes um so I think we're putting out better product and we're having students think more deeply about our topics and our content and that's to me something that's completely invaluable um something I wish I could do is BAS basically the exact same thing that uh Diana wishes as a World

063Language teacher as well is that we could recreate the simulated conversation uh with a with a feedback component which would be really cool at the students level using the same you know uh aspects of vocabulary which is pretty impossible to recreate so I would love to see i' would love to see what's to come thank you so much for for having us and hosting us this evening yeah yeah so as one of our Trainers for for Di um I think it's safe to say Paula has always recognized that teachers are super excited about di but then when it comes to the amount of work that's required to create all of those materials to do di uh it tends to be a roadblock so when Paula talks about efficiency uh what she's meaning is that uh

064the more time that we can have ai doing that stuff the more time the teacher's brain can be focused on uh each individual student and what they need for their learning um so uh not everything's great about AI so uh one thing that we've been doing is going around to the buildings and uh listening to teachers asking them about uh what they see as uh good things that are happening in AI but then also asking them what do they need from us uh to help them troubleshoot some of the challenges that they are seeing uh we have TBD 1499 uh Lisa has that scheduled March 3rd uh she and I are going to go over there uh and really this part about the listening sessions is linked to our work around morale ownership and input

065and making sure that we're given opportunities for teachers to uh have their voices heard um on some of the challenges that they're seeing in there so Keith is going to give us an overview of what we heard in the listening sessions um and then some of our actions that we have planned based on what we heard from the for instruction I didn't introduce you I'm sorry it's okay I got this Rob you'll have your chance to correct me a little bit I'm sure um the so we had some awesome listening sessions at um at both of the high schools and I I I'll preface this with the by awesome I mean just great conversations where people were there to talk about how they're using Ai and learn from each other so it was really productive

066for everybody in the room and we got a lot of information out of as well of course there are questions that come with this it's moving very quickly um and we're also in a in a profession has dealt with a lot of very quick things in the last 10 years so uh that brings some energy with it so one of the things um but we've got five little trends that we uh came up with after our conversations so just that literacy is essential Ryan talked about this teaching our students how to use AI productively um moving forward in their classes but also getting ready for the next step whatever that might be clear guidance uh is essential our teachers are looking for guid guidance on how to use AI where the cuto off is for

067using not using AI so we've been having conversations about that rethinking pedagogy and how we do our lessons Paula just mentioned that just kind of really looking at we have these great Tools in magic school and defit and all the chat Pops that are out there but making those decisions on whether or not that's the right way to go uh with what's presented to us um addressing those challenges of AI use in our classroom so it can be it can seem very quick and an easy solution for someone who might be overwhelmed a student that might be overwhelmed to go in and use use AI to produce something that is they could be a good chunk of their work but has some a a little bit too much AI in it so we need to

068work on how we're addressing that and then of course embracing the opportunities here we Rob and Paula just mentioned the efficiencies um that's that's a big piece right productivity efficiencies and this as a teaching tool thanks Rob um and then what are our teachers that came to talk to us are looking for uh combating Aid driven dishonesty I chatted a little bit about that a second ago uh human centered AI integration we have some teachers that are just worried about um students who might be isolating themselves because of the technology so increased amounts of technology is not always better for us we want to make sure we're using it for the right reasons um the ethical boundaries there so how do we Define the use in addressing questions on who determines what effective uh ethical

069use is with AI addressing hesitations we have some students who are coming in our classes our teachers share this with us some students who are ready to jump in and use AI as the teacher explaining it some who are a little hesitant and some who don't want to touch it at all because they've been brought up as this may be a a going down the road that they don't want to go down and they don't know enough about it yet so they don't even want to touch it um then of course AI enhancing teaching and learning so our teachers are looking for professional development around this as well and really just conversations so um we have some other teachers with other than those awesome teachers with us today that shared with us what they're doing

070but that just helping reduce planning time effective differentiation especially within same class we have some students or some teachers just like our our our rock band teacher that have stacks which means they have a couple of different types of classes happening at the same time with smaller groups of students so that helps them with that and then another English teacher just like Ryan who's using it to um at North who's using it to provide feedback for their students including vocabulary suggestions and other things so uh we brought that together as a team and thought about well what are our next steps so uh Hank has put together and brought together bringing together which used to be together but now it's coming back together that's right Integrity committee that's being led by Kelly Zer one of

071the associate principles at North and Kim Bowski who's the library department shair at South are going to be leading up that uh reconvening and they're going to be talking about um just this uh identifying using it for plagiarism writing services like how the how we can use it in the classroom so they really want to get to that but these are really great people to have be a part that because I know Kim has been and I've been in a couple conversations with her she's been to a couple different conferences where this is a Hot Topic um that comes up and also um Kelly works with discipline so the two Hand inand will be a really good team leading that work um and so the final piece of the puzzle is how can we help

