001a thief yes folk yes and pill yes nolan yep denyer yes rabe yes gorman yes join us in reciting the pledge of allegiance [Music] i pledge allegiance 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 to thank everybody who came out tonight and for those watching at home welcome dr stern yes thank you um we have pam porto joining us from our transportation department for the bus bid and then we have um country country trails teacher nikki doleman and curriculum director shane burkmeyer joining us for the ela presentation for the textbook all right this time we'll do public comment we have one person connie collins [Music] i was a bit concerned my kinder grandson is in
002kindergarten and in his health class he was learning about empathy i think empathy is a very noble emotion don't get me wrong but when you put that in place of courtesy politeness respect civility and say that it has you have to do everything and with empathy it becomes political these are kindergarten children who are just learning how to control their own emotions through self-discipline learning to be self-sufficient and now you're teaching them that you have to care more about how another person is feeling you have to like be focused on that rather than teaching them how to be polite and courteous and have manners i just i think it becomes political i think it's part of critical race i don't like it i i don't think i have a fourth grade granddaughter who's extremely smart
003had no idea what empathy was so this is a new curriculum this is not something that was taught when she was in kindergarten so that's my uh take on empathy in kindergarten um so you're against empathy in the kindergarten it was they taught they taught it in health is that what you asked no i said you're against teaching empathy in kindergarten i'm i'm again i'm against teaching empathy as and not including other things i'm not saying that empathy is bad i'm saying that they need to it needs to not exclude being polite having manners being courteous showing respect that's what i'm that's what i'm opposed to i don't think i think empathy is fine but i think that a kindergarten child a five or six-year-old child needs to learn how to be polite and courteous
004and civil and respect other people i don't think that the focus needs to be on how somebody else is feeling and how what you're doing impacts how somebody else is feeling so that's what i'm opposed to miss collins well i'll have um someone from our curriculum department reach out to you as well that would be helpful the other thing was i was doing homework with my fourth grade granddaughter and they were doing a it was about martin luther king which is perfectly appropriate and i think absolutely wonderful i think martin luther king was a phenomenal person the thing that that bothered me i guess is that there was no celebration of everything that's been accomplished everything that that man fought for and everything that this country has gone through and done to make more equality
005have people be more inclusive all the good things that have come from martin luther king and what he did it was the the last part of it was like she had to focus on five children who did different things that are saying this is what's still wrong with our country this is what's wrong with our country you know somebody who was going against climate change somebody was going against put you know wanted to put a salad bar in a school somebody who wanted to have different colored crayons to represent different colored skin colors i'm not saying any of that is wrong well i'm saying part of it is wrong but um what i really want to say is that there was no celebration there was no talking about what's been good what's been right what
006we've accomplished how far we've come everybody wants to go back to saying that none of the good stuff happened we have to still concentrate on all the bad stuff and i think that we have to like celebrate all the good things that are in america and not just keep focusing on what's wrong what's divisive what's what's we all need to do things we have to learn and grow every day i'm 70 years old i want to learn and grow every day but they don't have to focus on everything else that's wrong i thought that and the end of that when it was like pointing out like all these different things that you know these kids have to do because there's still so much wrong with this country i don't think it was appropriate for martin
007luther king day that's all thank you thank you thank you fascinating all right next we'll move on to action reports uh your motion second to approve the consent agenda still moved okay your revenue expenditure reports are included in your board packet revenues are currently at 37.04 which is down from last year at 45.17 expenditures are currently trending at 39.66 compared to 40.17 a year ago this month we received impact fees for 286.29 for 15 home starts and there were no transition fees and then the bills payable reports for northern cain and central are are typical for the month of january all right thanks dana some questions for you all right really quickly is there any projection for home starts anything that's new changed or anything like that that we're aware of i have elgin uh
008just today came across the scheduled intelligent development meeting for february 3rd that we'll be participating in hopefully we'll receive an update they then posted something i think about how many new home starts eldon has had for the past three years it's not linked to an article 95 of them in district 301 they didn't go as far as saying that yeah yes nolan yes yes ray yes a thief yes garmin yes next we'll need a motion and second to discuss and improve the cafeteria expansion bids for both pkms and ct some move second uh director pollowing could not be with us tonight so i will cover the bits um i did ask um pam is wilson to make copy of the bid tabulations of full tabulations that you would also have as a handout and then