072as a PD team here and we want to make sure we're creating more opportunities to get together like we did for that conversation um already so like our Innovation Labs where we get some awesome teachers together to talk about this stuff and really learn from each other we want to promote uh learning goals and detract from those things that may be get in the way of moving our system forward as well perfect miss anything no you got it awesome thank you uh yeah so Keith touched on this a little bit uh the academic Integrity part uh back in the old days uh it used to be pretty easy to determine whether a student was being dishonest with their academic um uh but even even before AI there was still work to do around uh students

073who accidentally stumbled into academic dishonesty uh maybe paraphrasing incorrectly or citing incorrectly um and so there's always work to do to help them to understand how to properly site uh but those were still sort of black and white areas with AI and AI being able to assist students it's becoming more difficult to determine when it actually dishonest uh and when a student just didn't realize that they weren't supposed to use it to that level um so Kim uh in our library over there at South is really passionate about this so I'm excited that she's going to co-chair that committee to help us through that um and then Kelly on the discipline side I'm excited the two of them are are working together because um sometimes those things end up in her office at the same

074time the biggest thing that our teachers from what we heard in the listening sessions are looking for is uh vertical alignment between your board policy which already references AI that basically says it's the teacher's discretion when it's allowed um uh that and they're also looking for some schoolwide practices so that way they know how to clearly communicate to students uh when they can use it and how they can use it um all the way down to the course teams and then the the teachers so they want some vertical alignment between all those levels um and that's what we're going to be working on because what we heard in some of the sessions is that um there's a little bit of hesitancy from some teachers and students about even considering to use it in their academics

075because they don't know where the line is of uh when they've crossed over using it too much so teachers are just looking for some clarity to help them uh better Define that line for the students uh some other areas where we are using AI uh we are currently in the process of uh working with with a firm to train uh an HR chatbot um what we find is that we have uh a pretty large volume of Staff who call our offices uh looking for an answer and the answer is already present in a document somewhere on our internet um but there's so many documents it's difficult so the easiest thing is for them to call us uh so what we're doing is working on training that so that maybe that could be the first spot

076that the staff goes to to ask a simple question how do I find this or what do I do in this case It'll point them right to the document um again for the purpose of that frees up some of our time to go in deeper uh and better support our our staff in other areas instead of helping them find a document that's out there uh and then Ryan as part of uh summer learning last year he brought in a course uh an optional course for students to take around uh AI uh and that's taught by um some Alum of Stanford and MIT where they talk about what AI is how to use Ai and uh applications that are being seen in industry for it so there's some opportunities in the summertime for students to to

077dig in deeper and to learn about about AI so that is our presentation now what questions do you have for us um with a changing landscape and not a lot of research out there I would imagine um how do you how did you choose magic school and defit and how did you not choose others and can you talk a little bit about that process and then two um what are we doing on the professional development side um to develop standards throughout the district um in utilizing these s these resources in you know each of our classrooms yeah so um least can answer how we ended up at those tools uh the second part I think it goes back to the point of consistency it's what the teachers are asking for is um how do they

078know when to give permission to students on using it uh and how do they know that they've been clear enough to students so that way if they do get a a piece of work from students where they're wondering is this this kid's work or is this not this kid's work then they know that they've been clear enough with the students of where that line is at so then they can uh talk to them about that um but as far as the individual tools uh Lisa gets lots and lots of requests for fancy things that are out there and then she does a really good job of helping teachers go through tools that we already have so she talks about what their instructional goals are uh sees if we already uh have a tool that can

079do something similar and if it doesn't then she works with them to see is it free or is it something that we should look into purchasing definitely and that's what we did with all of these and again it changes every day so what we thought of um I'm come from a computer science programming background so for me all this is exciting I can't wait to get the next tool but I always have to remember there's people on a variety of levels so what we did was think about how will this help the teachers and I think you've heard tonight how much they've all said that it's efficiency and it's really helped them so that's when we started looking at the tools what's this going to do to help our teachers be able to interact with

080kids more as the human in the center of the classroom that's what we all always keep in mind everything they shared with you tonight is them spending more time with kids so magic school if you go on every day there's a new tool these guys can tell you at the top there's a new tool something that it does to help the teacher lesson plan and differentiate and and um do creative things with the the conversations that um were described and then diff it is exactly what it is it's differentiation it's leveling it's translating it's a asking questions and um all the organizers so we wanted to help the teachers we were we have been so far very teacher focused the listening sessions everything we're doing now as we get more into this is about how

081can we support the ethical use as all of us together student and I love that AI course in the summer how can we do this as a team how can we expand everyone's Horizons in in the AI field because again it is going to be here and it really is changing the landscape for you know the students in their classes but as Educators every day what can help me spend more time with with students and feedback and and talking again human centered with this massive tool that's out there so that's kind of how we've looked at several but that's how we landed now and and we have a great team you know with Travis and and Phil we have a great team of looking at other tools and I think we'll continue to do that

082and who knows what what might pop up in the future yeah yeah and Travis and Phil run a process so um any anytime that a teacher becomes aware of a new product um and they want us to look into possibly getting it it runs through their process so that way they can vet it and they can have those conversations to see is this worthwhile are we sending out any like leaders like on a consistent basis to like go and attend seminars and conferences to investigate these tools yeah it's such a hot topic that it's in every conference that anybody goes to anyways right okay and I'm on a new page group with all the tech you know people like me and we talk about it often we've been to several conferences um ID account is

083coming up in February that every session is about you know AI I think these guys are really good at seeking things out so yes an i me every day there's something new that that we're looking at and you know trying to stay AR rest of of the changes so I have a question so are you guys on uh a pay version of these tools and how are you administrating them are you giving them to every teacher has access to one of these tools of both of these tools and then talk a little bit Travis yeah both of these are they they started out uh we started them out as a free again to try them uh and then they gave us a I think we did it last the second semester with magic school where

084we did a a trial um on a smaller amount right to see what the full version if you will looks like and that's what we approach that we've done with all of those but these both are paid uh and and so that's part of the process in when when an app is asked because it it's it is like hurting cats there are so many apps that are out there there are so many things that you can go to a conference and oh that looks really good this looks really good and and they do there's a lot of really good tools but we have to land on some and and go through and then utilize some of those other free resources so are um the teachers coming to say I'd like to have a license for

085yeah that they can so that's part of the process as well so part of the part of the application is when they fill that out one of the things we have um soapa is the student online privacy uh protection act right so we have to go through and and bet that way but also with that um if there's any money associated with the app itself there's there's questions that are asked are you looking at using this as an individual is this something that the department is looking at is this something that's schoolwide is it's something that we need to consider districtwide because obviously there's different pricing structures with that but then part of our Challenge and and something that we're wrestling with is how do we determine that this ask is better than another tool

086that we already have right so that is the that's the biggest part about hurting cats is there are so many things that are out there and again there's a lot of really good tools but a lot of the tools have other components of a tool that we already have right so it is it's a challenge that was going to be my next question cuz it's almost like standardizing on what are going to be your AIT tools for the district cuz stuff will come up continue to come up every day it'll be new it's constantly Chang it'll be new um companies pop it up every day with something so I don't I was just wonder how you're managing that because you you're you're going to have a lot of time looking at every tool that somebody

087comes to you like it becomes another part of your day we've been managing that for a long before the AI Trend all of our instructional Tech the apps and the extensions and all that stuff we've been managing that through the same process okay no well that's great um the the other question I had is the students so what are they using for AI and are is it a what are they is it bring your own good thing we have two of them here I mean a school I think I can start with that um we use magic school a lot which is like especially my lit class and whatnot so you know the teacher will give us the rubric and what and how she's grading right and we're going to we put that into magic

088school and we just put our essay in and it spits out a lot of feedback you know and it's our choice whether we're we want to take it or we don't want it right and it's our job to you know kind of edit it so again in my experiences it's turned my mediocre essays into gray essays right so um that's again one of the big tools that i' I've really liked and I've used a lot and another thing is you know in our in my Cal class um our teacher literally just says put this oh ask these questions to chat gbt and it'll spit out a bunch of practice uh whatever it answers and whatnot and it gives you the answer to the problem and the actual problem and if your answer does not m

089match with that answer he just tells you to run through that stepbystep explanation and it perfectly step by step make sure that you understand every part of that problem even though even if it's a long very long problem or a short problem which I think is really useful when it comes to studying for big exams like the AP test when you know they have a lot of different you know requirements and a lot of different problem sets that you have to know how to do for those exams right so I think you know making sure like you know that requirement based type of education it really helps a lot yeah um same over here except magic tool we use more like chat GPT and I think it's really important to analyze how effective it can

090be for students too using appropriately like just how rayon was saying uh when I was doing my winter essay I put in the exact rubric that my teacher had and I put in my essay and it gave me step byep like feedback imitating her voice and another thing I mean there's countless ways that you can use it if a teacher posts um like topics that she wants you to master by the end of the unit you can spit them in there in practice questions and it'll just spit you out a practice guide so I mean it's super awesome especially because in college we're going to be getting less review guyses by teachers so learning to make those ourselves that's awesome but I think it's also really important to like practice and teach students that AI