009um that matches what is the recommendation of the construction management firm shells midnight construction along with director following that we were able to vet out the different bids that came in and we went with the lowest responsible bidder for each of the bids something i would like to point out the the only one if you look at the bid tabulation that stands out is the douglas flooring bid for 90 91 900 um the district decided to go with the alternative bid which would be to re um refloor the entire cafeteria so not just the expansion so that it would all look the same would look new and it wouldn't you wouldn't see the tie in so that's why they're recommending the alternative for the flooring on page one so eagle concrete yes they're about half
010of what the highest bid correct have they have we done business with it evidently yeah well eagle concrete is uh they they do quite a bit of concrete work around the entire region okay and um i know that they met with the with the contractors that were to vet out the bid to make sure that they understood what they were bidding okay cool yep [Applause] and some some of the bidders could be really busy and not really necessarily need the work but you still want to throw their hat in so they could have done that just in case they were the only ones yeah so what's the total cost here then we had all i just there's another summary page at the end of something like that 1.7 there we go that's in the summary
011of award recommendations in the packet any other questions you guys still reviewing it good okay i'm phil yes nolan yes yes rabe yes yes yes gorman yes especially in motion second uh to improve the bus bid so move second we sent out bus bids to six companies we actually only received one formal bid back and that is from midwest transit our current bus supplier and we've had a good working relationship with them for many years i don't really see any problems they don't anticipate any problems with delivery as long as we order the buses uh by february so we stuck with the five bigger ones i'm sorry the so the 583 passenger ones you mentioned last meeting i think oh yeah yes the larger capacity buses yep correct in some gasoline buses as well correct
012we're going to try to say they're smaller collins buses yes yep yeah they're total 20 20. total of 20 buses this year smaller year that we turn in the buses yeah next year is our larger year but this is the smaller year so it's a good time to try out some different things to see what's better for the community and that first six months of the year we'll know come february next year what we want to do basically i kind of think so yeah yep any questions thank you for your work on that you're welcome nolan yes canara yes rabe yes yes bulk yes champ hill yes gorman yes next motion second to discuss and approve the release of the closed session items in our board packet are the agendas and personnel reports that are
013included so every six months the board is required to uh review their closed session minutes decide which items can be released and which would be held so look back period is from july to december it includes items related to personnel student records negotiations and litigation personal reports of course are subject to release but issues pertaining to any ongoing litigation student records or other matters related to individual students along with negotiations information will not be released okay yes nolan yes gorman yes actually need a motion in a second to discuss and approve the 2022-2023 school calendar second okay much discussion occurred at the board december board meeting related to school calendar the original draft that we brought forward um i also was able to receive uh some additional feedback from the cea uh related to the
014calendar we had a teacher institute day uh that was scheduled right at the end of the winter break and uh the request would ask to move that data if we could potentially move that date in discussions and looking at the calendar and uh where we thought it might be best we know that we're already rushed at the beginning of the year to get in all of our stuff to get in our meetings to get in our trainings um for some professional development and time for teachers to welcome students back uh we we thought the best place to put that date would be at the beginning of the year to add an extra day for teacher institute and training right at the beginning of august so this calendar if you look at this calendar we took
015out the breaks that the board has that we we take out we move parent-teacher conferences from october 20th to the last week to the 27th the 28th we put in one full day in november the day before the holiday for the state elections so that would be a teacher institute day there that replaces the october date that we had and we eliminated the half day there the winter break remains the same except that we no longer have the teacher institute day on january 6th what's on the hold on todd in november what was why the day off before election day so we have two four day weekends two weeks apart well we're looking for a time to plug in that teacher institute day where it would have the least disruption to students and since if
016you're going to bring students back on a monday and then all of a sudden they're off on tuesday we thought that giving them that that weekend if families had other plans or wanted to travel they might be able to do that and what was the thought of not going back to what was previously like the week off in november leading up to thanksgiving oh now that you used conferences on those two days and the board directed that they wanted us to move the conferences early earlier that it was too late to hold them at that time okay and also the challenge with not taking advantage of those two school days and the semesters got even more disparate first semester and second semester the differential in days so keeping the two school days there instead of
017just eliminating like a lot of schools do i should say batavia's in school they've been in school for years that week always monday and tuesday right um so there are certainly our other districts that do that in march we have the teacher institute day and then the 23rd and the 24th the 23rd our evening teacher conferences in the in the spring so that would make the friday the 24th a half day and then it rolls right into the right into the spring break and then um to give a break because we talked a little bit as a board uh that there's a long period of time for teachers in that april through may and things that we could accomplish so we put in a half day on friday um april 28th and then barring any
018emergency days um the last student attendance day would be thursday may 25th and the last teacher um work day would be friday um the 26th did we have more half days in the first draft we had more half days in the first draft and trying to work things out and accomplish what the board was asking for we had two alumni that's a couple of those like a ninja ninja comments on that rabe yes a thief yes folk yes sam hill yes nolan yes yes gorman yes and next we need a motion in a second to discuss and improve a donation of 500 from the king county farm bureau foundation that was given to our ffa activity account and here there's a memo in your board packet they received a donation for the it's kind of
019given around this time of year to school districts for helping out at various community service events and educational events that they help host and then the it'll be used towards expenses for their ffa leadership retreat a thief yes bob yes anfield yes nolan yes yes rabe yes gorman yes information first up will be the enrollment update um enrollment update is included in the board packet i also have a handout for you there and now we're looking at our the three-year trend last year there was um there was a slight loss of students in the district by five but you can tell now that when we look at what we've grown we've gone for 4 319 students to 4 682 students so that's uh that's a growth of 363 students so when we talk about our
020district being a rapid growth district it's very clear that we are and that 43-19 is the beginning of last year or the end of last year so the 43-19 for 2021 is at what point in the school year do we have 43 19. end of the school year the date on the it's december 11th we did we decided a couple months ago you wanted to go month by month by months and years yes that's so that's so it's 40 19 is 12 months you're looking at month by month perfect every year every month no so up 363 students in 12 months correct essentially yep did all the ones that left come back i'm kind of curious is this like really net new people or are they just somewhere back well look at 1920 it was
021only 43 24. so right i mean there's definitely more than just the ones that came back i'm just curious like the younger students who left most we still have some that did not oh i don't know what percent i'd have to look at that but that's it just speaks to our rapid drone right next we have a mobile unit installation update dan was able to provide me with some notes for the mobile unit installation update country trails is 90 complete um they need to finish the plumbing and hang some whiteboards some of the cold weather that we had put us back a little bit uh hpt is 75 complete uh with the same thing they need to finish some plumbing and connect temporary overhead power hang white boards look like a 60 complete and um
022they need to install the waste system and they need to hang white boards and finish some plumbing there as well along with some skirting and prairie view skirting will be completed this week as well as exterior punch list items for that building for capital projects uh we're looking uh of course to move forward with a discussion with our what we want to do concerning lilly lake's hvac system looking at the boilers in that building and then a possible generator replacement looking to replace the generator looking to install a generator at least and then looking to install generators and other buildings that that lack them at this time um just like so many other shortages we're finding that related to generators that that there's some backlogs of being able to get them so we're going to
023be looking and moving forward with those type of big processes uh within the next coming months do our administrators in each of the four elementary schools have like their master plan for once we move like how everything is filling in or is that still in process of being determined with the mobile units yeah who's going there who's backfilling these classrooms or what's happening yeah so each of the principals have talked to their team of teachers and asked for volunteers to move first uh we had hoped that we would get them out before winter break then the cold weather hit we ran into some challenges with uh you know getting in this sewage lines and all that stuff connected obviously ct is our big one right now because we need the lunch space so we need