091is not going to be perfect and it's not right always so you always have to double check there's been a number of times that my English teacher like ask Google a question and it's wrong at the top so it's just super important to analyze those factors and yeah I'm I'm interested do you do you guys use AI outside of school yeah what do you what do you what do you use for that actually a couple months ago I was applying to a job and I asked it to write me a resume it asked me my name my job experiences and I put it and then it just spit it out I put it into um a Resume Builder and it was just done so I mean I I I did the exact same thing for

092apply the jobs and then also you know sending text messages and emails and stuff like that I have a uh an assist that I use on my computer and on my phone and it really just helps me Prof professionalize a lot of my emails and a lot of my text messages I S so it's really helpful for that as well so do you find that this is grades 9 through 12 is it I know you mentioned in the you the Spanish level one and level five um is it more concentrated on the upper classman are the ninth and 10th graders using it do they come in like are the is like the Middle School using it like how far down does it go I'm using it to create work for my students I haven't used

093it with them yet okay I'm still trying to get them back to Google Translate things and teaching them that why that's wrong U but this is something I thought about in the future like AI if they start using it it would be something that you would have to sit down as a department to figure out how are we going to teach them to use it properly but I haven't started using it with the students okay yet okay I will say as somebody who teaches freshman and I teach Global as well a lot of them come in knowing what it is and prepared to use it for everything and then kind of having to retach those skills of like how do you use it effectively has been a big deal because many of them think like

094they can just copy and paste it and I won't know that it's a that GPT essay on the French Revolution but I will um kind of teaching them again how to use it effectively is really important okay uh one of the examples I just thought of in the math class and this came up in our listening sessions is um uh Gone are the days of assuming that just because the student shows up with the correct answer that they actually know how to get to that answer uh I see it with my own daughter as she is working her way through honors geometry and she's is using chat GPT uh there's points where she thinks that she understands the whole logic but she's applying some idea from a different problem that chat told her how to

095you it to this new problem um and what you can see uh the group that uh I got the checks from the foundation of building thinking classrooms uh that's a response to this environment so uh uh making sure that the time in the class period is where the students are processing through together how uh to do the logic of math problems and doing that in the space where the teacher is at so the teacher can make sure that their logic is sound um so it's sort of flipping it of kids used to do that at home but now they're bringing it in the classroom uh so they make sure that they know the actual steps so some responses to uh AI being around us now of changing the way that we teach so we can

096make sure that the students are are actually learning absolutely very interesting all right thank you thank you [Applause] all all right we have Arwin and courton coming up to present on uh the results from the relationship mapping exercise yeah um we're really excited to be back tonight to talk about this we enjoyed when we were able to share it with you the first time our why and how we were going to do it and so we're here to report that we've successfully done it um and have started the process of diving into the data so we're going to start um Courtney's going to present kind of an overview of North and then I'm going to mirror her but present an overview of s good evening everyone thank you again for having us um as Arwin

097mentioned and we talked about last time that we were doing this on our January Institute day and so every staff member um in both of our buildings and at t99 completed the relationship mapping activity it went really really well and the data that we're sharing with you today is actually the same data that we have shared with our staff members already and so this is an opportunity for us to shout out again to Phil and his team um they made this so easy and really um palatable for everybody to do um in one day in really one hour actually and also was able to get the data to us really quickly that we were then able to share with our staff um so again it just really confirms not only the importance of this but

098how um it is important to not only do the activity but then show how we're using the data to help us inform how we're going to approach some of the students with only zero to one relationships so um you can flip yeah so I'm going to let our inent go through our data first and then um turn it over to Arwin I'm not going to read every bullet here but I'm going to highlight a couple of things um we have students who come over from um Junior highs to take math classes and they are included in this data um so that's important to know um the one thing that both of us experienced at the building um once we shared this data everyone um was taking a look at it and like oh my God

099I can't believe I didn't mark the student can you please go back and change it um and it was a really just positive um great response from our staff members that they kind of were thinking about it in hindsight that oh yes I should have selected that particular student um and we said it's okay um we know and I can speak for myself too as teachers we like to be perfectionists and make sure everything is right um but at the same time we we it just reaffirmed the fact for us that people were really kind of paying attention and really thoughtful about the activity both during and after um the participation of this so that was really cool um and also to note the data was really consistent um with data from our Illinois youth

100survey that we've given over the past couple of years to show the strength and the relationships that our students have with adults so go ahead um the special notes and just kind of an overview on our data at north um on average each dgn student has um six approximately 6.9 positive relationships with staff we identified 170 students um with zero to one relationships and that's a lot of the data that you'll see this evening is centered around um what that looks like we had 56 students with 20 or or more relationships identified and 13 students have 26 or more relationships identified with the highest being 35 in our building um it no surprises here 12th graders have more relationships than you'll see on the graph the significant increase in relationships from nine grade n to