024the classroom space to put lunches in there especially with the mandate of uh students who come back after five days need to wear the mask for an additional five days even in the lunchroom so we are trying to get ct that's our kind of our first one we want to get done uh prairie view is waiting they don't need this space as desperately as the other buildings so we'll be doing ct then hbt is our next one that we really want to get to and then lilly lake but yes all teachers that are going no they're going uh we'll try to do a sub day to get them time to get into their classroom once we get it set up and ready to go uh so they have a day too like coaching football players
025need some volunteer hours there could be some there could be some football players just like you know take care of it like get 30 dudes in there and just probably do weekend weekend work to get the dust and stuff moved over with our custodial staff yeah they'll put in for some weekend work to do that type of you know shifting of materials then try to give our teachers some time to get the classroom set up but they're well aware and they've been as we look at the date changes they keep shifting on us but as we look at the closer dates then they will continue to work on their plans all right thanks for that curriculum director brooke myers here to discuss the recommendations of the olly sack [Music] got a hefty pile so i'm
026here with our sac facilitator nikki dolman she oversees the k-8 sacrificial or isis facilitator we work in collaboration so over the course of the past year our ela team has really dove into what our needs were and looking at our curriculum resources determined that we needed a curriculum resource that addressed all aspects of ela instruction really focusing on that interconnection between reading and writing we were looking for materials that really were rooted in foundational skills address language arts um as well as speaking and listening and as an overall so about a year ago we were digging in and looked at looking at various resources more of a comprehensive um comprehensive unit and we determined that they were through the branding process there were two series that we wanted to dive into this past fall we
027had put together a pilot team 25 teachers across all four buildings and representing each of our grade levels had tried these various products and we did it side by side for the reason to determine which ones are going to be the best ones for our students and what our needs are and so over the course of that time um they determined that into reading was the tool that best fit our needs and so as you see i've got some products for you to take a peek at this on top is our start right reader so our kindergarten through second grade materials are embedded with decodable text so not only do we have our core lesson that addresses reading and writing but it also supports that foundational skill lens and that's an example of the start
028right reader for the decodable lens we have our um a sample of leveled text it's the rigby library not only do you get a level text across that grade level or span of grade levels within your classroom setting but it also gives you um some take away components for instructors or teachers to use to start those conversations really embedded on what are what are the comprehension skills what is the foundational skill what are the follow-up activities that i would like to be able to do the next component that you'll see there is the consumable as well as the teaching pal so the hard copy the teacher pal every teacher will have that it gives them some anatomy annotated notes questions to ask how are you driving through that lesson and then the consumable piece really
029marries that reading and writing collaboration so an impactful component for us when we were digging into it was to ensure that not only were students um have access to great literature but they were writing in every single one of our lessons so you'll see that is valuable in that component the next piece there is an example of a table type lesson this gives anchor charts that drive that small group instruction as well as can be utilized for independent thank you for thank you for being my vanna white here tonight i missed that can you do that again right hold on it's coming the next one there is um an example of the writing uh teacher guide so kindergarten has it all embedded in their literacy um in the writing component as well first through fifth
030get a separate um writing it's titled writer workshop which drives through the writing path process in each of the genres yes can any of the print be enlarged or is this standardly or for those that might be visually impaired can any of the print be large for them everything that you have there is also available through digital okay so we can it can be projected um enlarged in that capacity a staff member could um enlarge it and then print it so we'll have access to those pieces through the digital lens and then the last thing there is just the overall teacher edition again it's embedded in that writing and reading rooted heavy foundational skill development and addresses all aspects of ela instruction so in your board packet you'll have the memo um we're presenting and
031proposing that we're doing digital as well as print copies for each you'll see the breakdown of what the cost is for each of those grade levels in that k5 setting as well as the professional development that's tied to it so nikki has used this not only as our ela sac facilitator but then also as a second grade represent representative that taught it so do you want to share a little bit about yeah that's not real i actually like it i enjoy it it's set up where there's modules and each module lasts about three weeks and they literally walk you through each day and what it's going to look like and they show you the different components of each day that you're going to do my kids really enjoy it they really like the foundational piece
032of it they love the routines that they've established in there they love getting out their whiteboards they love the writing part of it um they like some of the texts that are in there they've really enjoyed them there's some that they've kind of been like you know but they overall um whenever we get out our uh my pals book they get so excited they're like what story are we gonna read this time and they love to have that in front of them because it puts the text right in front of them and it's good text it's text that i would pick for myself as a mentor text if i was teaching something so um i was really pleased to see that that was one of my biggest concerns when i was piloting when i told
033shane was i don't want just any you know text that you know the publisher was like well this fits this skill so we're gonna make up this story i wanted something authentic and real that the kids could you know um that was engaging and by authors that they knew and that that's what that's what we have in there so about diverse library or connectivity to social and science context this is kind of my is my this is a little bit of my baby here because i um i think that there's a huge need for that cross-curricular piece um our day is full and any opportunity that i can take to get into science and social studies with my ela curriculum i will take it anytime i can get and one thing that i really liked
034about it at least at the second grade level um i haven't gotten in too deep at the other grade levels but at the second grade level there is a lot of opportunity for cross-curricular activities um when we were learning about the rate course in science and social studies one of the actual writing pieces was about the rainforest we read a book that i would normally read to my kids and there was a writing lesson tied to it so it was exciting to see that um it was a lot of fun and we've been working with the coach with the coaches on trying to align our science and social studies with um the modules that come with the program while still maintaining that foundational skills piece because we've made that our priority and we've said that
035the foundational piece is our priority so we've been trying to work around that and and uh rearrange the scope and sequences a little bit to fit that ability to be able to do that so authentic text is the root of this program as well so not only do we have authentic trade book text that comes from that culturally relevant text that's embedded in the lesson as well as on follow-up and writing components that are attached to that so we're all encompassing all those components any questions for us thank you okay thank you all right thanks for your district data analysis dr manga so in your uh book or you should have um kind of a spiral piece of the data analysis what what i kind of want to preface is that we have to remember
036that we are coming off of obviously a pandemic no testing for our students was done in 2020. if you remember last year our model was half day curriculum for our elementary students we also offered uh remote only for our students we had both a hybrid model and a remote for our students so the data that i'm going to present tonight is kind of looking at kind of where we're at right now we definitely had some losses um and i want to look at first of where the state's at in terms of losses just to put your mind on where everybody else is is sitting maybe so this came off of the state board of education and i think this kind of represents where we're at in math if you can see the the black you
037might look in your book but you can see that for grade three across the state there's a 23.6 percent loss between and they're talking about from 2019 scores to where students across the state uh scored in 2021 so you can see that then the natural loss in third grade was fairly large fourth grade was almost 30 percent in math uh fifth grade was almost 20 percent in math sixth grade was 14 7th grade was 12 8th grade was 19 the large grade was 14 for basically an average across the state of about 18 percent so if we can fall somewhere in the range of 18 to 20 you're going to find that we're falling within the regional area as well as what the state had in terms of losses for math and then the same
038thing on the next page is your ela and for grade three it was a 22 percent loss uh in ela grade 4 saw 23 across the state five saw 22 percent grade 6 saw 13 grade 7 was 19 grade 8 was 12 11 7 and all was 16.6 or uh 7 17 average i think the interesting thing here and you're going to see our trends say the same thing for some reason 7th graders you're going to see a bigger dip for us as well as just you're seeing here with the state so we followed that trend line that the state saw as well one of the pieces i wanted to look at because i think it's we always talk about our regional um schools that we like to compare ourselves to cainlyn did not take