101grade 12 um again not surprising but really interesting to watch how that grows over four years in fact one of the teachers who um came to talk to me about the student that um she did at Mark was like he's a transfer student and I really want to Mark him we all talked about it and and so we know again our teachers are really thinking about even the new students that we have who come in on a regular basis into our buildings um females have have a higher number of uh relationships identified than males this is not surprising when I write a three sentence text to my 12-year-old the response is okay so not surprising there um again something we predicted but interesting to see um and then free and reduced lunch status does not

102really have an impact on how many relationships students have um and again something um confirming to the level of supports that we have for students that our El students and our students with IEPs have more relationships identified than those who are not elel or have an IEP again confirming the fact that we do have a lot of supports in place for those students who really need a lot more um than maybe the average student so go ahead all right I have to um because I can't see anything I have to look at my computer here just to help me out um and you may need to look at some of the slides a little closer too so I apologize but again um we'll go through a couple of the graphs here um for North freshman

103again have the fewest relationships reported um but uh the that growth over the four years is very significant and so um again in the in the percentage of students with um identified by grade level with zero to one relationships um we have again seniors only seven of the 170 identified have zero to one relationship so again that growth over four years is very significant um and again most of the graphs that you see are really centered around the students who have zero to one relationships reported go ahead uh again average number of positive Relationships by grade nth graders have approximately 3.5 relationships on average and by senior year that number triples um so when you look at the graph you can see that seniors on average have 10.5 relationships uh positive relationships with adults again

104gender um we see that males and females have a little bit of a discrepancy male students are substantially more likely to have zero to one relationships reported um again as we think about the areas where we're targeting with these students and making sure that they have supports we know that this is one area that we um need to need to analyze a little bit deeper average posi positive Relationships by race and ethnicity we find at North that on average our black and native Hawaiian students have the highest number of reported relationships and so you see at at the very top the red and yellow approximately 8.3 relationships um per student um and then our Asian students have the lowest number of reported relationships so again um one of the things that we'll talk about this

105evening is how what are we doing with this data and our equity and inclusion teams are really diving into some of these pieces here specifically um with race and ethnicity and then our students grades which you'll see in a minute um to really kind of dig in and make sure that we're providing the level of supports for all students that they need again um our El students um have are they're not we don't have a very high representation of el students not as much as South but um they are much less likely to have zero to one relationships so again providing that level of support for our students who really need it um was confirming that that it's good that our students um who are new to school new to our country have uh a

106lot of adults to connect with same on the next slide for our IEP students um again much less likely to have zero or one relationships as reported by our staff members um free reduced status um again an interesting statistic that on average um the relationships the number of relationships reported are very similar regardless of socioeconomic status um so that was good and um and then the last slide that I have here is our average by GPA and again this is one of those um interesting data points where we want to dig in a little with our equity and inclusion teams and you'll find um and and it's interesting again we won't know until we actually start to um really dig into some of these specific students but you'll see at the very top there students

107we have um in the 3.5 to 4.0 GPA which is the purple bar and the pink bar we have 100 students within that range who are getting really good grades and only being reported as having zero to one relationships so again they're being successful in school um are they connecting with people and so um as we will as Arwin will share too our CS teams are looking at each individual student of those 170 with only 0 to one relationships to make sure that we have the appropriate supports in place for those students you'll also see the green and yellow bars in the middle are our 2.5 to 3.5 GPA um and those are um a little less than our higher GPA but still a level of support we want to make sure our students have

108but also confirming that our students who aren't doing well in school um it seems as though there's been a lot of lot more reported um positive relationships which is a good thing so students who aren't doing well academically have a lot of um adult support in the building so that's it for North okay I'll change okay your SL that's fine um our data for South is is very similar there's a few different nuances um but really um very similar to what you'll have seen at north um so we had 154 students um just under 6% um with a zero or one relationship our average relationship very similar to north um 6.8 positive relationships um we really took time to celebrate um we had many students above 26 but we talked about we had 10 students

109um we had 10 students who had between 26 and 35 positive relationships we did share those names um with our staff and enjoyed seeing students at all ends of the academic Spectrum within that number um like North our grade 12 students were more connected than grade nine again predictable um and then cim and Mr D'Angelo talked about this a little bit too um with just that we are looking to have male students kind of embracing leadership roles and be involved more of our programs we too saw female students significantly more connected than males one um data point that we did get a chance to celebrate um with our black student union too um at South South High's black and African-American students are the most connected group in all of District 99 so that was something

110we we were really proud of was our group of students um who had the highest identified Relationships by a by a pretty decent margin um students with IEPs are more connected than students without IEPs um students with free and reduced lunch had no impact on the number of relationships students have um we can believe partly because our number is rather large and so those students kind of just fit right in um and have the same experience as their peers who are not on free and reduced lunch and then like you'll see at the end and Courtney talked about this too students at the high and low ends of the GPA range are more connected than those students in who are in the middle so that's definitely a Focus area that we found to dive into