039the assessment last spring they chose to take the assessment this fall so we did not have scores for kaelyn for the three through eighth grade students so they're not listed here in general to pick them up as a comparative district so for this purpose you can see we have geneva st charles and batavia the green across represents who is meeting and exceeding and you see that it's far below what we're used to seeing we're usually in the 50 to 60 percentile range uh so we have a pretty good loss there across the district and uh third or eighth grade uh so you can kind of see where central's sitting comparative to other neighboring districts and we're right in line there uh other than saint charles who seemed to fair better than the other three districts
040should you became in us that was for math knox is the same comparative for english language arts uh we fared much better there we're right in line with batavia um gene repair a little bit less than what we did again st charles is still ahead of us but overall um we've seen to maintain at least alongside the regional partners that we compare ourselves to third through eighth grade this i think is an interesting piece one of the things we keep hearing across our district is that we have buildings that are so diverse or so much different than the next door neighbor building and that's why we're seeing differences in trends and i think when you look here you can see the student characteristics that we have it's interesting to me that country trails is very
041similar to hbt for the most part the only difference is really in uh the low income and when you look at that lake actually marries off against uh hbt for low income so the the perception that we have a building that is a lower performing or a more demographically you know more demographically sound building ice building that has a lot more demographics isn't true you can see here almost to the t ct and hbt are fairly fairly close uh which you would anticipate uh next in line in terms of uh demographic shifts would be preview and of course the lake is uh still 85 white which is high compared to the rest of our district in terms of where we're at demographically uh student mobility it's interesting because both the hbt and the lake have
042high student mobility uh which is an interesting factor for lake becky has been saying that for many years that she gets a lot of students who come and go throughout the course of the year and when you look at her building for mobility it's a smaller building so 10 is a pretty good number of students that come in and out our low income numbers both hbt and lilly lake are fairly close together but then you look at the english learners and hbt has a lot more of the tbe which is our bilingual students the students that actually get bilingual services within our district i think this tells a nice picture of our district it's a great crowd yeah um the next few slides are going to look at each grade level i didn't do individual
043buildings here you'll see them toward the end but this really looks at the third grade all together so third grade across the district looking at our hybrid students versus our remote only students um and it was interesting in some cases we would anticipate that remote would always not perform as well there are great bands we're actually remote performed as well or better which kind of gets to the point of talking about you know where do we move educationally are there students that would perform better in a different type of setting is that something we should consider as we look to move forward should we always consider that the traditional settings best for all kids or is that something as a board we want to consider re-looking at and thinking about maybe talking about through our
044district leadership teams to consider are there a different population out that should have a different type of opportunity for learning in this case i mean i don't need to read this to you see we have 38 percent that are meeting um and hybrid and 31 percent uh that were meaning remote you definitely can see a difference in the who did not meet uh they went from approaching to do not meets in remote which is not the area where we want those with students that are just right there on the bubble uh we definitely lost them in the remote setting and we kind of maintained a little bit better in the hybrid for third grade math fourth grade math interesting enough remote meets and exceed performed i'll perform that the hybrid model which was face to
045face and but what you can see is it's those students that were struggling the approach went into the means of the below and definitely we did much better for those students that student population in the hybrid model fifth grade definitely hybrid for fifth grade performed much better um in the meets and exceed category as one was you can see there was a huge shift for our students that were approaching to the does not meet category and below standards so uh it definitely hurt the students that were that bubble kid uh but our reason exceeds you know if they were exceeding they shifted somewhere in there but most of us shift has come from approaching to our does not meet category and then ela same graph with the third grade for ela and this one it
046was fairly close to what you're seeing there's a few percentage differences between those categories uh but overall third grade ela i would say it's a fairly close match between remote and hybrid four percent differential for you meat succeeds and not a lot of difference between approach to does not meet which is interesting because third grade is a big pinnacle year to shift in terms of reading and literacy um so you would have expected i i would have expected a much larger differential there but they fared pretty well fourth grade much better for the hybrid so students that weren't face to face with which is what i would expect for english language arts uh that's the reading and writing components you can see they fared better in terms of meets and exceeds um and some approaching