111um some of this will be a little bit repetitive but just wanted to show you the numbers um this slide just shows you this is the students with zero to one so you're looking for the lowest bar possible which you can see is represented there with our seniors how that goes down significantly by grade this is just that slide in Reverse um our ninth graders have 4.6 positive relationship and you can see by senior year that number almost doubles so just super proud of the Conn that we make along the way with our students this is the slide that talks about um that male students were substantially more likely to have the zero or one relationships again kind of like Courtney said it's something our equity and inclusion councils are are working on and we're

112diving in from an activities and Athletics leadership Point as well this is the the slide that shows you positive Relationships by R race and ethnicity so like I shared our black students have the highest number number and then sorry no it's good looking at the um the N number kind of like North our yellow box is our um American Indian students that and number is very low um so we are officially reporting that our Asian students also have the lowest number of relationships so again something our equity and inclusion Council will look into for El our students are actually slightly less likely to have staff Relationships by a very small margin similar to what I talked about with free and reduced lunch re students are supported all across the building in multiple levels so much

113so that they're experienc mirrors um they're nonel peers so even though it might not seem like it that is actually something our equity and inclusion Council celebrated that our students kind of mirrored their peers and that that didn't have a significant impact um on the flip side our students with IEPs are substantially less likely to be on the zero or one list because they're so connected did with a case manager and our related services and their um smaller class sizes with their teachers this is the same one you can see free introduced status didn't have an impact in the data and then the GPA slide this is something um that I think we'll end up spending a lot of time on just that with the GPA cluster in the middle um are more likely to

114have those zero and one that would be like the red blue and green bars and then the students on the other ends of the spectrum where they have more of those supports um are less likely to be in that data um Corney kind of said this already that once we shared the list um teachers you know right away you know kind of reached out sharing some students that they that they thought they missed and those stories were actually really nice to see um most of the students on the list have multiple levels of support in place so even though their names weren't checked teachers were asked to say do you think this student would come to you if they needed something had a trusting relationship doesn't necessarily mean that they're not meeting regularly with their

115counselor or regularly with their social worker the adult just didn't feel like that deeper connection was there but those students did have support in place and then many had excellent grades and excellent attendance so aren't struggling but need to still work on that connection still a focus area so one of the things that we shared with our staff when we shared this data um was okay so one of the we also we shared this list of 170 students um and in Arn's case her number of students who had the zero to one relationships and we knew that a common question would be okay well what can we do and so our equity and inclusion team created a list um this is where they've really lean into this work and have been really excited to share

116the data one of the first things they said was there were we really need to celebrate this because it's really good and we feel really good about how many relationships our teachers have with students um but they also shared these um tips with staff to like if you know one of these students on the list what are some things you might want to think about um as you try to interact and engage with the student to make sure that they do feel like they have a welcoming and warm um warm environment in school to come into and so um we shared this with staff and again kind of reinforcing some of the things that we already do with Mustang way and positively north um but maybe thinking about additional ways we can celebrate and recognize

117students who might be on the L and then our next steps again we've met with our equity and inclusion teams who are really leaning into this and um excited to work with this data um and then potentially using access to um connect with students not involved in activities in athletics we know and I just share I always share this especially with ninth grade parents that one of the things that seniors tell me almost every single year is I wish I would have gotten involved sooner and so really making intentional connections with kids to get them involved in things um at North and at South um to make sure they're connecting with both adults and other kids we know that's really important and a major focus of both of our schools just the one thing I'll

118add about um the use of access to connect with students we're really viewing this as the next kind of datadriven metric in this work um so we do have a list in both buildings of our students who are not currently involved in District 99 activities in athletics um and on Wednesday at South our access teachers they have those lists already they've been given um a like a Google form that they'll fill out for each individual student kind of have a little student interview kind of asking them why they're not involved what barriers are there so that our teams can dive into that data and we're doing ours Wednesday and then North has plans to do theirs very soon so we get to be the building n works out the Kinks um and then and then

119the north will take it to the next step just because we know that that sense of belonging is created so strongly in activities in athletics and if there are barriers there um things we might not be aware of it would be our job to eliminate those barriers so that all students can be involved so we're looking forward to doing that on Wednesday at I think it is all yes that is all so yes do you have any questions yes that's with students who have the zero to one connections no it's separate that's with students who are not currently involved in activities in athletics okay so it's a different data point but same idea will you be reaching out to those students who fit in that category of the zero to one relationships we're actually letting

120um our c s staff take the lead on that right now so we're not necessarily reaching out to them right away and intent and intentionally for this reason our CS in both buildings um has created really like detailed spreadsheets and notes on all of those students and are looking for CS to connect with those students in kind of some natural ways where they would normally do that especially um because so many students on the list have great grades and great attendance we're looking to create those connections in more natural ways um than like calling them all down individually okay that makes sense yeah so how many students were surveyed for this the are you talking about the relationship mapping piece yeah there no students were surveyed so how it worked was all staff got a

121list of every student in the building okay and then staff put a check next to the students's name if they felt they have a trusting relationship with that student okay that's what I was trying to I was how did we get ratio of the economic of the background of um well because we have that's a great question um because we had the student names and then their ID number that's where Phil and our Tech Team really came in handy because they were able to use echool with the student ID and once we had a student ID field that's how we could pull out all of that other information like their IEP status or their free and reduced lunch status because that we have that information on students in our database so the the the staff

122got a list of all the students y y exactly every student so at South just for example they did have 2,601 names um to look through but it is it is surprising until you do it you don't realize um that it really goes very very quickly um because you're not even spending a couple of our Math teachers before we did it we're worried about like well even if I spend two seconds on each name I won't have time time and I had shared that we worked kind of in conjunction with um lurry Children's Hospital in the way they recommend doing this and it turns out that just you're you're you read the names very quickly because you only connect with the names that you know so it it took right about an hour in both

123buildings for staff to really do this with Fidelity for every student I really appreciate the uh how intentional you've been with with creating this mapping and um with trying to reach out to those groups of students that especially have the least amount of relationships with teachers um I think as we've seen with the black student union and and the way that the teachers have been talking this evening it's very evident that uh there is this desire to have a more um trusted Community between and relationship between the teachers and the students and I think that's um really important for them both as we saw with with that one student that talked about uh taking on that like initiative to you know stand up and talk to the big man and I think that's I think

124it's really great that that you have this opportunity for them um is there uh are you looking into the idea of having it in reverse so that you're giving the students a list of all the staff in the building and then have them go through and um yeah so we've we've we've talked about this a lot with our Equity inclusion councils and we actually when we presented to our teachers that was one of our FAQs that we went over um what we what we learned in like kind of our consultation and learning from lry children's hospital they recommend you start with adults first and kind of build the trusting culture and there reminder that adults do play more of a role in cultivating that relationships kind of like parents play more of a role and

125doing it for their children um and then the reverse happens usually a couple years in um we are though in our um we have tentative plans when we do our district 99 like survey to families and students of asking students do you have a trusted adult in the building you could go to asking families does your child have a trusted adult we won't be gathering names so that one will be anonymous so it's not the same data but it will definitely be a great correlation point to see if those numbers are similar or not so I think there are definitely plans for that in the future but no date yet awesome okay that's great have you if you thought about um running um across um not study but uh analysis of kids who are involved

126in activities or Athletics Y and seeing how that impacts yes we have we have both of those lists like we have both of those lists now and so the equity inclusion council's plan is like I said South on Wednesday we're doing the work with our students who are not currently involved in activities in athletics we wanted to kind of dive into their what their why was and then correlate them together and see how many of those students are all also on our zero to one relationships with and then kind of have all of the kind of qualitative data from the access teacher interview and the quantitative data from if you're involved and if you were on the list and then really have our teams put that together to look at what we can do at

127North we'll do that in a couple of weeks um Sal is going first and then we'll do that in a couple of weeks after so we're on the same kind of trajectory just a little bit how do you kick a student in the proverbial rear to get them involved in activities well I think so this I've in my past life as an activities director I I did a little bit of this work and one of the things that I found that was really interesting is that in many of the cases of students who were not participating again just a hypothesis but um in again my prior work showed that they were actually involved in things outside of school and for me that's also a really important factor that maybe they're not connecting with something in

128school but they have something that's really meaningful to them outside of school and so that will be part of kind of that that inquiry process with students to make sure like in what ways are you connecting with people outside of your own Circle right or people outside of your home and so um and again we always want kids to be participating in things at school part of that is too making sure they know the process that we have opportunities for kids to start their own clubs and um and so sharing that with them there are multiple things that we can do both with the access teachers and our student activities directors to make sure that they know of all the ways that they can connect and so reminding them of that and again I have

129always always always said um to both parents and students if you can't find something that you connect with you come see me right away and we will connect you with something and some do and that's really cool and sometimes the parents will call and say my kids really struggling can you help connect them and we will reach out to those students immediately and help them and so um it is really important and we also know that it's harder for some students than others to make those really authentic connections and so we'll do anything that we can to help them to help them find something that they that's really their Niche and sometimes it takes a while it takes some students longer but we find that most students do find their Niche um and we help