047one into the does not meet for the remote kids so those students that struggled shifted a little bit more into that does not meet category and then for fifth grade uh almost identical other than a few of your approaching one and two does not meet for elementary the other piece i think is this this gives you each building you can see the subgroups the low-income english language arts and with ieps um so those are the students the dis the students with ieps are actually our students with this ieps we do have another category this year with disabilities that includes 504 kids this does not include our 504 students um you can see in some buildings we're definitely struggling with some of those subgroups uh areas for growth that we can take a peek at the
048challenges where they remote or not remote did we have access to them do we now you know we'd have to do all that desegregation um overall you can see our score trends in each building are down with the exception of the lake fared very well in terms of where they generally sit there at 63 percent of their eli students met and math was 60 so they fared very well um throughout the course of this remembering that lilly lake does have a much smaller class sizes because it's a much smaller school so generally speaking their class sizes last year were very small based on the kids that were going remote versus in class hybrid learning also keep in mind that our remote students were taught in other buildings in some cases not in their home school
049they kind of replaced with a teacher and so they were taught across the district but their scores went back to their home building and so that mixes right back into the home building even if they were not taught there those scores represent their where they're actually are living in residence any questions on the elementary data thoughts so middle school you can see the demographics for these guys they're parallel i mean there's almost it's like the wrong snapshot exact same parallel so what you'd expect uh interesting though i mean sixth seventh and eighth grade look exactly the same when you combine our whole district together it's fairly close to being parallel which is very interesting and you can see the demographics of our population which is great to see we're definitely becoming a much more diverse
050district which i think is always a positive thing for all parties for sixth grade hybrid remote um you can see almost identical really was not much just between a remote and hybrid student overall 38 of our students met are exceeded in sixth grade you know probably 20 points lower than what we generally see ira math performance uh definitely hybrid feared better in seventh grade for math um whatever reason i mean it could be the makeup which is different and you know we don't we don't really know it could be the students that came and took the test and we'd have to do a little more digging here to figure out exactly what went on but just overall hybrid performed better which is what we would expect and then eighth grade just the opposite very minimal
051very very close almost identical between hybrid and remote only students yelling massive difference between our hybrid streets for english language arts in sixth grade um you have a 19 differential there you can also see that the approaching is much higher which is good then that does not mean where you're seeing a little bit shift there for the remote kids so remote because the sixth grade definitely uh did not fare as well as our students who are face to face in seventh grade uh you can see the the shift where are approaching of our remote kids went into the does not mean but overall uh remote kids fared just as well as our students that were face-to-face in seventh grade it fits the data what we saw across the state as well because that growth at
052seventh grade seems to be one of those areas that we saw across the state being problematic eighth grade hybrid much better for ela uh seven percent differential you can see the approaching shifting into does not meet in eighth grade so definitely being face to face for these group of students was much more effective and then i compared it between prairie and almost and central middle school in terms of progress across ela math and the subgroups that we are looking at cms did not have the number of ela students to qualify that's why it says not applicable but you can see one of the categories that is a focus area for us this year is to figure out why we had zero percent of our students meeting um or exceeding for math and english learners because
053it's not a language three percent meeting or exceeding and then also our students with disabilities uh definitely um are not fairing as well so we have to check that programming out and we have implemented new programs so we'll continue to watch this to see if it makes a difference high school uh you see comparisons across the way um we have central high school we do not pick up canelon because cainlin does the s.a.t uh geneva saint charles and batavia so you can see demographically where we're sitting next to our neighbors which i think you know helps us see kind of where we're at and what we're how we're performing i think we perform quite well when you look at our comparative of where we're demographically compared to the people we compare ourselves to we do
054a very good job of staying right in line with them central high school one of the things i was impressed about central high school they actually maintained fairly closely not too far off of where they've been sitting they did not have a massive loss in either one of their categories so it was good to see them kind of hold the plane there at the high school so when you look at the the math data for sat comparison comparing ourselves to geneva st charles batavia now you see kailyn uh you can see we're right in the running there uh if you recall we're generally sitting below these guys but we are closing the gap year over year we continue to close that gap uh we're very very close 23 off of batavia um st charles of
055course we have a little bit of marker there which we're used to seeing is only seven percent though which is a little bit less than where i've been before at eight so it's good to see us kind of still maintaining that even in a pandemic and one of the things we noticed with high school is we did have a lot of chronic absenteeism and so that absenteeism impacts academics as well so some target areas for this year that we're looking at are some of those components that could be impacting some of the growth that we would expect to see at the high school level on the sat when you say meets or exceeds approaching like what what's the benchmark the bench so the state board of education actually has a benchmark that's higher than the
056college board by 10 points for the math and it's by 20 points for ela we have no idea why state board decided to do that so you can't compare it to a nationwide uh comparative just because we have a much higher benchmark so 530 to 560 i think is the markers okay thank you but that's your meets and exceeds they consider ela we fared really well oh it's really great to see we actually uh maintained and passed botania and caneland and we're closing the gap on ginny van saysself so that was good to see i think we've heard very very well in english language arts at the high school level the approaching we'd like to see a little bit lower but again i think they're they're definitely making some gains year over year even in
057a pandemic looking at hybrid versus remote math definitely made a difference to be face to face uh you can see the differential there approaching maintain there still a high number of uh people that did not meet or exceed for remote only our hybrid students perform much much better for math and then for ela again made a big difference to be there face to face in terms of hybrid for the high school you can see the differential 51 percent to 37 and you're approaching and partially meets as well so for high school students being in person with our staff definitely made a difference and then just to give you kind of the breakdown of how we're fearing because it's hard to tell we wanted to know how we're doing in subgroups uh next to our neighbors
058so this lays in for you how we're doing in terms of our subgroups meeting and exceeding um next to our neighbors to look at areas and patterns where we could make some improvements again english learners is a challenge for us we have zero percent that met in ela other districts too but of course we don't want to be there and we did not have any students with ieps that met in math or ela at the high school level so definitely areas of target any questions on the high school then lastly i always like to look at cohort data the colors that you see up here are representative of our cohorts of students or watching our students as they take the 2015 third graders and you kind of monitor them as they go down so you
059have your 24 24 21 16 12. so this is does not meet going down which is good to see over a years uh big problem there right one from 12 meets in exceed 12 to 35 percent with the pandemic for that cohort um approaching you can see some nice gradual numbers there which is good to see we wanted to see that going down that's the right direction um and then your meets and exceeds are going up uh pretty nicely as we're watching going through our system so that's good to see we took a hit of course in the pandemic the one group that i think is our watch group is our 2016 which is our 2025 graduates so it's our ninth graders this year for whatever reason um each year you can see what's happening
060um we i don't know why but that is a group we've got to take a peek at and that would be our current ninth graders who just came out of the pandemic um so we need to take a peek at what's going on with that class itself and then the same thing for ela it wasn't as dramatic it was for math but you can watch the the cohorts there to see but for the most part you see us making really good gains year over year uh with the students the same students just kind of looking cohort instead of just this one snap in time i think it's easier to look at the groups going through our school system do a good job definitely the pandemic hit us though so we'll see how we pick back
061up this school year the district received two foias one from abc 7 chicago news requesting information on remote learning equipment that was reported missing damaged or broken stolen unavailable for use and since we were an early adopter of one to one we didn't really have those issues and we didn't have um we didn't have responsive documents for the foia and then for the second one came from the chicago laborers district council requesting the bid results for the cafeteria expansion we were able to share those results [Applause] all right that concludes that section so we'll take the time and freaking motion second and turn over session and go into the exact same direction folk yes hanfield yes nolan yes yes rabe yes a thief yes gorman yes thank you again for coming out