130them we support them to do that my short answer to your question is we're gonna ask them on Wednesday so I'm actually really excited about it you know just kind of just having a chance with their trusted access teacher and their students just to kind of say EXA exactly is there anything we can do what could we do differently to help get you involved I'm really excited to see those responses does any of the data concern you like I mean like the consistency of Asian and Hispanic students not having across the district not having as many connections as some of our other students is at concerning yeah of course of course like we again we knew that we knew when we set out to do this that there would be a group that came in

131higher and a group that that that came in lower I guess we I guess maybe it would have been equal across the board but we actually predicted that in some way shape or form um we would see some differences so yes of course it's concerning because we want every student in the building to have to have those connections where I feel um I think it's just our job and we're doing it already is to take that concern and put it into actionable steps so that we can see um the data improve and see more students connected and I'm so happy that in both buildings um the passion and knowledge and Care from the members of our equity and inclusion councils is so strong and kind of like the team that presented on on AI they're

132so knowledgeable about the best practice and how to connect all students whether and through like the equity lens it might not being doing it all the same way but how we connect all students to what we're doing and I'm excited to continue to see that changing and improving I think again just a shout out I I say it a lot because it's true our Tech team has really made a difference in that because we're able to get that action R data almost immediately and that I think is one of um one thing again as we talk about building trust with our with our equity and inclusion teams with our staff members we're able to get that out right away and while yes we definitely see things that are concerning we're also already working to helping

133lower those numbers and make them you know hopefully we want all we have all students um who have more than one relationship so but we're already working toward that which is what I find is really really cool so and it's been exciting because everyone's been really excited to dig into that I'll tie this back to the board remember we started our our 11 indicators and measures this year the two of them were talked about tonight the connections with staff and then uh participation in co-curricular activities right which are all under an equitable and supportive environment and just a reminder for the board our goals are 100% goals right so either all of our kids we check the box for they have the connection or they're in the activity or we have actively reached out to

134try to make those connections or get them involved in activities or understand why they aren't right so both Courtney and Arwin and our entire team is working here to hit that 100% goal 100% kids if nobody's fallen through the cracks in either of these exercises mhm that's what's important with five Labs that work and this work it's catching the kids who are potentially falling through the cracks and preventing that from happening exactly thanks thank you thank you everybody thank you you all right uh next one's a pretty easy one uh we're not recommending student fees change uh for next year so just keep those flat so we don't need to take this back for an action item it's more informative for the board any questions relating to that one uh the next one is uh

135an action item returning uh based on board request at the last time we met and uh Travis did some work on your behalf so I'll turn it over to Travis here yeah I'll just go go over this briefly so we do now have an early termination uh clause in the agreement uh and basically to summarize it after 18 months if uh the company is not meeting 75% of the expected gross revenue uh we have uh the opportunity to get out of the agreement um and what's identified as the expected annual gross revenue is $150,000 for each of the first three years and then in year four and five it is $200,000 for each of those those last two years so at any point in time if that falls under that 75% for that for that

136year we can make that determination at that time we also if you remember there's a posttermination commission that's built into that so through my conversations um I was also able to negotiate that um while we will continue to pay that if we um if we terminate the agreement it will be based on the percentage that they actually have not the the full amount so say they sell um $100,000 right so that's 100 out of 150 that's 2/3 right so they would get 2/3 of that amount paid down in that ramp so they wouldn't get the full amount that they sold um in in that functionality so um again I I think that captures everything that we talked about and more from our our last meeting but glad they any questions thanks a lot welcome thanks

137for dealing with a difficult board member it's part of my job is that you yes it was okay no it's a good change it's a good change it's good to have it in place thank you Travis for getting that you're welcome yeah I appreciate that all right okay that's it for our reports thanks uh on to the action item um can I get a motion from the Board of Education to approve the media license agreement with scoreboard media as presented so move so move charell can I get a second second J second okay could have said Jin there CH and Jenny cherelle and Jenny thank you so much cherelle Fuller hi Jenny hagstrom hi Chris Spinosa hi Don rener hi motion carries thank you uh second reception of visitors Julie do you have any cards

138no sir okay um then we are going to be going to close session can I get a motion from the Board of Education uh to go into close session for the appointment employment compensation discipline performance or dismissal of specific employees specific individuals who serve as independent contractors in a park recreational or educational setting or specific volunteers of the district or legal council for the district including hearing testimony on a complaint lodged against an employee a specific individual who serves as an independent contractor in a park recreational or educational setting or a volunteer of the district or against legal council for the district to determine its validity so moved second Chris moves Jenny seconds thank you Chris Espinosa hi Jenny hagstrom hi shro Fuller hi Don Renner hi motion carries and for the members of the

139public uh as we come out of Clos session the only action the board will be taking when it comes out will be to adjourn we'll take a brief break and then I didn't